Engagement States and Learning from Educational Games

被引：45

作者：

Deater-Deckard, Kirby ^{[1
]}

Chang, Mido ^{[2
]}

Evans, Michael E. ^{[1
]}

机构：

[1] Virginia Tech, Blacksburg, VA 24061 USA

[2] Florida Int Univ, Miami, FL 33199 USA

来源：

DIGITAL GAMES: A CONTEXT FOR COGNITIVE DEVELOPMENTS | 2013年 / 139卷

基金：

美国国家科学基金会;

关键词：

WORKING-MEMORY CAPACITY; MATHEMATICS;

D O I：

10.1002/cad.20028

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on educational game development and research on the role of various aspects of engagement on game play and learning. Emphasis is placed on individual differences in attention, memory, motor speed and control, persistence, and positive and negative affect (approach/avoidance), and how these pertain to social cognitions regarding mathematics achievement. Our challenge is to develop educational games that are effective for a wide variety of student engagement states. (C) 2013 Wiley Periodicals, Inc.

引用

页码：21 / 30

页数：10

共 36 条

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