Full Lifecycle Architecture for Serious Games: Integrating Game Learning Analytics and a Game Authoring Tool

Alonso‐Fernández, Cristina; Rotaru, Dan-Cristian; Martínez‐Ortiz, Iván; Fernández‐Manjón, Baltasar

doi:10.1007/978-3-319-70111-0_7

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…The abstract overview of GLA Architecture shown in Fig. 2 is adapted from (Alonso-Fernandez et al, 2017). The adapted architecture focuses on adaptivity between the game engine and the game learning analytics system.…”

Section: Game Learning Analytics Frameworkmentioning

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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Section: Game Learning Analytics Frameworkmentioning

confidence: 99%

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

et al. 2023

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“…SGs as educational products have a full lifecycle, including design, development, validation, deployment, and iterative refinement [7]. Considerable research focuses on the design processes of SGs.…”

Section: Introductionmentioning

confidence: 99%

A Methodological Framework for Making the Transition From Traditional Innovation Teaching Towards Serious Games

Vallet

Cluzel

et al. 2020

Volume 3: 17th International Conference on Design Education (DEC)

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Serious games (SGs) are motivational and practical pedagogical tools that have been widely used in design education. SGs seem to be an efficient way to give instructions on innovation processes (IPs), offering unique and attractive environments to support situated learning. While there has been much interest in SGs of the IPs type, there is very little research about the design framework to reduce the complexity and time consumption of their design process. This paper presents the preliminary results of our ongoing study: a design framework adapted to innovation SGs. The framework integrates eight general design frameworks/models/methodologies for SGs. Besides, it introduces a new stage “analysis of traditional teaching experience,” which conducive to the early phases of the design. We use a case study to prove the value of this stage. First, it aids designers in defining the teaching objectives of innovation SGs, that is, choosing required competencies from innovation competency frameworks. More importantly, it helps identify game mechanics that may contribute to the realization of teaching objectives. This stage should support designers successfully making the transition from traditional innovation teaching towards SGs.

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Enhancing the Credibility of the Decision-Making Journey Through Serious Games Learning Analytics

Havriliuc¹,

Bleoju

Căpăţînă

2019

Cognitive Computing in Technology-Enhanced Learning

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This chapter proposes a specific learning system and a combined method to devise the learning analytics component as an envisioned solution to inform the development of other digital learning resources which are built for meeting specific, predefined learning objectives. The authors acknowledge the critical challenges of distinguishing between decision making and decision taking on the outcomes of learning. The ambition is to assess learning performance by means of unstructured interviews with participants using a digital marketing simulation game and how this has helped them attain job success working on real digital marketing projects. The authors expect that the consequences of decisions taken on real or realistic business conditions provided by a simulated learning environment should enrich the learning experience with insights (influences, constructs, and variables), unstructured knowledge representation, and rule-based decisions that learners will utilize and be alert and react to in real markets.

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Full Lifecycle Architecture for Serious Games: Integrating Game Learning Analytics and a Game Authoring Tool

Cited by 3 publications

References 11 publications

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

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

A Methodological Framework for Making the Transition From Traditional Innovation Teaching Towards Serious Games

Enhancing the Credibility of the Decision-Making Journey Through Serious Games Learning Analytics

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