kNN-based adaptive virtual reality game system

Johnson, Aaron P.; Tang, Ying; Franzwa, Christopher

doi:10.1109/icnsc.2014.6819669

Cited by 10 publications

(4 citation statements)

References 7 publications

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“…advantage to embed path-finding into the games that guides players throughout open-world environments. Another challenge is to conduct rigorous assessment in gameplay in order to offer students personalized learning experiences [Johnson et al, 2014].…”

Section: Discussionmentioning

confidence: 99%

Balancing Fun and Learning in a Serious Game Design

Franzwa

Tang

Johnson

et al. 2014

International Journal of Game-Based Learning

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This article presents the underlying philosophy of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design challenges. Various strategies implemented in Sustain City for achieving a balance of fun and learning are discussed, including narrative-learning synthesis, supplementing the player's actions with feedback, and the development of a sufficient guidance system. The evaluation of Sustain City deployment is also presented. The assessment confirms the values of the serious games in promoting students' interests and learning in STEM fields.

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Section: Discussionmentioning

confidence: 99%

Balancing Fun and Learning in a Serious Game Design

Franzwa

Tang

Johnson

et al. 2014

International Journal of Game-Based Learning

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“…From the perspective of personalization, some researchers allow game players to choose roles, scenes or personalized cognitive training tasks according to their own preferences to achieve personalized game design (Reategui et al, 2006 ; Wei, 2009 ; Hollingdale and Greitemeyer, 2013 ; Lin et al, 2013 ; Li et al, 2016 ; Nagle et al, 2016 ; Orji et al, 2017 ; Orji and Moffatt, 2018 ; Soares et al, 2018 ; Waltemate et al, 2018 ; Zibrek et al, 2018 ; González et al, 2019 ; Knutas et al, 2019 ; Troussas et al, 2019 ). There are also some researchers from the adaptive point of view, by dynamically changing the parameters in the game, automatically adapting to the player's game difficulty, dynamically generating new content and other methods to achieve the adaptive design of the game (Carro et al, 2002 ; Hunicke, 2005 ; Togelius et al, 2010 ; Johnson et al, 2014 ; Li et al, 2014 ; Yannakakis and Togelius, 2015 ; Shaker et al, 2016 ; Schadenberg et al, 2017 ; Soler-Dominguez et al, 2017 ; Ashish et al, 2018 ; Lopes et al, 2018 ; Shi and Chen, 2018 ; Souza et al, 2018 ; Denisova and Cairns, 2019 ; Dey et al, 2019 ; Hendrix et al, 2019 ; Liang et al, 2019 ; Pan et al, 2019 ; Papadimitriou et al, 2019 ; Peng et al, 2019 ; Plass et al, 2019 ; Sepulveda et al, 2019 ). Relevant research showed that adding personalized design to electronic science games for improving cognitive abilities could enhance the cognitive training experience of gamers, stimulate their interest in cognitive training, and better enhance the training experience and cognition ability of gamers (Reategui et al, 2006 ; Wei, 2009 ; Hollingdale and Greitemeyer, 2013 ; Lin et al, 2013 ; Li et al, 2016 ; Nagle et al, 2016 ; Orji et al, 2017 ; Orji and Moffatt, 2018 ; Soares et al, 2018 ; Waltemate et al, 2018 ; Zibrek et al, 2018 ; González et al,…”

Section: Introductionmentioning

confidence: 99%

“…There are also some researchers from the adaptive point of view, by dynamically changing the parameters in the game, automatically adapting to the player's game difficulty, dynamically generating new content and other methods to achieve the adaptive design of the game (Carro et al, 2002 ; Hunicke, 2005 ; Togelius et al, 2010 ; Johnson et al, 2014 ; Li et al, 2014 ; Yannakakis and Togelius, 2015 ; Shaker et al, 2016 ; Schadenberg et al, 2017 ; Soler-Dominguez et al, 2017 ; Ashish et al, 2018 ; Lopes et al, 2018 ; Shi and Chen, 2018 ; Souza et al, 2018 ; Denisova and Cairns, 2019 ; Dey et al, 2019 ; Hendrix et al, 2019 ; Liang et al, 2019 ; Pan et al, 2019 ; Papadimitriou et al, 2019 ; Peng et al, 2019 ; Plass et al, 2019 ; Sepulveda et al, 2019 ). Relevant research showed that adding personalized design to electronic science games for improving cognitive abilities could enhance the cognitive training experience of gamers, stimulate their interest in cognitive training, and better enhance the training experience and cognition ability of gamers (Reategui et al, 2006 ; Wei, 2009 ; Hollingdale and Greitemeyer, 2013 ; Lin et al, 2013 ; Li et al, 2016 ; Nagle et al, 2016 ; Orji et al, 2017 ; Orji and Moffatt, 2018 ; Soares et al, 2018 ; Waltemate et al, 2018 ; Zibrek et al, 2018 ; González et al, 2019 ; Knutas et al, 2019 ; Troussas et al, 2019 ); adding adaptive design to electronic science games used to improve cognitive ability, which can match the player's level with the difficulty of the game, so that gamers can obtain the best training effect (Carro et al, 2002 ; Hunicke, 2005 ; Togelius et al, 2010 ; Johnson et al, 2014 ; Li et al, 2014 ; Yannakakis and Togelius, 2015 ; Shaker et al, 2016 ; Schadenberg et al, 2017 ; Soler-Dominguez et al, 2017 ; Ashish et al, 2018 ; Lopes et al, 2018 ; Shi and Chen,…”

