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Wednesday, June 12 • 12:00pm - 1:00pm
Cognitive Bias & Interpretive Frames

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This individual papers session, ”Cognitive Bias & Interpretive Frames”, will include the following:

Mitigation of Cognitive Bias Through the Use of a Serious Game
Intelligence analysts gather information from a variety of sources, process the information incrementally as it is received, and are under constant pressure for quick and accurate judgments. Heuer (2006) calls this process “a recipe for inaccurate perception” (p. 27). A serious training game (MACBETH) was designed to address and mitigate cognitive biases undermining analysts’ accurate collection and interpretation of intelligence. The IARPA SIRIUS program directed attention to six cognitive biases, two of which are the focus of this study—fundamental attribution error (FAE) and confirmation bias (CB). We will describe an experiment in which 703 participants either played the MACBETH game or engaged in a more traditional learning method, a video describing these three cognitive biases. The results showed that the game was more effective than the video but only under certain conditions. Explicit training methods and repetitive play increased the effectiveness of the game.
Norah Dunbar, Claude Miller, Bradley Adame, Javier Elizondo, Scott Wilson, Stephanie Schartel, Brianna Lane, Abigail Allums Kauffman, Sara Straub, Judee Burgoon, Joseph Valacich, Elena Bessarabova, Matthew Jensen, Jeff Jenkins, Jun Zhang, Dallas Morrison

Revealing how a videogame can change players' implicit racial biases
African American men are underrepresented among faculty in academic science, technology, engineering, mathematics, and medicine (STEMM). A contributing factor is implicit bias. This study examines whether an active perspective-taking intervention in the form of a videogame can reduce players’ implicit bias against African Americans. Participants in this randomized controlled study have either played a game designed to address implicit bias (experimental condition) or read a narrative based on the game experience (control condition). In both conditions, the participants are intended to take on the role of an African American graduate student. Participants’ level of perspective-taking, empathy, awareness and experience of bias, and implicit bias towards African Americans will be compared across both conditions to understand how gameplay may lead to changes in players’ implicit racial biases.
Belinda Gutierrez, Dennis Ramirez, Sarah Chu, Clem Samson-Samuel, Molly Carnes

Frames at Play: Situated engagement with research ethics games
Scholarship in educational research has argued games are promising learning tools because players take on fictional identities and roles to build new knowledge and skills. Analyzing usability data from a detective game about research ethics called Murky Misconduct, this paper argues that players use situated and overlapping “interactive frames” (Goffman, 1974) to formulate responses to in-game controversies. Drawing on data sourced from “think-aloud” verbal reports, this paper examines the shifting interactive frames that player-testers, who are graduate students in STEM disciplines, take up as they confront in-game controversies related to research ethics.
Benjamin DeVane, Margeaux Johnson, Amy Buhler, Michelle Leonard, Richard Ferdig

Jordan Thevenow-Harrison, Discussant


Discussants
Speaker
avatar for Benjamin DeVane

Benjamin DeVane

Iowa City, Iowa, United States, University of Iowa
Identity & Learning | Computational Thinking | Design & Aesthetics
avatar for Norah E. Dunbar

Norah E. Dunbar

Associate Professor, University of Oklahoma
Professor Dunbar's research interests include interpersonal deception and nonverbal expressions of power and dominance in interpersonal relationships. Methodologically, she uses behavioral observation techniques to examine verbal and nonverbal communication displays. As a member of the OU Center for Applied Social Research, Professor Dunbar is working on several projects including studies on improving deception detection accuracy and reducing... Read More →
avatar for Javier Elizondo

Javier Elizondo

VLE Production Manager, K20 Center
Javier has a long career as producer of educational games working on grants for the US department of Education. His last two games have been published, by Scholastic and Mentor Interactive, the later as a commercial title for the Nintendo DS. He is currently working on a project for the Intelligence Advanced Research Projects Activity (IARPA) as well as a series of educational video games for middle and high school students under the auspices... Read More →
MJ

Margeaux Johnson

Science & Technology Librarian, University of Florida, Marston Science Library
Margeaux Johnson is a Science & Technology Librarian at the University of Florida, where she coordinates information literacy instruction for the sciences and integrates technology into library learning environments. She served as a Co-PI on the NSF ethics in education grant “Gaming Against Plagiarism” (http://blogs.uflib.ufl.edu/gap/) and was a member of the NIH VIVO Collaboration (http://vivoweb.org/). | Margeaux has been a serialized... Read More →
avatar for Michelle Leonard

Michelle Leonard

Environmental Sciences & Natural Resources Librarian, University of Florida
avatar for Dennis Ramirez

Dennis Ramirez

Technical Director, USC IMGD, Videogame Researcher
avatar for Clem Samson-Samuel

Clem Samson-Samuel

Game Designer/Graduate Student, Games Learning Society Center & Learning Games Network
A graduate student in curriculum and instruction, Clem Samson-Samuel has worked as a game designer for 12 years, including eight years with Raven Software during which he worked on seven triple-A games. Samson-Samuel holds a B.S. in computer science from UW-Madison.
SW

Scott Wilson

Associate Director, K20 Center


Wednesday June 12, 2013 12:00pm - 1:00pm
Inn Wisconsin

Attendees (21)