The invisible computer
Informing the Detection of the Students' Motivational State: An Empirical Study
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
A tutoring and student modelling paradigm for gaming environments
SIGCSE '76 Proceedings of the ACM SIGCSE-SIGCUE technical symposium on Computer science and education
What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Off-task behavior in the cognitive tutor classroom: when students "game the system"
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Fearnot!: an experiment in emergent narrative
Lecture Notes in Computer Science
U-director: a decision-theoretic narrative planning architecture for storytelling environments
AAMAS '06 Proceedings of the fifth international joint conference on Autonomous agents and multiagent systems
How Computer Games Help Children Learn
How Computer Games Help Children Learn
Digital Game-Based Learning
Measuring Presence in Virtual Environments: A Presence Questionnaire
Presence: Teleoperators and Virtual Environments
Toward an Affect-Sensitive AutoTutor
IEEE Intelligent Systems
Modeling self-efficacy in intelligent tutoring systems: An inductive approach
User Modeling and User-Adapted Interaction
The effects of empathetic virtual characters on presence in narrative-centered learning environments
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
What is user engagement? A conceptual framework for defining user engagement with technology
Journal of the American Society for Information Science and Technology
Story-Based Learning: The Impact of Narrative on Learning Experiences and Outcomes
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Archetype-Driven Character Dialogue Generation for Interactive Narrative
IVA '08 Proceedings of the 8th international conference on Intelligent Virtual Agents
Multi-party, Multi-issue, Multi-strategy Negotiation for Multi-modal Virtual Agents
IVA '08 Proceedings of the 8th international conference on Intelligent Virtual Agents
Engagement tracing: using response times to model student disengagement
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
THESPIAN: An Architecture for Interactive Pedagogical Drama
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Serious Use of a Serious Game for Language Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
A dynamic mixture model to detect student motivation and proficiency
AAAI'06 Proceedings of the 21st national conference on Artificial intelligence - Volume 1
Probabilistic goal recognition in interactive narrative environments
AAAI'06 Proceedings of the 21st national conference on Artificial intelligence - Volume 1
Modeling Task-Based vs. Affect-based Feedback Behavior in Pedagogical Agents: An Inductive Approach
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Off-Task Behavior in Narrative-Centered Learning Environments
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
BiLAT: A Game-Based Environment for Practicing Negotiation in a Cultural Context
International Journal of Artificial Intelligence in Education
Optimizing story-based learning: an investigation of student narrative profiles
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Detection and analysis of off-task gaming behavior in intelligent tutoring systems
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Narrative-Centered tutorial planning for inquiry-based learning environments
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Director agent intervention strategies for interactive narrative environments
ICIDS'11 Proceedings of the 4th international conference on Interactive Digital Storytelling
Proceedings of the International Conference on the Foundations of Digital Games
Predicting student self-regulation strategies in game-based learning environments
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Exploring inquiry-based problem-solving strategies in game-based learning environments
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
The impact of individual differences on learning with an educational game and a traditional ITS
International Journal of Learning Technology
Information Sciences: an International Journal
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A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to learn, while on the other hand, traditional learning technologies may promote deep learning but provide limited engagement. This paper presents findings from a study with human participants that challenges the view that engagement and learning need be opposed. A study was conducted with 153 middle school students interacting with a narrative-centered learning environment. Rather than finding an oppositional relationship between learning and engagement, the study found a strong positive relationship between learning outcomes, in-game problem solving and increased engagement. Furthermore, the relationship between learning outcomes and engagement held even when controlling for students' background knowledge and game-playing experience. Additional analyses revealed that males tended to report significantly greater presence in the virtual environment than girls, and students with more game-playing experience reported significantly greater presence in the virtual environment than students with minimal game-playing experience. Follow up analyses suggested that differences in presence may be more strongly associated with game-playing experience than gender.