Mitigation of Cognitive Bias with a Serious Game

Author:

Dunbar Norah E.1,Jensen Matthew L.2,Miller Claude H.3,Bessarabova Elena3,Lee Yu-Hao4,Wilson Scott N.5,Elizondo Javier5,Adame Bradley J.6,Valacich Joseph7,Straub Sara8,Burgoon Judee K.7,Lane Brianna9,Piercy Cameron W.10,Wilson David11,King Shawn8,Vincent Cindy12,Schuetzler Ryan M.7

Affiliation:

1. University of California Santa Barbara, Department of Communication, Santa Barbara, California, USA

2. University of Oklahoma, Price College of Business and Center for Applied Social Research, Norman, Oklahoma, USA

3. University of Oklahoma, Department of Communication, Norman, Oklahoma, USA

4. University of Florida, Department of Telecommunication, Gainesville, Florida, USA

5. University of Oklahoma, K20 Center, Norman, Oklahoma, USA

6. Arizona State University, Hugh Downs School of Communication, Tempe, Arizona, USA

7. University of Arizona, Eller College of Management, Tucson, Arizona, USA

8. Independent Researcher, Norman, Oklahoma, USA

9. Christopher Newport University, Department of Communication, Newport News, Virginia, USA

10. University of Central Missouri, Department of Management, Warrensburg, Missouri, USA

11. University of Nebraska-Omaha, Department of Information Systems and Quantitative Analysis, Omaha, Nebraska, USA

12. Salem State University, Department of Communications, Salem, Massachusetts, USA

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.

Publisher

IGI Global

Subject

Developmental and Educational Psychology,Education

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