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Communications of the ACM
User Modeling and User-Adapted Interaction
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I3D '03 Proceedings of the 2003 symposium on Interactive 3D graphics
Serious Games: Games That Educate, Train, and Inform
Serious Games: Games That Educate, Train, and Inform
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Communications of the ACM
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Proceedings of the international conference on Advances in computer entertainment technology
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Communications of the ACM - Creating a science of games
Communications of the ACM - Creating a science of games
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Journal on Educational Resources in Computing (JERIC)
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ACHI '08 Proceedings of the First International Conference on Advances in Computer-Human Interaction
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Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
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Proceedings of the 3rd international conference on Digital Interactive Media in Entertainment and Arts
Flow and immersion in first-person shooters: measuring the player's gameplay experience
Future Play '08 Proceedings of the 2008 Conference on Future Play: Research, Play, Share
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Computers in Entertainment (CIE) - SPECIAL ISSUE: Media Arts and Games (Part II)
Serious Games for Language Learning: How Much Game, How Much AI?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Q-learning with linear function approximation
COLT'07 Proceedings of the 20th annual conference on Learning theory
A serious game model for cultural heritage
Journal on Computing and Cultural Heritage (JOCCH)
Assessment in and of serious games: an overview
Advances in Human-Computer Interaction - Special issue on User Assessment in Serious Games and Technology-Enhanced Learning
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SGs represent a great potential for education since they can join an instructional value with the appealing language of digital natives. Searching for methodologies to support effective authoring of Serious Games (SGs), we have abstracted a model consisting of a 3D geo-referenced Virtual World (VW) where knowledge is implemented also through tasks that are disseminated across the environment. The model is designed to support authors to focus on defining the tasks' content and annotation (e.g. relevance to various topics, difficulty, position in the VW, typology of supported learning styles, interrelation with other tasks and events, etc.), without being asked to do game scripting, which typically involves hard-coding events, actions, locations and contents of a specific game. Task annotation allows reusing tasks also in different games. Moreover, different game designers can exploit repositories of tasks and build educational games specifying a VW, and its missions as sequences of tasks that meet learning strategy criteria that can be expressed through the proposed framework. This model opens new perspectives to pedagogical experts and game designers to develop runtime game engines able to provide players with adaptive contents. The paper presents the user, task and learning strategy models in detail and an example of application.