Game Development Reference
In-Depth Information
of the learner's emotions. Once the affective
student model can infer accurately the learner's
emotional state, it will be incorporated into the
Olympia architecture and PlayPhysics applica-
tion. The tutor model selects and implements the
appropriate response that maximizes learning or
motivation. PlayPhysics will be evaluated through
the comparison of learning gains and the calcula-
tion of learning efficiencies. Research focused
on the communication modules of ITSs, related
to conveying a response that enables the student
to understand the effect of his or her actions, is
gaining popularity and promises to significantly
enhance the teaching-learning experience.
Barnett, M., Squire, K., Grant, J., & Higginbo-
tham, T. (2004). Electromagnetism supercharged!:
Learning Physics with Digital Simulation Games.
In Y. Kafai, W.A. Sandoval, N. Enyedi, A.S. Nixon
& F. Herrera (Eds.), Proceedings of the 6 th Inter-
national Conference on Learning Science (pp.
513-520). Mahwah, NJ: International Society of
the Learning Sciences.
Bates, J., Loyall, A., & Reilly, W. (1992). Integrat-
ing reactivity, goals and emotion in a broad agent.
CiteSeerX . Retrieved March 8, 2010, from http://
www.cs.cmu.edu/afs/cs/project/oz/web/papers/
CMU-CS-92-142.ps.gz
Bergeron, B. (2006). Developing Serious Games .
Massachusetts: Charles River Media, Inc.
ACKNOWLEDGMENT
Brezinka, V., & Hovestadt, L. (2007). Serious
Games Can Support Psychotherapy of Children
and Adolescents. In HCI and Usability for Medi-
cine and Health Care (pp. 357-364). Heidelberg:
Springer Berlin. doi:10.1007/978-3-540-76805-
0_30
We want to express our gratitude to Richard
Walsh, from ZooCreative, for modeling the 3D
player-characters of PlayPhysics. We also want to
recognize the suggestions and direction provided
by Prof. Mark Shevlin, from the Psychology Re-
search Institute, and Dr. Lee Cadieux, from the Art
and Design Research Institute, at the University
of Ulster, Magee.
Bunt, A., & Conati, C. (2003). Probabilistic
Student Modeling to Improve Exploratory
Behavior. Journal of User Modeling and
User-Adapted Interaction , 13 (3), 269-309.
doi:10.1023/A:1024733008280
REFERENCES
Burleson, W., & Picard, R. W. (2007). Evidence
for Gender Specific Approaches to the Develop-
ment of Emotionally Intelligent Learning Com-
panions. IEEE Intelligent Systems , 22 (4), 62-69.
doi:10.1109/MIS.2007.69
Ajzen, I. (2005). Attitudes, Personality and Be-
haviour (2 nd ed.). Maidenhead, Berkshire: Open
University Press.
Alsmeyer, M., Luckin, R., & Good, J. (2008).
Developing a novel interface for capturing self-
reports of affect. In Proceedings of the CHI'08:
Conference on Human Factors in Computing
Systems (pp. 2883-2888). Florence, Italy: ACM
Press.
Carpenter, A., & Windsor, H. (2006). A head
of the game?- Games in Education. Serious
Games Source . Retrieved January 24, 2010,
from http://seriousgamessource.com/features/
feature_061306_ahead_of_the_game.php
Search Nedrilad ::




Custom Search