Game-based learning (GBL) environments introduced a new generation of Intelligent Tutor- ing Systems (ITSs) that provide personalised instruction by being constantly aware of stu- dent reactions to the system. Student motivation, attitudes, self-efficacy and affective state have been the key focus of such developments. Current models of student emotion have shown promise in laboratory environments. However, the problem of accurately recognising and inferring student emotions within learning environments persists. The majority of already existing computational models of student emotion employ cognitive theories that are not de- rived from the learning context. Control-value theory (Pekrun et al. 2007) assumes that control and value appraisals are the most meaningful for determining emotions in educational settings. Our proposed compu- tational emotional student model uses the Control-value theory for reasoning about learners' emotions in GBL environments settings. The main hypothesis is that this model will recog- nise student achievement emotions, i.e. emotions relevant to the educational context, with reasonable accuracy (not random). The definition, implementation and evaluation of our computational emotional student model in PlayPhysics, an emotional game-based learning environment for teaching physics, are discussed. Our emotional model is implemented with a dynamic sequence of Bayesian networks for representation of learners' achievement emo- tions. Probabilistic Relational Models (PRMs) are employed to facilitate their derivation. The Necessary Path Condition algorithm is employed in combination with Pearson correlations and Binary and Multinomial logistic regression for defining network structure. The Expecta- tion Maximisation (EM) learning algorithm is employed for network parameter learning. Our model employs answers to questions in-game dialogues, contextual variables and physio- logical variables for recognising student emotion. Results show a fair accuracy of classification of student achievement emotions for the PlayPhysics' emotional student model when only contextual and behaviour variables are considered (values of Cohen's Kappa in a range larger than 0.2 but lower than or equal to 0.4), which then improves when physiological variables, i.e. Galvanic Skin Response (GSR), are incorporated (values of Cohen's Kappa in a range larger than 0.4 and lower than or equal to 0.6). Our emotional model provides enhanced understanding about the factors involved in reasoning about emotion. PlayPhysics GBL environment is assessed to attain an enhanced understanding of the student experience of achievement emotions. Future work may focus on creating further game challenges, identifying enhanced predictors for control and value, e.g. using sentiment analysis and analysis of facial expressions. Numerous applications, in areas ranging from biology to e-commerce, are envisioned for the application of our ap- proach to create intelligible and dynamic genetic and emotional consumer data models.

The development of educational multimedia since 1994 has been characterised by a rapid expansion of new technologies. In the context of an exciting and controversial exploration of techniques, research into how children used computers in the classroom had been limited. The thesis therefore included a wide-ranging study into factors informing a deeper understanding of the way 5 to7-year-old school children use interactive computer programs. The thesis originated in contextual studies undertaken by the researcher in classrooms. The contextual research raised issues that are not the common ground of educational multimedia practitioners. These issues were explored in depth in the literature review. The thesis tested the potential improvements in interface design - an interactive educational CD-ROM using audio and visual resources from a BBC School Radio music series. The focus was not the music content or the teaching of the subject. The results of testing the research tool that used observation of groups of three children, interviews with individual children and teachers were summarised and improvements identified. The aim was to seek answers to the question 'How can the quality of computer interface interaction be improved?' Improvements were considered by enhancing the quality of interaction through greater depth of engagement by using the computer mouse to move icons on the computer screen. In the process of contextual research the following issues were raised: the need for teachers to have a method of mediating the content of educational CD-ROMs, the physiological demands made on children in terms of eye search; the difficulties they encountered using navigation metaphors; and the potential of pseudo 3-D perspective interfaces. The research re-evaluates the relationship between children and computers in the familiar context of groups of three children using computers in the primary classroom, and resulted in a coherent set of suggestions for a more effective holistic paradigm for the design of multimedia programs that takes into account practical realities in classroom environments.

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