Using frustration in the design of adaptive videogames
Proceedings of the 2004 ACM SIGCHI International Conference on Advances in computer entertainment technology
The case for dynamic difficulty adjustment in games
Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology
Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences
Games for science and engineering education
Communications of the ACM - Creating a science of games
Instructor-Oriented Authoring Tools for Educational Videogames
ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Educational game design for online education
Computers in Human Behavior
Learning Models for the Integration of Adaptive Educational Games in Virtual Learning Environments
Edutainment '08 Proceedings of the 3rd international conference on Technologies for E-Learning and Digital Entertainment
Adaptive Educational Games: Providing Non-invasive Personalised Learning Experiences
DIGITEL '08 Proceedings of the 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
Transactions on edutainment I
Community adaptive educational games
ICWL'10 Proceedings of the 2010 international conference on New horizons in web-based learning
Game-like language learning in 3-D virtual environments
Computers & Education
GOALS: generator of adaptive learning scenarios
International Journal of Learning Technology
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Serious games are becoming a powerful tool in education. However, there are still open issues needing further research to generalize the use of videogames and game-like simulations in the educational system. On the one hand, how to take advantage of the videogames' inherent adaptation behaviour in order to maximize the effectiveness of the learning experiences is still a world worth to be explored. On the other, there is still a need to develop mechanisms to track and evaluate the performance of the students when they use these learning tools. Finally, it is necessary to elaborate further game-based learning architectures that facilitate the delivery and distribution of the games to the students. In this paper we propose how to deal with all these issues taking also into account other relevant aspects such as development cost and instructor implication. This is exemplified with the HCT game, produced in cooperation with professors of the Complutense University School of Medicine at Madrid.