A STUDY ON PHYSIOLOGICAL AND EMOTIONAL BEHAVIOR CHANGES OF EMOTIONAL INTERACTION IN SERIOUS GAMES

BACKGROUND: In recent years, researchers have extensively explored the potential of computer games in the development of educational and entertainment content and services. In order to supplement the existing demonstrations and create an unforgettable and pleasant learning experience, computer games are used in the current educational practice. They provide educators with the opportunity to reorganize and conceptualize abstract, complex and technical information or knowledge for young students. In order to demonstrate and evaluate how a serious game can promote learning activities in a more constructive and meaningful way, we chose a computer game on waste recycling for user research and investigated the teaching effect of the game. The psychological evaluation of students in serious game education has also become a problem worthy of attention. SUBJECTS AND METHODS: When designing this user study, we paid special attention to the relationship between gameplay and player's physiological state, so as to measure his performance. Quantitative and qualitative data were collected during the study. The results show that this game can really help learners understand the important knowledge of waste recycling. The research also shows that physiological signals can be used as an index of players' psychological state to a certain extent. A further direction is to add other physiological measurements, such as heart rate, during user research. SPSS 22.0 software was used for data statistical analysis. The measurement data were expressed as mean ± standard deviation (x ± s). The statistical method was as follows: descriptive statistics was used for general demographic characteristics, t-test was used for the comparison of the mean of two independent samples, nonparametric Kruskal Wallis test was used for ordered classification data, and regression analysis was used to verify the mediating effect of RS between as and mental health level according to the mediating effect test model. P < 0.05 was statistically significant. RESULTS: Record the total time spent and scores obtained by each player at each level in the game. The total time spent at the first level is significantly higher at the second and third levels. The results of internal analysis of subjects showed that there were significant differences among the three levels in terms of game time (DF = 2, f = 17.291, P = 0.00 < 0.02). The total score of level 3 is significantly lower in level 1 and level 2. The results of intra subject analysis showed that there were also significant differences among the three levels in terms of scores obtained (DF = 2, f = 154.739, P = 0.00 < 0.02). In addition, we investigated whether there was any correlation between game time and task performance of all players at each level. In the first stage of the game, there is a correlation between the game time and the score. In addition, there is a correlation between the game time and the score of the third level. In this experiment, we collected three types of measurements using the neurosky thinking mode device: raw EEG signals, attention and meditation values. One way ANOVA showed that there were significant differences in the variance and standard deviation of meditation among the three game levels (fvariance_meditation = 4.11, P = 0.02 < 0.05; fstd_meditation = 3856, P = 0.026 < 0.05). The results showed that there were significant differences in students' academic performance (P < 0.05). Students with better academic performance had higher anxiety sensitivity; However, students with poor academic performance have better psychological elasticity. CONCLUSIONS: We present our research aimed at investigating how a serious game promotes knowledge transfer. A specific educational scene is embedded in the game, and players are required to play roles and complete well-designed teaching tasks. Subjects were invited to experience the game in order to measure the teaching effect. The results show that playing this game can really help players learn about waste recycling. Players' game experience can have a positive impact on their performance in terms of game time. Due to the different difficulty, the three game levels have significant differences in game time and score. In addition, there is a direct correlation between game time and game performance, which shows that the teaching effect of learning games increases with the increase of game time. From this, we preliminarily come to the conclusion that academic performance has little impact on the evaluation of students' learning.