NLP for Serious Games

NLP for Serious Games

John Vrettaros (University of Patras, Greece), George Ximeris (University of Piraeus, Greece) and Eugenia Koleza (University of Patras, Greece)
DOI: 10.4018/978-1-4666-5888-2.ch511
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Abstract

In this chapter we will analyze the potential derived from neuro-linguistic programming for the purpose of designing serious games and adaptive educational systems based on the user. First, the term neuro-linguistic programming will be introduced as well as the endless uses acquired through powerful techniques which have been applied in learning activities with great success inside the class. Next we will explain how we can model the neuro-linguistic programming patterns into learning scenarios of a serious game as well as the ability to work depending on the learning profile of every individual student. Lastly, we provide examples for the use of UML language inside the modeling of the techniques of neuro-linguistic programming, for the design and the implementation of a serious game.
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Introduction

The Serious Games is a blooming industry which either complements or substitutes completely the given educational methods. The IDATE (Laurent Michaud, 2010) estimates research shows that The Serious Games sector is expected to grow significantly as it currently generates 1.5 billion with an average annual growth rate of 47% between 2010 and 2015. The application of neuro-linguistic programming (NLP) in the field of education in the last decade is great and very important, and there are several countries and international organisations that have started to apply it massively in classes, just like cbdf who has been applied in a wide range tryout in England.

A beneficial factor that will help this newly-growing technology is the right choosing of pedagogical design techniques and strategies which, when applied, will create an effective learning method. This kind of approach suits the style of Neuro Linguistic Programming (NLP) because it combines the conscious and the sub-conscious learning procedure as well as the acquisition of specific skills.

Also, many researches and applications about the methods of NLP exist in American universities as well as Australian, Indian and other universities of the middle east and Europe but still, not one research about the application of this methodology in educational programs through a computer and in serious games exists in the international bibliography. (www.epistimonikomarketing.gr/telika-ti-einai-o-NLP/)

The purpose of this chapter is to study the importance and the ability to fit the neuro-linguistic programming in the design of serious games and in educational programs generally, through a cbt computer.

For the documentation of the importance and the application ability of this method we will introduce in the beginning a pedagogical documentation about the significance of using this method as well as the abilities this gives on the cbt, sg and then, in order to prove the feasibility of it, we will explain one NLP pattern modelling proposal using UML language in order to be able to fit in the design of the educational process and the lesson plans for the use of an sg. Also, we will mention the importance of the NLP methodology for the education of people with disabilities.

Generally we can say that the modelling NLP skills provide us with very accurate tools that are needed in order to understand the different range of the subjective experience of the trainee, and to find where he has answered wrong. In many cases, the only thing that is needed is the addition or the deletion of one simple step to the learning strategy of the trainee so that when the wrong stage is eliminated, learning is happening and the NLP patterns greatly help in this process through which we can find the appropriate steps in our learning strategy of the trainee.

The NLP methodology takes into account the learning type, the multisensored learning, the establishing of the objective, the auto-inducement and other very important learning factors which are significant in the development of adaptive multimedia systems for educational applications.

For the purpose of comprehension we will introduce some examples of NLP Techniques (Wikipedia) like Anchoring Reframing, as well as ways these techniques can be represented through UML diagrams, like Activity diagrams, State chart diagrams etc for the design of and sg or cbt.

Lastly, ideas for further research in the modelling of NLP techniques for more complex applications will be introduced, focusing on methods and models like the Milton model (Wikipedia) which is a hypnotherapy model based on language patterns for hypnotic communication.

Key Terms in this Chapter

Unified Modeling Language (UML): A general-purpose modeling language in the field of software engineering.

Education: Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research.

Serious Game: A game designed for learning as a primary purpose other than pure entertainment.

Edutainment: Any entertainment content that is designed to educate as well as to entertain.

Computer-Based Learning(CBT): The use of electronic media and information and communication technologies in education.

Anchoring: Anchoring in neuro-linguistic programming is a term used for the process by which you apply a gesture, touch or sound at the peak of a state, either in oneself or someone else.

Neuro-Linguistic Programming (NLP): Is a method of communication and personal development.

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