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Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques

Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques

Eva Hudlicka
Copyright: © 2011 |Pages: 30
ISBN13: 9781609604950|ISBN10: 1609604954|EISBN13: 9781609604967
DOI: 10.4018/978-1-60960-495-0.ch023
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MLA

Hudlicka, Eva. "Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques." Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, edited by Patrick Felicia, IGI Global, 2011, pp. 482-511. https://doi.org/10.4018/978-1-60960-495-0.ch023

APA

Hudlicka, E. (2011). Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques. In P. Felicia (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 482-511). IGI Global. https://doi.org/10.4018/978-1-60960-495-0.ch023

Chicago

Hudlicka, Eva. "Affective Gaming in Education, Training and Therapy: Motivation, Requirements, Techniques." In Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, edited by Patrick Felicia, 482-511. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-495-0.ch023

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Abstract

Games are being increasingly used for educational and training purposes, because of their unique ability to engage students, and to provide customized learning and training protocols. In addition, games are being developed for health-related education and training, for cognitive and motor rehabilitation, and, more recently, for psychotherpy. Emotion plays a central role in learning, in the training of new cognitive and affective skills, and in the acquisition of new behaviors and motor skills, as well as in the eliminations of undesirable behaviors (e.g., addictions). This chapter discusses how the emerging discipline of affective gaming contributes to the design of more engaging and effective educational and training games, by explicitly integrating emotion into the gameplay. It focuses on the contributions from affective computing, and emphasizes the important role of emotion modeling. Emotion modeling is relevant both for modeling emotions in game characters, to enhance their believability and effectiveness, and for the development of affective user models, to enable real-time gameplay adaptation to the player’s changing affective state. The chapter introduces the notion of affect-centered games: games whose central objective is to train affective or social skills. It also discusses several concepts facilitating the design and evaluation of affect-centered games: affective player profile, affective gameplay profile and ideal affective player envelope. The chapter discusses approaches to modeling emotion in game characters, and concludes with a discussion of a tool that would facilitate the development of affect-centered games: an affective game engine.

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