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Why motivation?

Title: Designing a narrative-based educational game to model learners’ motivational characteristics Authors: Jutima Methaneethorn Dr. Paul Brna Organisation: The SCRE Centre, University of Glasgow Glasgow, UK. Why motivation?.

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Why motivation?

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  1. Title: Designing a narrative-based educational game to model learners’ motivational characteristicsAuthors: Jutima Methaneethorn Dr. Paul BrnaOrganisation: The SCRE Centre, University of Glasgow Glasgow, UK.

  2. Why motivation? • Motivation of learners is a key feature to the success of teaching and learning process. • Attempts in designing instructions and building learning environments that take motivation into account • Keller’s ARCS model (1987) • The creation of agent-based educational software • The creation of virtual reality (VR) learning environments • The creation of edutainment software • Research in the area of Intelligent Learning Environments (ILEs) that dealt explicitly with motivation • del Soldato & du Boulay’s work (1995) • de Vicente & Pain’s work (2002)

  3. Why modelling motivation? • No explicit models of how learners are motivated while using an ILE • No full consideration of the relationships between features of ILEs and components of learners’ motivational structure • The importance of context when modelling motivation

  4. The association between motivation, educational game and narrative • Educational games provide a framework for learning that focuses on stimulating the motivation to learn. (Lepper & Malone, 1987; Malone, 1980; Malone & Lepper, 1987) • Stimulate curiosity through the presence of challenges and elements of fantasy • Give players a powerful sense of control • A well-crafted narrative can impact on human cognition and motivation (Laurillard, 1996; Luckin et al., 2001; Waraich, 2002) • Its aesthetic role and its systematically structure • Its clear goal

  5. Research framework • Research aim: To create a predictive model of learners’ motivation while interacting with an ILE • Research questions: • Given a specific context, can we determine a motivational structure for learners during their interaction? • Can we make progress in determining the way this might change during the interaction?

  6. Chosen approach: Qualitative modelling • Used for predicting and explaining the behaviour of mechanisms in qualitative terms • Suitable for dealing with dynamic and complex systems like motivation • The major characteristic: A causal model showing the cause-effect relationship

  7. Causal model showing the relationship between a learner’s motivation and ILE features

  8. Empathy & Motivation • Definitions of empathy • An observer reacting emotionally because he/she perceives that another is experiencing or about to experience an emotion (Paiva, et al., 2004). • A subject’s state results from the attended perception of the object’s state (Preston & de Waal, 2001).

  9. Constructs of empathy (Paiva, et al., 2004) • The mediation of empathy • Via the situation (the observer/the perceiving person infers the emotional state of the target/the perceived person from the situation the target is dealing with.) • Via emotional expressions (the observer interprets the target’s behavior.) • The outcome of the empathic process • Cognitive outcome (concerns cognitive activity of the observer e.g. obtaining more information about the target) • Affective outcome (concerns emotion of the observer resulted from his/her perception of the target)

  10. Causal model showing the relationship between a learner’s motivation, empathy and ILE features States Traits ILE features

  11. A framework for story creation • Define type of game in which the model will be applied • Role-playing games (RPGs): Computer games in which human players assume the characteristics of some person or creature type • Define domain knowledge for the instruction • Entity Relationship Modelling (ERM) concept

  12. Story design process • Requirements • A story must be consistent throughout the game and must embed teaching points • A story must consist of the ILE features appeared in the model and these features should be designed to offer the relevant motivational variables. • The behaviours of each character (both the player character (PC) and the non-player (NPC) character) should take into account the trait characteristics of each player.

  13. The mapping between the story and the model Table 1: The ILE features and their represented elements in the story

  14. Table 2: The represented elements of the ILE features and the relevant motivational characteristics

  15. The next steps • The development of prototype – the simulation of the model • The validation for the plausibility of the model • Deploy the system with a group of students • The methodology used for capturing the desire variables (questionnaire, self-report, think-aloud) • Specify easily interrupting point • Comparing the data from the experiment with the model’s behaviour

  16. “A lack of empathy in teachers may cause an unbalanced focus on management and curricular issues which can have a harmful effect on the learner’s motivation” (Cooper, 2003)

  17. The value of our research • Help improve the quality of narrative learning environments that truly care about learners • Knowing the process of how empathy and motivation are connected within the narrative context will help instructional designers & developers in having a better insight in the relationship between these two components, so that they can seek to manipulate them in a sound ethical & pedagogical manner

  18. The End –Thank you very much!!

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