Diseño de un Juego Serio basado en el Suspense
暂无分享,去创建一个
Pablo Gervás | Manuel Palomo-Duarte | Anke Berns | Francisco Madueño | Pablo Delatorre | P. Delatorre | F. Madueño | Manuel Palomo-Duarte | Anke Berns | Pablo Gervás
[1] R. Schmidt. Awareness and Second Language Acquisition , 1992, Annual Review of Applied Linguistics.
[2] Thomas Connolly,et al. Learning analytics in serious games: a review of the literature , 2014 .
[3] Danling Peng,et al. Evaluating Word in Phrase: The Modulation Effect of Emotional Context on Word Comprehension , 2013, Journal of psycholinguistic research.
[4] Nico H. Frijda,et al. Duration experience under conditions of suspense in films , 1992 .
[5] M. Oliver. Exploring the Paradox of the Enjoyment of Sad Films , 1993 .
[6] Shaun Gallagher,et al. Empathy, Simulation, and Narrative , 2012, Science in Context.
[7] Rosario Hernandez,et al. 10 Supporting Foreign-Language Learning through a Gamified APP , 2015 .
[8] Evelyn C. Ferstl,et al. Emotional valence and arousal affect reading in an interactive way: Neuroimaging evidence for an approach-withdrawal framework , 2014, Neuropsychologia.
[9] Christoph Klimmt,et al. Experimental Evidence for Suspense as Determinant of Video Game Enjoyment , 2009, Cyberpsychology Behav. Soc. Netw..
[10] Nick Medford,et al. Emotional memory for words: Separating content and context , 2007 .
[11] Riccardo Berta,et al. Assessment in and of Serious Games: An Overview , 2013, Adv. Hum. Comput. Interact..
[12] E. Phelps. Human emotion and memory: interactions of the amygdala and hippocampal complex , 2004, Current Opinion in Neurobiology.
[13] Sara de Freitas,et al. The use of 'exploratory learning' for supporting immersive learning in virtual environments , 2009, Comput. Educ..
[14] Pablo Delatorre,et al. Modulare la suspense del lettore attraverso un modelo computazionale , 2015 .
[15] Jaime Redondo,et al. The Spanish adaptation of ANEW (Affective Norms for English Words) , 2007, Behavior research methods.
[16] Gregory Schraw,et al. Increasing Situational Interest in the Classroom , 2001 .
[17] Rachel J. Garoff-Eaton,et al. Memory for Specific Visual Details can be Enhanced by Negative Arousing Content. , 2006 .
[18] Andrew Ortony,et al. The Cognitive Structure of Emotions , 1988 .
[19] Antonio González-Pardo,et al. Using virtual worlds for behaviour clustering-based analysis , 2010, SMVC '10.
[20] M. Bradley,et al. Affective Norms for English Words (ANEW): Instruction Manual and Affective Ratings , 1999 .
[21] L. Rabin,et al. Gender differences in implicit and explicit memory for affective passages , 2004, Brain and Cognition.
[22] Riccardo Berta,et al. Designing serious games for education: From pedagogical principles to game mechanisms , 2011 .
[23] Juan Manuel Dodero,et al. Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments , 2016, Int. J. Hum. Cap. Inf. Technol. Prof..
[24] Hayo Reinders,et al. Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language , 2011 .
[25] Peter Vorderer,et al. Suspense : Conceptualizations, Theoretical Analyses, and Empirical Explorations , 2009 .
[26] M. Brysbaert,et al. Norms of valence, arousal, dominance, and age of acquisition for 4,300 Dutch words , 2013, Behavior research methods.
[27] Richard E. Clark,et al. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching , 2006 .
[28] Pablo Gervás,et al. Un modelo para la evaluacion de la narrativa basada en partidas de ajedrez , 2014, CoSECivi.
[29] Ebroul Izquierdo,et al. ACM workshop on surreal media and virtual cloning , 2010, ACM Multimedia.
[30] Robert J. Yanal,et al. THE PARADOX OF SUSPENSE , 1996 .
[31] P. Tannenbaum. Anatomy of Suspense , 2014 .
[32] Neil A. M. Maiden,et al. A Computational Model of Analogical Reasoning in Dementia Care , 2013, ICCC.
[33] John Kirriemuir,et al. Literature Review in Games and Learning , 2004 .
[34] A. Jacobs,et al. Fiction feelings in Harry Potter: haemodynamic response in the mid-cingulate cortex correlates with immersive reading experience , 2014, Neuroreport.
[35] R. Gerrig,et al. Readers as problem-solvers in the experience of suspense , 1994 .
[36] Suzanne Keen. A Theory of Narrative Empathy , 2006 .
[37] D. Schacter,et al. Memory and emotion , 2008 .
[38] Frederik Cornillie,et al. Vocabulary treatment in adventure and role-playing games: a playground for adaptation and adaptivity , 2010 .
[39] Salvador Sánchez Alonso,et al. Language Learning in Educational Virtual Worlds - a TAM Based Assessment , 2013, J. Univers. Comput. Sci..
[40] Cynthia A. Lietz,et al. Conceptualising and Measuring Empathy , 2010 .
[41] Francisco J. García-Peñalvo,et al. Discovering usage behaviors and engagement in an Educational Virtual World , 2015, Comput. Hum. Behav..