Adaptation in Affective Video Games: A Literature Review

Bontchev, Boyan

doi:10.1515/cait-2016-0032

Cited by 56 publications

(46 citation statements)

References 83 publications

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“…It is considered that playing games is an emotional process rather than a rational one [17]. When playing an educational game, various emotional states can arise in the learning process.…”

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

“…[17]. By adapting different game elements, e.g., feedback, amount of help, and challenge level, it is possible to acquire higher player's satisfaction and keep him/her in the flow state, which is considered to be an optimal state for learning.…”

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

“…A game environment can be adjusted taking into account learner's goals, emotions, engagement level, motivation, and actions. Bontchev (2016) has identified three types of mechanisms to provide dynamic emotion-based adaptation in games [16]: 1) adjustment of explicit, implicit, or playerdriven game tasks and their managed appearance in the game flow (game content sequencing, provision and adaptation of automatic help, etc. ); 2) adaptation of game difficulty to meet player's anxiety or a skill level based on performance; 3) adjustment of audio-visual game elements.…”

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

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The Adaptation Approach for Affective Game-Based Assessment

Petroviča

Anohina-Naumeca

2017

Applied Computer Systems

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-Game-based learning as a learning approach has been popular for ages; however, game-based assessment as a trend started to evolve only few years ago. Since knowledge assessment is more associated with negative emotions, systems intended to assess knowledge should take into consideration emotions as well. The analysis of existing studies shows that systems with integrated game-based assessment seldom utilise learner's emotions for provision of adaptation. The main aim of the present paper is to introduce an adaptation approach for to affective game-based assessment.

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“…It is considered that playing games is an emotional process rather than a rational one [17]. When playing an educational game, various emotional states can arise in the learning process.…”

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

Section: Game Adaptation To Users' Emotionsmentioning

confidence: 99%

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The Adaptation Approach for Affective Game-Based Assessment

Petroviča

Anohina-Naumeca

2017

Applied Computer Systems

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“…This global scenario confers significance and discussion regarding technological production and the study of games, whether for educational purposes or for industrial production, in the national and international ambits -which are intrinsically related. [1][2][3][4][5] In spite of the richness of the sociological and philosophical concepts regarding the ludic, seen in its disruptive, imaginative and re-inventive dimensions as something inherent to the subjectivities in human cultures, it is not always considered in the production of technological development of games with educational purposes, in particular in areas where technique predominates over human experience, such as in health and in computer engineering. A more attentive look at the concepts of the ludic enshrined in the initiatives of the serious games, or in the technological productions of the electronic games in general, reveals the preponderance of positivist approaches, which restrict the re-inventive possibilities of the play, limiting it to utilitarian instrumentations aimed at the market or at disciplining human action.…”

Section: Introductionmentioning

confidence: 99%

“…Currently, the term covers a wide range of electronic games used in the context of simulation, in widely varying areas. [1][2][3][4]17 One of the fundamental principles of the use of serious games in education is based in the argument that learning occurs through dynamics of realign-ment between the environment and the participants, facilitated by simulation techniques. Competitiveness, entertainment and the players' comments are seen as having important investigative potential for assessing the results of the changes in behavior, in particular in health.…”

mentioning

confidence: 99%

Recriar-Se Lúdico No Desenvolvimento De Jogos Na Saúde: Referências Teórico-Metodológicas À Produção De Subjetividades Críticas

Pires

Göttems

Fonseca

2017

Texto contexto - enferm.

