The Role of Agency in Emotions and Learning in Game-Based Learning Environments

• In Event: Paper Session: Research on Games

Abstract

We examined the impact of agency on emotions and learning during gameplay with the game-based learning environment, CRYSTAL ISLAND. 123 undergraduates participated and were randomly assigned to one of three experimental conditions (i.e., full agency, partial agency, no agency). Results revealed participants in the partial agency condition achieved the highest proportional learning gain. Additionally, there was a positive correlation between three emotions (anger, fear, and frustration) and proportional learning gain within the partial agency condition—meaning the higher the evidence of anger, fear and frustration, the higher the proportional learning gain. This study has important implications for understanding the role of agency and emotions during learning and problem solving with game-based learning environments designed to foster scientific thinking in STEM.

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