Investigating Epistemic Stances in Game Play with Data Mining
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this paper, techniques of statistical computing were applied to data logs to investigate the patterns in students' play of The Fuzzy Chronicles, and how these patterns relate to learning outcomes with regards to Newtonian kinematics. This paper has two goals. The first goal is to investigate the basic claims of the proposed Two-System Framework for Game-Based Learning (or 2SM) (Martinez-Garza & Clark, 2016) that may serve as part of a general-use explanatory framework for educational gaming. The second goal is to explore and demonstrate the use of automatically collected log files of student play as evidence through educational data mining techniques. These techniques could also find general use, and this paper offers a demonstration of plausible methods and processes that are suited for game play data. These goals were pursued via two research questions. The first research question examines whether students playing The Fuzzy Chronicles showed evidence of dichotomous fast/slow modes of solution. The 2SM theorizes that slow modes of solution will correlate to higher learning gains. Congruent with the 2SM, students who use mainly fast iterative solution strategies achieved lower learning gains than students who preferred slow, elaborate solutions, or a more balanced mix of the two. A second research question investigates the connection between conceptual understanding and student performance in conceptually-laden challenges. The finding was that students generally improve their performance in these challenges as gameplay progresses, but that this improvement is strongly moderated by their prior knowledge of physics. Implications of these findings in terms of educational game design, analysis of gameplay logs, and further refinement of the 2SM are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it