Playing With Assurance: The Dynamic Influence of Epistemic Stance and Emotions on Confidence in a Puzzle Video Game

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Learning With Games: Implications for Cognitive Flexibility, Self-Regulated Learning, and Self-Confidence (Table 9)

Abstract

The current emerging work aims to extend prior studies on playful learning in games by exploring how fluctuating levels of certainty and emotions interact and influence self-confidence. Players reported their confidence level after completing or skipping a level, and we used multi-modal data to build upon a problem-solving framework to provide a granular look into the learning that occurs in a difficult puzzle game. Initial findings reveal that the longer players spent on a level the less confident they felt, and lower levels of confidence may be most related to not knowing what to do. These initial results along with some next steps are discussed.

Author

• Zack Carpenter, University of Minnesota
  Presenting Author