The Role of Agency Scaffolds in Supporting Learners’ Arousal During Game-Based Learning

• In Event: Exploring Technology-Enhanced Learning Environments to Support Cognitive, Emotional, and Civic Development

Abstract

Game-based learning environments (GBLEs) are effective tools for science learning when they include scaffolds, e.g., restricted agency. Few studies have examined how restricted agency relates to the arousal demonstrated by learners during game-based learning. A multilevel growth model examined how undergraduate students’ (N=36) arousal changed over time while playing Crystal Island, a GBLE about microbiology. Results found that restricted agency is an effective tool for lowering learners’ arousal and the event that is occurring during the game determines if the arousal level is advantageous or detrimental. Findings provide significant implications for how agency can be used adaptively within affect-aware GBLEs to promote greater learning outcomes.

Authors

• Daryn Dever, University of Florida

• Megan Wiedbusch, University of Central Florida

• Roger Azevedo, University of Central Florida