Titlebook: Games and Learning Alliance; 10th International C Francesca de Rosa,Iza Marfisi Schottman,Margarida Conference proceedings 2021 Springer N

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https://doi.org/10.1007/978-3-031-19362-0e present the first results from 3 experiments conducted with students (12–15?years old) in a natural museum. The results show the types of interactions tracked during the game use and the needed information for the game orchestration. However, while the players play the game as intended using most

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https://doi.org/10.1007/978-3-663-04275-4into three groups according to their playing habits and preferences (well-rounded gamers, casual gamers and non-gamers). Results show that, even though the participants’ overall attitude towards gamification was favourable, there were some differences between the three groups. For instance, teachers

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Francesca de Rosa,Iza Marfisi Schottman,Margarida

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Can a Serious Game Be Designed to Increase Engagement in a Mandatory Postmodern Novella at Danish Gyssibility for future work in the field of serious games implemented in high school curricula. The serious game developed for this study balanced challenge and skills appropriately, but it could be improved in terms of the story world and controls.

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Using a Multi-step Research Approach to Inform the Development of a Graph Literacy Gameading graphs as well as the interpretation of graphs. Consequently, based on our literature review and empirical results, we developed a game to support graph reading. The design of the game is presented.

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Adapting Autonomous Agents for Automotive Driving Gameso collision) and consumption (e.g., limiting accelerations and decelerations). This is key to define rewards and penalties able to properly train the model to meet the traffic laws while keeping a high-speed performance.

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Sex Differences in User Experience in a VR EEG Neurofeedback Paradigmning and headache, as well as higher technology anxiety, less perceived usefulness of the used technology and less perceived technology accessibility. No dimensionality or sex differences regarding subjective feeling of flow and presence were found. Moreover, no differences between the 3D and 2D VR

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Exploring Higher Education Teachers’ Attitudes Towards Gamificationinto three groups according to their playing habits and preferences (well-rounded gamers, casual gamers and non-gamers). Results show that, even though the participants’ overall attitude towards gamification was favourable, there were some differences between the three groups. For instance, teachers