Identification features and pedagogical agents in a mathematical game

Author

Shyh-Chii Tzeng ; Pei-Ting Wang

Author_Institution

Dept. of Appl. Inf., Fo Guang Univ., Jiaosi, Taiwan

fYear

2014

fDate

28-30 July 2014

Firstpage

1

Lastpage

5

Abstract

This study investigated the influence of adding identification features and a pedagogical agent to a serious game on students´ learning of areas of parallelograms. Eighty-one fifth graders from a public school in Taiwan participated in the experiment that used 2 × 2 factorial designs. The participants were randomly assigned to one of the four treatment groups. The dependent variables of the experiment were identification feature (i.e., yes or no) and pedagogical agent (i.e., yes or no) while the independent variables were posttest as well as cognitive load and motivation.

Keywords

computer aided instruction; educational institutions; geometry; mathematics computing; serious games (computing); Taiwan; cognitive load; factorial designs; identification features; mathematical game; motivation; parallelogram areas; pedagogical agents; public school; serious game; student learning; Avatars; Computers; Educational institutions; Games; Geometry; Standards; cognitive load; identification; motivation; parallelogram area; pedagogical agent; serious game;

fLanguage

English

Publisher

ieee

Conference_Titel

Computer Games: AI, Animation, Mobile, Multimedia, Educational and Serious Games (CGAMES), 2014

Conference_Location

Louisville, KY

Print_ISBN

978-1-4799-5853-5

Type

conf

DOI

10.1109/CGames.2014.6934153

Filename

6934153