Authoring of Adaptive Serious Games

Hendrix, Maurice; Knutov, Evgeny; Auneau, Laurent; Protopsaltis, Aristidis; Arnab, Sylvester; Dunwell, Ian; Petridis, Panagiotis; Freitas, Sara de

doi:10.1007/978-3-642-33263-0_58

Cited by 4 publications

(2 citation statements)

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“…As the previous section indicates, while research on adaptive game difficulty exists, ubiquitous models or frameworks demonstrating how a game developer can practically incorporate adaptive game difficulty are lacking. Based on our experience in game development and evaluation [12], [46]- [54], as well as teaching game development, we propose the following pragmatic six step plan for implementing adaptive difficulty:…”

Section: Implementation Methodsmentioning

confidence: 99%

Implementing Adaptive Game Difficulty Balancing in Serious Games

Hendrix

Bellamy-Wood

McKay³

et al. 2019

IEEE Trans. Games

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Section: Implementation Methodsmentioning

confidence: 99%

Implementing Adaptive Game Difficulty Balancing in Serious Games

Hendrix

Bellamy-Wood

McKay³

et al. 2019

IEEE Trans. Games

Self Cite

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“…The different scenarios with the same learning goal provide alternative ways for players to learn in different ways. The design of alternative scenarios in the educational context can be achieved at the designing stage by adjusting the variables or conditions in the game scenario (Hendrix et al, 2013).…”

Section: Design Of Interoperable Game Learning Objectsmentioning

confidence: 99%

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

et al. 2023

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When the traditional "one size fits all" approach is used in designing educational games, the game context is usually arranged in a fixed sequence. However, the designated content may not effectively support the diversity of players. The player's ability and characteristics should be considered and supported with an appropriate learning context embedded in the game to facilitate personalised experiences. Adapting game scenarios to a player's characteristics can boost motivation and ultimately improve learning outcomes. This research applies a context-aware design approach and the Learner-Centered Design approach to establish a personalised adaptation framework for designing educational serious games and enhancing personalised knowledge delivery. The proposed framework decouples the game logic implementation and adaptation mechanism. It dynamically adapts the designed game objects and activities to personal learning objectives, learning levels and learning progress to achieve a non-linear learning sequence. Through synchronous real-time xAPI message exchange mechanisms, system components and learning content adaptation are enabled. The adaptation aims to fit personal learning objectives and provide a non-linear learning sequence in a game environment. The framework provides students with personalised learning experiences. A game named GhostCoder is implemented and used to evaluate the framework. Based on the externalised adaptive mechanism, the game content is adapted to the player's performance by adjusting the difficulty of the learning content within the game. Testing of the game in the lab environment has been performed. At the next stage, an evaluation will be conducted with the target groups of students.

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An Open Perspective for Educational Games

Silveira

Villalba-Condori

2022

Research Anthology on Developments in Gamification and Game-Based Learning

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In the field of computers in education, educational digital games have potential to involve more issues of motivation and involvement, considering their possibilities for higher level of interaction and engagement. However, years of research have shown that the impact of educational games is lower than expected, especially the difficulty to adapt them to different educational contexts, such as with different educational, linguistic, cultural and social aspects. In that sense, this article presents an open perspective on the development of educational games, emphasizing the challenges related to their development and their effective potential for use in education, proposing that they be designed as Open Educational Resources (OER). From this perspective, it is expected to support communities that would aggregate developers (programmers, game designers, media producers, etc.) and users (teachers and students) so they can work collaboratively in creating educational games in an open way.

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Authoring of Adaptive Serious Games

Cited by 4 publications

References 0 publications

Implementing Adaptive Game Difficulty Balancing in Serious Games

Implementing Adaptive Game Difficulty Balancing in Serious Games

Personalised Learning through Context-Based Adaptation in the Serious Games with Gating Mechanism

An Open Perspective for Educational Games

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