The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment

Autor/inn/en	Taub, Michelle; Sawyer, Robert; Lester, James; Azevedo, Roger
Titel	The Impact of Contextualized Emotions on Self-Regulated Learning and Scientific Reasoning during Learning with a Game-Based Learning Environment
Quelle	In: International Journal of Artificial Intelligence in Education, 30 (2020) 1, S.97-120 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taub, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-019-00191-1
Schlagwörter	Psychological Patterns; Independent Study; Logical Thinking; Game Based Learning; College Students; Affective Behavior; Student Behavior + Suchen Sie Ihr Suchwort? Selbststudium; Collegestudent; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten
Abstract	The goal of this study was to examine college students' (n = 61) contextualized emotions during in-game actions while playing "Crystal Island," a game-based learning environment where students are tasked with solving the mystery of what illness impacted all island inhabitants. We examined emotions during in-game actions: during book reading, after scanning food items for the transmission source, and after submitting a final diagnosis. We dichotomized each activity's feedback into a positive or negative outcome: a relevant or irrelevant book for solving the mystery, testing food items that generate a positive or negative result, or submitting a correct or incorrect final diagnosis. Results revealed that expressing joy while reading a relevant book and expressing confusion after a positive scan significantly positively predicted overall game score, which we used as a proxy for problem-solving performance. Implications include understanding different levels of emotions students express during learning with all advanced learning technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01