What Video Games Have to Teach Us About Learning and Literacy
What Video Games Have to Teach Us About Learning and Literacy
Discovering Statistics Using SPSS
Discovering Statistics Using SPSS
The Influence of Working-Memory Demand and Subject Performance on Prefrontal Cortical Activity
Journal of Cognitive Neuroscience
Spatial Presence and Emotions during Video Game Playing: Does It Matter with Whom You Play?
Presence: Teleoperators and Virtual Environments
A Theory of Fun for Game Design
A Theory of Fun for Game Design
International Journal of Human-Computer Studies
Enhancing E-Learning Engagement Using Design Patterns from Computer Games
ACHI '08 Proceedings of the First International Conference on Advances in Computer-Human Interaction
Predicting Stress Level Variation from Learner Characteristics and Brainwaves
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Modeling mental workload using EEG features for intelligent systems
UMAP'11 Proceedings of the 19th international conference on User modeling, adaption, and personalization
Exploring the relationship between learner EEG mental engagement and affect
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
PeaceMaker: a video game to teach peace
INTETAIN'05 Proceedings of the First international conference on Intelligent Technologies for Interactive Entertainment
Experience Assessment and Design in the Analysis of Gameplay
Simulation and Gaming
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In a study on learning in serious games, 45 players were tested for topic-comprehension by a questionnaire administered before and after solo-playing of the serious game Peacemaker (Impact Games 2007), during which their psychophysiological signals were measured. Play lasted for 1 h, with a break at half time. The questionnaire was divided into two parts, with fixed and open questions respectively. We use the Bloom taxonomy to distinguish levels of difficulty in demonstrated learning - with the first five levels assigned to fixed questions - and gain scores to measure actual value of demonstrated learning. We present the analysis of the psychophysiology recorded during game play and its relationship to learning scores. The Heart Rate Variability (HRV) (an indicator of mental workload) and interaction between HRV and electromyography of Orbicularis Oculi (an indicator of positive affect) significantly predicted the learning results at certain levels of difficulty. Results indicate that increased working-memory related mental workload in support of on-task attention aids learning at these levels.