Academic Emotions Of Different Achievement Goal In Education Game Analysis

This research aims to assess the correlations of game design features, achievement goals and academic emotions for different types of educational games, and explore whether game design features are the mediator between achievement goals and academic emotions. An experimental and correlational research method is used in this research. The research sample are forty undergraduates (N=40). During the experimental period, which lasts for a month, the students have to play3different types of educational computer games. Before the experiment, we measured the scale of students’achievement goals orientation. In addition, we measured the scale of students’psychological pleasure of game design features, and their academic emotions by scale and Biofeedback instrument (Spirit-16) during the experimental period.We discover the followings according to experiment result analyses:(1) Mastery-avoidance goals have a negative correlation with the "Immersion".(2)"Concentration" has a positive correlation with the positive-high arousal emotions, and it has a negative correlation with the negative-low arousal emotions;"Challenge" has a negative correlation with the negative-high arousal emotions;"Control" has a positive correlation with the positive-high arousal emotions, has a negative correlation with the negative-high arousal emotions;"Immersion" has a negative correlation with the negative emotions, including negative-high arousal and negative-low arousal emotions.(3) Mastery-approach goals are positive predictors of positive-high arousal emotions, and are negative predictors of negative emotions, including negative-high arousal and negative-low arousal emotions; mastery-avoidance goals are negative predictors of positive-low arousal emotions, and are positive predictors of negative-high arousal emotions; performance-approach goals are positive predictors of positive-high arousal emotions, and are negative predictors of negative emotions, including negative-high arousal and negative-low arousal emotions; performance-avoidance goals are negative predictors of positive-high arousal emotions, and are positive predictors of negative-high arousal emotions.(4) Relationships between achievement goals and academic emotions are not mediated by game design features. Game design features and achievement goals are different predictors of academic emotions.