Abstract
Research in game-based learning environments aims to recognise and show emotion. This chapter describes the main approaches and challenges involved in achieving these goals. In addition, we propose an emotional student model that can reason about students’ emotions using observable behaviour and responses to questions. Our model uses Control-Value Theory (Pekrun et al., The control value theory of achievement emotions. An integrative approach to emotions in education. In: Schutz, P.A., Pekrun, R. (eds.) Emotion in Education, pp. 13–36. Elsevier, London, 2007) as a basis for representing behaviour and was designed and evaluated using Probabilistic Relational Models (PRMs), Dynamic Bayesian Networks (DBNs) and Multinomial Logistic Regression. Olympia, a game-based learning architecture, was enhanced to incorporate affect and was used to develop PlayPhysics, an emotional game-based learning environment for teaching Physics. PlayPhysics’ design and emotional student model was evaluated with 79 students of Engineering at Tecnológico de Monterrey, Mexico City campus (ITESM-CCM). Results are presented and discussed. Future work will focus on conducting tests with a larger population of students, implementing additional game challenges and incorporating physiological signals to increase the accuracy of classification.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
SPSS (Statistical Package for the Social Sciences) was employed to conduct statistical analysis.
References
Akilli, G.K., Cagiltay, K.: An instructional design/development model for the creation of game-like learning environments: the FIDGE model. In: Pivec, M. (ed.) Affective and Emotional Aspects of Human-Computer Interaction, pp. 93–111. IOS Press, Netherlands, Amsterdam (2006)
Alexander, S., Sarrafzadeh, A.: Foundation of an affective tutoring system: learning how human tutors adapt to student emotion. Int. J. Intell. Syst. Technol. Appl. 4(3/4), 355–367 (2008)
Alvarez, J.: Du Jeu Vidéo au Serious Game: Approches culturelle, pragmatique et formelle. Université Toulouse, Toulouse, France (2007)
Andersson, G., Höök, K., Mourão, D., Paiva, A., Costa, M.: Using a wizard of Oz study to inform the design of SenToy. In: Proceedings of the 4th International Conference on Designing Interactive Systems (DIS-02): Processes, Practices, Methods and Techniques, London, ACM Press, New York, pp. 349–355, 25–28 June 2002
Arroyo, I., Woolf, B.P.: Inferring learning and attitudes from a Bayesian network of log file data. In: Looi, C.K., McCalla, G., Bredeweg, B., Breuker, J. (eds.) Proceedings of the 12th International Conference on Artificial Intelligence in Education, Frontiers in Artificial Intelligence and Applications, Vol. 125, pp. 33–40. IOS Press, Amsterdam (2005)
Blanchard, E., Frasson, C.: Easy creation of game-like virtual learning environments. In: Workshop on Teaching with Agents, Robots, and NLP International Conference on Intelligent Tutoring System (ITS). Jhongli, Taiwan, June 26–30 (2006)
Bunt, A., Conati, C.: Probabilistic student modeling to improve exploratory behavior. User Model. User-Adapted Interact. 13(3), 269–309 (2003)
Burleson, W., Picard, R.W.: Evidence for gender specific approaches to the development of emotionally intelligent learning companions. IEEE Intell. Syst. 22(4), 62–69 (2007)
Cela, K.: Web 2.0, Estilos de Aprendizaje y sus Implicaciones en la Educación. Université de Poitiers & Universidad Nacional de Educación a Distancia de Madrid, Poitiers, France & Madrid, Spain (2008)
Clancey, G.L., Buchanan, B.: Exploration of Teaching and Problem Solving Strategies ‘1979–1982’. Stanford University, Stanford, CA (1982)
