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Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source
Dunbar, Norah E. Jensen, Matthew L. Miller, Claude H. Bessarabova, Elena Lee, Yu-Hao Wilson, Scott N. Elizondo, Javier Adame, Bradley J. Valacich, Joseph Straub, Sara
Dunbar, Norah E.
Jensen, Matthew L.
Miller, Claude H.
Bessarabova, Elena
Lee, Yu-Hao
Wilson, Scott N.
Elizondo, Javier
Adame, Bradley J.
Valacich, Joseph
Straub, Sara
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Abstract
One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.
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Date
2017
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IGI Global
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Keywords
Cognitive bias, Confirmation bias, Feedback, Fundamental attribution error, Training game
Citation
Dunbar, N. E., Jensen, M. L., Miller, C. H., Bessarabova, E., Lee, Y., Wilson, S. N., Elizondo, J., Adame, B. J., Valacich, J., Straub, S., Burgoon, J. K., Lane, B., Piercy, C. W., Wilson, D., King, S., Vincent, C., & Schuetzler, R. M. (2017). Mitigation of Cognitive Bias with a Serious Game: Two Experiments Testing Feedback Timing and Source. International Journal of Game-Based Learning (IJGBL), 7(4), 86-100. doi:10.4018/IJGBL.2017100105