Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/637
Title: Is Student Frustration in Learning Games More Associated with Game Mechanics or Conceptual Understanding?
Authors: Karumbaiah, Shamya
Rahimi, Seyedahmad
Baker, Ryan
Shute, Valerie
Dmello, Sidney DMello
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Karumbaiah, S., Rahimi, S., Baker, R., Shute, V., & Dmello, S. D. (2018). Is Student Frustration in Learning Games More Associated with Game Mechanics or Conceptual Understanding?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Digital games have evolved as an engaging medium for learning. This paper studies the interaction between game design and student affective experience. Data from 137 students playing a learning game was analyzed to identify the factors correlating with student frustration. Results suggest that in this well-designed game, conceptual understanding is more predictive of student frustration than the game mechanics. Furthermore, one particular physics concept was associated with significantly more student frustration than other concepts.
URI: https://doi.dx.org/10.22318/cscl2018.1385
https://repository.isls.org//handle/1/637
Appears in Collections:ICLS 2018

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