Enhancement of Adaptation and Monitoring in Game-Based Learning Environments

Carron, Thibault; Marty, Jean‐Charles

doi:10.4018/978-1-4666-1987-6.ch009

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…In addition, we are looking into the possibility of including a monitoring tool for the teachers that they could use during the LG session to view the student's progression and the actions in real time. This tool could help the teachers to rapidly identify the students that are having difficulties but would also allow them to trigger predefined events, an approach that has been experimented with [6], in order to add extra obstacles that challenge the faster students.…”

Section: Discussionmentioning

confidence: 99%

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Building on the Case Teaching Method to Generate Learning Games Relevant to Numerous Educational Fields

Marfisi-Schottman¹,

Labat

Carron

2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

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International audienceUniversity teachers often feel the need to try innovative learning technologies such as Learning Games to motivate the new generation of students. However, the typically limited resources of universities coupled with the high cost of designing and developing Learning Games result in it rarely being feasible to meet this need. To address this challenging problem, we have designed a framework that allows teachers to create their own Learning Games with very little or no help from developers and graphic designers. This framework, tested and validated by several university teachers, is suited to a wide variety of educational fields because it generates Learning Games based on the widely-used case teaching method

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Section: Discussionmentioning

confidence: 99%

“…In addition, these LGs have each been designed and created for a specific teacher,and they are then very rarely used by other teachers. This is because colleagues do not have the means to adapt an existing LG to their personal way of teaching in order to feel comfortable using it [6].…”

mentioning

confidence: 99%

Building on the Case Teaching Method to Generate Learning Games Relevant to Numerous Educational Fields

Marfisi-Schottman¹,

Labat

Carron

2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

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“…Adaptive learning is a technique using a data-driven approach to establish instruction and remediation in serious games, by providing efficient, effective, and customized learning paths to engage each student based on learning from student interactions and then adjusting the path and pace of learning (Patsy Moskal et al, 2017). The adaptation algorithm responds to unwanted player behaviour and then chooses the appropriate adaptations to achieve the desired mode (Carron & Marty, 2013). An adaptation engine uses a player model and learner model to manipulate the game tasks in order to optimise the player behaviour (e.g.…”

Section: Game Adaptation and Personalisationmentioning

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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“…For how long? It is then possible to continue to monitor the session even from outside the virtual world and for example, to identify the learners' actions, and consequently update the associated user models, as shown in (Carron and Marty, 2011).…”

Section: Monitor the Pedagogical Sessionmentioning

confidence: 99%

Mixed Reality Games

Marty

Carron

Pernelle

et al. 2015

International Journal of Game-Based Learning

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International audienceOUR RESEARCH WORK DEALS WITH THE DEVELOPMENT OF NEW GAME-BASED LEARNING (GBL) ENVIRONMENTS. WE THINK THAT THE WAY OF ACQUIRING KNOWLEDGE DURING A LEARNING SESSION IS SIMILAR TO FOLLOWING AN ADVENTURE IN A ROLE-PLAYING GAME AND WE APPLY THE METAPHOR OF EXPLORING A VIRTUAL WORLD, WHERE EACH STUDENT EMBARKS ON A QUEST IN ORDER TO COLLECT KNOWLEDGE RELATED TO A LEARNING ACTIVITY. IN OUR UNIVERSITY, WE HAVE SET UP NUMBERS OF EXPERIMENTS WITH STUDENTS USING GBL ENVIRONMENTS. THEY REVEALED WEAKNESSES FOR SPECIFIC LEARNING ACTIVITIES. SOMETIMES, LEARNERS SEEM TO ACQUIRE A SKILL IN THE GAME, BUT THEY ARE NOT ABLE TO REUSE IT EASILY IN THE REAL WORLD. THIS IS PARTICULARLY THE CASE FOR SKILLS THAT REQUIRE CONCRETE MANIPULATION OF REAL OBJECTS TO BE ACQUIRED. GBL ENVIRONMENTS THUS LACK OF MEANS TO LEARN KNOW-HOW ASPECTS. SOME OF THE LEARNING PROCESSES INVOLVING REAL WORLD OBJECTS ARE VERY DIFFICULT TO REPRODUCE IN GBL ENVIRONMENTS AND THERE IS AN ESSENTIAL TECHNOLOGICAL ISSUE IN MIXING VIRTUAL AND REAL ASPECTS IN GBL ENVIRONMENTS. IN THIS ARTICLE, WE DESCRIBE THE POSSIBLE PROBLEMS THAT CAN APPEAR WHEN USING THIS MIXED APPROACH, GIVE HINTS ON HOW TO AVOID THEM AND ILLUSTRATE OUR PROPOSITION WITH EXAMPLES ISSUED FROM THE ELECTRONIC DOMAIN. WE FOCUS ON ISSUES LINKED TO THE TRANSITION BETWEEN VIRTUAL AND REAL WORLDS AND WE EXPLORE HOW NEW ELECTRONIC FEATURES CAN FACILITATE THIS MIXED APPROACH, WHERE IDENTIFICATION, LOCALISATION AND UPDATE OF THE USER MODELS ARE KEY ISSUES

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Enhancement of Adaptation and Monitoring in Game-Based Learning Environments

Cited by 5 publications

References 19 publications

Building on the Case Teaching Method to Generate Learning Games Relevant to Numerous Educational Fields

Building on the Case Teaching Method to Generate Learning Games Relevant to Numerous Educational Fields

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

Mixed Reality Games

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