Assessment of Learners’ Attention While Overcoming Errors and Obstacles: An Empirical Study

  • Lotfi Derbali
  • Pierre Chalfoun
  • Claude Frasson
Conference paper

DOI: 10.1007/978-3-642-21869-9_8

Volume 6738 of the book series Lecture Notes in Computer Science (LNCS)
Cite this paper as:
Derbali L., Chalfoun P., Frasson C. (2011) Assessment of Learners’ Attention While Overcoming Errors and Obstacles: An Empirical Study. In: Biswas G., Bull S., Kay J., Mitrovic A. (eds) Artificial Intelligence in Education. AIED 2011. Lecture Notes in Computer Science, vol 6738. Springer, Berlin, Heidelberg

Abstract

This study investigated learners’ attention during interaction with a serious game. We used Keller’s ARCS theoretical model and physiological sensors (heart rate, skin conductance, and electroencephalogram) to record learners’ reactions throughout the game. This paper focused on assessing learners’ attention in situations relevant to learning, namely overcoming errors and obstacles. Statistical analysis has been used for the investigation of relationships between theoretical and empirical variables. Results from non-parametric tests and linear regression supported the hypothesis that physiological patterns and their evolution are suitable tools to directly and reliably assess learners’ attention. Intelligent learning systems can greatly benefit from using these results to enhance and adapt their interventions.

Keywords

Learners’ attention assessment serious game physiological sensors EEG regression model 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Lotfi Derbali
    • 1
  • Pierre Chalfoun
    • 1
  • Claude Frasson
    • 1
  1. 1.Département d’informatique et de recherche opérationnelleUniversité de MontréalMontréalCanada