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Article
Publication date: 18 April 2017

Boyan Bontchev and Dessislava Vassileva

This paper aims to clarify how affect-based adaptation can improve implicit recognition of playing style of individuals during game sessions. This study presents the “Rush for…

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Abstract

Purpose

This paper aims to clarify how affect-based adaptation can improve implicit recognition of playing style of individuals during game sessions. This study presents the “Rush for Gold” game using dynamic difficulty adjustment of tasks based on both player performance and affectation inferred through electrodermal activity and facial expressions of the player. The game applies linear regression for calculating playing styles to be applied for achieving a style-based adaptation in other educational video games.

Design/methodology/approach

The experimental procedure included subject selection, demonstration, informed consent procedure, two game sessions in random order – one without and another with affective adaptation control – and post-game self-report. The experiment was conducted with participation of 30 master students and university lecturers in informatics.

Findings

This study presents experimental results concerning the impact of affective adaptation over playing style recognition, game session time, task’s effectiveness, efficiency and difficulty and, as well, player’s assessment of affectively adaptive gameplay obtained by an adaptation control panel embedded into the game and by post-game self-report.

Research limitations/implications

The proposed adaptive game limits recognised styles to such based on the Kolb’s Learning Style Inventory model. Another limitation of the study is the relatively small number of participants constrained by the extended experimental procedure and the desktop game version.

Originality/value

The paper presents an original research on the effect of affect-based adaptation on a novel approach for implicit recognition of playing styles.

Details

Interactive Technology and Smart Education, vol. 14 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 11 January 2021

Boyan Paskalev Bontchev, Valentina Terzieva and Elena Paunova-Hubenova

The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of…

Abstract

Purpose

The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of the student that comprises user, learner and player-related aspects of the student’s profile. Each of the considered user, learner and player sub-models has a static and dynamic group of characteristics. These characteristics assist general approaches for learning mazes game personalization applied to embedded mini-games (designed as information units, learning objects and educational tasks) so that to be adjustable and to enable learners to acquire knowledge more effectively.

Design/methodology/approach

A student modelling approach was applied to design the personalization of learning content in the educational maze game and each of them contained mini-games. To evaluate the student’s preferences about the types of mini-games and ways of their personalization depending on individual and group student characteristics, the authors conducted an online survey.

Findings

This study presents examples of personalization of four types of mini-games available in maze halls, namely, question, searching, arranging and action games. Next, the research discusses findings from an online survey aiming at the evaluation of the preferred types of mini-games and the way of their personalization. There are analysed results concerning the impact of the student model characteristics on the preferred ways of personalization in educational maze games, together with criteria for personalization of educational resources according to student’s level of knowledge, age, goals and learning style.

Research limitations/implications

A significant limitation of the research is the relatively small number of survey participants and the lack of studying the impact of learning and playing styles over game personalization. Another limitation of the study is the inclusion of only some of the mini-games within the demonstration maze, which respondents play before answering the survey questions.

Originality/value

This paper presents original research on the personalization of educational maze game based on a model of the student profile that comprises both static and dynamic properties reflecting user, learner and player-related aspects of the student character, together with results obtained from an online survey.

Details

Interactive Technology and Smart Education, vol. 18 no. 1
Type: Research Article
ISSN: 1741-5659

Keywords

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