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I Don't Usually Listen, I Read: How Different Learner Groups Process Game Feedback

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CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems

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https://doi.org/10.1145/3491102.3517480

Published: 28 April 2022 Publication History

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Karaosmanoglu SWegner MCmentowski SSteinicke F(2024)Move, React, Repeat! The Role of Continuous Cues in Immersive ExergamesProceedings of the ACM on Human-Computer Interaction10.1145/36770918:CHI PLAY(1-23)Online publication date: 15-Oct-2024
https://dl.acm.org/doi/10.1145/3677091
Benton LJoye NSumner EGauthier AIbrahim SVasalou A(2023)Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledgeBritish Journal of Educational Technology10.1111/bjet.1331854:5(1314-1331)Online publication date: 6-Apr-2023
https://doi.org/10.1111/bjet.13318
Almo ARocha MBrennan ADondio P(2023)A Game Design-Centric Taxonomy for Feedback Features in Digital Serious GamesGames and Learning Alliance10.1007/978-3-031-49065-1_37(385-389)Online publication date: 29-Nov-2023
https://dl.acm.org/doi/10.1007/978-3-031-49065-1_37
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I Don't Usually Listen, I Read: How Different Learner Groups Process Game Feedback
1. Human-centered computing
  1. Human computer interaction (HCI)
    1. Empirical studies in HCI

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CHI '22: Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems

April 2022

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ISBN:9781450391573

DOI:10.1145/3491102

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PUC-Rio, Brazil
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Caroline Appert
Université Paris-Saclay, France
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David A. Shamma
Toyota Research Institute, USA
,
Steven Drucker
Microsoft Research, USA
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Julie Williamson
University of Glasgow, UK
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Koji Yatani
University of Tokyo, Japan

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Karaosmanoglu SWegner MCmentowski SSteinicke F(2024)Move, React, Repeat! The Role of Continuous Cues in Immersive ExergamesProceedings of the ACM on Human-Computer Interaction10.1145/36770918:CHI PLAY(1-23)Online publication date: 15-Oct-2024
https://dl.acm.org/doi/10.1145/3677091
Benton LJoye NSumner EGauthier AIbrahim SVasalou A(2023)Exploring how children with reading difficulties respond to instructional supports in literacy games and the role of prior knowledgeBritish Journal of Educational Technology10.1111/bjet.1331854:5(1314-1331)Online publication date: 6-Apr-2023
https://doi.org/10.1111/bjet.13318
Almo ARocha MBrennan ADondio P(2023)A Game Design-Centric Taxonomy for Feedback Features in Digital Serious GamesGames and Learning Alliance10.1007/978-3-031-49065-1_37(385-389)Online publication date: 29-Nov-2023
https://dl.acm.org/doi/10.1007/978-3-031-49065-1_37
Vasalou A(2022)Reflections on Personalized Games-Based Learning: How Automation Is Shaped Within Everyday School PracticesIEEE Technology and Society Magazine10.1109/MTS.2022.317331441:2(64-67)Online publication date: Jun-2022
https://doi.org/10.1109/MTS.2022.3173314

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A Critical Examination of Feedback in Early Reading Games

What's Missing: The Role of Instructional Design in Children's Games-Based Learning

Engagement Through Praxis in Educational Game Design: Common Threads

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