Reading Within Game-Based Learning Environments: Examining the Relationship Between Autonomy and Emotions

• In Event: Antecedents and Outcomes of Motivation Within Digital Environments

Abstract

This study examined the relationship between autonomy (i.e., learner control over actions), proportional learning gains (PLGs), and emotions while reading to solve a mysterious illness within a game-based learning environment (GBLE), CRYSTAL ISLAND. Undergraduates (n=85) were randomly assigned to two conditions varying in autonomy. Results indicated those with restricted control over actions, or limited autonomy, demonstrated greater PLGs than those with full autonomy, or non-restricted control. Emotions (joy, anger, confusion, and frustration) differed between conditions where learners with full autonomy exhibited greater evidence of emotions based on facial expressions video analysis during learning. Emotions differed where, from greatest to least evidence scores, anger, confusion, frustration, and joy were displayed by learners while reading, with no differences in their occurrence frequency.

Authors

• Daryn Dever, University of Central Florida

• James Lester, North Carolina State University

• Roger Azevedo, University of Central Florida