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The importance of emotions experienced by learners during their interaction with multimedia learning systems, such as serious games, underscores the need to identify sources of information that allow the recognition of learners’ emotional experience without interrupting the learning process. Bodily expression is gaining in attention as one of these sources of information. However, to date, the question of how bodily expression can convey different emotions has largely been addressed in research relying on acted emotion displays. Following a more contextualized approach, the present study aims to identify features of bodily expression (i.e., posture and activity of the upper body and the head) that relate to genuine emotional experience during interaction with a serious game. In a multimethod approach, 70 undergraduates played a serious game relating to financial education while their bodily expression was captured using an off-the-shelf depth-image sensor (Microsoft Kinect). In addition, self-reports of experienced enjoyment, boredom, and frustration were collected repeatedly during gameplay, to address the dynamic changes in emotions occurring in educational tasks. Results showed that, firstly, the intensities of all emotions indeed changed significantly over the course of the game. Secondly, by using generalized estimating equations, distinct features of bodily expression could be identified as significant indicators for each emotion under investigation. A participant keeping their head more turned to the right was positively related to frustration being experienced, whereas keeping their head more turned to the left was positively related to enjoyment. Furthermore, having their upper body positioned more closely to the gaming screen was also positively related to frustration. Finally, increased activity of a participant’s head emerged as a significant indicator of boredom being experienced. These results confirm the value of bodily expression as an indicator of emotional experience in multimedia learning systems. Furthermore, the findings may guide developers of emotion recognition procedures by focusing on the identified features of bodily expression.

Educational games link the motivational nature of games with learning of knowledge and skills. Here, we go beyond effects on these learning outcomes. We review two lines of evidence which indicate the currently unexplored potential of educational games to promote brain health: First, gaming with specific neurocognitive demands (e.g., executive control), and second, educational learning experiences (e.g., studying foreign languages) improve brain health markers. These markers include cognitive ability, brain function, and brain structure. As educational games allow the combination of specific neurocognitive demands with educational learning experiences, they seem to be optimally suited for promoting brain health. We propose a neurocognitive approach to reveal this unexplored potential of educational games in future research.

This article provides an insight into the effectiveness of edu- cational computer games. Based on a literature research, the effectiveness is illustrated in detail with regard to the ques- tions: what characterize educational computer games, how do learners learn from it and what are the learning outcomes? although games are connected with the hope of better learn- ing through learners’ activities, its effectiveness has been criticized. To further advance game research and design de- cisions, the question is discussed from a cognitive load per- spective and emotional point of view of learners that consider important variables when designing educational computer games. in line with this question, a literatur review is done on researchers’ own study, in which an exemplary empirical sup- port for learners’ cognitive load through learning with games was found. Finally, the article ends with some comments on the relationship of instructional design to effective games by outlining and discussing implications for educational prac- tice that integrate not only learning outcomes of games but also the cognitive processes and emotions of learners during gameplaying.

Neue Generation, neue Medien und eine neue Bildung? Theo Bastiaens & Claudia Schrader Abstract This chapter focuses on the question of what influence societal changes have on learners, their learning behavior and the curriculum. Fact is that there has been one major change with an enormous impactand that is the shift towards a network society. Thanks to technology it is possible to communicate, collaborate, and exchange information effortlessly. Especially due to the digitization of materials, the availability of knowledge is without difficulty and world- wide. From the individual perspective of the learner the impact is huge. Some observations suggest that a new generation of ‘digital’ learners is born with extraordinary new competences and a different learning behavior. However, more conservative researchers think that there is nothing new about this generation. The authors take the position that the truth lies in the mid- dle of the discussion. And that only the availability of ICT tools (and with that the ubiquity of information) is already enough justification to instantly innovate the curriculum and change the focus from learning by heart to more practical usage of knowledge in schools. Next to this, authentic learning theories predict improvements in transfer of learning and students mo- tivation. However, it is stressed that a constructivist approach needs to be combined with in- struction (learners somehow need guidance and advise).

