Examining the Relationship Between Metacognition, Emotions, and Learning Within a Game-Based Learning Environment

• In Event: Supportive Components of Game-Based Learning

Abstract

Game-based learning environments (GBLEs) lack the ability to intelligently react to learners’ emotions and performance while considering learner’s self-regulated learning (SRL) abilities in real-time. This study examined how game mechanics (e.g., informational text, concept matrices) embedded in CRYSTAL ISLAND, a GBLE for learning microbiology and scientific reasoning, and learners’ metacognitive strategies influence facial expressions and proportional learning gains (PLGs). Undergraduates (n=67) were recruited to solve a mysterious illness within CRYSTAL ISLAND. Results indicate those successful in utilizing metacognitive strategies while reading have greater PLGs. Findings showed emotions differ between game mechanics where negative emotions present in summative assessments do not influence PLGs whereas positive emotions in reading positively predict PLGs.

Authors

• Daryn Dever, University of Central Florida

• James Lester, North Carolina State University

• Roger Azevedo, University of Central Florida