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MiBoard (Multiplayer Interactive Board Game) is an online, turnbased board game that was developed to assess the integration of game characteristics (point rewards, game-like interaction, and peer feedback) and how that might affect student engagement and learning efficacy. This online board game was designed to fit within the Extended Practice module of iSTART (Interactive Strategy Training for Active Reading and Thinking). Unfortunately, preliminary research shows that MiBoard actually reduces engagement and does not benefit the quality of student self-explanations when compared to the original Extended Practice module. Consequently the MiBoard framework has been revamped to create Self-Explanation Showdown, a faster-paced, less analytically oriented game that adds competition to the creation of self-explanations. Students are evaluated on the quality of their self-explanations using the same assessment algorithms from iSTART Extended Practice module (this includes both word-based and LSA-based assessments). The technical issues involved in development of MiBoard and Self- Explanation Showdown are described. The lessons learned from the MiBoard experience are also discussed in this paper.

Serious games have recently emerged as an avenue for curriculum delivery. Serious games incorporate motivation and entertainment while providing pointed curriculum for the user. This paper presents a serious game, called MiBoard, currently being developed from the iSTART Intelligent Tutoring System. MiBoard incorporates a multiplayer interaction that iSTART was previously unable to provide. This multiplayer interaction produces a wide variation across game trials, while also increasing the repeat playability for users. This paper presents a demonstration of the MiBoard system and the expectations for its application., Comment: 14th International Conference on Artificial Intelligence in Education (AIED), 2009

Increasing user engagement is constant challenge for Intelligent Tutoring Systems researchers. A current trend in the ITS field is to increase engagement of proven learning systems by integrating them within games, or adding in game like components. Incorporating proven learning methods within a game based environment is expected to add to the overall experience without detracting from the original goals, however, the current study demonstrates two important issues with regard to ITS design. First, effective designs from the physical world do not always translate into the digital world. Second, games do not necessarily improve engagement, and in some cases, they may have the opposite effect. The current study discusses the development and a brief assessment of MiBoard a multiplayer collaborative online board game designed to closely emulate a previously developed physical board game, iSTART: The Board Game.

MiBoard (Multiplayer Interactive Board Game) is an online, turn-based board game, which is a supplement of the iSTART (Interactive Strategy Training for Active Reading and Thinking) application. MiBoard is developed to test the hypothesis that integrating game characteristics (point rewards, game-like interaction, and peer feedback) into the iSTART trainer will significantly improve its effectiveness on students' learning. It was shown by M. Rowe that a physical board game did in fact enhance students' performance. MiBoard is a computer-based version of Rowe's board game that eliminates constraints on locality while retaining the crucial practice components that were the game's objective. MiBoard gives incentives for participation and provides a more enjoyable and social practice environment compared to the online individual practice component of the original trainer, Comment: SCiP Conference, November 19th 2009

Using administrative data from Y-14M and Equifax, we find evidence for large spreads in excess of those implied by default risk in the U.S. unsecured credit market. These borrowing premia vary widely by borrower risk and imply a nearly flat relationship between loan prices and repayment probabilities, at odds with existing theories. To close this gap, we incorporate supply frictions - a tractably specified form of lending standards - into a model of unsecured credit with aggregate shocks. Our model matches the empirical incidence of both risk and borrowing premia. Both the level and incidence of borrowing premia shape individual and aggregate outcomes. Our baseline model with empirically consistent borrowing premia features 45% less total credit balances and 30% more default than a model with no such premia. In terms of dynamics, we estimate that lending standards were unchanged for low risk borrowers but tightened for high risk borrowers at the outset of Covid-19. Borrowing premia imply a smaller increase in credit usage in response to a negative shock, which this tightening reduced further. Since spreads on loans of all risk levels are countercyclical, all consumers use less unsecured credit for insurance over the cycle, leading to 60% higher relative consumption volatility than in a model with no borrowing premia. [ABSTRACT FROM AUTHOR]

What is the role of credit scores in credit markets? We argue that it is a stand in for a market assessment of a person's unobservable type (which here we take to be patience). We pose a model of persistent hidden types where observable actions shape the public assessment of a person's type via Bayesian updating. We show how dynamic reputation can incentivize repayment without monetary costs of default beyond the administrative cost of filing for bankruptcy. Importantly we show how an economy with credit scores implements the same equilibrium allocation. We estimate the model using both credit market data and the evolution of individual's credit scores. We find a ?% difference in patience in almost equally sized groups in the population with significant turnover and a shift towards becoming more patient with age. If tracking of individual credit actions is outlawed, the benefits of bankruptcy forgiveness are outweighed by the higher interest rates associated with lower incentives to repay. [ABSTRACT FROM AUTHOR]