In this paper, we compare the affect associated with an intelligent tutoring environment, Aplusix II: Algebra Learning Assistant ( and a simulation problem solving game, The Incredible Machine: Even More Contraptions. By contrast, there may be a perception that since games are primarily for fun, it is acceptable to use them in any fashion hence, students may game the system more often in educational games than in intelligent tutoring systems. As Rodrigo et al discussed, students generally know that gaming behavior is undesirable in intelligent tutoring systems, as the primary goal is to learn the domain content – and students demonstrate this belief by hiding this behavior from their teachers. “attempting to succeed in an educational environment by exploiting properties of the system rather than by learning the material and trying to use that knowledge to answer correctly”.
Consider hint abuse and systematic guessing, behaviors categorized as gaming the system, i.e. The differences among effects of educational games and intelligent tutoring systems on students’ usage choices are also not yet fully studied. more delight and engagement, and less frustration and boredom), but it is also possible that the largest motivational benefits come from the interactivity that both games and intelligent tutors share. It is possible that the additional motivational features of educational games lead to more positive affect than intelligent tutors (i.e. Intelligent tutors generally lack game-like features like competition and fantasy, but share in common with games features such as instant feedback, and measures of continual progress. Furthermore, it has been found that intelligent tutoring systems lead to significantly improved affect and motivation as compared to traditional, non-computerized learning contexts, though not neces- sarily to expert human tutors. In many cases, educational games have been studied in relation to relatively weak comparison conditions, such as paper worksheets with no feedback and games with game features ablated.
While it is commonly believed that educational games will lead to better affect than non-gamelike learning environments, the evidence supporting this belief is not yet conclusive. Similarly, Vogel argues that games and simulations that fail to make seamless connections between the subject matter and the game play will also inhibit learners’ engagement and motivation. Bragg found that students exhibited negative attitudes towards the use of games as the main instructional method for learning mathematics. However, there is also evidence that educational games may not have entirely positive effects on learners’ affect and motivation. Some educational games have successfully built upon competition, curiosity, challenge, and fantasy to make learning more enjoyable, increase students’ desire to learn, and complete more difficult work than with traditional educational materials. students’ affect, interest, and motivation towards education, and in turn improve their learning.
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