Conati, C.: Probabilistic assessment of user’s emotions in educational games. Appl. Artif. Intell. 16, 555–575 (2002)
Conati, C., Maclaren, H.: Empirically building and evaluating a probabilistic model of user affect. User Model. User-Adapted Interact. 19(3), 267–303 (2009)
Del Soldato, T., Du Boulay, B.: Implementation of motivational tactics in tutoring systems. J. Artif. Intell. Educ. 6(4), 337–378 (1995)
Dias, J., Paiva, A., Vala, M., Aylett, R., Woods, S., Zoll, C., Hall, L.: Empathic characters in computer-based personal and social education. In: Pivec, M. (ed.) Affective and Emotional Aspects of Human-Computer Interaction, pp. 246–254. IOS Press, Netherlands, Amsterdam (2006)
D’Mello, S.K., Craig, S.D., Witherspoon, A., McDaniel, B.T., Graesser, A.C.: Automatic detection of learner’s affect from conversational cues. User Model. User-Adapted Interact. 8(1–2), 45–80 (2008)
Du Boulay, B., Luckin, R.: Modelling human teaching tactics and strategies for tutoring systems. Int. J. Artif. Intell. Educ. 12, 235–256 (2001)
Goetz, T., Frenzel, A.C., Pekrun, R., Hall, N.C., Lüdtke, O.: Between- and within- domain relations of student’s academic emotions. Educ. Psychol. 99(4), 715–733 (2007)
Höök, K.: User-centred design and evaluation of affective interfaces. In: Ruttkoy, Z., Pelachaud, C. (eds.) From Brows to Trust: Evaluating Embodied Conversational Agents, Vol. 7, pp. 127–160. Springer, Netherlands (2005)
Jaques, P.A., Vicari. R.M.: A BDI approach to infer student’s emotions in an intelligent learning environment. J. Comput. Educ. 49(2), 360–384 (2007)
Jensen, F.V., Nielsen, T.D.: Bayesian Networks and Decision Graphs. Information, Science and Statistics, 2nd edn. Springer, Berlin (2007)
Johnson, W.L., Rickel, J.W., Lester, J.C.: Animated pedagogical agents: face to face interaction in interactive learning environments. Int. J. Artif. Intell. Educ. 11(1), 47–78 (2000)
Jungclaus, J., Stephenson, P., Schmitz, D., Encarnacao, M.: The virtual study desk: towards learning based user modeling for content adaptation in online learning environments. In: Rossett, A. (ed.) Proceedings of the World Conference on E-learning in Corporate, Governement, Healthcare, and Higher Education 2003, Chesapeake, pp. 1636–1639. AACE, VA (2003)
Kinnear, P.R., Colin, D.G.: PASW Statistics 17 Made Simple. Psychology Press, East Sussex (2010)
Lepper, M.R., Woolverton, M., Mumme, D.L.: Motivational techniques of expert human tutors: lessons for the design of computer based tutors. In: Lajoie, S.P., Derry, S.J. (eds.) Computers as Cognitive Tools, pp. 75–105. Lawrence Erlbaum Associates, Mahwah, NJ (1993)
Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., Bhogal, R.S.: The persona effect: affective impact of Animated Pedagogical Agents. In: CHI ’97: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Vol. 359–366. ACM Press, New York. (1997)
Lester, J.C., Voerman, J.L., Towns, S.G., Callaway, C.B.: Diectic believability: coordinating gesture, locomotion and speech in life-like pedagogical agents. Appl. Artif. Intell. 13, 383–414 (1999)
Li, H., Pang, N., Guo, S., Wang, H.: Research in textual emotion recognition incorporating personality factor. In: Proceedings of the IEEE International Conference on Robotics and Biomimetics (ROBIO 2007), Sanya, 15–18 December 2007, pp. 2222–2227. IEEE Press, USA (2007)
Malone, T.W.: Toward a theory of intrinsically motivating instruction. Cogn. Sci. 6(4), 333–369 (1981)
Mateas, M.: An Oz-Centric Review of Interactive Drama and Believable Agents. School of Computer Science, Carnegie Mellon University, Pittsburgh, PA (1997)
