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'Gea2': A Serious Game for Technology-Enhanced Learning in STEM

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Title: 'Gea2': A Serious Game for Technology-Enhanced Learning in STEM
Language: English
Authors: Ferro, Lauren S., Sapio, Francesco (ORCID 0000-0001-8313-4693), Terracina, Annalisa, Temperini, Marco (ORCID 0000-0002-8597-4634), Mecella, Massimo (ORCID 0000-0002-9730-8882)
Source: IEEE Transactions on Learning Technologies. Dec 2021 14(6):723-739.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Educational Games, STEM Education, Technology Uses in Education, Intelligent Tutoring Systems, Electronic Learning, High School Students, Game Based Learning, Artificial Intelligence
DOI: 10.1109/TLT.2022.3143519
ISSN: 1939-1382
Abstract: Education and training are among the fields taking advantage of serious games (SGs). In this article, we present Gea 2: A New Earth, a digital SG developed as an immersive 3-D virtual learning environment, integrating several educational resources, including multimedia learning material, communication tools, and intelligent tutoring support. The game aims to complement traditional classroom activities in science, technology, engineering, and mathematics (STEM), for high school students and teachers. It incorporates an intelligent pedagogical agent that can converse in natural language with the student and provides unsolicited hints during gameplay. This article presents the game and its evaluation based on experiments involving about 100 participants. We think that the results presented here add to the research on game-based learning for STEM, by proposing a complex game system, where artificial intelligence techniques are integrated to support students' learning, and by confirming that the game experience can be attractive for the learners, also in very constrained classroom environments, such as those we operated in.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333465
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Ferro%2C+Lauren+S%2E%22">Ferro, Lauren S.</searchLink><br /><searchLink fieldCode="AR" term="%22Sapio%2C+Francesco%22">Sapio, Francesco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8313-4693">0000-0001-8313-4693</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terracina%2C+Annalisa%22">Terracina, Annalisa</searchLink><br /><searchLink fieldCode="AR" term="%22Temperini%2C+Marco%22">Temperini, Marco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8597-4634">0000-0002-8597-4634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mecella%2C+Massimo%22">Mecella, Massimo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9730-8882">0000-0002-9730-8882</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Learning+Technologies%22"><i>IEEE Transactions on Learning Technologies</i></searchLink>. Dec 2021 14(6):723-739.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
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  Data: 10.1109/TLT.2022.3143519
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  Data: 1939-1382
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  Data: Education and training are among the fields taking advantage of serious games (SGs). In this article, we present Gea 2: A New Earth, a digital SG developed as an immersive 3-D virtual learning environment, integrating several educational resources, including multimedia learning material, communication tools, and intelligent tutoring support. The game aims to complement traditional classroom activities in science, technology, engineering, and mathematics (STEM), for high school students and teachers. It incorporates an intelligent pedagogical agent that can converse in natural language with the student and provides unsolicited hints during gameplay. This article presents the game and its evaluation based on experiments involving about 100 participants. We think that the results presented here add to the research on game-based learning for STEM, by proposing a complex game system, where artificial intelligence techniques are integrated to support students' learning, and by confirming that the game experience can be attractive for the learners, also in very constrained classroom environments, such as those we operated in.
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