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Journal Issue
Volume 10 Issue 2, Special ECGBL Issue / Jul 2012  pp159‑256

Editor: Dimitris Gouscos

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Framing the Adoption of Serious Games in Formal Education  pp159‑171

Sylvester Arnab, Riccardo Berta, Jeffrey Earp, Sara de Freitas, Maria Popescu, Margarida Romero, Ioana Stanescu, Mireia Usart

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Inferring a Learner´s Cognitive, Motivational and Emotional State in a Digital Educational Game  pp172‑184

Michael Bedek, Paul Seitlinger, Simone Kopeinik, Dietrich Albert

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Abstract

Digital educational games (DEGs) possess the potential of providing an appealing and intrinsically motivating learning context. Usually this potential is either taken for granted or examined through questionnaires or interviews in the course of evaluat ion studies. However, an adaptive game would increase the probability of a DEG being actually motivating and emotionally appealing. In order to adapt the game to the learner´s motivational and emotional state while engaged with a particular game scenario, an ongoing assessment of these states is required. An explicit assessment, e.g. by questionnaires occurring repeatedly in short time intervals on the screen would probably destroy the learner´s flow experience. Thus, it is necessary to apply an approach that assesses the learner´s current states in a non‑invasive way. In the course of this paper we describe such a non‑invasive, implicit assessment procedure which is based on the interpretation of behavioral indicators. A set of behavioral indicators has been elaborated whereby some of them are derived from the theory of information foraging (Pirolli and Card, 1999). Values for each behavioral indicator (e.g. amount, frequency, seconds, etc.) are gathered after equally long lasting time slices. After each time slice, these values serve as weighted predictors to multiple regression equations for the dimensions of a motivation model, an emotion model and a construct called clearness. The motivation model is based on the two dimensions of approach and av oidance motivation. The emotion model encompasses the dimensions valence and activation. Clearness is defined as appropriate problem representation. A comparison of the resulting values on these dimensions between the current and previous time slices cove rs fluctuations of the learner`s states over time. The assessment of such changes forms the prerequisite for providing in‑game adaptations which aim to enhance the learner`s state, targeting towards a full exploitation of DEGs pedagogical potential. 

 

Keywords: digital educational games, motivation, emotion, problem representation, non-invasive assessment.

 

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Becoming Chemists through Game‑based Inquiry Learning: The Case of Legends of Alkhimia  pp185‑198

Yam San Chee, Kim Chwee Daniel Tan

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Playing in School or at Home? An Exploration of the Effects of Context on Educational Game Experience  pp199‑208

Frederik De Grove, Jan Van Looy, Joyce Neys, Jeroen Jansz

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Sustainability Learning through Gaming: An Exploratory Study  pp209‑222

Carlo Fabricatore, Ximena López

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Leadership in MMOGs: A Field of Research on Virtual Teams  pp223‑234

Sofia Mysirlaki, Fotini Paraskeva

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Students Constructionist Game Modelling Activities as Part of Inquiry Learning Processes  pp235‑248

Zacharoula Smyrnaiou, Moustaki Foteini, Chronis Kynigos

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The place of game‑based learning in an age of austerity  pp249‑256

Nicola Whitton

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