What do Teachers Want to Know About GameBased Learning Analytics: Cross-Case Study

Abstract

Game-based pedagogy requires innovation in learning analytics, so teachers can make sense of the complex data generated in the game in relation to evidence for learning. In this paper, we advocate for co-design as a process to elucidate the types of data that teachers want and need to effectively implement games in the classroom. We examine two cases to discuss affordances of co-design activities and present initial findings that built towards two prototypical dashboards.