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Chen, C. M., & Lee, T. H. (2011). Emotion recognition and communication for reducing second‐language speaking anxiety in a web‐based one‐to‐one synchronous learning environment. British Journal of Educational Technology, 42(3), 417-440.

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Article

Physiological Evaluation of the Players’ Emotions in Different Educational Games

1School of Education Science, Nanjing Normal University, Nanjing, China


American Journal of Educational Research. 2014, Vol. 2 No. 9, 735-739
DOI: 10.12691/education-2-9-5
Copyright © 2014 Science and Education Publishing

Cite this paper:
Jian-Sheng Li, Yun-Xia Han, Shan Liu. Physiological Evaluation of the Players’ Emotions in Different Educational Games. American Journal of Educational Research. 2014; 2(9):735-739. doi: 10.12691/education-2-9-5.

Correspondence to: Jian-Sheng  Li, School of Education Science, Nanjing Normal University, Nanjing, China. Email: jianshengli333@163.com

Abstract

The player’s personality in games has been studied in recently. This study explored whether the game types could affect learner’s learning emotions in educational games or not and inferred which kind of game has the potential in education. As a sample, 40 players were recruited to evaluate three electronic games on training players’ abilities to use the games. In this paper, the players’ heart rate variability (HRV) was recorded through Biofeedback instrument to explore learner's emotions. After evaluating the games’ scores by the related scales, three different kinds of games (“Balance”, “Rescue” and “Gates of Logic.”) are chosen as test materials. The experiment results show three games all arouse the players’ an overall positive emotions. The increasing HF and the unchanging LF/HF show the different types’ games can arouse the different degrees of pleasure.

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