Adaptive Learning for Educational Game Design
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The document discusses adaptive learning for educational game design. It proposes the ALGAE (Adaptive Learning GAme dEsign) model, which consolidates instructional strategies and game design elements into a comprehensive adaptive learning model. The goal of the ALGAE model is to increase learning outcomes in educational games by determining the appropriate level of adaptiveness needed and incorporating key aspects of game design methodologies and instructional strategies. The document also reports on a survey that was conducted to help inform the development of the ALGAE model.
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Adaptive Learning for Educational Game Design
- 1. Adaptive Learning for Educational Game Design Dr. Ed Lavieri
- 2. Three Roads
- 3. Game Design Game Design Learners excited about games; not school Excite learners about game’s content ‘to learn’ is the fundamental motivating factor Traditional Game Design
- 4. Instructional Strategies Instructional Strategies Learner Concept Map Learning Object Ontology
- 5. Learning Theories Human Behavior Cognitive Factors Environmental Influences Behavior Respondent (prior cues) (emotional) Operant (produces rewards/punishments) (environment) Performs Operations (encoding) Information Storage Retention/Retrieval Generate Response to Info Evaluation Synthesis Analysis Application Understanding Knowledge P EB
- 7. Methodology Qualitative Exploratory Model Based Reasoning Tacit Epistemology Literature Review Integrated Model Survey Analysis Revised Model
- 8. ALGAE Adaptive Learning GAme dEsign (ALGAE)
- 11. Survey Instrument – Area of Focus Game Design INS-STR Adaptive Learning Not Identified 0 5 10 15 20 25 30 35 40 45 50 Focus Area Participant Primary Area of Focus
- 12. Survey Instrument – Expertise Levels Very Little Very Little Very Little Very Little Some Some Some Some Above Avg Above Avg Above Avg Above Avg Expert Expert Expert Expert 0 2 4 6 8 10 12 14 16 18 20 Game Design INS-STR Adaptive Other Game Design INS-STR Adaptive Other Expert 6 19 1 6 Above Avg 7 15 8 4 Some 2 9 2 1 Very Little 1 0 0 6 Participant Level of Expertise by Area of Focus
- 13. Survey Instrument - Industries Government/Military Academic Game Not-For-Profit Independent Other 0 10 20 30 40 50 60 Participant Industries (Select All That Apply) • No “Independent” Respondents • No “Not-For-Profit” Respondents • “Other” Write-ins: • Corporate Training & Development • Synthetic Intelligence • Libraries • Corporate and Non-Profit Online Training
- 14. Survey Instrument – Education Levels HS or Below HS or Below HS or Below HS or Below AS/AA AS/AA AS/AA AS/AA BS/BA BS/BA BS/BA BS/BA MS/MA MS/MA MS/MA MS/MA Doctorate Doctorate Doctorate Doctorate 0 5 10 15 20 25 Game Design INS-STR Adaptive Oher Participant Education Levels
- 15. RQ1 How can an adaptive learning model’s effectiveness be assessed? 0 1 2 3 4 5 6 assessments automated analytics baseline / benchmarks case studies expert opnion learner retention learning outcomes measured over time
- 16. RQ2 What characteristics of an adaptive learning model need to be evaluated in order to determine the model’s efficacy? 0 2 4 6 8 10 12
- 17. RQ3 What are the key conceptual elements of game design methodologies that should be incorporated into a comprehensive adaptive learning model? Missing Intuitive Transreality Component Storage Measurement Systems Video Tutorials Aesthetics Role of Trainer Personalization, Engaging, Challenging, Completion Certificate Complex Open-Ended Problem Space Unnecessary Social Connectivity / Collaborative Punishment System Instructional Strategies System Contextual Feedback NPCs Motivated
- 18. RQ4 What are the key instructional strategies that should be incorporated into a comprehensive adaptive learning model?
- 19. RQ5 What level of adaptiveness is necessary to increase learning outcomes in educational games? Level of Adaptiveness Design & Development Difficulty
- 20. RQ6-A What are the advantages. . .of using the ALGAE model? Inst.DesignersGameDesigners - Structure / guidelines - Game success - Improved outcomes - Non-exclusive gameplay - Link between GD & EDU - Structure / guidelines - Checklist / job aid - Understanding in-game adaptivity
- 21. RQ6-B What are the. . . disadvantages of using the ALGAE model? Inst.DesignersGameDesigners - Specificity of LOs - Difficult to comprehend - Difficult to implement - Change / buy-in - Collaboration with educators
- 22. RQ7 How does the ALGAE model support adaptive learning? Content-Related Adapts presentation of content Participation-based content creation Makes content effective Delivers adaptive content Based on learner needs Links Content to storyline Instruction and goals Goals to KSAAMs Learner-Focused Adaptable learning path In-game progression drives difficultly level
- 23. RQ8 What are the benefits and challenges when using a focused vs. an unfocused approach to implementing a specific game design model? UnfocusedFocused Consistency Accuracy Coordination Scope Management Flexibility Adaptability Creativity Inflexibility Stifles Creativity People Time Consuming Hard to Implement Implementation Approach
- 24. Implications Basic Guideline Checklist Data Schema Unknown Level of Adaptiveness (RQ5) Figure 5.41 Opinions of Usability
- 25. Art of the Possible
- 26. Future Research Near Term Detailed model analysis Focused / unfocused implementation Assessment tool Determine adaptiveness level Map to serious game heuristics Longer Term Domain ontology & repository integration method Learner retention methods Deep immersion Determine ethical, social, and cultural issues Measuring connectivity between ALGAE components Collaboration Invitation: MIT Education Arcade and Learning Games Network
- 27. Three Roads & ALGAE
- 28. Adaptive Learning Instructional Strategies Game Design Adaptive Learning for Educational Game Design Dr. Ed Lavieri
Editor's Notes
- Conclusion Slide