Abstract-This paper proposes to maintain player's engagement by adapting game difficulty according to player's emotions assessed from physiological signals. The validity of this approach was first tested by analyzing the questionnaire responses, electroencephalogram (EEG) signals, and peripheral signals of the players playing a Tetris game at three difficulty levels. This analysis confirms that the different difficulty levels correspond to distinguishable emotions, and that, playing several times at the same difficulty level gives rise to boredom. The next step was to train several classifiers to automatically detect the three emotional classes from EEG and peripheral signals in a player-independent framework. By using either type of signals, the emotional classes were successfully recovered, with EEG having a better accuracy than peripheral signals on short periods of time. After the fusion of the two signal categories, the accuracy raised up to 63%.
This paper proposes an approach based on emotion recognition to maintain engagement of players in a game by modulating the game difficulty. Physiological and questionnaire data were gathered from 20 players during and after playing a Tetris game at different difficulty levels. Both physiological and self-report analyses lead to the conclusion that playing at different levels gave rise to different emotional states and that playing at the same level of difficulty several times elicits boredom. Emotion assessment from physiological signals was performed using a SVM (Support Vector Machine). An accuracy of 53.33% was obtained on the discrimination of three emotional classes, namely boredom, anxiety, engagement.
Animated graphics are extensively used in multimedia instructions explaining how natural or artificial dynamic systems work. As animation directly depicts spatial changes over time, it is legitimate to believe that animated graphics will improve comprehension over static graphics. However, the research failed to find clear evidence in favour of animation. Animation may also be used to promote interactions in computersupported collaborative learning. In this setting as well, the empirical studies have not confirmed the benefits that one could intuitively expect from the use of animation. One explanation is that multimedia, including animated graphics, challenges human processing capacities, and in particular imposes a substantial working memory load. We designed an experimental study involving three between-subjects factors: the type of multimedia instruction (with static or animated graphics), the presence of snapshots of critical steps of the system (with or without snapshots) and the learning setting (individual or collaborative). The findings indicate that animation was overall beneficial to retention, while for transfer, only learners studying collaboratively benefited from animated over static graphics. Contrary to our expectations, the snapshots were marginally beneficial to learners studying individually and significantly detrimental to learners studying in dyads. The results are discussed within the multimedia comprehension framework in order to propose the conditions under which animation can benefit to learning.
This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an 'animations' condition than for dyads of a 'static pictures' condition.Results also showed that offering a persistent display of one snapshot of each animated sequence hindered collaborative learning. In the present paper, further analyses of verbal interactions within learning dyads were performed in order to have a better understanding of both the beneficial effect of animations and the detrimental effect of the presence of persistent snapshots of critical steps on collaborative learning. Results did not show any differences in terms of verbal categories between the two versions of the instructional material, that is, static versus animated pictures. Pairs who were provided with persistent snapshots of the multimedia sequences produced fewer utterances compared to participants without the snapshots. In addition, the persistent snapshots were detrimental both in terms of providing information about the learning content and in terms of producing utterances solely for the purpose of managing the interaction. In this study, evidence also showed that these two verbal categories were positively related to learning performances. Finally, mediation analyses revealed that the negative effect of persistent snapshots was mediated by the fact that peers of the snapshots condition produced less information providing and interaction management utterances. Results are interpreted using a psycholinguistic framework applied to computer-supported collaborative learning (CSCL) literature and general guidelines are derived for the use of dynamic material and persistency tools in the design of CSCL environments.
CRAFT Ecole polytechnique fédérale de Lausanne 1015 Lausanne, Suisse [Mirweis.sangin][Pierre.Dillenbourg]@epfl.ch RESUME L'étude des animations multimédia pour l'apprentissage mène à des débats sur leurs capacités à faciliter la compréhension de phénomènes complexes par rapport à des images statiques. L'un des obstacles les plus souvent évoqués est la plus grande quantité d'information présente simultanément et changeante au cours du temps dans des présentations animées. Nous proposons donc de fournir un résumé permanent des informations visuelles sous forme d'images clé, disponibles à l'utilisateur sur l'écran. D'autre part, nous comparons des présentations dynamiques ou statiques ainsi que des conditions d'apprentissage collaborative (par paire) ou en individuel. Les résultats montrent des bénéfices de présentations dynamiques pour la rétention d'éléments. Le transfert de connaissances est également supérieur en condition dynamique mais uniquement pour les participants travaillant en groupe. Enfin, les vignettes profitent aux apprenants individuels mais désavantagent les paires. Nous expliquons ces résultats sur la base de principes de développements et d'une hypothèse d'interaction partagée entre la paire et le dispositif. ABSTRACTStudying multimedia animations for learning leads to question their ability to enhance comprehension of complex materials in comparison with static graphics. An often raised difficulty is their changing nature and the burden of higher amounts of information to process at the same time. We suggest using a permanent summary of visual information through snapshots, accessible on the screen. We also studied the impact of static or dynamic presentations, and collaborative (peers) or individual learning conditions. The results of this experimental study show benefits of dynamic presentations for memorization. Deep learning is also better in animated condition but only for peers. Last, snapshots are helping individual learners but not the peers. We discuss and explain these results on the basis of guidelines and a splitinteraction hypothesis.
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