This chapter addresses how computer games can support affective learning, taking specific focus on learning for the affective domain. It first explores this domain, describes the issues that can arise in support, and makes connections to the strengths of computer games. The chapter uses activity theory to highlight the role of a game as an effective mediator of learning in the affective domain. These studies of how games support the affective domain involve the observation of game-play and identification of recurring design elements that can be identified as patterns. The chapter describes several patterns, first in larger commercial games, and then in smaller serious games. Finally, it reflects on its findings, and surveys the general nature of game support for learning in the affective domain. Clear evidence is given that games can and do provide such support, with indications of even greater potential with better understanding of the nature of the game-play.
Extending the Activity Theory Based Model for Serious Games Design in Engineering to Integrate Analytics