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{
    "pk": 27096,
    "title": "The Effects of Autonomy on Emotions and Learning in\nGame-Based Learning Environments",
    "subtitle": null,
    "abstract": "The current study examined the impact of agency on college\nstudents’ emotions and learning during gameplay with CRYSTAL\nISLAND, a game-based learning environment designed to foster\nmicrobiology learning. 96 undergraduate students (59% female)\nfrom a large North American university participated in the study.\nParticipants were randomly assigned to one of three experimental\nconditions (i.e., full agency, partial agency, no agency), based on\nthe level of control granted during gameplay, and were asked to\nuncover the source, identity, and best treatment for a mysterious\nillness. Results revealed participants in the partial agency\ncondition achieved the highest (pre- to post-test) proportional\nlearning gain (PLG), even when controlling for session duration.\nAdditionally, there was a positive correlation between evidence\nscores of four emotions (anger, fear, confusion, and frustration)\nand PLG within the partial agency condition—meaning the\nhigher the evidence of the above emotions, the higher the PLG.\nFurther, a stepwise multiple regression showed anger as the sole\npredictor of PLG. Results from this study have important\nimplications for understanding the role of autonomy and\nemotions during learning and problem solving with GBLEs\ndesigned to foster scientific thinking in STEM. The current study\nsuggests that although GBLEs offer significant learning benefits,\nthey also induce several emotions that can facilitate or inhibit\nlearning gains, requiring further examination.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "human agency; emotions; learning; game-based\nlearning environments; science"
        }
    ],
    "section": "Posters: Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/57t3k41k",
    "frozenauthors": [
        {
            "first_name": "Amanda",
            "middle_name": "E.",
            "last_name": "Bradbury",
            "name_suffix": "",
            "institution": "North Carolina State University",
            "department": ""
        },
        {
            "first_name": "Michelle",
            "middle_name": "",
            "last_name": "Taub",
            "name_suffix": "",
            "institution": "North Carolina State University",
            "department": ""
        },
        {
            "first_name": "Roger",
            "middle_name": "",
            "last_name": "Azevedo",
            "name_suffix": "",
            "institution": "North Carolina State University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T21:00:00+03:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27096/galley/16732/download/"
        }
    ]
}