university of dublin trinity college adaptive educational games: providing non-invasive personalised...
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University of DublinTrinity College
Adaptive Educational Games: Providing Non-invasive Personalised
Learning Experiences
Neil Peirce, Owen Conlan, Vincent WadeTrinity College Dublin
17th November 2008DIGITEL 2008, Banff, Canada
University of DublinTrinity College
Overview Motivation Proposal Our Approach Design Architecture Case Study Experimental Results
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Motivation Current Situation
• Growing Interest in Serious Games
• Motivating Learning Environments
Current Problems• Entertaining but with
limited educational benefit• Breaking the game
‘Shavian Reversals’
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Proposal Perhaps we can enhance learning in games using
Adaptation Adapt the game for each player so we can provide a
personalised learning experience Example – Macroadaptivity/ Microadaptivity Problems and Pitfalls
• Breaking the game when we modify it Game Narrative and ‘Flow’
• Tight integration adds to game development complexity
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Our Approach What if…
• We non-invasively modify the game Preserving Narrative, ‘Flow’, and gameplay
• We provide the adaptation as service Not Embedded Reusable, Flexible, Extensible A Separation of Educational Adaptation and Game Logic
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Design
Key Aspects• Inferred Evidence• Context Accumulation• Adaptive Elements• Multi-stage constraint
Motivation
FlowExperience
Meta-Cognitive Support
Meta-Reflection Support
LudicActivities
Narrative LearningStyles
Game Design Educational Adaptation
Know the User Know the Game Know the impact of
Changes
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Game Interface Game Output
• Player/NPC locations• Player task success• Player requests• Confidence feedback
Adaptation Output• References to Adaptive Elements to activate
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Architecture Generic Adaptation
• Potentially Reusable Mapping between
game specifics and abstracted adaptation
Ability to author/modify the game and adaptation independently
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Architecture
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Implementation Standalone Java Application Utilises JBoss Drools Rule Engine
• Adaptation, Constraint, and Inference Rules• Fast & Scalable
Custom CbKST implementation• <50ms response times
Game Engine Communication via TCP socket• Custom protocol
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Case Study - ELEKTRA
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FP6 EU Commission Project
Immersive 3D Game Narrative driven adventure Physics of Optics for 13-15
year olds Multiple Forms of
Adaptation Realised
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Adaptive Element
Example Adaptation Reducing Skill Trend
Identified
Player Confidence Degrees Do Not Match Task Successes
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Wood is a medium-weight and non-magnetic material. It is not
influenced by the magnet, but can be influenced by
the fan
You're successful in finding the solution. But you are
not showing me that I can trust your judgment
Adaptive Element
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Adaptation Setup Rules Authoring (65 rules)
• Adaptive Element Constraint• Rule flows
Knowledge Space Theory (KST) Ontology Adaptive Element Authoring (197 elements)
• “I’m not sure what you did will help us to solve the problem.”• “…but you were right to stay cautious”• “Some concepts may be new to you, but don’t be discouraged.”
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Experimental Results No adverse affect on flow
Higher amount of invested effort and a higher degree of absorbedness
Higher relatedness with the Galileo NPC
Higher usefulness of the slope device
Higher confidence in their own learning achievement
Easier handling (lower Extraneous Cognitive Load) of the slope device
Approach to solution
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neutral hint adaptive hint counter-adaptivehint
no hint
Hint typeM
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Related Work Façade Tactical Language & Cultural Training System
(TLCTS) <e-adventure> ELEKTRA Project (www.elektra-project.org) 80Days Project (www.eightydays.eu)
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Conclusion Novel Approach Promising results Future Work
• Additional game in development
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Questions
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