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Assessment of Student’s Emotions in Game-Based Learning

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Assessment in Game-Based Learning

Abstract

Research has shown that emotions are directly linked to cognition and there is a strong correlation between affect and learning. This notion along with recent technological advancements has prompted researchers from many disciplines to turn their attention toward adding an affective component to human-computer dialog. This chapter discusses emotion assessment methods, recent empirical research related to examining students’ affective states in entertainment and educational games, and conceptual, methodological, and technological issues associated with developing emotion recognition models. An overview of emotion recognition research suggests that there is little consensus on what emotions should be measured and how to do it. Moreover, it is still not clear how emotions affect human learning and performance.

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Authors and Affiliations

  1. Educational Psychology and Learning Systems, Florida State University, University Center C4600, Tallahassee, FL, 32306, USA

    Elena Novak

  2. Graduate School of Engineering, Northeastern University, 130 Snell Engineering Center, 360 Huntington Avenue, Boston, MA, USA

    Tristan E. Johnson

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  1. Elena Novak
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  2. Tristan E. Johnson
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Correspondence to Elena Novak .

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Editors and Affiliations

  1. , Fakultät für Sozialwissenschaften, University of Mannheim, Gebaudeteil B A5,6, Mannheim, 68131, Baden-Württemberg, Germany

    Dirk Ifenthaler

  2. , College of Education, University of Oklahoma, Van Vleet Oval 820, Norman, 73019, Oklahoma, USA

    Deniz Eseryel

  3. Van Fleet Oval 820, Norman, 73019, Oklahoma, USA

    Xun Ge

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Novak, E., Johnson, T.E. (2012). Assessment of Student’s Emotions in Game-Based Learning. In: Ifenthaler, D., Eseryel, D., Ge, X. (eds) Assessment in Game-Based Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3546-4_19

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