Abstract
In this paper we investigate intelligent tutoring communications in game-based learning platforms and examine its effect on perceived flow and immersion. The technology influencing this research is the open-source Generalized Intelligent Framework for Tutoring (GIFT), a domain-independent architecture used to author, deliver, and evaluate intelligent tutoring technologies. Influenced by theoretical underpinnings associated with flow, the resulting experiment looks at the application of Embodied Pedagogical Agents (EPA) in a game-based training environment used for communicating tutor generated feedback. Conditions were structured to examine tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT’s browser-based Tutor-User Interface (TUI), or using audio prompts alone. Statistical analyses are presented examining treatment effects on an individual’s perceived sense of flow during interaction, along with examination of game characteristics required to support immersion. Outcomes support the use of an EPA present in GIFT’s TUI when compared to flow outcomes on audio prompts alone and the game embedded EPA.
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