Assessment of learners' motivation during interactions with serious games: a study of some motivational strategies in food-force

  • Authors:

  • Lotfi Derbali;Claude Frasson

  • Affiliations:

  • Département d'Informatique et de Recherche Opérationnelle, Université de Montréal, Montréal, QC, Canada;Département d'Informatique et de Recherche Opérationnelle, Université de Montréal, Montréal, QC, Canada

  • Venue:
  • Advances in Human-Computer Interaction - Special issue on User Assessment in Serious Games and Technology-Enhanced Learning
  • Year:
  • 2012

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Abstract

This study investigatedmotivational strategies and the assessment of learners'motivation during serious gameplay. Identifying and intelligently assessing the effects that these strategiesmay have on learners are particularly relevant for educational computer-based systems. We proposed, therefore, the use of physiological sensors, namely, heart rate, skin conductance, and electroencephalogram (EEG), as well as a theoretical model of motivation (Keller's ARCS model) to evaluate six motivational strategies selected from a serious game called Food-Force. Results from nonparametric tests and logistic regressions supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess the effects of selected strategies on learners' motivation. They showed that specific EEG "attention ratio" was a significant predictor of learners' motivation and could relevantly evaluate motivational strategies, especially those associated with the Attention and Confidence categories of the ARCS model of motivation. Serious games and intelligent systems can greatly benefit from using these results to enhance and adapt their interventions.