Engagement States and Learning from Educational Games
NDFCAD Volume 139, ISSN 1520-3247
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (Contains 1 figure.)
Deater-Deckard, K., Chang, M. & Evans, M.E. (2013). Engagement States and Learning from Educational Games. New Directions for Child and Adolescent Development, 139, 21-30.
Cited ByView References & Citations Map
Justin Elswick & Lesia Lennex, Morehead State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2097–2099
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