Group items tagged

From the abstract: " this paper, we challenge the assumption that feedback during learning hinders sense of presence. Ac ross three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself. "

Design for using "game-like-achievements" based on research in public school classrooms

"Abstract: Previous research proposes that human beings are motivated to protect endangered species by both instrumental values and intrinsic values of biodiversity. However, it has been difficult to tease apart the two kinds of value at the behavioral level. Using an innovative fishing game, we tested one kind of instrumental value (financial value) and one kind of intrinsic value (existence value) of the endangered Steller sea lion. In the fishing game, players make repeated decisions on how much Pollock to harvest for profit in each period in a dynamic ecosystem. The population of the endangered sea lion depends on the population of Pollock, which in turn depends on the harvesting behavior of humans. The data show that in general, people responded to the financial value, but not the existence value, of the sea lion by cutting down commercial fish harvesting to keep more sea lions in the ecosystem. However, not all people behaved the same regarding the existence value. Females displayed a higher existence value than males, as did people who reported stronger proenvironmental attitudes than those with less pro‐environmental attitudes. Our findings have multiple implications on public opinion elicitation and public policy design."

"In this thesis we present the design and evaluation of a learning game based on the concept of 'stealth learning' and the theory of constructivism, which provides an early introduction to basic programming concepts and procedural literacy to children from 10 years upwards, attempting to provide the highest possible degree of immersion. The evaluation involves a number of tests verifying usability, immersion and motivation, and an attempt to test the transferability of the ingame acquired knowledge to reading pseudocode, the results of which, triggered further reflection on the possibility of adding new layers of complexity and embedding evaluation of learning within the game experience."