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From the same journal

Co-created evaluation: Identifying how games support police learning

Research output: Contribution to journalArticlepeer-review



Publication details

JournalInternational Journal of Human Computer Studies
DateAccepted/In press - 25 Mar 2019
DateE-pub ahead of print - 26 Mar 2019
DatePublished (current) - 1 Dec 2019
Number of pages11
Pages (from-to)34-44
Early online date26/03/19
Original languageEnglish


HCI often produces improved systems through co-creation with practitioners. However, evaluation methods are primarily researcher-led (i.e., not co-created with practitioners). As part of a games-based learning evaluation, we detail a novel co-creation method that produces evaluations on how technology influences learning. Based upon educational threshold concept theories, the Tricky Topic method supported the co-creation of knowledge-based evaluation questionnaires with trainers. The evaluation involved 116 new recruit police officers from three UK police forces who participated in a randomized-control trial. The Tricky Topic method provided insights of how the game significantly increased understanding p< .001 (moderate effect size) in comparison with face-to-face training. Tricky topic breakdowns identify increased tacit understanding (e.g., empathy, attention) after games training, and decreased tacit understanding (e.g., respect) after face-to face training. Finally, further research opportunities are discussed concerning co-created evaluation for valid and relevant deconstruction of participants’ understanding that allow designers to pinpoint systems-specific learning benefits.

Bibliographical note

© 2019 Published by Elsevier Ltd. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.

    Research areas

  • Evaluation, Police training, Serious games, Tricky Topics

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