Measuring distributed affect in collaborative games Daniel Perry, Cecilia Aragon - 2012


Support : Références scientifiques
Author(s) : Daniel Perry, Cecilia Aragon
Editor : CSCW '12 Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work Companion Pages 195-198
Date : 2012
Lang : Lang


The ability to engage children in science, technology, engineering, and math (STEM) fields early in their scholastic years is critical to ensure the success of the next generation of scientists and engineers. Given that 97% of American teens play video games, there is a tremendous opportunity to engage students in STEM concepts within the framework of a multi-player game. Research has shown that eliciting emotional and affective responses in players can actively increase engagement, learning, and creativity, yet surprisingly little attention has been paid to the role of emotion within a collaborative multi-player gaming environment. We propose the design and development of an automatic game master that responds to the emotional states of players based on their in-game dialogue and actions. This research offers insights into affective interfaces that can improve the collaborative engagement of students and has implications for other collaborative learning environments.
References (1):
Damien Djaouti , Julian Alvarez , Jean-Pierre Jessel, Can "Gaming 2.0" help design "Serious Games"?: a comparative study, Proceedings of the 5th ACM SIGGRAPH Symposium on Video Games, p.11-18, July 28-29, 2010, Los Angeles, California [doi>10.1145/1836135.1836137] 

Keywords : Maths, Game