Assessment of Learners’ Motivation during Interactions with Serious Games: A Study of Some Motivational Strategies in Food-Force

Derbali, Lotfi; Frasson, Claude

doi:10.1155/2012/624538

Cited by 26 publications

(14 citation statements)

References 31 publications

(41 reference statements)

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“…For example, Chang et al [27] have embedded motivational strategies in a Mobile Inquiry-Based Language learning setting (M-IBL) corresponding to elements of ARCS model, showing the experiment group with the motivational strategies have a higher level of learning motivation. Derbali and Frasson [21] have attempted to assess the effect of motivational strategies embedded in a serious gameplay such as alarm trigger, informative feedback, displaying score to address the factors in ARCS model, and also their study proposed a prediction model using self-reported data and physiological sensor data, which demonstrated the possibility to use dynamic measurements to assess learners' motivation, and we can also see the possibility to automate personalized output to motivate learners according to their motivational states in real time with a prerequisite of a motivation model to be used to assess learners' real-time motivational states. However, the theory and model that their studies have used to apply motivational strategies were not constructed in e-learning context, thus failing to include crucial factors.…”

Section: Motivational Modeling In E-learning Systems and Technology Amentioning

confidence: 98%

“…Compared to traditional classroom learning, students learning in e-learning systems usually feel less restrictions from tutors or peers, and students can take greater control for their learning experiences and outcome, which meanwhile makes it necessary and imperative to design and apply strategies in e-learning systems addressing users' motivational needs [21]. Hundreds of motivational strategies have been defined to be adopted by teachers in the language classroom to maintain and increase motivation [22].…”

Section: Motivational Modeling In E-learning Systems and Technology Amentioning

confidence: 99%

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Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

Wang

Chen

Solheim

2020

ACM Trans. Interact. Intell. Syst.

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E-Learning systems can support real-time monitoring of learners' learning desires and effects, thus offering opportunities for enhanced personalized learning. Recognition of the determinants of dyslexic users' motivation to use e-learning systems is important to help developers improve the design of e-learning systems and educators direct their efforts to relevant factors to enhance dyslexic students' motivation. Existing research has rarely attempted to model dyslexic users' motivation in e-learning context from a comprehensive perspective. The present work has conceived a hybrid approach, namely, combining the strengths of qualitative and quantitative analysis methods, to motivation modeling. It examines a variety of factors that affect dyslexic students' motivation to engage in e-learning systems from psychological, behavioral, and technical perspectives, and establishes their interrelationships. Specifically, the study collects data from a multi-item Likert-style questionnaire to measure relevant factors for conceptual motivation modeling. It then applies both covariance-based (CB-SEM) and variance-based structural equation modeling (PLS-SEM) approaches to determine the quantitative mapping between dyslexic students' continued use intention and motivational factors, followed by discussions about theoretical findings and design instructions according to our motivation model. Our research has led to a novel motivation model with new constructs of Learning Experience, Reading Experience, Perceived Control, and Perceived Privacy. From both the CB-SEM and PLS-SEM analyses, results on the total effects have indicated consistently that Visual Attractiveness, Reading Experience, and Feedback have the strongest effects on continued use intention.

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Section: Motivational Modeling In E-learning Systems and Technology Amentioning

confidence: 98%

Section: Motivational Modeling In E-learning Systems and Technology Amentioning

confidence: 99%

Modeling Dyslexic Students’ Motivation for Enhanced Learning in E-learning Systems

Wang

Chen

Solheim

2020

ACM Trans. Interact. Intell. Syst.

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“…The combination of entertainment and educational activities engages learners and encourages them to achieve learning goals, consequently impacting on their academic performance in a positive manner [2]. Serious games have been able to captivate and engage students for a specific purpose such as developing new knowledge or acquiring specific skill sets.…”

Section: Related Workmentioning

confidence: 99%

A Serious Game Powered by Semantic Web technologies

Nunes

Nurmikko-Fuller

Lopes

et al. 2015

Proceedings of the 24th International Conference on World Wide Web

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ISCOOL is an interactive educational platform that helps users develop their skills for objective text analysis and interpretation. The tools incorporated into ISCOOL bridge various disparate sources, including reference datasets for people, and organizations, as well as gazetteers, dictionaries and collections of historical facts. This data serves as the basis for educating learners about the processes of evaluating the implicit and implied content of written material, whilst also providing a wider context in which this information is accessed, interpreted and understood. In the course of gameplay, the user is prompted to choose images that best capture content of a read passage. The interactive features of the game simultaneously test the user's existing knowledge, and ability to critically analyse the text. Results can be saved and shared, allowing the players to continue to interact with the data through conversations with their peers, friends, and family members, and to disseminate information throughout their communities. Users will be able to draw connections between the information they encounter in ISCOOL, and their daily realities -participants are empowered, informed and educated.

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“…Além disso, jogos sérios começaram a emergir como abordagens complementares ou alternativas para atividades de aprendizagem tradicionais. A combinação de entretenimento e atividades educativas envolve os alunos, incentivando-os a atingir as metas de aprendizagem, consequentemente impactando em seu desempenho acadêmico de uma maneira positiva [Derbali and Frasson 2012]. Jogos sérios têm sido capazes de cativar e envolver os alunos para propósitos específicos tais como o desenvolvimento de novos conhecimentos ou a aquisição de conjuntos de habilidades específicas.…”

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