Abstract
This study explores the effects of prior video-game experience on learner’s motivation in a serious game environment. 20 participants were invited to play our serious game, called HeapMotiv, intended to educate players about the heap data structure. HeapMotiv is comprised of three missions (Heap-Tetris, Heap-Shoot and Heap-Sort). We used Keller’s ARCS theoretical model of motivation and physiological sensors (heart rate, skin conductance and electroencephalogram) to record learners’ reactions during interactions with different missions. Results from non-parametric tests supported the hypothesis that physiological patterns and their evolution are objective tools to directly and reliably assess effects of prior video-game experience on learner’s motivation.
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Derbali, L., Frasson, C. (2012). Exploring the Effects of Prior Video-Game Experience on Learner’s Motivation during Interactions with HeapMotiv. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_17
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DOI: https://doi.org/10.1007/978-3-642-30950-2_17
Publisher Name: Springer, Berlin, Heidelberg
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