The Effects of Context and Achievement Goals on Confusion and Frustration in Game-Based Learning Environments

• In Event: Paper Session: Research on Games

Abstract

The current study examined the effects of context and achievement goals on the frequency of confusion and frustration during gameplay with the game-based learning environment (GBLE), CRYSTAL ISLAND. We used D’Mello and Graesser’s (2012) model of affective dynamics and Elliot & Harackiewicz’s (1996) achievement motivation theory as our theoretical framing. 48 undergraduate students participated in the study. Results revealed that achievement goals did not affect proportional learning gains, but did affect frequency proportions of frustration but not confusion. Additionally, there was a significant interaction of context and achievement goals on frequency proportions of confusion but not frustration. Our results indicate that context and achievement goals play a significant role in emotional expression during STEM learning with GBLEs.

Authors

• Amanda Bradbury, North Carolina State University

• Michelle Taub, North Carolina State University

• Roger Azevedo, North Carolina State University

• James Lester, North Carolina State University