Mitigation of cognitive bias with a serious game: Two experiments testing feedback timing and source

Norah E. Dunbar, Matthew L. Jensen, Claude H. Miller, Elena Bessarabova, Yu Hao Lee, Scott N. Wilson, Javier Elizondo, Bradley J. Adame, Joseph Valacich, Sara Straub, Judee K. Burgoon, Brianna Lane, Cameron W. Piercy, David Wilson, Shawn King, Cindy Vincent, Ryan M. Schuetzler

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitigation. Surprisingly, there was no significant difference between just-in-time feedback and delayed feedback, and computer-generated feedback was more effective than feedback from other players.

Original languageEnglish (US)
Pages (from-to)86-100
Number of pages15
JournalInternational Journal of Game-Based Learning
Issue number4
StatePublished - Oct 1 2017


  • Cognitive Bias
  • Confirmation Bias
  • Feedback
  • Fundamental Attribution Error
  • Training Game

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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