Jessica Lizeth Domínguez Alfaro
Biographic Data
| ID | 9493688 |
|---|---|
| NAME | Jessica Lizeth Domínguez Alfaro |
| GIVEN NAMES | Jessica Lizeth Domínguez |
| FAMILY NAME | Alfaro |
| SIGNATURE | ALFARO J L D |
| AFFILIATIONS | Department of Chemical Engineering, Faculty of Engineering KU Leuven Leuven Belgium |
| ORCID | 0000-0002-2751-6221 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
In‐game performance
Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in perf…
No prominent works on this page.
In‐game performance
Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in perf…
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
Cognitive psychology (2 works) · Computer Science (2 works) · Educational Games and Gamification (2 works) · Psychology (2 works) · Affordance (1 work) · Applied Psychology (1 work) · Augmented reality (1 work) · Augmented Reality Applications (1 work) · Cognition (1 work) · Cognitive Load (1 work)