Abstract—Persuasive technological strategies directed
towards changing users’ attitudes or behaviors have thus far
been applied in commercial and health promotion contexts, but
not for educational purposes. The main reason for this lack of
research in educational settings can be attributed to an
insufficient understanding of which attitudes or behaviors
should be adopted through the evaluation of students’ effective
learning outcomes. In this study, we present an association
between interpersonal conflict and positive learning and
depicted the speaker’s intention and the hearer’s interpretation
for cooperative and competitive player roles in light of game
Index Terms—Computer-supported collaborative learning, flaming, insults, interpersonal conflict.
David N. Prata and Patrick Letouze are with Federal University of Tocantins, CO 77.001-009, Brazil (e-mail: firstname.lastname@example.org).
Stefano Cerri is with Université Montpellier, CO 34000, France (e-mail: email@example.com).
Evandro Costa is with the Federal University of Tocantins, Palmas, CO 77.001-019, Brazil (e-mail: firstname.lastname@example.org).
Cite: David N. Prata, Patrick Letouze, Stefano Cerri, and Evandro Costa, "A Game Approach to Assessing Learning Outcomes," International Journal of Information and Education Technology vol. 6, no. 2, pp. 137-142, 2016.