Banca de QUALIFICAÇÃO: RODOLPHO LUIZ ARAÚJO CORTEZ

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : RODOLPHO LUIZ ARAÚJO CORTEZ
DATE: 28/04/2023
TIME: 09:00
LOCAL: virtual/on-line
TITLE:

THE INFLUENCE OF GAME-BASED DESIGN ELEMENTS ON LEARNING PERFORMANCE IN DIGITAL
LEARNING ENVIRONMENTS

KEY WORDS:

digital game-based learning, game elements, motivation, engagement, emotions, technology-enhanced
learning.

PAGES: 128
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

In the last ten years, the use of game-based learning has increased significantly and the main
arguments for the implementation of games as an educational tool are based on their potential to foster
learning outcomes via their capability to increase engagement and motivation, as well as to enhance
learner experience. However, additional (game) elements embedded in learning materials might
distract learners and/or divert attention away from the essential content to be learned and thus impair
learning and/or performance – such distractors are often referred to as seductive details. As such, a
careful balance of game elements and instructional features is necessary not to hinder learning when
using games. In this vein, this study aims at investigating the influence of game elements present in a
digital game-based environment on the users’ performance and learning, as well as on engagement,
motivation, and emotions. Overall, the study has three stages, and initially, a pre-post training study
comparing a game-based to a non-game-based training condition on fraction magnitude revealed that
participants improved their fraction magnitude understanding from pretest to posttest and their improvement did not differ significantly between groups. However, during the training, participants in the game-based condition responded more accurately but were slower than those in the non-game-based condition suggesting that game elements might increase participants’ cognitive engagement and
result in a speed-accuracy trade-off. In the second stage, a comparison between a game-based and a
non-game-based group intervention was implemented with a pre and post-self-reported survey
measuring motivation, emotions, and engagement. The learning content was changed for a pairing
association of symbols and numbers to exclude prior knowledge biases. The results showed that game
elements affect both participant attrition and engagement during the interaction with the task.
Participants with low self-efficacy were particularly prone to study dropout in the absence of game
elements. Game elements further affect both learning efficacy and efficiency and mediation analysis
revealed that task attractivity partially mediated the effect of game elements on learning performance.
In order to deepen the knowledge about the interaction between game elements and their impact on
engagement, emotions, and learning, a third stage is being applied with a multimodal data collection
method keeping the comparison of the groups used in the second stage. To this, facial expression
detection, eye-tracking, electrodermal activity, and electrocardiography are being applied during the
use of both pairing association learning tasks.

COMMITTEE MEMBERS:
Externo ao Programa - 2978747 - CHARLES ANDRYE GALVAO MADEIRA - nullExterna ao Programa - 2245086 - ISABEL DILLMANN NUNES - nullPresidente - 1321136 - IZABEL AUGUSTA HAZIN PIRES