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Objective: to reflect on the centrality of the ludic in the reinvention of critical subjectivities in the area of health; to present, based in the framework elaborated and in the reports of experience in research, the techniques, instruments and triangulations used in the Ludic Reinvention methodology.Method: theoretical reflection and experience report in research with the aim of basing the theoretical-methodological framework of Ludic Reinvention in the production of game-based educational technologies for health.Results: the agonist perspective of Ludic Reinvention in the production of critical subjectivities opposes the positivist conceptions present in the scientific and technological production of games geared towards health and the games market.Conclusion: the methodology of Ludic Reinvention, based in the agon as a principle of disputation engaged in favor of the imagination and the abundance of life contributes to experiences which are full of feelings which are expressed in multiple, relational, de-centred and interpretive subjectivities in the players. DESCRIPTORS:Methodology. Nursing Research. Education, public health professional. Learning. Education, nursing. RECRIAR-SE LÚDICO NO DESENVOLVIMENTO DE JOGOS NA SAÚDE: REFERÊNCIAS TEÓRICO-METODOLÓGICAS À PRODUÇÃO DE SUBJETIVIDADES CRÍTICAS RESUMOObjetivo: refletir sobre a centralidade do lúdico na reinvenção de subjetividades críticas na área da saúde; apresentar, com base no referencial elaborado e nos relatos de experiência em pesquisa, as técnicas, os instrumentos e as triangulações utilizadas na metodologia Recriar-se Lúdico.Método: reflexão teórica e relato de experiência em pesquisa com o propósito de fundamentar o referencial teórico-metodológico do Recriar-se Lúdico na produção de tecnologias lúdico-educativas para a saúde.Resultados: a perspectiva agonista do Recriar-se Lúdico na produção de subjetividades críticas contrapõe-se às concepções positivistas presentes na produção científica e tecnológica dos jogos voltados para a saúde e para o mercado dos games.Conclusão: a metodologia do Recriar-se Lúdico, fundamentada no agon como um princípio de combate engajado em favor da imaginação e da abundância de vida, contribui para experiências plenas de sentidos que se expressam em subjetividades múltiplas, relacionais, descentradas e interpretativas nas/os jogadoras/es. DESCRITORES: RECREARSE LÚDICO EN EL DESARROLLO DE JUEGOS EN LA SALUD: REFERENCIAS TEÓRICO-METODOLÓGICAS EN LA PRODUCCIÓN DE SUBJETIVIDADES CRÍTICAS RESUMENObjetivo: reflexionar sobre la centralidad del recreo lúdico en la reinvención de subjetividades críticas en el área de la salud; con base en el referencial elaborado y en los relatos de experiencia en investigación, las técnicas, los instrumentos y las triangulaciones utilizadas en la metodología del Recrearse Lúdico.Método: reflexión teórica y relato de experiencia en investigación con el propósito de fundamentar el referencial teórico-metodológico del Recrearse Lúdico en la producción de tecnologías lúdico-educativas par...

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Educational Video Game Design Using Personalized Learning Scenarios

Bontchev

Antonova

Dankov

2020

Lecture Notes in Computer Science

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Educational video games are considered interactive, user-oriented, and motivating learning instruments, allowing delivery of tailored learning experiences. Designing and implementing adaptive and personalized educational video games can become a suitable tool for teachers in student-centric learning. In this context, the present research aims to outline how mini puzzle games adaptable to the individual learner and proactive learning scenarios can help teachers to adopt enhanced strategies for game-based learning, based on students’ personalization and adaptation. The paper presents design approaches for adjusting educational video mazes to both individual and group student models, which are based on personalization and adaptation. It describes how basic learning scenarios can be personalized once at the level of the maze game by selecting puzzles appropriate for a given individual student and, next, inside each of the puzzles. While the personalization of the learning content and its structuring and presentation is realized statically, a dynamic adaptation of both the content difficulty and gameplay is suggested according to observable changes in student properties during playing the game. Both the personalization and adaptation of the maze containing puzzles are specified by XML descriptions, which are used by different software instruments for building the whole game and for analyzing the outcomes of its playing. There are discussed the design principles of personalized maze games allowing teachers and educators to create and apply their educational games.

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Adaptation in Affective Video Games: A Literature Review

Cited by 56 publications

References 83 publications

The Adaptation Approach for Affective Game-Based Assessment

The Adaptation Approach for Affective Game-Based Assessment

Recriar-Se Lúdico No Desenvolvimento De Jogos Na Saúde: Referências Teórico-Metodológicas À Produção De Subjetividades Críticas

Educational Video Game Design Using Personalized Learning Scenarios

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