Séverine Erhel

Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness

Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experiment, we sought to identify the conditions under which DGBL is most effective, by analyzing the effects of two different types of instructions (learning instruction vs. entertainment instruction). Results showed that the learning instruction elicited deeper learning than the entertainment one, without impacting negatively on motivation. In our second experiment, we showed that if learners are given regular feedback about their performance, the entertainment instruction results in deep learning. These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content. We examined the effects of two types of instructions on digital game-based learning.Experiment 1 showed that learning is deeper with a learning instruction.Experiment 2 showed that an entertainment instruction with feedback is beneficial.These results are discussed in terms of motivation and learning processes.

Using Pop-Up Windows to Improve Multimedia Learning

The aim of the present study is to evaluate the effects on learning of the spatial integration of textual information incorporated into illustrations in the form of pop-up windows that are opened by the user. Three groups of students viewed illustrated texts depicting the functioning of the heart and the replication of the AIDS virus either with textual information presented below the picture, with textual information integrated within the picture, or with textual information integrated within the picture with pop-up windows. The results showed that the integrated formats were more effective than the separated format when we tested the retention of textual information, comprehension and the matching of textual elements to the appropriate illustrated elements. Furthermore, they indicated that the group working with pop-up windows performed better than the integrated groups on the retention test for illustrated information as well as when asked to find correct solutions to problems in a comprehension test. Consequently, these findings support the use of pop-up windows in learning with this kind of illustrated explanatory text.

Effects of Stereoscopic Display on Learning and User Experience in an Educational Virtual Environment

ABSTRACT Over the past decade, many studies have examined the potential benefits of educational virtual environments (EVEs), either by comparing them with other media or by assessing the effects of their features on learning. Paradoxically, very few of them have explored the effects of stereoscopic versus nonstereoscopic displays on learning and/or the subjective experience provided in an EVE. Our study was designed to fill this gap, by comparing the effects of these two virtual reality modes in an interactive mechanics learning task. We collected measures of task effectiveness (success/failure and completion time), learning outcomes and subjective experience (user experience, flow, and immersion). Results showed that (1) users were more successful in the learning tasks in the stereoscopic condition, and (2) perceived affective quality, flow, and immersion were better in this condition.

From Acceptability to Acceptance: Does Experience with the Product Influence User Initial Representations?

Adopting a product can be seen as a process that implies some repeated use influencing either positively or negatively judgment over time. Indeed, product judgement is likely to evolve over time and influence the intention to continue using. At yet, little research is available on the evolution of product judgement with use. In this paper, we examined the evolution of User eXperience (UX) and affective-motivational factors between evaluation before and after use. Results showed that interaction with the product significantly influences initial representations with, in our study, more negative judgments after use. Moreover, using Expectation-Disconfirmation Theory, significant influences of initial evaluations (i.e. judgement before use) and disconfirmation (i.e. difference between judgement after and before use) were found on behavioral intention after use.

The Effects of Goal-Oriented Instructions in Digital Game-Based Learning.

Few studies have investigated the effects of the instructions provided in educational computer games on cognitive processing and learning outcomes. In our experiment, we sought to compare the effects on learning outcomes of two different types of goal-oriented instructions: mastery-goal instructions, which prompt learners to develop skills or master new knowledge, and performance-goal instructions, which are frequently used in game environments and which encourage individuals to demonstrate their ability to succeed, particularly by surpassing others. Results showed that a mastery-goal instruction elicited deeper learning (as assessed with a transfer task) than a performance-goal instruction. No effect of instruction was observed on either learning (demonstration consultation) times at the start of the game or on training task (solving riddles) performances during it. These results are discussed in terms of learning processes. This study demonstrates that mastery goal-oriented instructions can promote active processing of educational content in a serious game environment.

Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes

Abstract We explored the relationship between goal specificity, flow experience and learning outcomes in educational computer games (ECGs). Our first aim was to analyze how goal specificity affects learning performances and reading activities in an ECG. Our second aim was to assess the effects of flow experience on learning with an ECG. Concerning our first aim, results indicated that a nonspecific goal, as opposed to one that is specifically defined in the task, enhances comprehension, but not memorization. It also affects reading strategies, leading to less scrolling back. Concerning our second aim, results highlighted a beneficial influence of flow experience on both memorization and comprehension. We did not observe any effect of goal specificity on flow experience. The results for goal specificity are discussed with respect to the dual space and cognitive load explanations. The relevance of using flow experience to assess motivation in ECGs is also addressed.

A Study of Gender Similarity Between Animated Pedagogical Agents and Young Learners

Gender is strongly involved in the organization of interactions. According to the similarity-attraction hypothesis, learners may be more attracted to animated pedagogical agents that are similar to them, especially with regard to gender. Research on gender matching has so far yielded mixed results. However, the frequent use of tasks related to science, technology, engineering or mathematics may have interfered with the similarity-attraction relationship in these studies, as gender stereotypes suggest that boys are more associated with these fields than women. The aim of our study was to examine the effect of gender similarity on young learners (N = 47) performing a neutral task. Gender similarity was found to have a positive impact on learners’ perceptions of animated pedagogical agents, but in the opposite-gender condition, learners were more engaged in the task. We discuss our results in the light of theory and previous research on gender matching.

What links between user experience and acceptability

This publication describes the initial phase of work: selection of the most relevant indicators for measuring the UX and acceptability in order to develop a new assessment tool. Then, the aim will be to study the links between user experience (UX), acceptability and affective-motivational variables using structural equation modeling.