Abstract
The purpose of this study is to investigate how the design features affect the players’ academic emotions in educational games. As a sample, 36 players were recruited to evaluate six electronic games on training players’ abilities to use the games. The researchers averaged their evaluation scores and considered related scales of three games concerning “Balance”, “Rescue” and “Gates of Logic.” Forty participants (19 female and 21 male) were tested on academic emotions and on the Learners’ Psychological Pleasure Scale. Results of this study reveal significant differences in educational games design features and academic emotions, such as a positive correlation between control and positive-high arousal emotions/ concentration and positive-high arousal emotions; a negative correlation between concentration and negative-low arousal emotions/ challenge; and a negative-high arousal emotions/immersion and negative emotions. Therefore, these results may contribute to the emotional design embedded in educational games.
Recommended Citation
Zhang, Y., Li, J., & Li, Y. (2012). Design Features and Academic Emotions in Educational Games. Journal of Educational Technology Development and Exchange (JETDE), 5(1). https://doi.org/10.18785/jetde.0501.03
Included in
Instructional Media Design Commons, Online and Distance Education Commons, Other Education Commons
