Covert and overt<br />measures of engagement within an educational multimedia environment. <br />This research was support...
Games can change the way we learn<br />Empirical research can change the way we game<br />
Learning<br />Gaming<br />surprise<br />happiness<br />flow/engagement<br />anger<br />delight<br />boredom<br />frustrati...
Goals<br />Education:  Engagement = Learning<br />Games:  Engagement = Fun <br />
Overt - observable <br />Covert - hidden<br />
Overt and Covert<br />Facial expressions<br />Cognition<br />Verbalization<br />Motivation<br />Behavior<br />Flow<br />En...
What is engagement?<br />Gaming<br />“concerned with all the qualities of an experience that really pull people in – wheth...
What is engagement?<br />Learning<br />“the nexus of intrinsic knowledge and interest and external stimuli that promote th...
Measuring Engagement<br />Objective<br />Observational     Analysis<br />Physiological data<br />Cognitivewalkthrough<br /...
Use of Physiological Data<br />Decide what you want to measure<br />Choose the appropriate sensors<br />Control your task ...
1. Decide what you want to measure<br />engagement<br />arousal<br />mental effort<br />attention<br />excitement<br />bor...
2. Choose the appropriate sensors<br />
3. Control your task and environment<br />Con<br />20 Users playGuitar HeroTM<br />easy and hard song<br />15 mins of prac...
Real Time Monitoring<br />
4. Process the data according towhich sensors were chosen<br />
5. Make inferences and iterate on game/instructional design<br />Visualization<br />Interpretation<br />Datamining<br />St...
High Scoring Performance in Guitar HeroTM<br />––––– Raw Engagement<br />––––– Median Engagement<br />––––– Normalized Per...
Low Scoring Performance in Guitar HeroTM<br />––––– Raw Engagement<br />––––– Median Engagement<br />––––– Normalized Perf...
Engagement<br />
Boredom<br />
Meditation<br />
Frustration<br />
Long Term Excitement<br />
Why measure engagement?<br />Dynamic Difficulty Adjustment<br />Expand Demographics<br />Longer Time on Task<br />
Dynamic Difficulty Adjustment<br />Challenge<br />Anxiety<br />Flow Zone<br />Boredom<br />Ability<br />
Expand Demographics<br />Challenge<br />Expert<br />Flow Zone<br />Novice<br />Ability<br />
Time on Task<br />FLOW<br />TIME<br />
ROI in Games<br />Competitive edge<br />Broader appeal<br />Micro and macro evaluation<br />Personalization<br />Improve g...
ROI in Education<br />Increase Performance<br />Retention<br />Time on task<br />Attitude toward learning<br />
Ongoing Work<br />SeductiveDetails (Instructional Design)<br />Videogames and Engagement (Guitar Hero)<br />Emotions and W...
Questions?<br />lsrl.lab.asu.edu<br />
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Covert and Overt Measures of Engagement within an Educational Multimedia Environment

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G4LI Games for Learning Day at G4C 2011

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  • Jones, M. G. (1998, February). Creating electronic learning environments: Games, flow and the userinterface. In Proceedings of selected research and development presentations at the national conventionof the association for educational communications and technology (AECT), St. Louis, MO.
  • Covert and Overt Measures of Engagement within an Educational Multimedia Environment

