Digital Game-Based Learning
Assessing Aptitude for Learning with a Serious Game for Foreign Language and Culture
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Attentiveness Assessment in Learning Based on Fuzzy Logic Analysis
ISDA '08 Proceedings of the 2008 Eighth International Conference on Intelligent Systems Design and Applications - Volume 03
Affective game engines: motivation and requirements
Proceedings of the 4th International Conference on Foundations of Digital Games
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Display characteristics affect users' emotional arousal in 3D games
ERCIM'06 Proceedings of the 9th conference on User interfaces for all
ICALT '10 Proceedings of the 2010 10th IEEE International Conference on Advanced Learning Technologies
Using learner focus of attention to detect learner motivation factors
UM'05 Proceedings of the 10th international conference on User Modeling
Toward Exploiting EEG Input in a Reading Tutor
International Journal of Artificial Intelligence in Education - Best of AIED 2011
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This study investigated learners' attention during interaction with a serious game. We used Keller's ARCS theoretical model and physiological sensors (heart rate, skin conductance, and electroencephalogram) to record learners' reactions throughout the game. This paper focused on assessing learners' attention in situations relevant to learning, namely overcoming errors and obstacles. Statistical analysis has been used for the investigation of relationships between theoretical and empirical variables. Results from non-parametric tests and linear regression supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess learners' attention. Intelligent learning systems can greatly benefit from using these results to enhance and adapt their interventions.