Motivational Strategies to Support Engagement of Learners in Serious Games

Ramla Ghali, Maher Chaouachi, Lotfi Derbali, Claude Frasson

2014

Abstract

The use of Video Games as learning tool is becoming increasingly widespread. Indeed, these games are well known as educational games or serious games. They mainly aim at providing to the learner an interactive, motivational and educational environment at the same time. In order to better study the necessary characteristics for the development of an effective serious game (both motivational and educational), we evaluated the physiological responses of participants during their interaction with our serious game, called HeapMotiv. We essentially measured a physiological index of engagement through an EEG wifi headset and studied the evolution of this index with the different missions and motivational strategies of HeapMotiv. Focusing on the gaming aspects, the analysis of this engagement index behavior showed the significant impact of motivational strategies on skills acquisition and motivational experience. An agent-based architecture is proposed as a methodological basis for serious games conception.

References

  1. Boyer, K., Phillips, R., Wallis, M., Vouk, M., and Lester, J., 2008. 'Balancing Cognitive and Motivational Scaffolding in Tutorial Dialogue'. Proc. of the 9th International Conference on Intelligent Tutoring Systems.
  2. Coles, C. D., Strickland, D. C., Padgett, L., and Bellmoff, L., 2007.'Games that Work: Using computer games to teach alcohol-affected children about fire and street safety', Research in Developmental Disabilities, 28, (5).
  3. Conati, C., 2002. 'Probabilistic Assessment of User's Emotions in Educational Games', Applied Artificial Intelligence, 16, pp. 555-575.
  4. Chaouachi, M., Frasson, C. 2010. 'Exploring the relationship between learner EEG mental engagement and affect'. International Conference on ITS, pp.291- 293.
  5. Dempsey, J. V., and Johnson, R. B., 1998. 'The development of an ARCS gaming scale', Instructional Psychology, 25, (4), pp. 215-221.
  6. Derbali, L., Frasson, C. 2012. 'Exploring the effects of Prior Video-Game Experience on Learner's Motivation during Interactions with HeapMotiv'. International conference on ITS, Greece. pp129-134.
  7. Derbali, L., Ghali, R., Frasson, C. 2013. 'Assessing Motivational strategies in Serious Games using Hidden Markov Models', The 26th International FLAIRS conference.
  8. D'Mello, S., and Graesser, A., 2009. 'Automatic Detection of Learner's Affect From Gross Body Language', Applied Artificial Intelligence, 23, (2), pp. 123-150.
  9. Freeman, F. G., Mikulka, P. J., Prinzel, L. J., and Scerbo, M.W., 1999. 'Evaluation of an adaptive automation system using three EEG indices with a visual tracking task', Biol Psychol, 1999, 50, (1), pp. 61-76.
  10. Garris, R., Ahlers, R., Driskell, J. E., 2002. 'Games, motivation, and learning: a research and practice model', Simulation & Gaming, 33, (4), pp. 441-467.
  11. Gunter, G. A., Kenny, R. F., and Vick, E. H., 2006. 'A case for a formal design paradigm for serious games', International Digital Media & Arts Association, 3, (1), pp. 93-105.
  12. Huang, W. H., Huang, W. Y., and Tschopp, J. 2010. 'Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing', Comput. Educ., 55, (2), pp. 789-797.
  13. Johnson, W. L., Wu, S., 2008. 'Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture', in Editor (Eds.): 'Book Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture', pp. 520-529.
  14. Johnson, W. L., Vilhjalmsson, H., and Marsella, S., 2005.'Serious Games for Language Learning: How Much Game, How Much AI?78. Proc. of the conference on AIED.
  15. Keller, J. M., 1987. 'Development and use of the ARCS model of motivational design', Journal of Instructional Development, 10, (3), pp. 2-10.
  16. Keller, J. M., 2010. 'Motivational Design for Learning and Performance: The ARCS Model Approach' (Springer, 2010. 2010).
  17. Malone, T. W., Lepper, M. R., 1987. 'Making learning fun: A taxonomy of intrinsic motivations for learning', in Snow, R. E., and Farr, M. J. (Eds.): 'Aptitude learning and instruction', pp. 223-253.
  18. Picard, R. W., Vyzas, E., and Healey, J., 2001. 'Toward machine emotional intelligence: analysis of affective physiological state', Pattern Analysis and Machine Intelligence, IEEE Transactions on, 23, (10), pp. 1175-1191.
  19. Pope, A. T., Bogart, E. H., and Bartolome, D. S., 1995.'Biocybernetic system evaluates indices of operator engagement in automated task', Biological Psychology, 1995, 40, (1-2).
  20. Prensky, M., 2001: 'Digital Game-Based Learning' , New York: McGraw Hill.
  21. Prendinger, H., and Ishizuka, M., 2005. 'The Empathic Companion: A Character-Based Interface That Addresses Users' Affective States', Applied Artificial Intelligence: An International Journal, 19, (3), pp. 267-285.
  22. Rebolledo-Mendez, G., Luckin, R., and Boulay, B., 2011. 'Designing Adaptive Motivational Scaffolding for a Tutoring System', in Calvo, R.A., and D'Mello, S.K. (Eds.): 'New Perspectives on Affect and Learning Technologies', Springer New York.
  23. Ryan, R. M., Rigby, C., and Przybylski, A., 2006. 'The motivational pull of video games: A selfdetermination theory approach', Motivation & Emotion, 30, (4), pp. 344-360.
  24. Stytsenko, K., Jablonskis, E., Praham, C., 2011. 'Evaluation of consumer EEG device Emotiv EPOC', MEi:CoSci Conferences 2011, Ljubljana.
  25. Tychsen, A., Hitchens, M., and Brolund, T., 2008. 'Motivations for play in computer role-playing games': 'Proceedings of the 2008 ACM Conference on Future Play', pp. 57-64.
  26. Vicente, A., and Pain, H., 2002. 'Informing the detection of the students' motivational state: an empirical study.78. Proc. Proceedings of the 6th International Conference on ITS, Biarritz, France and San Sebastian, Spain, June 2-7.
  27. Whitton, N., 2007.'Motivation and computer game based learning', Proceedings of the Australian Society for Computers in Learning in Tertiary Education, Singapore.
Download


Paper Citation


in Harvard Style

Ghali R., Chaouachi M., Derbali L. and Frasson C. (2014). Motivational Strategies to Support Engagement of Learners in Serious Games . In Proceedings of the 6th International Conference on Agents and Artificial Intelligence - Volume 1: ICAART, ISBN 978-989-758-015-4, pages 518-525. DOI: 10.5220/0004823305180525


in Bibtex Style

@conference{icaart14,
author={Ramla Ghali and Maher Chaouachi and Lotfi Derbali and Claude Frasson},
title={Motivational Strategies to Support Engagement of Learners in Serious Games},
booktitle={Proceedings of the 6th International Conference on Agents and Artificial Intelligence - Volume 1: ICAART,},
year={2014},
pages={518-525},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004823305180525},
isbn={978-989-758-015-4},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 6th International Conference on Agents and Artificial Intelligence - Volume 1: ICAART,
TI - Motivational Strategies to Support Engagement of Learners in Serious Games
SN - 978-989-758-015-4
AU - Ghali R.
AU - Chaouachi M.
AU - Derbali L.
AU - Frasson C.
PY - 2014
SP - 518
EP - 525
DO - 10.5220/0004823305180525