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ERIC Number: EJ1018724
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1436-4522
Learning when Serious: Psychophysiological Evaluation of a Technology-Enhanced Learning Game
Cowley, Ben; Fantato, Martino; Jennett, Charlene; Ruskov, Martin; Ravaja, Niklas
Educational Technology & Society, v17 n1 p3-16 2014
We report an evaluation study for a novel learning platform, motivated by the growing need for methods to do assessment of serious game efficacy. The study was a laboratory experiment combining evaluation methods from the fields of learning assessment and psychophysiology. 15 participants used the TARGET game platform for 25 minutes, while the bio-signals electrocardiography, electrodermal activity and facial electromyography were recorded. Learning was scored using pre- and post-test question-based assessments Repeated-measures analysis with Generalised Estimating Equations was used to predict scores by tonic psychophysiological data. Results indicate some learning effect, plus a relationship between mental workload (indexed by electrocardiography) and learning. Notably, the game format itself influences the nature of this relationship. We conclude that a high quality of insight is afforded by the combination of subjective self-report and objective psychophysiology, satisfying two of three observable domains.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A