McFarlane, A., Sparrowhawk, A., Heald, Y.: Report on the educational use of games. http://www.teem.org.uk/publications/teem_gamesined_full.pdf (2001). Accessed 11 Mar 2011
McQuiggan, S.W., Mott, B.W., Lester, J.C.: Modeling self-efficacy in intelligent tutoring systems : an inductive approach. User Model. User-Adapted Interact. 18(1–2), 81–123 (2008)
Muñoz, K., Kevitt, P.M., Lunney, T., Noguez, J., Neri, L.: An emotional student model for game-play adaptation. Entertainment Computing 2(2), 133–141 (2011)
Muñoz, K., Noguez, J., McKevitt, P., Neri, L., Robledo-Rella, V., Lunney, T.: Adding features of educational games for teaching Physics. In: Proceedings of the 39th IEEE International Conference Frontiers in Education, Hotel Hilton Palacio del Rio, San Antonio, TXas, 18–21 Oct 2009, pp. M2E-1–M2E-6. IEEE Press, USA (2009)
Norman, D.A., Ortony, A., Russell, D.M.: Affect and machine design: lessons for the development of autonomous machines. IBM Syst. J. 42(1), 38–44 (2003)
Oblinger, D.G.: The next generation of educational engagement. Interactive Media Educ. (8), 1–18 (2004)
Ortony, A., Clore, G.L., Collins, A.: The Cognitive Structure of Emotions. University Press, New York (1990)
Pasch, M., Bianchi-Berthouze, N., Van Dijk, B., Nijholt, A.: Movement-based sports video games: Investigating motivation and gaming experience. Entertain. Comput. 9(2), 169–180 (2009)
Pekrun, R., Frenzel, A.C., Goetz, T., Perry, R.P.: The control value theory of achievement emotions. An integrative approach to emotions in education. In: Schutz, P.A., Pekrun, R. (eds.) Emotion in Education, pp. 13–36. Elsevier, London (2007)
Pekrun, R., Goetz, T., Perry, R.P.: Achievement Emotions Questionnaire (AEQ). User’s Manual. University of Munich, Munich (2005)
Picard, R.W.: Affective Computing. Vision and Modeling. Massachusetts Institute of Technology (MIT), Massachussetts, USA (1995)
Picard, R.W., Papert, S., Bender, W., Blumberg, B., Breazeal, C., Cavallo, D., Machover, T., Resnick, M., Roy, D., Strohecker, C.: Affective learning – a Manifesto. BT Technol. J. 22(4), 253–269 (2004)
Porayska-Pomsta, K., Mavrikis, M., Pain, H.: Diagnosing and acting on student affect: the tutor’s perspective. User Model. User-Adapted Interact. 18, 125–173 (2008)
Qianping, W., Wei, T., Bo, S.: Research and design of edutainment. In: First IEEE International Symposium on Information Technologies and Applications in Education (ISITAE ’07), Kunming, 23–25 November 2007, pp. 502–505. IEEE (2007). doi:10.1109/ISITAE.2007.4409335
Rajae-Joordens, R.J.E.: Measuring experiences in gaming and TV applications: investigating the added value of a multi-view auto-stereoscopic 3D display. In: Westerinck, J.H.D.M., Ouwerkerk, M., Overbeek, T.J.M. (eds.) Probing Experience: From Assessment of User Emotions and Behaviour to Development of Products, Vol. 8. Philips Research, pp. 77–90. Springer, Netherlands (2008)
Rebolledo-Mendez, G., Du Boulay, B., Luckin, R.: Motivating the learner: an empirical evaluation. In: Ikeda, M., Ashley, K., Chan, T.W. (eds.) The 8th Intelligent Tutoring Systems International Conference, pp. 545–554. Springer Berlin, Heidelberg (2006)
Regian, J.W., Seidel, R.J., Schuler, J., Radtke, P.: Functional area analysis of intelligent computer-assisted instruction. Training and Personnel Systems Science and Technology Evaluation and Management Committee (TAPSTEM), Washington, DC, USA (1996)
Robson, C.: Real World Research: A Resource for Social Scientist and Practitioner Researchers, 2nd edn. Blackwell, Oxford (1993)
Rollings, A., Adams, E.: On Game Design. Pearson, Old Tappan, NJ (2003)
