It has been shown that the emotional state of students plays an important role towards with learning; for instance, engaged concentration is positively correlated with learning. This paper proposes the Inductive Control (IC) for educational games. Unlike conventional approaches that only modify the game level, the proposed technique also induces emotions in the player for supporting the learning process. This paper explores a fuzzy system that analyzes the players' performance and their emotional state for controlling the level and aesthetic content of an educational video game. The emotional state of the player is recognized through voice analysis. A total of 40 subjects played a video game designed to practice basic math skills; for each trial, a student plays two times in a row the same game but each time the game was controlled by one of the two approaches ---Dynamic Difficulty Adjustment (DDA) and IC, the playing order was assigned randomly. Results show that when the proposed approach is used the participants changed faster from unpleasant--low to pleasant or high emotions. These experiments demonstrate that the inductive control technique improves the learning effectiveness through detection and stimulation of positive emotions.

中文翻译：

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通过模糊控制系统诱导教育视频游戏中的情绪状态

研究表明，学生的情绪状态对学习起着重要作用；例如，专注与学习呈正相关。本文提出了用于教育游戏的感应控制 (IC)。与仅修改游戏级别的传统方法不同，所提出的技术还诱导玩家的情绪以支持学习过程。本文探索了一个模糊系统，该系统分析玩家的表现和他们的情绪状态，以控制教育视频游戏的水平和审美内容。通过语音分析识别玩家的情绪状态。共有 40 名受试者玩了一个旨在练习基本数学技能的视频游戏；对于每次试验，一个学生连续玩了两次同一个游戏，但每次游戏都由两种方法之一控制——动态难度调整（DDA）和IC，游戏顺序是随机分配的。结果表明，当使用所提出的方法时，参与者的情绪从不愉快——低到愉快或高涨的速度更快。这些实验表明，归纳控制技术通过检测和刺激积极情绪来提高学习效率。