Adaptive Learning for Educational Game Design
Dr. Ed Lavieri
Three Roads
Game DesignGam
e Desig
n
Learners excited about games; not school
Excite learners about game’s content
‘to learn’ is the fundamental motivating factor
Traditional Game Design
Instructional Strategies
Instructional Strategies
Learner Concept Map Learning Object Ontology
Learning Theories
Human Behavior
Cognitive Factors
Environmental Influences
Behavior
Respondent(prior cues)(emotional)
Operant(produces
rewards/punishments)(environment)
Performs Operations(encoding)
Information
StorageRetention/Retrieval
GenerateResponse to Info
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
Instructional Problem
Learner’s Characteristic
s
Test Analysis
Instructional Objectives
Content Sequencing
Instructional Strategies
Designing the Message
Instructional Delivery
Evaluation Instruments
P
EB
Adaptive LearningAdaptive Learning
MethodologyQualitative Exploratory
Model Based Reasoning
Tacit Epistemology
Literature
Review
Integrated
ModelSurvey Analysis Revised
Model
ALGAE
Adaptive Learning GAme dEsign (ALGAE)
ALGAE Model
Consolidated
Instructional Strategies
Model (CISM)
ALGAE Model
Comprehensive
Adaptive Learning
Model (CALM)
Survey Instrument – Area of Focus
Focus Area
0 5 10 15 20 25 30 35 40 45 50
Game Design
INS-STR
Adaptive Learning
Not Identified
Participant Primary Area of Focus
Survey Instrument – Expertise Levels
Game Design
INS-STR
Adaptive
Other
1 3 5 7 9 11 13 15 17 19Game Design INS-STR Adaptive Other
Very Little 1 0 0 6
Some 2 9 2 1
Above Avg 7 15 8 4
Expert 6 19 1 6
Very Little
Very Little
Very Little
Very Little
Some
Some
Some
Some
Above Avg
Above Avg
Above Avg
Above Avg
Expert
Expert
Expert
Expert
Participant Level of Expertise by Area of Focus
Survey Instrument - Industries
0 10 20 30 40 50 60
Government/Military
Academic
Game
Not-For-Profit
Independent
Other
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
Survey Instrument – Education Levels
Game Design
INS-STR
Adaptive
Oher
0 5 10 15 20 25
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
Participant Education Levels
RQ1How can an adaptive learning model’s effectiveness be assessed?
asse
ssm
ents
auto
mat
ed a
naly
tics
base
line
/ ben
chm
arks
case
stu
dies
expe
rt op
nion
lear
ner r
eten
tion
lear
ning
out
com
es
mea
sure
d ov
er ti
me
0
1
2
3
4
5
6
RQ2 What characteristics of an adaptive learning model need to be evaluated in order to determine the model’s efficacy?
Adapt
iven
ess
Conte
nt D
eliv
ery
Reten
tion
Lear
ning
Out
com
es
Corre
latio
n to
LOs
Usabi
lity
Enga
gem
ent
Asses
smen
t
Rewar
d Sy
stem
Attitu
de
Motiv
atio
n
Cost E
ffectiv
enes
s
Stud
ent P
erfo
rman
ce
Rapid
Feed
back
0
2
4
6
8
10
12
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
Survey Participant Opinion
RQ4 What are the key instructional strategies that should be incorporated into a comprehensive adaptive learning model?
RQ5What level of adaptiveness is necessary to increase learning outcomes in educational games?
Level of Adaptiveness
Design & DevelopmentDifficulty
Level of AdaptivenessDesign & Development
Difficulty
RQ6-A What are the advantages. . .of using the ALGAE model?
I
nst.
Desig
ners
G
am
e D
esig
ners
- Structure / guidelines- Game success- Improved outcomes- Non-exclusive gameplay- Link between GD & EDU
- Structure / guidelines- Checklist / job aid- Understanding in-
game adaptivity
RQ6-B
What are the. . . disadvantages of using the ALGAE model?
I
nst.
Desig
ners
G
am
e D
esig
ners
- Specificity of LOs
- Difficult to comprehend- Difficult to implement- Change / buy-in
- Collaboration with educators
RQ7How does the ALGAE model support adaptive learning?
Content-RelatedAdapts 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-FocusedAdaptable learning path
In-game progression drives difficultly level
RQ8What are the benefits and challenges when using a focused vs. an unfocused approach to implementing a specific game design model?
UnfocusedFocused
ConsistencyAccuracy
CoordinationScope Management
FlexibilityAdaptabilityCreativity
InflexibilityStifles Creativity
People
Time ConsumingHard to Implement
Implementation Approach
ImplicationsBasic Guideline
Checklist
Data Schema
Unknown Level of Adaptiveness (RQ5)
Figure 5.41
Opinions of Usability
Art of the Possible
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
Three Roads & ALGAE
Adaptive Learning
Instructional
Strategies
Game Design
Adaptive Learning for Educational Game Design
Dr. Ed Lavieri