Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force
This study investigated motivational strategies and the assessment of learners’ motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore,...
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| Format: | Article |
| Language: | English |
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Wiley
2012-01-01
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| Series: | Advances in Human-Computer Interaction |
| Online Access: | http://dx.doi.org/10.1155/2012/624538 |
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| author | Lotfi Derbali Claude Frasson |
| author_facet | Lotfi Derbali Claude Frasson |
| author_sort | Lotfi Derbali |
| collection | DOAJ |
| description | This study investigated motivational strategies and the assessment of learners’ motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller’s ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners’ motivation. They showed that specific EEG “attention ratio” was a significant predictor of learners’ motivation and could relevantly evaluate motivational strategies, especially those associated with the Attention and Confidence categories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions. |
| format | Article |
| id | doaj-art-be61a62072a34ed5b0fbe77a598fdc4e |
| institution | Kabale University |
| issn | 1687-5893 1687-5907 |
| language | English |
| publishDate | 2012-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Advances in Human-Computer Interaction |
| spelling | doaj-art-be61a62072a34ed5b0fbe77a598fdc4e2025-02-03T05:45:27ZengWileyAdvances in Human-Computer Interaction1687-58931687-59072012-01-01201210.1155/2012/624538624538Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-ForceLotfi Derbali0Claude Frasson1Département d'Informatique et de Recherche Opérationnelle, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, CanadaDépartement d'Informatique et de Recherche Opérationnelle, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, CanadaThis study investigated motivational strategies and the assessment of learners’ motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategies may have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller’s ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners’ motivation. They showed that specific EEG “attention ratio” was a significant predictor of learners’ motivation and could relevantly evaluate motivational strategies, especially those associated with the Attention and Confidence categories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions.http://dx.doi.org/10.1155/2012/624538 |
| spellingShingle | Lotfi Derbali Claude Frasson Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force Advances in Human-Computer Interaction |
| title | Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force |
| title_full | Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force |
| title_fullStr | Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force |
| title_full_unstemmed | Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force |
| title_short | Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force |
| title_sort | assessment of learners motivation during interactions with serious games a study of some motivational strategies in food force |
| url | http://dx.doi.org/10.1155/2012/624538 |
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