An emotional student model for game-play adaptation

Muñoz, Karla; Kevitt, Paul Mc; Lunney, Tom; Noguez, Julieta; Neri, Luis

doi:10.1016/j.entcom.2010.12.006

Cited by 24 publications

(21 citation statements)

References 13 publications

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“…Research in computer‐based learning has indicated that the most common affective states found for individuals and pairs were engaged concentration and confusion (Baker et al, ; Baker et al, ). The prevalence of positive or negative affect is rather unstudied, but a study by Muños, Kevitt, Lunney, Noguez, and Neri () on individual students' online learning revealed more positive achievement emotions than negative emotions (see Tomas et al, ). Graesser, D'Mello, and Strain () reviewed the research of learning‐centred emotions that occur in advanced learning technologies in STEM fields, such as computer science, mathematics, physics, and biology.…”

Section: Introductionmentioning

confidence: 99%

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Pietarinen

Vauras

Laakkonen

et al. 2018

Computer Assisted Learning

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This study examined affect during high school students' face‐to‐face collaborative inquiry learning in science, supported by the web‐based software Virtual Baltic Sea Explorer. Self‐reported affective states during the inquiry process in peer groups were related to evaluations of a group's collaboration and performance in three phases of interdisciplinary science inquiry (biology and chemistry). Results indicate that despite high cognitive demands, positive affect prevailed whereas negative affect was infrequent. Structural equation modelling was used to analyse the significance of affect on collaboration and group performance. The relationship between affect, collaboration, and the groups' productive outcome revealed that self‐assurance had a significant effect on collaboration and support, intertwined with scientific understanding and group performance. Furthermore, a cross‐lagged analysis showed a reciprocal relation between positive affect, scientific understanding, collaboration, and support. These outcomes contribute to the scarce literature on the nature and importance of affect in the process of face‐to‐face computer‐supported collaborative inquiry and learning in science.

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Section: Introductionmentioning

confidence: 99%

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Pietarinen

Vauras

Laakkonen

et al. 2018

Computer Assisted Learning

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“…Conversation Modeling is an implicit way to extract information about the learners (Muñoz et al 2010;Muñoz et al 2011;Muñoz et al 2011a;. It essentially models the communication between the learner and the non-player character.…”

Section: Taxonomy Of Learner Modeling Methodsmentioning

confidence: 99%

“…The main goal is to save the mentor (Captain Richard Foster), who has been trapped on a space station, and reestablish control over the space station Athena. To achieve the main goals, the learner has to overcome challenges by applying the principles and the concepts of physics (Muñoz et al 2010;Muñoz et al 2011;Muñoz et al 2011a).…”

Section: Conversation Modelingmentioning

confidence: 99%

“…The NPC poses questions and records learner's choices during these conversations and questions answered during game dialogues (Moreno-Ger et al 2007;Muñoz et al 2010;Muñoz et al 2011a;Muñoz et al 2011b;.…”

Section: Interpreting Conversationmentioning

confidence: 99%

“…Learner's emotions were assessed in Muñoz et al (2010), Muñoz et al (2011) and Muñoz et al (2011a) by analyzing the answers of the learner during the educational game dialogues.…”

Section: Interpreting Conversationmentioning

confidence: 99%

See 2 more Smart Citations

Learner Modeling Using Educational Games: A Review of the Literature

Khenissi

Essalmi

Jemni

et al. 2015

Smart Learn. Environ.

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Recently, there has been growing interest in the use of games in education. Educational games have been found to stimulate learners by increasing their motivation and engagement. In addition, educational games could be used for creating the learner model. In fact, these games provide ample opportunities for learner's interactions with the computer which can be exploited for creating a reliable learner model. This paper a presents a survey of the field of learner modeling using educational games, describing the main methods and proposing taxonomy to better organize them. The paper also enumerates several educational games that are suitable for experimentation. This synthesis is expected to not only help the researchers and developers working in this field but also pedagogues and teachers who plan to integrate these approaches in educational context.

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Designing and Evaluating Emotional Student Models for Game-Based Learning

Muñoz

McKevitt²,

Lunney

et al. 2011

Serious Games and Edutainment Applications

Self Cite

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Research in game-based learning environments aims to recognise and show emotion. This chapter describes the main approaches and challenges involved in achieving these goals. In addition, we propose an emotional student model that can reason about students' emotions using observable behaviour and responses to questions. Our model uses Control-Value Theory (Pekrun et al. 2007) as a basis for representing behaviour and was designed and evaluated using Probabilistic Relational Models (PRMs), Dynamic Bayesian Networks (DBNs) and Multinomial Logistic Regression. Olympia, a game-based learning architecture, was enhanced to incorporate affect and was used to develop PlayPhysics, an emotional gamebased learning environment for teaching Physics. PlayPhysics' design and emotional student model was evaluated with seventy nine students of Engineering at Tecnológico de Monterrey, Mexico City campus (ITESM-CCM). Results are presented and discussed. Future work will focus on conducting tests with a larger population of students, implementing additional game challenges and incorporating physiological signals to increase the accuracy of classification.

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An emotional student model for game-play adaptation

Cited by 24 publications

References 13 publications

High school students' perceptions of affect and collaboration during virtual science inquiry learning

High school students' perceptions of affect and collaboration during virtual science inquiry learning

Learner Modeling Using Educational Games: A Review of the Literature

Designing and Evaluating Emotional Student Models for Game-Based Learning

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