The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning

Elizabeth B. Cloude; Eva Kormann; Marco Steiner; Antero Lindstedt; Kristian Kiili; Manuel Ninaus

doi:10.1007/978-3-031-78269-5_10

The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning

Elizabeth B. Cloude, Eva Kormann, Marco Steiner, Antero Lindstedt, Kristian Kiili, Manuel Ninaus

Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

Abstract

Building adaptive game-based learning (GBL) interventions (e.g., immediate feedback) has been a recent effort to maximize learning effectiveness. State-of-the-art algorithms often overlook the concurrent emotions and motivation of individuals and its impact on GBL interventions. This pilot study utilized a 3 (feedback type: results, elaborative, attribution) x 2 (graph type: misleading, non-misleading) within-subjects design with MediaWatch, a GBL environment built to improve critical graph literacy. At an Austrian university, 41 students’ concurrent emotions and motivation were measured using validated surveys immediately after different types of feedback on tasks during GBL. Results showed a significant improvement in graph literacy after GBL. Different types of feedback and task performance influenced concurrent emotions and interest, but individual differences accounted for the largest variability explained in emotions and interest. The findings suggest that within-subject variability is crucial for understanding concurrent emotions and motivation to feedback types and task performance during GBL.

Original language	English
Title of host publication	Games and Learning Alliance
Subtitle of host publication	13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings
Editors	Avo Schönbohm, Francesco Bellotti, Antonio Bucchiarone, Francesca de Rosa, Manuel Ninaus, Alf Wang, Vanissa Wanick, Pierpaolo Dondio
Publisher	Springer
Pages	101-111
ISBN (Electronic)	978-3-031-78269-5
ISBN (Print)	978-3-031-78268-8
DOIs	https://doi.org/10.1007/978-3-031-78269-5_10
Publication status	Published - 2024
Publication type	A4 Article in conference proceedings
Event	International Conference on Games and Learning Alliance - Berlin, Germany Duration: 20 Nov 2024 → 22 Nov 2024

Publication series

Name	Lecture Notes in Computer Science
Volume	15348
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	International Conference on Games and Learning Alliance
Country/Territory	Germany
City	Berlin
Period	20/11/24 → 22/11/24

Publication forum classification

Publication forum level 1

Access to Document

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The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based LearningFinal published version, 811 KBLicence: CC BY

https://urn.fi/URN:NBN:fi:tuni-202501091257Licence: CC BY

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Cloude, E. B., Kormann, E., Steiner, M., Lindstedt, A., Kiili, K., & Ninaus, M. (2024). The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning. In A. Schönbohm, F. Bellotti, A. Bucchiarone, F. de Rosa, M. Ninaus, A. Wang, V. Wanick, & P. Dondio (Eds.), Games and Learning Alliance: 13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings (pp. 101-111). (Lecture Notes in Computer Science; Vol. 15348). Springer. https://doi.org/10.1007/978-3-031-78269-5_10

Cloude, Elizabeth B. ; Kormann, Eva ; Steiner, Marco et al. / The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning. Games and Learning Alliance: 13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings. editor / Avo Schönbohm ; Francesco Bellotti ; Antonio Bucchiarone ; Francesca de Rosa ; Manuel Ninaus ; Alf Wang ; Vanissa Wanick ; Pierpaolo Dondio. Springer, 2024. pp. 101-111 (Lecture Notes in Computer Science).

@inproceedings{684bcbec35e7470f8dd0fa96e3a31f5f,

title = "The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning",

abstract = "Building adaptive game-based learning (GBL) interventions (e.g., immediate feedback) has been a recent effort to maximize learning effectiveness. State-of-the-art algorithms often overlook the concurrent emotions and motivation of individuals and its impact on GBL interventions. This pilot study utilized a 3 (feedback type: results, elaborative, attribution) x 2 (graph type: misleading, non-misleading) within-subjects design with MediaWatch, a GBL environment built to improve critical graph literacy. At an Austrian university, 41 students{\textquoteright} concurrent emotions and motivation were measured using validated surveys immediately after different types of feedback on tasks during GBL. Results showed a significant improvement in graph literacy after GBL. Different types of feedback and task performance influenced concurrent emotions and interest, but individual differences accounted for the largest variability explained in emotions and interest. The findings suggest that within-subject variability is crucial for understanding concurrent emotions and motivation to feedback types and task performance during GBL.",

author = "Cloude, {Elizabeth B.} and Eva Kormann and Marco Steiner and Antero Lindstedt and Kristian Kiili and Manuel Ninaus",

year = "2024",

doi = "10.1007/978-3-031-78269-5_10",

language = "English",

isbn = "978-3-031-78268-8",

series = "Lecture Notes in Computer Science",

publisher = "Springer",

pages = "101--111",

editor = "Avo Sch{\"o}nbohm and Francesco Bellotti and Antonio Bucchiarone and {de Rosa}, Francesca and Manuel Ninaus and Alf Wang and Vanissa Wanick and Pierpaolo Dondio",

booktitle = "Games and Learning Alliance",

note = "International Conference on Games and Learning Alliance ; Conference date: 20-11-2024 Through 22-11-2024",

