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Graduate Course Proposal Form Submission Detail - EME6681
Tracking Number - 5308

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-20
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for C&I: IT. To GC. Repeatability needs clarificatoin. Emailed 5/12/16. Not Repeatable. Approved 5/20/16 To Sys 5/20/16. To SCNS after 5/27/16

Detail Information

  1. Date & Time Submitted: 2015-10-22
  2. Department: Educational and Psychological Studies (EPS)
  3. College: ED
  4. Budget Account Number: 0-1715-000
  5. Contact Person: Glenn Gordon Smith
  6. Phone: 8136930507
  7. Email:
  8. Prefix: EME
  9. Number: 6681
  10. Full Title: Games Analytics for Learning
  11. Credit Hours: 3
  12. Section Type: P - Individual Performance Instruction
  13. Is the course title variable?: N
  14. Is a permit required for registration?: Y
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: Y
  17. If repeatable, how many times?: 2
  18. Abbreviated Title (30 characters maximum): Games Analytics for Learning
  19. Course Online?: U - Face-to-face, online, and blended (separate sections)
  20. Percentage Online: 50
  21. Grading Option: R - Regular
  22. Prerequisites: EME 6880
  23. Corequisites:
  24. Course Description: Students first learn theory & practice of game analytics, i.e., using games to gather data for assessment of learning; then fine-tune a game with iterative cycles of formative evaluation & revision; and finally gather a data set & analyze it.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed to compete with national trends
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This is an elective, but not a required course, for the Masters Program in Instructional Technology. It will be a required course for a to be proposed certificate in Educational Games.

    Game analytics is a new and growing area for data gathering and research in education/learning, business, and other areas. However, there are no game analytics course in Florida, and probably not in the country.

    This course can supply graduate students with valuable knowledge which can help them conduct research and get cutting edge jobs.

  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in instructional technology, or related field, or a PhD in Computer Science. Some knowledge and experience with computer game design and with data analysis is needed.
  29. Objectives: 1. Learn about game analytics

    2. Conduct an iterative process of formative evaluation and game revisions

    3. Plan and stage gathering data from a game

    4. Analyze data from one or more games

    5. Interpret data from one or more games, and then write and present about the data

  30. Learning Outcomes: On completion of the course, students will be able to:

    • Understand key theoretical and practical ideas about game analytics.

    • Conduct a formative evaluation on games.

    • Plan logistics for gathering data with a computer game, including details of setting (online or face to face), participants, the creation of other necessary instruments

    • Gather meaningful data with computer games

    Meaningfully analyze data from computer games

    • Write coherent short summaries about data obtained from computer games

  31. Major Topics: 1. Principles of game analytics

    2. Improving games through cycles of formative evaluation & revision

    3. Logistics of data gathering using games

    4. Hands on experience with gathering data with games

    5. Analysis of data from games

  32. Textbooks: Selected papers, and online resources, such as:

    Halverson, R., & Owen, E.V. (2013). Game-based assessment: an integrated model for capturing evidence of learning in play, International Journal of Learning Technology, 9(2), 111-138.


    eBook: Game Analytics: Maximizing the Value of Player Data, editors: El-Nasr, Drachen, & Canossa, Springer-Verlag London 2013

    Also the book:

    Serious Games Analytics: Methodologies for Performance Measurement, Assessment, and Improvement

    Christian Sebastian Loh, Yanyan Sheng, & Dirk Ifenthaler, 2015, Springer, ISBN


  33. Course Readings, Online Resources, and Other Purchases: Software: Students will use and extend games developed by students in the course EME 6680 Game Design & Development for Learning, so the software that was used to develop the games in EME 6680 may be required for this course.
  34. Student Expectations/Requirements and Grading Policy: • Seminar style discussion on course readings, and presentation 10%

    • Weekly assignments 10%

    • Formative evaluation: formative testing reports on existing game and/or revisions of game 20%

    • Arranging logistics for game analytics study: setting (online or face to face), participants, 10%

    • Data gathering 10%

    • Data analysis 20%

    • Final write up & presentation 20%

  35. Assignments, Exams and Tests: • Seminar style discussion on course readings

    • Weekly assignments

    • Formative evaluation: formative testing reports on existing game and/or revisions of game

    • Arranging logistics for game analytics study: setting (online or face to face), participants, IRB if necessary, creating other necessary intruments

    • Data gathering

    • Data analysis

    • Final write up

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Re-submissions will be allowed, if the original grade is less than an A, and the students re-submit within three weeks of the original due date, but no resubmissions are allowed within three weeks of the end of the semester.
  38. Program This Course Supports: Master in Instructional Technology, and the Educational Games certificate, the course may also be useful for the PhD in Instructional Technology
  39. Course Concurrence Information: Potentially, Masters in Computer Science or related, Information Systems, and fine arts.

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