Section: Introductionmentioning

confidence: 99%

Electronic Science Games Used to Enhance Cognitive Ability: Opinion of Design From Personalization and Adaptation

Dong

Wang

et al. 2021

Front. Aging Neurosci.

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“…Instead of offering hints or self-guided discovery, the system then provides the student with the exact sections of help that best fit their needs. Here, we briefly explain each module of the adaptive system, but refer readers to (Johnson et al, 2014] for the technical detail. timeliness of system knowledge of the student reflected in the student model.…”

Section: Overview Of the Knn-based Gridlockmentioning

confidence: 99%

The Effectiveness of an Adaptive Serious Game for Digital Logic Design

Tang¹,

Jahan²,

Bielefeldt³

2015 ASEE Annual Conference and Exposition Proceedings

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and developing pedagogical methods and materials to enhance engineering education. Her most recent educational research includes the collaboration with Tennessee State University and local high schools to infuse cyberinfrastructure learning experience into the pre-engineering and technology-based classrooms, the collaboration with community colleges to develop interactive games in empowering students with engineering literacy and problem-solving, the integration of system-on-chip concepts across two year Engineering Science and four year ECE curricula, and the implementation of an educational innovation that demonstrates science and engineering principles using an aquarium. Her work has resulted in over 100 journal and conference papers and book chapters. Dr. Kauser Jahan, Rowan UniversityKauser Jahan, is a Professor of Civil and Environmental Engineering at Rowan University. She received her B.S.C.E. from the Bangladesh University of Engineering and Technology, an MSCE from the University of Arkansas, Fayetteville and a Ph.D. from the University of Minnesota, Minneapolis. Her passion as an educator and mentor has been recognized by many professional organizations over the years. She is the recipient of the Gloucester County Women of Achievement Award, Lindback Foundation Teaching Award, the NJ ASCE Educator of the Year award, the Gary J. Hunter Excellence in Mentoring Award, the ASEE Environmental Engineering Division Meritorious Service Award, the ASEE Women in Engineering Division Sharon A. Keillor Award and the WEPAN Women in Engineering Initiative Award. She has been instrumental in establishing the Attracting Women into Engineering, the Engineers on Wheels and Engineering Clinics for Teachers programs at Rowan University. She has served as the Institutional Representative and Advisory Board Chair for the Women's Professional Network at Rowan University for six years and currently is an advisory board member of the New Jersey Chapter of the American Council on Education (ACE) Office of Women in Higher Education (OWHE). Mr. Talbot Bielefeldt, Clearwater Program EvaluationEducational program evaluator since 1995, working with a variety of federal, state, local, and corporate education initiatives. Current projects include evaluations of school/community and school/university grants focused on STEM education. The Effectiveness of An Adaptive Serious Game for Digital Logic Design ABSTRACTMost students benefit more deeply from guided learning than discovery learning. Even so, not all students are alike. Our research contention is that offering differentiated instructions that better fit students' educational needs in a narrative virtual reality (VR) environment will give them renewed hope for learning success. This paper presents such a development that augments an existing learning game, Gridlock, with an adaptive learning engine that assesses what really happens when a student's capacity is sabotaged in problem solving and to provide the help that is tailored to his/her needs. The game was deployed in Compute...

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kNN-based adaptive virtual reality game system

Cited by 10 publications

References 7 publications

Balancing Fun and Learning in a Serious Game Design

Balancing Fun and Learning in a Serious Game Design

Electronic Science Games Used to Enhance Cognitive Ability: Opinion of Design From Personalization and Adaptation

The Effectiveness of an Adaptive Serious Game for Digital Logic Design

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