A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

Autor/inn/en	Kickmeier-Rust, Michael D.; Mattheiss, Elke; Steiner, Christina; Albert, Dietrich
Titel	A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games
Quelle	In: International Journal of Game-Based Learning, 1 (2011) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/ijgbl.2011010104
Schlagwörter	Educational Games; Computer Games; Psychoeducational Methods; Learning Motivation; Demonstrations (Educational); Program Evaluation; Educational Experiments; Individualized Instruction; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Motivation for studies; Lernmotivation; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Programme evaluation; Programmevaluation; Schulversuch; Individualisierender Unterricht; Qualitative Forschung; Statistische Analyse
Abstract	One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fitsall level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a noninvasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01