The Impact of Game-Like Features on Learning from an Intelligent Tutoring System

• Published in: Technology, knowledge and learning Vol. 22; no. 1; pp. 1 - 22
• Main Authors: Millis, Keith, Forsyth, Carol, Wallace, Patricia, Graesser, Arthur C., Timmins, Gary
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.04.2017; Springer; Springer Nature B.V
• Subjects: College Students; Comparative Analysis; Computers; Creativity and Arts Education; Education; Educational Environment; Educational Games; Educational Technology; Educational Testing; Games; Intelligent Tutoring Systems; Intervention; Learning; Learning and Instruction; Mathematics Education; Narratives; Original Research; Pedagogy; Reading Comprehension; Research methodology; Science Education; Student Motivation; Students; Teaching Methods; Technology Uses in Education; Tutoring; United States > US; Learning; Intelligent Tutoring Systems; Serious games

Prior research has shown that students learn from Intelligent Tutoring Systems (ITS). However, students’ attention may drift or become disengaged with the task over extended amounts of instruction. To remedy this problem, researchers have examined the impact of game-like features (e.g., a narrative)...