Designing and Evaluating Emotional Student Models for Game-Based Learning Karla Muñoz , Paul Mc Kevitt, Tom Lunney, Julieta Noguez, Luis Neri - 2011


Support : Références scientifiques
Auteur(s) : Karla Muñoz , Paul Mc Kevitt, Tom Lunney, Julieta Noguez, Luis Neri
Editeur : In Serious Games and Edutainment Applications pp 245-271
Date : 2011
Langue : Langue



Research in game-based learning environments aims to recognise and show emotion. This chapter describes the main approaches and challenges involved in achieving these goals. In addition, we propose an emotional student model that can reason about students’ emotions using observable behaviour and responses to questions. Our model uses Control-Value Theory (Pekrun et al., The control value theory of achievement emotions. An integrative approach to emotions in education. In: Schutz, P.A., Pekrun, R. (eds.) Emotion in Education, pp. 13–36. Elsevier, London, 2007) as a basis for representing behaviour and was designed and evaluated using Probabilistic Relational Models (PRMs), Dynamic Bayesian Networks (DBNs) and Multinomial Logistic Regression. Olympia, a game-based learning architecture, was enhanced to incorporate affect and was used to developPlayPhysics, an emotional game-based learning environment for teaching Physics. PlayPhysics’ design and emotional student model was evaluated with 79 students of Engineering at Tecnológico de Monterrey, Mexico City campus (ITESM-CCM). Results are presented and discussed. Future work will focus on conducting tests with a larger population of students, implementing additional game challenges and incorporating physiological signals to increase the accuracy of classification.


References (1):


Alvarez, J.: Du Jeu Vidéo au Serious Game: Approches culturelle, pragmatique et formelle. Université Toulouse, Toulouse, France (2007)




Mots-clés : Computer Science, Computers and Education