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Cloude, EB, Kormann, E, Steiner, M, Lindstedt, A , Kiili, K & Ninaus, M 2024, The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning. in A Schönbohm, F Bellotti, A Bucchiarone, F de Rosa, M Ninaus, A Wang, V Wanick & P Dondio (eds), Games and Learning Alliance: 13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings. Lecture Notes in Computer Science, vol. 15348, Springer, pp. 101-111, International Conference on Games and Learning Alliance, Berlin, Germany, 20/11/24. https://doi.org/10.1007/978-3-031-78269-5_10

The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning. / Cloude, Elizabeth B.; Kormann, Eva; Steiner, Marco et al.
Games and Learning Alliance: 13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings. ed. / Avo Schönbohm; Francesco Bellotti; Antonio Bucchiarone; Francesca de Rosa; Manuel Ninaus; Alf Wang; Vanissa Wanick; Pierpaolo Dondio. Springer, 2024. p. 101-111 (Lecture Notes in Computer Science; Vol. 15348).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

TY - GEN

T1 - The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning

AU - Cloude, Elizabeth B.

AU - Kormann, Eva

AU - Steiner, Marco

AU - Lindstedt, Antero

AU - Kiili, Kristian

AU - Ninaus, Manuel

PY - 2024

Y1 - 2024

N2 - Building adaptive game-based learning (GBL) interventions (e.g., immediate feedback) has been a recent effort to maximize learning effectiveness. State-of-the-art algorithms often overlook the concurrent emotions and motivation of individuals and its impact on GBL interventions. This pilot study utilized a 3 (feedback type: results, elaborative, attribution) x 2 (graph type: misleading, non-misleading) within-subjects design with MediaWatch, a GBL environment built to improve critical graph literacy. At an Austrian university, 41 students’ concurrent emotions and motivation were measured using validated surveys immediately after different types of feedback on tasks during GBL. Results showed a significant improvement in graph literacy after GBL. Different types of feedback and task performance influenced concurrent emotions and interest, but individual differences accounted for the largest variability explained in emotions and interest. The findings suggest that within-subject variability is crucial for understanding concurrent emotions and motivation to feedback types and task performance during GBL.

AB - Building adaptive game-based learning (GBL) interventions (e.g., immediate feedback) has been a recent effort to maximize learning effectiveness. State-of-the-art algorithms often overlook the concurrent emotions and motivation of individuals and its impact on GBL interventions. This pilot study utilized a 3 (feedback type: results, elaborative, attribution) x 2 (graph type: misleading, non-misleading) within-subjects design with MediaWatch, a GBL environment built to improve critical graph literacy. At an Austrian university, 41 students’ concurrent emotions and motivation were measured using validated surveys immediately after different types of feedback on tasks during GBL. Results showed a significant improvement in graph literacy after GBL. Different types of feedback and task performance influenced concurrent emotions and interest, but individual differences accounted for the largest variability explained in emotions and interest. The findings suggest that within-subject variability is crucial for understanding concurrent emotions and motivation to feedback types and task performance during GBL.

U2 - 10.1007/978-3-031-78269-5_10

DO - 10.1007/978-3-031-78269-5_10

M3 - Conference contribution

SN - 978-3-031-78268-8

T3 - Lecture Notes in Computer Science

SP - 101

EP - 111

BT - Games and Learning Alliance

A2 - Schönbohm, Avo

A2 - Bellotti, Francesco

A2 - Bucchiarone, Antonio

A2 - de Rosa, Francesca

A2 - Ninaus, Manuel

A2 - Wang, Alf

A2 - Wanick, Vanissa

A2 - Dondio, Pierpaolo

PB - Springer

T2 - International Conference on Games and Learning Alliance

Y2 - 20 November 2024 through 22 November 2024

ER -

Cloude EB, Kormann E, Steiner M, Lindstedt A , Kiili K, Ninaus M. The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning. In Schönbohm A, Bellotti F, Bucchiarone A, de Rosa F, Ninaus M, Wang A, Wanick V, Dondio P, editors, Games and Learning Alliance: 13th International Conference, GALA 2024, Berlin, Germany, November 20–22, 2024, Proceedings. Springer. 2024. p. 101-111. (Lecture Notes in Computer Science). doi: 10.1007/978-3-031-78269-5_10

The Role of Feedback Type and Task Performance on Concurrent Emotions and Interest During Game-Based Learning

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