Serious Game Adaptive Learning Systems.
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| Title: | Serious Game Adaptive Learning Systems. |
|---|---|
| Authors: | Obikwelu, Chinedu1 coobikwelu@uclan.ac.uk, Read, Janet1 JCRead@uclan.ac.uk |
| Source: | Proceedings of the European Conference on Games Based Learning. 2013, Vol. 2, p442-449. 8p. |
| Subject Terms: | *Educational games, *Educational technology, *Motivation (Psychology), *Psychological feedback, *Emotions |
| Abstract: | Serious games have evolved from the traditional one‐size‐fits‐all mode to a Dynamic Difficulty Adjustment (DDA) mode. DDA is an individualized approach that is based on the principle of adaptivity. For serious games, there is an emphasis on adapting hints and feedbacks according to the changing learner’s competence by using set rules. Adaptive Learning Systems (ALS) are sometimes referred to as Personalised Learning Systems (PLS).According to Karagiannidis and Sampson every PLS should answer the following questions ‐ What is the learning content being adapted? Which aspects of the learning experience ‘drive’ adaptations? What is the basis for adaptation? These questions make up the adaptation logic which differs from game to game and from model to model. This paper reviews the current literature by investigating different adaptation logics embodied in existing serious game Adaptive Learning Systems. These different Adaptive Learning Systems have been adopted by and proposed for serious games. The Adaptive Learning Systems investigated in this paper include the ‘NUCLEO’ framework which emphasizes collaboration in a Multi‐User Virtual Environment (MUVE) with role assignment and team formation adapted to learners; S.M.I.L.E which is more of an accessibility model accommodating player‐learner’s with handicaps by adapting quests with the uniqueness of allowing teachers to define educational games with stored educational materials; ‘Framework for Adaptive Game Presenters with Emotions and Social Comments’ which adapts emotions and social feedback; the Fine‐Tuning System (FTS) which is based on adaptive fading ‐ adapting scaffolds including feedbacks and hints based on the fading principle; and ALIGN which separates the game logic from the adaptation logic by creating reusable adaptation abstractions. The trend in assessment generation which is drifting from the traditional After Action Review (AAR) to assessment generation for adaptive interventions is also highlighted in this paper. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154182996 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Serious Game Adaptive Learning Systems. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Obikwelu%2C+Chinedu%22">Obikwelu, Chinedu</searchLink><relatesTo>1</relatesTo><i> coobikwelu@uclan.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Read%2C+Janet%22">Read, Janet</searchLink><relatesTo>1</relatesTo><i> JCRead@uclan.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+Games+Based+Learning%22">Proceedings of the European Conference on Games Based Learning</searchLink>. 2013, Vol. 2, p442-449. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Serious games have evolved from the traditional one‐size‐fits‐all mode to a Dynamic Difficulty Adjustment (DDA)  mode. DDA is an individualized approach that is based on the principle of adaptivity. For serious games, there is an  emphasis on adapting hints and feedbacks according to the changing learner’s competence by using set rules. Adaptive  Learning Systems (ALS) are sometimes referred to as Personalised Learning Systems (PLS).According to Karagiannidis and  Sampson every PLS should answer the following questions ‐ What is the learning content being adapted? Which aspects of  the learning experience ‘drive’ adaptations? What is the basis for adaptation? These questions make up the adaptation  logic which differs from game to game and from model to model. This paper reviews the current literature by investigating  different  adaptation  logics  embodied  in  existing  serious  game  Adaptive  Learning  Systems.  These  different  Adaptive  Learning Systems have been adopted by and proposed for serious games. The Adaptive Learning Systems investigated in  this paper include the ‘NUCLEO’ framework which emphasizes collaboration in a Multi‐User Virtual Environment (MUVE)  with  role  assignment  and  team  formation  adapted  to  learners;  S.M.I.L.E  which  is  more  of  an  accessibility  model  accommodating player‐learner’s with handicaps by adapting quests with the uniqueness of allowing teachers to define  educational games with stored educational materials; ‘Framework for Adaptive Game Presenters with Emotions and Social  Comments’ which adapts emotions and social feedback; the Fine‐Tuning System (FTS) which is based on adaptive fading ‐  adapting scaffolds including feedbacks and hints based on the fading principle; and ALIGN which separates the game logic  from the adaptation logic by creating reusable adaptation abstractions. The trend in assessment generation which is  drifting  from  the  traditional  After  Action  Review  (AAR)  to  assessment  generation  for  adaptive  interventions  is  also  highlighted in this paper. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on Games Based Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 442 Subjects: – SubjectFull: Educational games Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Emotions Type: general Titles: – TitleFull: Serious Game Adaptive Learning Systems. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Obikwelu, Chinedu – PersonEntity: Name: NameFull: Read, Janet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: 2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 20490992 Numbering: – Type: volume Value: 2 Titles: – TitleFull: Proceedings of the European Conference on Games Based Learning Type: main |
| ResultId | 1 |