    1. 1. Covert and overt<br />measures of engagement within an educational multimedia environment. <br />This research was supported by Office of Naval Research underGrant N00014-10-1-0143 awarded to Dr. Robert Atkinson<br />Robert M. Christopherson,Javier Gonzalez-Sanchez, Mustafa Baydogan,Maria Elena Chavez-Echeagaray, David-GibsonRobert Atkinson<br />lsrl.lab.asu.edu<br />
    2. 2. Games can change the way we learn<br />Empirical research can change the way we game<br />
    3. 3. Learning<br />Gaming<br />surprise<br />happiness<br />flow/engagement<br />anger<br />delight<br />boredom<br />frustration<br />confusion<br />curiosity<br />anxiety<br />fear<br />
    4. 4. Goals<br />Education: Engagement = Learning<br />Games: Engagement = Fun <br />
    5. 5. Overt - observable <br />Covert - hidden<br />
    6. 6. Overt and Covert<br />Facial expressions<br />Cognition<br />Verbalization<br />Motivation<br />Behavior<br />Flow<br />Engagement<br />Attitude<br />Performance<br />Emotion<br />Physical interactions<br />Posture<br />
    7. 7. What is engagement?<br />Gaming<br />“concerned with all the qualities of an experience that really pull people in – whether this is a sense of immersion that one feels when reading a good book, or a challenge one feels when playing a good game, or the fascinating unfolding of a radio drama”<br />Benyon and colleagues (2005)<br />
    8. 8. What is engagement?<br />Learning<br />“the nexus of intrinsic knowledge and interest and external stimuli that promote the initial interest in, and use of a computer-based learning environment”<br />(Jones, 1998)<br />
    9. 9. Measuring Engagement<br />Objective<br />Observational Analysis<br />Physiological data<br />Cognitivewalkthrough<br />Think-aloud<br />HeuristicEvaluation<br />Qualitative<br />Quantitative<br />Interviews &Focus Groups<br /> Surveys & Questionnaires<br />Subjective<br />
    10. 10. Use of Physiological Data<br />Decide what you want to measure<br />Choose the appropriate sensors<br />Control your task and environment<br />Process the data according to which sensors were chosen<br />Make inferences, evaluate and revise<br />
    11. 11. 1. Decide what you want to measure<br />engagement<br />arousal<br />mental effort<br />attention<br />excitement<br />boredom<br />meditation<br />frustration<br />
    12. 12. 2. Choose the appropriate sensors<br />
    13. 13. 3. Control your task and environment<br />Con<br />20 Users playGuitar HeroTM<br />easy and hard song<br />15 mins of practice<br />Skin/Eye/Head/Guitar sensors<br />
    14. 14. Real Time Monitoring<br />
    15. 15. 4. Process the data according towhich sensors were chosen<br />
    16. 16. 5. Make inferences and iterate on game/instructional design<br />Visualization<br />Interpretation<br />Datamining<br />Statistics<br />
    17. 17. High Scoring Performance in Guitar HeroTM<br />––––– Raw Engagement<br />––––– Median Engagement<br />––––– Normalized Performance<br />
    18. 18. Low Scoring Performance in Guitar HeroTM<br />––––– Raw Engagement<br />––––– Median Engagement<br />––––– Normalized Performance<br />
    19. 19. Engagement<br />
    20. 20. Boredom<br />
    21. 21. Meditation<br />
    22. 22. Frustration<br />
    23. 23. Long Term Excitement<br />
    24. 24. Why measure engagement?<br />Dynamic Difficulty Adjustment<br />Expand Demographics<br />Longer Time on Task<br />
    25. 25. Dynamic Difficulty Adjustment<br />Challenge<br />Anxiety<br />Flow Zone<br />Boredom<br />Ability<br />
    26. 26. Expand Demographics<br />Challenge<br />Expert<br />Flow Zone<br />Novice<br />Ability<br />
    27. 27. Time on Task<br />FLOW<br />TIME<br />
    28. 28. ROI in Games<br />Competitive edge<br />Broader appeal<br />Micro and macro evaluation<br />Personalization<br />Improve gameplay<br />
    29. 29. ROI in Education<br />Increase Performance<br />Retention<br />Time on task<br />Attitude toward learning<br />
    30. 30. Ongoing Work<br />SeductiveDetails (Instructional Design)<br />Videogames and Engagement (Guitar Hero)<br />Emotions and Working Memory Capacity (puzzles)<br />3D Instructional training (US Navy, Save Science)<br />Affective Meta Tutor<br />
    31. 31. Questions?<br />lsrl.lab.asu.edu<br />

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