Playing an educational game featuring procedural content generation: which attributes impact players’ curiosity?

Autores

  • Luiz Rodrigues Londrina State University
  • Jacques Brancher Londrina State University

DOI:

https://doi.org/10.22456/1679-1916.95952

Palavras-chave:

procedural content generation, educational game, player model- ing, curiosity, digital math game.

Resumo

Understanding which and how attributes impact player experience can contribute to designing more tailored tools, providing concerns on how to improve these. However, there is a gap in the understanding of what impacts learners’ experience when interacting with Educational Games (EG) featuring Procedural Content generation (PCG) as these have been scantly used together. This article presents an empirical study on which attributes impact both math’s and game’s curiosity of players when interacting with an EG that uses PCG. The results show the attributes that led to higher or lower curiosity, as well aswhich of them are associated with it. Hence, advancing the understanding of what drives players’ curiosity, contributing to the design of EG that feature PCG.

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Publicado

2019-07-28

Como Citar

RODRIGUES, L.; BRANCHER, J. Playing an educational game featuring procedural content generation: which attributes impact players’ curiosity?. Revista Novas Tecnologias na Educação, Porto Alegre, v. 17, n. 1, p. 254–263, 2019. DOI: 10.22456/1679-1916.95952. Disponível em: https://seer.ufrgs.br/index.php/renote/article/view/95952. Acesso em: 28 fev. 2024.

Edição

Seção

Jogos educacionais