Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture

Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture

Sophie Callies (University of Québec à Montréal, Department of Computer Science, Montréal, Canada), Mathieu Gravel (University of Québec à Montréal, Department of Computer Science, Montréal, Canada), Eric Beaudry (University of Québec à Montréal, Department of Computer Science, Montréal, Canada) and Josianne Basque (TELUQ University, Department of Education, Québec, Canada)
Copyright: © 2017 |Pages: 19
DOI: 10.4018/IJGBL.2017040101

Abstract

This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the development of skills targeted in the game. The adaptation module uses this estimation to automatically plan an adapted sequence of in-game situations optimizing learning. We implemented our architecture in Game of Homes, a simulation serious game, which aims to train adults the basics of real estate. We built a scripted-based version of Game of Homes in order to compare the impact of scripted-based scenarios versus generated scenarios on learning progression. We qualitatively analyzed logs files of thirty-six adults who played Game of Homes for 90 minutes. The main results highlighted the specificity of the generated pedagogical scenarios for each learner and, more specifically, the optimization of the guidance provided and of the presentation of the learning content throughout the game.
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Theoretical Framework

Simulations offer a simplified version of reality, but remain complex and dynamic, and preserve crucial pedagogical features (Garris et al., 2002). Galarneau (2005) mentions that a simulation serious game must, in addition, include play and fun features. The latter maintain learners’ motivation and learners’ engagement at a high level, using for example scoring or competition. Figure 1 shows simulation, video game and pedagogical features, which all need to be integrated in a simulation serious game architecture.

Figure 1.

Simulation, video game and pedagogical features in simulation serious games

IJGBL.2017040101.f01

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