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Induction of Emotional States in Educational Video Games Through a Fuzzy Control System

机译：通过模糊控制系统诱导教育视频游戏中的情绪状态

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摘要

It has been shown that the emotional state of students plays an important role towards learning; for instance, engaged concentration is positively correlated with learning. This paper proposes Inductive Control (IC) for educational games. Unlike conventional approaches that only modify the game level, the proposed technique also induces emotions in the player for supporting the learning process. This paper explores a fuzzy system that analyzes the players' performance and their emotional state for controlling the level and aesthetic content of an educational video game. The emotional state of the player is recognized through voice analysis. A total of 40 subjects played a video game designed to practice basic math skills; for each trial, a student plays twice in a row the same game but each time the game was controlled by one of the two approaches-Dynamic Difficulty Adjustment (DDA) and IC, the playing order was assigned randomly. Results show that when the proposed approach is used the participants changed faster from unpleasant-low to pleasant or high emotions. These experiments demonstrate that the inductive control technique improves the learning effectiveness through detection and stimulation of positive emotions.
机译：已经表明，学生的情绪状态对学习发挥着重要作用;例如，接合的浓度与学习呈正相关。本文提出了用于教育游戏的归纳控制（IC）。与仅修改游戏级别的传统方法不同，所提出的技术也会引起球员中的情绪以支持学习过程。本文探讨了一个模糊系统，分析了对控制教育视频游戏的水平和审美内容的球员的表现及其情感状态。通过语音分析认可玩家的情绪状态。共有40名科目播放了一个旨在练习基本数学技能的视频游戏;对于每次试验，一名学生在同一游戏中连续两次播放，但每次游戏由两个方法中的一个 - 动态难度调整（DDA）和IC控制，随机分配播放订单。结果表明，当使用所提出的方法时，参与者从不愉快的低到愉快或高情绪变得更快地变得更快。这些实验表明，感应控制技术通过检测和刺激积极情绪来提高学习效果。

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