LEADER 04656nam 2200793Ia 450 001 9910450996003321 005 20200520144314.0 010 $a6610505128 010 $a1-280-50512-5 010 $a9786610505128 010 $a1-4237-9730-2 010 $a1-60750-149-X 010 $a600-00-0337-4 010 $a1-60129-129-9 035 $a(CKB)1000000000340201 035 $a(EBL)265968 035 $a(OCoLC)298904983 035 $a(SSID)ssj0000099627 035 $a(PQKBManifestationID)11140531 035 $a(PQKBTitleCode)TC0000099627 035 $a(PQKBWorkID)10014374 035 $a(PQKB)10346637 035 $a(MiAaPQ)EBC265968 035 $a(Au-PeEL)EBL265968 035 $a(CaPaEBR)ebr10130675 035 $a(CaONFJC)MIL50512 035 $a(OCoLC)71204189 035 $a(EXLCZ)991000000000340201 100 $a20060105d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAffective and emotional aspects of human-computer interaction$b[electronic resource] $egame-based and innovative learning approaches /$fedited by Maja Pivec 210 $aAmsterdam ;$aWashington, DC $cIOS Press$dc2006 215 $a1 online resource (332 p.) 225 1 $aThe future of learning,$x1572-4794 ;$v1 300 $aPapers presented at the interdisciplinary workshop "Affective and Emotional Aspects of Human-Computer Interaction: Emphasis on Game-Based and Innovative Learning Approaches." 311 $a1-58603-572-X 320 $aIncludes bibliographical references and index. 327 $aTitle page; Foreword; Acknowledgements; Supplementary Material Available via the Internet; Contents; Game-Based Learning; Affective Gaming: Advancing the Argument for Game-Based Learning; Didactic Analysis of Digital Games and Game-Based Learning; Immersive Environments: What Can We Learn from Commercial Computer Games?; What Is a Game Ego? (or How the Embodied Mind Plays a Role in Computer Game Environments); Multiple Motivations Framework; An Instructional Design/Development Model for the Creation of Game-Like Learning Environments: The FIDGE Model 327 $aLearning when Using Commercial Computer Games as Simulations: A Case Study Using a Simulation GameSerious Games and 'Simulation Based E-Learning' for Infrastructure Management; Motivation and Learning; Learning and Motivation with Virtual Tutors. Does It Matter if the Tutor Is Visible on the Net?; Achievement Motivation, Performance Structure, and Adaptive Hypertext Learning; An Interactive Dictionary of Concepts: An Exploratory Platform for Enhancing Communication Between the Concepts Which Form and Inform Us 327 $aHuman-Computer Interaction: Sharing of Intergenerational Wisdom and Cross-Cultural KnowledgeDesigning the Stimulation Aspect of Hedonic Quality - An Exploratory Study; Emotions and Emotional Agents; On the Role of Self Esteem, Empathy and Narrative in the Development of Intelligent Learning Environments; Empathic Characters in Computer-Based Personal and Social Education; Using Machine-Learning Techniques to Recognize Emotions for On-Line Learning Systems; A Framework for Emotional Agents as Tutoring Entities; A Haptic Computing Logic - Agent Planning, Models, and Virtual Trees 327 $aESF SCSS Exploratory Workshop on Affective and Emotional Aspects of Human-Computer Interaction: Emphasis on Game-Based and Innovative Learning ApproachesAuthor Index 330 $aThe learning process can be seen as an emotional and personal experience that is addictive and motivates learners to proactive behavior. Divided in three parts, this title discusses major topics such as: emotions, motivation, games, and game-experience. 410 0$aFuture of learning ;$vv. 1. 606 $aComputer-assisted instruction 606 $aLearning$xResearch 606 $aExperiential learning 606 $aEducation$xEffect of technological innovations on 606 $aEducation$xSimulation methods 606 $aComputer games$xResearch 608 $aElectronic books. 615 0$aComputer-assisted instruction. 615 0$aLearning$xResearch. 615 0$aExperiential learning. 615 0$aEducation$xEffect of technological innovations on. 615 0$aEducation$xSimulation methods. 615 0$aComputer games$xResearch. 676 $a004.019 701 $aPivec$b Maja$0991037 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450996003321 996 $aAffective and emotional aspects of human-computer interaction$92267893 997 $aUNINA