Extract
[...] Maybe other reward or progression systems, more focused on the acquisition of pedagogical skills, would be more effective. [...]
[...] Perspectives of improvement To improve the Serious Game tool, it would be necessary to: -Integrate personalization elements to make the experience more intuitive and increase its usability. -Establish an initial testing protocol to evaluate more precisely the impact on learning. -Enhance graphics and visual interface to improve the opinion of participants who are more demanding. - We can consider using other measures or more qualitative evaluation methods to better understand how teachers and trainers perceive the game as a pedagogical tool. -Since user experience is not related to the score, we can ask ourselves if the score is important. [...]
[...] The two-sample chi-square test performed, the result obtained suggests that other elements besides the score influence the user experience of teachers and trainers. It might be useful to explore other aspects such as: "The relevance of the pedagogical content", "The clarity of the learning objectives", "The engagement generated by the activities", "The quality of the feedback provided" or "The ease of integrating the acquired knowledge into their professional practice". b. Limitations Among the limitations, are: -The sample size is only 31 participants (which is quite limited). This is a relatively small number that limits the representativeness of the results. [...]
[...] 1 : 2 : 3 : 4 : 5 : 25% - The scores in the games based on performance. In exploiting the individual responses, we obtain the following contingency table: Categories of satisfaction Score5/5 Score4/5 Score3/5 Score2/5 Score1/5 Total Very dissatisfied 1 1 2 Slightly dissatisfied 1 1 1 3 Neither satisfied nor dissatisfied 1 1 4 2 8 Satisfied 2 3 2 2 1 10 Very satisfied 2 3 3 8 Total 5 7 10 6 3 31 Calculation of expected frequencies: Categories of satisfaction Score5/5 Score4/5 Score3/5 Score2/5 Score1/5 Total Very dissatisfied 0.32 0,45 0,64 0,38 0,19 2 Slightly dissatisfied 0.48 0,67 0,96 0,58 0,29 3 Neither satisfied nor dissatisfied 1.29 1,8 2,58 1,54 0,77 8 Satisfied 1.61 2,25 3,22 1,93 0,96 10 Very satisfied 1.29 1,8 2,58 1,54 0,77 8 Total 5 7 10 6 3 31 Calculation of Chi-2 The Excel calculation software is used to perform all operations automatically (Below, a copy of the cells) I observed Theoretical Ei Oi-Ei (Oi-Ei)2 (Oi-Ei)2/Ei 0,32 -0,32 0,1024 0,32 0,48 -0,48 0,2304 0,48 1 1,29 -0,29 0,0841 0,0651938 2 1,61 0,39 0,1521 0,09447205 2 1,29 0,71 0,5041 0,39077519 0,45 -0,45 0,2025 0,45 0,67 -0,67 0,4489 0,67 1 1,8 0,64 0,35555556 3 2,25 0,75 0,5625 0,25 3 1,8 1,2 1,44 0,8 0,64 -0,64 0,4096 0,64 1 0,96 0,04 0,0016 0,00166667 4 2,58 1,42 2,0164 0,78155039 2 3,22 -1,22 1,4884 0,46223602 3 2,58 0,42 0,1764 0,06837209 1 0,38 0,62 0,3844 1,01157895 1 0,58 0,42 0,1764 0,30413793 2 1,54 0,46 0,2116 0,1374026 2 1,93 0,07 0,0049 0,00253886 1,54 -1,54 2,3716 1,54 1 0,19 0,81 0,6561 3,45315789 1 0,29 0,71 0,5041 1,73827586 0,77 -0,77 0,5929 0,77 1 0,96 0,04 0,0016 0,00166667 0,77 -0,77 0,5929 0,77 Khi-2 calculated = 15,5585805 c. [...]
[...] Question Answers The game is motivating for learners 1 : 2 : 3 : 4 : 5 : 20% The gamification elements make the game more engaging 1 : 2 : 3 : 4 : 5 : 15% The game is fun and enjoyable to play 1 : 2 : 3 : 4 : 5 : 25% Level Learning and Transformation According to the Kirkpatrick model, level 2 goes beyond perceptions to measure the impact of the tool on acquired skills or knowledge. It explores the observed cognitive or practical transformations among participants. Typical indicators include: - Learning outcomes via tests (pre-post test, exit test). - The evolution of skills or behaviors observed after use. [...]