Neue Generation, neue Medien und eine neue Bildung? Theo Bastiaens & Claudia Schrader Abstract This chapter focuses on the question of what influence societal changes have on learners, their learning behavior and the curriculum. Fact is that there has been one major change with an enormous impactand that is the shift towards a network society. Thanks to technology it is possible to communicate, collaborate, and exchange information effortlessly. Especially due to the digitization of materials, the availability of knowledge is without difficulty and world- wide. From the individual perspective of the learner the impact is huge. Some observations suggest that a new generation of ‘digital’ learners is born with extraordinary new competences and a different learning behavior. However, more conservative researchers think that there is nothing new about this generation. The authors take the position that the truth lies in the mid- dle of the discussion. And that only the availability of ICT tools (and with that the ubiquity of information) is already enough justification to instantly innovate the curriculum and change the focus from learning by heart to more practical usage of knowledge in schools. Next to this, authentic learning theories predict improvements in transfer of learning and students mo- tivation. However, it is stressed that a constructivist approach needs to be combined with in- struction (learners somehow need guidance and advise).

Apostolopoulos, Nicolas [Hrsg.]; Hoffmann, Harriet [Hrsg.]; Mansmann, Veronika [Hrsg.]; Schwill, Andreas [Hrsg.]: E-Learning 2009. Lernen im digitalen Zeitalter. Münster ; New York ; München ; Berlin : Waxmann 2009, S. 96-105. - (Medien in der Wissenschaft; 51), Die hier präsentierte Studie untersuchte den Piloteinsatz eines Web-Konferenzsystems als virtuelles Klassenzimmer in der Fernlehre. Im Rahmen der Auswahl und Implementierung eines entsprechenden Systems war es das Ziel der Untersuchung, zu einem frühen Zeitpunkt in ersten Lehr-/Lernszenarien zu Aussagen über Erwartungen, Erfahrungen und Akzeptanz aus der Perspektive der Lernenden zu kommen, um so Erkenntnisse für den weiteren Prozess der Implementierung zu gewinnen. Dafür wurde ein Instrumentarium entwickelt und eingesetzt, das bewährte Erhebungsinstrumente kombiniert und sich auf andere Bereiche technikerweiterter Lehr-/Lernszenarien übertragen lässt. (DIPF/ Orig.)

Ziel dieser Studie war die Überprüfung eines Zusammenhangs zwischen Ernährungsstil und Verarbeitung von Nahrungsreizen. Hierzu wurden 32 Frauen gemäß dem Konzept des "restrained eating" mittels standardisiertem Fragebogen und klinischem Interview in folgende Gruppen unterteilt: Gesunde ungezügelte und gezügelte Esser (UE, RE) sowie Patienten mit bulimischem Essverhalten (PE). Anhand subjektiver Bewertungen und ereigniskorrelierter Potentiale (EKPs) wurden die Reaktionen auf appetitliche olfaktorische und visuelle Nahrungsreize untersucht. Zur Kontrolle wurden ekelerregende Nahrungsreize und Reize ohne Nahrungsbezug präsentiert. Die subjektive Bewertung der Gerüche ergab keine signifikanten Gruppenunterschiede. Bei den Bildern kam es neben erwarteten Unterschieden bei der Kategorie "Süß" zu unerwarteten Unterschieden bei den Kontrollkategorien. Die positiven Nahrungsreize führten in beiden Sinnesmodalitäten zu einer veränderten zentralnervösen Aktivität der PE gegenüber den UE. Zusätzlich zeigten die PE auch veränderte EKPs bei den visuellen Kontrollkategorien. Die Ergebnisse werden als Aufmerksamkeitsabwendung zum Zweck der kognitiven Vermeidung von Reizen interpretiert, welche aufgrund hoher Attraktivität die Gefahr eines Kontrollverlusts beinhalten.