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Designing a personalized feedback strategy for the Space Fortress game

Kroos, I.J. (2021) Designing a personalized feedback strategy for the Space Fortress game.

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Abstract:The Royal Netherlands Aerospace Centre (NLR) made a revised version of the Space Fortress game, which functions as a training instrument to enhance gaming performance and as a measurement instrument for skill decay research. Participants learn to play the game and improve their skills. The skill decay is determined by performance measurement over different retention periods. However, skill decay is also associated with the absence of feedback, which is not included in the current version of the game. Therefore, NLR wants to apply personalized feedback in the training part of the game. In the ideal state of affairs, each participant of the Space Fortress game receives personalized feedback that improves their performance. This research aimed to investigate which learner characteristics were connected with participants' performances in the Space Fortress game. Based upon this analysis a personalized feedback strategy was suggested. To investigate which characteristics of a personalized feedback strategy can be used to develop personalized feedback for the Space Fortress game, the theory of the feedback models of Mason and Bruning (2001) and Narciss and Huth (2004) were explored. The research was conducted using the learner characteristic, experience, and performance data of 10 participants who played the revised Space Fortress game training of NLR. The participants responded to multiple learner measurements questionnaires and were observed by the researcher. Responses were analyzed with the use of thematic analysis, Pearson correlation coefficient, and exploratory analysis. The results of the thematic analysis showed the commonly made errors, incorrect strategies, and potential learning problems. Pearson correlation coefficient showed that overall positive but weak correlations were found between motivation and performance scores and self-efficacy and performance scores. Positive strong correlations were found between gaming frequency and participants' performances. The exploratory analysis showed that based on the learner characteristics and performances three categories of learners can be created. The results suggest that the different categories of participants had different learner characteristics and performance outcomes, and encounter different errors, incorrect strategies, and learning problems regarding playing the game. On this basis, the concept of participants' learner characteristics, performances, and experiences were taken into account to determine the function, presentation, and content of the feedback.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
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