TY - JOUR
AU - Azevedo, Roger
AB - The goal of this study was to examine college students’ (n = 61) contextualized emotions during in-game actions while playing Crystal Island, a game-based learning environment where students are tasked with solving the mystery of what illness impacted all island inhabitants. We examined emotions during in-game actions: during book reading, after scanning food items for the transmission source, and after submitting a final diagnosis. We dichotomized each activity’s feedback into a positive or negative outcome: a relevant or irrelevant book for solving the mystery, testing food items that generate a positive or negative result, or submitting a correct or incorrect final diagnosis. Results revealed that expressing joy while reading a relevant book and expressing confusion after a positive scan significantly positively predicted overall game score, which we used as a proxy for problem-solving performance. Implications include understanding different levels of emotions students express during learning with all advanced learning technologies.
TI - The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment
JF - International Journal of Artificial Intelligence in Education
DO - 10.1007/s40593-019-00191-1
DA - 2020-03-01
UR - https://www.deepdyve.com/lp/springer-journals/the-impact-of-contextualized-emotions-on-self-regulated-learning-and-H0KahjVls4
SP - 97
EP - 120
VL - 30
IS - 1
DP - DeepDyve
ER -