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 -