Achievement Emotions and Peer Acceptance Get Together in Game Design at School
Bilah Samping Artikel
ISSN online:
2255-2863
Prefijo Doi:
10.14201
Isi Artikel Utama
Vol. 3 No. 4 (2014), Articles, pages 1-12
Abstract
This paper presents a game design experience in primary schools, with children creating game design ideas and prototypes. Children were organized in cooperative groups. Game design tasks were organized following gamification principles, with ad-hoc gamified material. Cooperative learning and gamification served to elicit emotions and social inclusion. This paper measures them as follows. It operationalizes social inclusion with peer acceptance in three different social contexts, measured before and after the game design activity. It tracks achievement emotions experienced during game design at school. Then the paper examines the relationships between achievement emotions and peer acceptance. In this manner, it tackles an open problem in the literature concerning the links between emotions and social well-being in a game design experience. Path analyses indicate that, respectively for received choices and mutual friendships, positive emotions played a significant role in improving children’s social relations, and negative emotions were associated with a significant deterioration of social relations, but only for the extra-school leisure context. The paper concludes assessing the study limits and results in relation to game design with and for children.
Keywords:
Game design, Participatory design, Gamification, Cooperation, Children, Sociometric status, Achievement emotions
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References
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Raccanello, D., and Bianchetti, C., 2014. Pictorial representations of achievement emotions: Preliminary data with primary school children and adults. Advances in Intelligent and Soft Computing, 292:127–134. doi:10.1007/978-3-319-07698-0
http://dx.doi.org/10.1007/978-3-319-07698-0
Brondino, M., Dodero, G., Gennari, R., Melonio, A., Pasini, M., Raccanello, M., and Torello, S., submitted a. "I am happy, I am social, I've realized quality games" or why children's emotions matter in co-design. Journal of Human Computer Studies.
Cohen, E., 1998. Making cooperative learning equitable. Educational Leadership, 56(1):18–21.
Del Fatto, V., Dodero, G., Gennari, R., Melonio, A., Montali, M., Razniewski, S., Torello, S., Wang, X., and Zini, F., 2014. Gamified children universities: An exploratory study. In Proceedings of the first ACM SIGCHI annual symposium on Computer-human interaction in play (CHI PLAY '14). ACM, New York, NY, USA, 409-410. doi:10.1145/2658537.2661300 http://doi.acm.org/10.1145/2658537.2661300
http://dx.doi.org/10.1145/2658537.2661300
Dodero, G., Gennari, R., Melonio, A., and Torello, S., 2014a. Gamified co-design with cooperative learning. In CHI '14 Extended Abstracts on Human Factors in Computing Systems (CHI EA '14). ACM, New York, NY, USA, 707-718. doi:10.1145/2559206.2578870 http://doi.acm.org/10.1145/2559206.2578870
http://dx.doi.org/10.1145/2559206.2578870
Dodero, G., Gennari, R., Melonio, A. and Torello, S., 2014b. Towards tangible gamified co-design at school: Two studies in primary schools. In Proceedings of the first ACM SIGCHI annual symposium on Computer-human interaction in play (CHI PLAY '14). ACM, New York, NY, USA, 77-86. doi:10.1145/2658537.2658688 http://doi.acm.org/10.1145/2658537.2658688
http://dx.doi.org/10.1145/2658537.2658688
Garzotto, F., 2008. Broadening children's involvement as design partners: from technology to experience. In Proceedings of the 7th international conference on Interaction Design and Children (IDC '08). ACM, New York, NY, USA, 186-193. DOI=10.1145/1463689.1463755 http://doi.acm.org/10.1145/1463689.1463755.
Hanus, M. D., and Fox, J., 2015. Assessing the effects of gamification in the classroom: A longitudinal study on in-trinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Educa-tion, 80(0):152–161.
http://dx.doi.org/10.1016/j.compedu.2014.08.019
Hunicke, R., Leblanc, M., and Zubek, R., 2004. MDA: A formal approach to game design and game research. In Proceedings of Challenges in Games AI Workshop, 19th National Conference of Artificial Intelligence, pages 1–5.
Kapp, K., 2012. The gamification of learning and instruction. Wiley.
Kagan, M., and Kagan, S., 1992. Cooperative Learning. Kagan Publishing.
Kleine, M., Goetz, T., Pekrun, R. and Hall, N., 2005. The structure of students' emotions experienced during a math-ematical achievement test. International Reviews on Mathematical Education, 37:221–225.
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., and Murayama, K., 2012. Measuring students' emotions in the early years: The
Achievement Emotions Questionnaire–Elementary School (AEQ-ES). Learning and In-dividual Differences, 22(2):190–201. doi:10.1016/j.lindif.2011.04.009
http://dx.doi.org/10.1016/j.lindif.2011.04.009
Paulus, P., and Nijstad, B., 2003. Group creativity: Innovation through collaboration. Oxford University Press.
http://dx.doi.org/10.1093/acprof:oso/9780195147308.001.0001
Pekrun, R., 2006. The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4):315–341. doi:10.1007/s10648-006-9029-9.
http://dx.doi.org/10.1007/s10648-006-9029-9
Pekrun, R., and Perry, R. P., 2014. Control-value theory of achievement emotions. In R. Pekrun and L. Linnenbrick-Garcia (Eds.), International handbook of emotions in education, pages 120–141. New York: Taylor and Fran-cis.
Raccanello, D., and Bianchetti, C., 2014. Pictorial representations of achievement emotions: Preliminary data with primary school children and adults. Advances in Intelligent and Soft Computing, 292:127–134. doi:10.1007/978-3-319-07698-0
http://dx.doi.org/10.1007/978-3-319-07698-0