Comparing Learners’ Affect While Using an Intelligent Tutoring System and a Simulation Problem Solving Game

• Main Authors: Rodrigo, Ma. Mercedes T, Baker, Ryan S, D'Mello, Sidney K, Gonzales, Maria Celeste T, Lagud, Maria C V, Lim, Sheryl Ann L, Macapanpan, Alexis F, Pascua, Sheila A M S, Santillano, Jerry Q, Sugay, Jessica, Tep, Sinath, Viehland, Norma J B
• Format: text
• Published: Archīum Ateneo 2008
• Subjects: Affective State; Intelligent Tutoring System; Educational Game; Negative Affective State; Simulation Problem; Computer Sciences
• Online Access: https://archium.ateneo.edu/discs-faculty-pubs/96; https://link.springer.com/chapter/10.1007/978-3-540-69132-7_9
• Institution: Ateneo De Manila University

We compare the affect associated with an intelligent tutoring environment, Aplusix, and a simulations problem solving game, The Incredible Machine, to determine whether students experience significantly better affect in an educational game than in an ITS. We find that affect was, on the whole, better in Aplusix than it was in The Incredible Machine. Students experienced significantly less boredom and frustration and more flow while using Aplusix. This implies that, while aspects unique to games (e.g. fantasy and competition) may make games more fun, the interactivity and challenge common to both games and ITSs may play a larger role in making both types of systems affectively positive learning environments