The effectiveness of games for educational purposes: a review of recent research
Simulation and Gaming
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Affect and Usage Choices in Simulation Problem-Solving Environments
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Effectiveness of using a video game to teach a course in mechanical engineering
Computers & Education
Motivating the learner: an empirical evaluation
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
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Researchers of interactive learning environments have grown increasingly interested in designing these systems to become more responsive to differences in studentsâ聙聶 cognitive-affective states. They believe that the detection of and adaptation to student cognition and affect may boost student learning gains and enhance the quality of studentsâ聙聶 overall learning experience. A growing body of research focuses specifically on the study of cognitive-affective dynamics, defined as the natural ways in which a studentâ聙聶s cognitive-affective states change over time. These types of studies help designers identify desirable (virtuous) cycles that they want to foster and undesirable (vicious) cycles that they want to dissuade. In this study, the author examined the dynamics of the cognitive-affective states exhibited by Filipino students as they used the pre-algebra game MATH BLASTER 9-12. The author focused on the cognitive-affective states of boredom, confusion, delight, engagement, frustration, neutrality, and surprise. Using quantitative field observations, the author determined which of these states tended to persist or transition into other states over time. It was found that boredom was the only state that tended to persist. Boredom tended not to lead to engagement. Students who were confused were not likely to stay confused but were likely to transition into engagement. Students who were delighted were not likely to become confused. From these findings and based on comparisons with related work, it is concluded that boredom is a persistent and undesirable state. Confusion is not persistent and is desirable because it leads to further engagement with the content.