Sarrafzadeh, A., Alexander, S., Dadgostar, F., Fan, C., Bigdeli, A.:How do you know that I don’t understand? A look at the future of intelligent tutoring systems. Comput. Hum. Behav. 24(4), 1342–1363 (2008)
Schutz, P.A., Pekrun, R. (eds.): Emotion in Education. Educational Psychology Series. Elsevier, San Diego, CA (2007)
Squire, K.: Video games in education. Int. J. Intell. Simul. Gaming 2(1), 49–62 (2003)
Sucar, L.E., Noguez, J.: Student modeling. In: Pourret, O., Naïm, P., Marcot, B. (eds.) Bayesian Networks: A Practical Guide to Applications, pp. 173–185. Wiley, West Sussex, England (2008)
Sykes, J.: Affective gaming: advancing the argument for game-based learning. In: Pivec, M. (ed.) Affective and Emotional Aspects of Human-Computer Interaction, pp. 3–7. IOS Press, Netherlands, Amsterdam (2006)
Woolf, B.P.: Building Intelligent Interactive Tutors: Student-Centered Strategies for Revolutionizing E-learning. Elsevier, Burlington, NJ (2009)
Additional Resources
Malone, T.W., Lepper, M.R.: Making learning fun: A taxonomy of intrinsic motivations for learning. In: Snow, R.E., Farr, M.J. (eds.) Aptitude, Learning and Instruction III: Conative and Affective Process, pp. 223–253. Analyses Erlbaum, Hillsdale, NJ (1987)
Pourret, O., Naïm, P., Marcot, B., (eds.): Bayesian Networks: A Practical Guide to Applications. Wiley, West Sussex, England (2008)
Westerinck, J.H.D.M., Ouwerkerk, M., Overbeek, T.J.M. (eds.): Probing Experience: From Assessment of User Emotions and Behaviour to Development of Products, Vol. 8. Philips Research. Springer, Netherlands (2008)
Acknowledgments
We would like to convey our thanks to the anonymous reviewers of this paper and the editors of this book, Dr. Eunice Ma, Dr. Andreas Oikonomou and Prof. Lakhmi Jain. We thank the University of Ulster for its support with a Vice Chancellor’s Research Studentship (VCRS) and acknowledge recommendations from Prof. Mark Shevlin from the Psychology Research Institute and Dr. Girijesh Prasad and Dr. Abdul Satti from the Intelligent Systems Research Centre. Also, we would like to thank Dr. Deaglan Page and Dr. Donncha Hanna from the School of Psychology, Queen’s University Belfast for their advice in statistical methods. We recognise the technical support provided during the design, implementation and deployment of PlayPhysics by Dennis Heaney from Beep Blip Games and Gabriel Deak from the Intelligent Systems Research Centre. Additionally, we would like to express our gratitude to Richard Walsh from ZooCreative for modelling the player characters in PlayPhysics. We want to thank Peter Starostin for creating LowMax, the free rig for 3D Studio Max, which was adapted to be the learning companion M8 in PlayPhysics. Finally, we wish to acknowledge the assistance of the members of the E-learning Research Group at Tecnológico de Monterrey, Mexico City campus (ITESM-CCM), Víctor Robledo, Dr. Moises Alancastre, Dr. Lourdes Muñoz, M.Sc. Gerardo Aguilar, Gilberto Huesca and Benjamín Hernández in the evaluation of PlayPhysics.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer-Verlag London Limited
About this chapter
Cite this chapter
Muñoz, K., Kevitt, P.M., Lunney, T., Noguez, J., Neri, L. (2011). Designing and Evaluating Emotional Student Models for Game-Based Learning. In: Ma, M., Oikonomou, A., Jain, L. (eds) Serious Games and Edutainment Applications. Springer, London. https://doi.org/10.1007/978-1-4471-2161-9_13
Download citation
DOI: https://doi.org/10.1007/978-1-4471-2161-9_13
Published:
Publisher Name: Springer, London
Print ISBN: 978-1-4471-2160-2
Online ISBN: 978-1-4471-2161-9
eBook Packages: Computer ScienceComputer Science (R0)