Motivation Monitoring and Assessment Extension for Input-Process-Outcome Game Model

Ghergulescu, Ioana; Muntean, Cristina Hava

doi:10.4018/ijgbl.2014040102

Cited by 15 publications

(4 citation statements)

References 21 publications

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“…In the learning context, motivation is referred to as the energy to accomplish the goal of knowledge achievement, to initiate, and to maintain participation in the learning process (Zimmerman et al 1992). Motivation plays a significant role in the success of the learning process in general and of the game-based e-learning in particular (Ghergulescu and Muntean 2014b). At the same time, motivation is a driving agent behind both participation and progression in gaming environments (Konetes 2010).…”

Section: Engagement and Motivation Monitoringmentioning

confidence: 99%

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

Ghergulescu¹,

Muntean

2016

Int J Artif Intell Educ

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Engagement influences participation, progression and retention in gamebased e-learning (GBeL). Therefore, GBeL systems should engage the players in order to support them to maximize their learning outcomes, and provide the players with adequate feedback to maintain their motivation. Innovative engagement monitoring solutions based on players' behaviour are needed to enable engagement monitoring in a non-disturbing way, without interrupting the game-play and game flow. Furthermore, generic metrics and automatic mechanisms for their engagement monitoring and modelling are needed. One important metric that was used for engagement modelling is TimeOnTask, which represents the duration of time required by the player to complete a task. This paper proposes ToTCompute (TimeOnTask Threshold Computation), a novel mechanism that automatically computes-in a task-dependent manner-TimeOnTask threshold values after which student engagement decreases with a given percentage from his initial level of engagement (e.g., after 2 min student engagement will fall with 10 % from his initial level). In this way the mechanism enables engagement modelling at a higher granularity and further enables engagement-based adaptation in GBeL systems. ToTCompute makes use of game-playing information and EEG signals collected through an initial testing session. The results of an experimental case study have shown that ToTCompute can be used to automatically compute threshold values for the TimeOnTask generic engagement metric, which explains up to 76.2 % of the variance in engagement change. Furthermore, the results confirmed the usefulness of the mechanism as the TimeOnTask threshold value is highly task-dependent, and setting its value manually for multiple game tasks would be a laborious process.

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Section: Engagement and Motivation Monitoringmentioning

confidence: 99%

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

Ghergulescu¹,

Muntean

2016

Int J Artif Intell Educ

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“…• Even if instructors recognise the benefit of being involved in serious game production, they may hesitate in actually becoming involved, due to time restraints and priorities towards their teaching duties [8], [21], [50]; • Instructor-led serious gaming implicates teacher control instead of learner control, and facilitators who take a directive role, enforce control, and perform a great deal of hand-holding and micromanagement, which is detrimental to learning and the development of self-regulatory skills [13], [36], [51]; • Interferences break the fidelity or flow of the game [36] and could cause loss of immersion [52]; • Assessments from human instructors are often subjective and comparisons between learners are inaccurate [2]; • Increased costs in terms of:…”

Section: ]mentioning

confidence: 99%

The Active Instructor: Benefits and Barriers to Instructor-Led Serious Gaming

Taylor

2015

2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games)

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Abstract-While there is a wealth of studies on the subject of serious games, the same cannot be said on the issue of teaching with games, especially in game-based learning settings with adult learners. Over the years, most research in this area has been focused on the 'active substance(s)' of games for learning, focusing mainly on characteristics of games, but often failing to take the whole context of game-based learning into consideration, such as the role(s) of the teacher. However, the past two or three years has seen a shift in focus from merely the game as an isolated artefact, to also include more discussions on how games can successfully be integrated into an educational setting, as well as challenges as pitfalls of which instructors need to be aware. This paper aims to outline the contemporary research on instructor-led serious gaming and its implications for the design of serious gaming environments.

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“…From the recent past, Human Compute Interaction is considered as the potential field of research which concentrates on the association between human individuals and technologies [1]. Human Computer Interaction attempts at defining novel interacting paradigms with various strategies to understand the methodologies that could be used by the humans for reliable communication with the computers [2]. These new Human Computer Interaction models are suitable in a wide range of applications that applies to the field Indonesian J Elec Eng & Comp Sci ISSN: 2502-4752  of industry, research, education and entertainment [3].…”

Section: Introductionmentioning

confidence: 99%

Working memory enhancement during early childhood based on the utilization of interactive gesture game-based learning technique

Lakshmi

Ponnusamy²

2021

IJEECS

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<p>The use of human computer interaction is considered to be the most culturally and socially meritorious for the learning and playing activities of children. In this paper, a human interaction recognition system (HIRS) that includes gesture game-based learning is investigated for identifying its suitability and applicability in stimulation of working memory and primitive mathematical skills among the children in the early childhood period that ranges from 5 and 8 years. In the proposed human interaction recognition system, the hand gestures are facilitated by the user for the objective of controlling the computer system based on the information extracted from the user gestures.This proposed research was implemented in three phases using a quasi-experimental design that in turn incorporates pre-test and post-test for investigating the behavior of experimental and control group considered from the respondents. In the first phase, the initial evaluation of the learner’s skill is achieved. The second phase used the developed technology in order to identify diversified parameters in different dimensions that contribute towards the assessment of working memory and primitive mathematical capabilities. Finally, the third phase is responsible for actual evaluation. In the phases of evaluation, four working memory tests such as forward Corsi Blocking-Tapping test, backward Corsi Blocking-Tapping test, Forward Digit Span test and backwardDigit Span test was conducted. In addition, the evaluation was also conducted for assessing primitive mathematical skill of children using TEDI-MATH. The results confirmed that Gesture Interactive Game-Based Learning (GIGL) used by the children exhibited a predominant improvement in the working memory and primitive mathematical skills on par with their usual school activities.</p>

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Motivation Monitoring and Assessment Extension for Input-Process-Outcome Game Model

Cited by 15 publications

References 21 publications

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and Monitoring

The Active Instructor: Benefits and Barriers to Instructor-Led Serious Gaming

Working memory enhancement during early childhood based on the utilization of interactive gesture game-based learning technique

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