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Emotions can influence the learning in a positive or a negative way, especially in the motivation to learn. Have a student motivated or not to learn “something” is one of the autonomous learnig keys. For that reason, in this article we present the design and experimentation of a 3D videogame prototype integrated into a virtual classroom with university students with the aim of analyse how the emotions produced by videogames can influence positive or negatively on the motivation to learn. We have support our research on theories regarding to afective interfaces, computer support colaborative learning (CSCL) and videogames; meanwhile for the desing, development and evaluation methodology we have used the guide of Human Computer Interaction (HCI) area. In particular, we have followed the User Centered Design (UCD) principles. In the evaluation, we have analized the reasons of the motivation and its influence to the positive actitude on the subject. The results of evaluation shows that not only the motivation can be used positively in the learning, but frustation also, for example, can be used to produce a major persistence in the achivemment of learning goals. On the other hand, we found some problems in the perception of ludic things as a learning activity in high levels of teaching, such as univercity students. |
