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A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

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Title: A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games
Language: English
Authors: Kickmeier-Rust, Michael D., Mattheiss, Elke, Steiner, Christina
Source: International Journal of Game-Based Learning. 2011 1(1):45-58.
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Games, Computer Games, Psychoeducational Methods, Learning Motivation, Demonstrations (Educational), Program Evaluation, Educational Experiments, Individualized Instruction, Qualitative Research, Statistical Analysis
DOI: 10.4018/ijgbl.2011010104
ISSN: 2155-6849
Abstract: One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fitsall level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a noninvasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1113737
Database: ERIC
FullText Text:
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  Data: A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games
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  Data: <searchLink fieldCode="AR" term="%22Kickmeier-Rust%2C+Michael+D%2E%22">Kickmeier-Rust, Michael D.</searchLink><br /><searchLink fieldCode="AR" term="%22Mattheiss%2C+Elke%22">Mattheiss, Elke</searchLink><br /><searchLink fieldCode="AR" term="%22Steiner%2C+Christina%22">Steiner, Christina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Game-Based+Learning%22"><i>International Journal of Game-Based Learning</i></searchLink>. 2011 1(1):45-58.
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  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Psychoeducational+Methods%22">Psychoeducational Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Demonstrations+%28Educational%29%22">Demonstrations (Educational)</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experiments%22">Educational Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Instruction%22">Individualized Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: 10.4018/ijgbl.2011010104
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  Data: One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fitsall level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a noninvasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.
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