The use of cognitive and non-cognitive indicators in adaptive and self-directed learning of games

Project summary

Serious games can develop complex skills in a motivating way. The feedback is often based on cognitive performance in the game. Non-cognitive and cognitive process indicators can provide important information about learning processes, in support of adaptive or self-directed learning.
The aim of this project is to investigate how learning processes can be optimized with this, for the development of professional and self-regulation skills. The research focuses on a skill training game for doctors. This game is being expanded and it is being investigated how these process indicators can support student learning.