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|Title:||Is Student Frustration in Learning Games More Associated with Game Mechanics or Conceptual Understanding?|
Dmello, Sidney DMello
|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.|
|Appears in Collections:||ICLS 2018|
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