Do Individual Differences Modulate the Effect of Agency on Learning Outcomes with a Serious Game?

Mercier, Julien; Whissell-Turner, Kathleen; Paradis, Ariane; Avaca, Ivan Luciano; Riopel, Martin; Bédard, Mélanie

doi:10.1007/978-3-030-50506-6_19

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…In terms of learning gains, a 12.04% increase in good answers was observed, in addition to the 16.44% of answers already correct at pretest. In addition, watchers were systematically found to learn more than players (Mercier et al 2020). In a previous study about the effectiveness of the game, involving the same population used in this study (Charland et al 2015), the 50 levels in the game were associated with a 30% gain in good answers on corresponding items of the Force Concept Inventory.…”

Section: Resultsmentioning

confidence: 80%

Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game

Mercier

Avaca

Whissell-Turner

et al. 2021

Communications in Computer and Information Science

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It is generally assumed that making the learner active leads to better learning although this improvement has not be firmly quantified experimentally. The goal of this paper is to test the effect of agency in cooperative learning and to explore methodological strategies as well as theoretical and applied implications of agency in the study of cooperative learning, in this case with data on arousal. Results from 27 dyads (1 player and 1 watcher) who played a serious game for learning physics for 120 min show that agency has no effect on the overall quantity of arousal, but that the arousal of a watcher and player is synchronized. A watcher's arousal may precede or be delayed from the player's. The results point to refinements for the use of multimodal data in process-oriented studies of cooperative learning.

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Section: Resultsmentioning

confidence: 80%

Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game

Mercier

Avaca

Whissell-Turner

et al. 2021

Communications in Computer and Information Science

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“…Another factor might be differences among teammates in prior knowledge of the learning domain. It has been reported elsewhere that 16% of answers were already correct at pretest on the Force Concept Inventory (Mercier et al 2020). Many questions remain to be explored such as: is it possible for a bystander to learn misconceptions from the generation of misconceptions by the active player?…”

Section: Conclusion: Theoretical and Applied Implications Of Psychophysiological And Behavioral Modeling Of Cooperative Learningmentioning

confidence: 99%

The Effect of Agency on Cognitive Load in Dyads Learning Physics with a Serious Computer Game

Mercier

Paradis

Avaca

et al. 2021

Communications in Computer and Information Science

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This paper articulates an innovative systems dynamics model of learning based on a predictive cognitive architecture by interrelating six modules: knowledge, affect, cognition, performance, external agents, and context. To test aspects of this model, this paper focuses on cognitive load theory predicting that a manipulation of the learning task can affect at least one of the three types of load (intrinsic, germane and extraneous). More precisely, agency is hypothesized to affect either the intrinsic or extraneous load. Therefore, the goal of this paper is to explore the effect of agency on cognitive load. Thirty-six dyads (1 player and 1 watcher) played a serious game for learning physics for 120 min while dual-EEG was recorded for all participants. Results of time series analysis show that agency (being a player or a watcher) as no effect on the overall cognitive load when the comparison is made either by group (all players versus all watchers), or within a single dyad. Moreover, nor did agency affect instantaneous cognitive load for a vast majority of dyads. Indeed, only four dyads exhibited one or two significant cross-correlations. However, those exceptional cases cannot be generalized. Finer-grained analyses are proposed in the discussion to better explore the role of agency on cognitive load in further research.

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“…Some alternative methodologies have been proposed to solve this problem (Physport, 2011). But it is difficult to specify strategies, and it is an open field for research and innovation (v.g., Aviani et al, 2015;Bain et al, 2014;Chong et al, 2019;Liang et al, 2012;Mercier et al, 2020;Olmstead, 2019;Vicovaro, 2023).…”

Section: Introductionmentioning

confidence: 99%

La influencia de las ideas previas del concepto de fuerza en el rendimiento de los estudiantes en los cursos introductorios de física de la universidad

Ramos Tejada,

Quesada Pérez,

Peláez

et al. 2023

EDUCA

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El aprendizaje de la física puede resultar difícil debido, entre otras cosas, a la presencia de preconceptos, es decir, ideas que los estudiantes creen que son ciertas pero que no son científicamente correctas. En este trabajo hemos utilizado una versión reducida del Force Concept Inventory (FCI) para estudiar los preconceptos más comunes sobre el concepto de fuerza entre los estudiantes de primer curso de los grados de Ingeniería Industrial de la Universidad de Jaén. Se ha investigado la influencia de estos preconceptos en los resultados de los estudiantes en los exámenes de física. Se ha encontrado que los preconceptos tienen una influencia significativa en el fracaso académico (el 75% de los estudiantes que abandonaron la asignatura tenían una puntuación en el FCI, antes de comenzar el curso, inferior al 40%). Pero no todos los preconceptos parecen tener el mismo impacto en los resultados académicos. Se han analizado en detalle los ocho preconceptos que estaban presentes en más del 30 % de los estudiantes y sólo uno de ellos parece ser relevante para el rendimiento de los mismos, mientras que cuatro de ellos no parecen ser influyentes.

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Do Individual Differences Modulate the Effect of Agency on Learning Outcomes with a Serious Game?

Cited by 4 publications

References 8 publications

Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game

Towards Modeling the Psychophysiology of Learning Interactions: The Effect of Agency on Arousal in Dyads Learning Physics with a Serious Computer Game

The Effect of Agency on Cognitive Load in Dyads Learning Physics with a Serious Computer Game

La influencia de las ideas previas del concepto de fuerza en el rendimiento de los estudiantes en los cursos introductorios de física de la universidad

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