Study on Enhancing Learnability of a Serious Game by Implementing a Pedagogical Agent

Atorf, Daniel; Kannegieser, Ehm; Roller, Wolfgang

doi:10.1007/978-3-030-34350-7_16

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Games with high learnability are intuitive and provide smooth onboarding for the players, which usually involve tutorials, effective feedback mechanisms, and progressive challenges. Poor learnability can lead to player frustration and game abandonment, while good learnability can enhance the overall gaming experience by making the game more accessible and enjoyable [53].…”

Section: H6mentioning

confidence: 99%

Evaluating a Conceptual Model for Measuring Gaming Experience: A Case Study of Stranded Away Platformer Game

Blašković,

Žužić,

Orehovački

2023

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Video games have become a ubiquitous form of entertainment and have been enjoyed by people of all ages around the world. The gaming industry has evolved rapidly, with new games being released every year that push the boundaries of technology and creativity. To ensure that video games are not just technically advanced, but also enjoyable and engaging, measuring the gaming experience is essential because it helps game designers understand how players interact with the game and identify areas for its improvement. The objective of this paper is to examine an interplay of gaming experience dimensions in the context of platform video games and to determine the extent to which they contribute to players’ behavioral intentions. To fulfil this objective, an empirical study was undertaken, involving participants with diverse gaming backgrounds. They were requested to engage in the gameplay of the Stranded Away platformer game and subsequently respond to a post-use questionnaire. The psychometric features of the introduced conceptual model were evaluated with the partial least squares structural equation modeling (PLS-SEM) method. The reported findings demonstrate the importance of evaluating different facets of the gaming experience in video games and showcase the potential of the proposed model and measuring instrument as tools for game designers to enhance the overall quality of their products.

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Section: H6mentioning

confidence: 99%

Evaluating a Conceptual Model for Measuring Gaming Experience: A Case Study of Stranded Away Platformer Game

Blašković,

Žužić,

Orehovački

2023

Information

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“…Thereby PAs have been found to improve learning outcome and performance (e.g. Atorf et al, 2019;Schroeder et al, 2013). Researchers also investigated how realism in depicting the PA impacts learning gain and found that a more realistic PA representation leads to higher learning gains (Salehi & Teymouri Nia, 2019).…”

Section: Pedagogical Agents In Digital Learning and Examination Scenariosmentioning

confidence: 99%

The Agent's Smile: Impacts of Artificially Generated Pedagogical Agents on Risk-Taking

2021

18th International Conference Cognition and Exploratory Learning in Digital Age 2021

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Educators are increasingly confronted with technology-driven learning scenarios. Even before the push from the current pandemic, digital learning apps became an integrated didactic tool. Advanced computing can thereby support the digital content creation for educational courses offered on mobile platforms. Computed media content such as natural voices or generated images of real looking but non-existent persons has become easy to access and feasible to use. Particularly in exploratory learning approaches, natural environments and lifelike characters could be utilised to create compelling instructional scenarios or reality-oriented training assignments. However, there is still a limited understanding of the effects such generated lifelike persons used as Pedagogical Agents (PAs) may have on cognition and behaviour. This study presents the findings of an international field test on the Google Play Store that investigated the effects of an artificially generated instructor's facial expression on risk-taking in a decision-making task. In the field study, an established measure of risk propensity, the Balloon Analogue Risk Task (BART), was extended to include instructions by an artificially generated lifelike persona with different facial expressions. The resulting research game for mobile phones was internationally distributed on the app store for a two-month between-subjects field experiment. The participants were instructed either by a smiling female pedagogical agent, the same agent with a neutral expression or no agent while deciding to risk further pumping up a balloon for more profit or safely collect balloons for realising a current, more modest profit. The results (n = 379) indicate that instructions presented by a smiling female agent reduce risk propensity in decision-making compared to instructions presented with a neutral facial expression. Instruction design considerations and experiences from the distribution of a research game on Google Play are summarised in the concluding implications.

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Study on Enhancing Learnability of a Serious Game by Implementing a Pedagogical Agent

Cited by 2 publications

References 8 publications

Evaluating a Conceptual Model for Measuring Gaming Experience: A Case Study of Stranded Away Platformer Game

Evaluating a Conceptual Model for Measuring Gaming Experience: A Case Study of Stranded Away Platformer Game

The Agent's Smile: Impacts of Artificially Generated Pedagogical Agents on Risk-Taking

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