Identificação e Adaptação do Nível de Habilidade em Jogos Educacionais
Resumo
A denominação jogos sérios ou jogos educacionais refere-se àqueles criados com o objetivo de ensinar e aprender. Um desafio recorrente no desenvolvimento desses jogos é balancear o aprendizado e a diversão. Dentre as abordagens desenvolvidas para tratar este problema, está a adaptação com o auxílio de técnicas de aprendizagem de máquina. Este artigo apresenta a criação de um método baseado nos padrões de design de jogos educacionais e no modelo ARCS de motivação, somado à adaptação de uma rede neural artificial a fim de balancear a dificuldade do jogo. Descreve-se ainda o desenvolvimento de um jogo educacional segundo o método proposto. O aplicativo foi validado por alunos do curso de Engenharia da Computação da Universidade Federal do Amazonas.
Palavras-chave:
Jogos Educacionais, Aprendizagem de Máquina, Design de Jogos, Motivação, Rede Neural Artificial
Referências
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Bouvier, P., Sehaba, K. and Lavoué, É. (2014). A trace-based approach to identifying users’ engagement and qualifying their engaged-behaviours in interactive systems: application to a social game. User Modeling and User-Adapted Interaction, 24(5), 413-451.
Chun, Y., Youm, K. and Oh, K. (2015). Difficulty Balancing and Review Management System for Smart Mobile Learning. International Journal of Multimedia and Ubiquitous Engineering, 10(1), 219-226.
Erhel, S. and Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Hunicke, R. (2005). The case for dynamic difficulty adjustment in games. In Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology (pp. 429-433). ACM.
Jovanovic, M., Starcevic, D., Minovic, M. and Stavljanin, V. (2011). Motivation and multimodal interaction in model-driven educational game design. IEEE Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 41(4), 817-824.
Ke, F. and Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38(2), 249-259.
Kelle, S., Klemke, R. and Specht, M. (2011). Design patterns for learning games. International Journal of Technology Enhanced Learning, 3(6), 555-569.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Kim, B., Park, H. and Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
Peirce, N., Conlan, O. and Wade, V. (2008). Adaptive educational games: Providing non-invasive personalised learning experiences. In Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on (pp. 28-35). IEEE.
Pogacnik, M., Guna, J., Papic, M. and Bester, J. (2009). Quest For Knowledge-A mobile learning platform. In EUROCON 2009, EUROCON'09. IEEE (pp. 1305-1308). IEEE.
Shuell, T.J. and Moran, K.A. (1994) ‘Learning theories: historical overview and trends’, in T. Husen and T.N. Postlethwaite (Eds.): The International Encyclopedia of Education, 2nd ed., pp.3340–3345, Pergamon, Oxford, UK.
Susi, T., Johannesson, M. and Backlund, P. (2007). Serious games: An overview. Technical Report HS-IKI-TR-07-001, School of Humanities and Informatics, University of Skövde, Sweden.
Bouvier, P., Sehaba, K. and Lavoué, É. (2014). A trace-based approach to identifying users’ engagement and qualifying their engaged-behaviours in interactive systems: application to a social game. User Modeling and User-Adapted Interaction, 24(5), 413-451.
Chun, Y., Youm, K. and Oh, K. (2015). Difficulty Balancing and Review Management System for Smart Mobile Learning. International Journal of Multimedia and Ubiquitous Engineering, 10(1), 219-226.
Erhel, S. and Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Hunicke, R. (2005). The case for dynamic difficulty adjustment in games. In Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology (pp. 429-433). ACM.
Jovanovic, M., Starcevic, D., Minovic, M. and Stavljanin, V. (2011). Motivation and multimodal interaction in model-driven educational game design. IEEE Transactions on Systems, Man, and Cybernetics-Part A: Systems and Humans, 41(4), 817-824.
Ke, F. and Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38(2), 249-259.
Kelle, S., Klemke, R. and Specht, M. (2011). Design patterns for learning games. International Journal of Technology Enhanced Learning, 3(6), 555-569.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
Kim, B., Park, H. and Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
Peirce, N., Conlan, O. and Wade, V. (2008). Adaptive educational games: Providing non-invasive personalised learning experiences. In Digital Games and Intelligent Toys Based Education, 2008 Second IEEE International Conference on (pp. 28-35). IEEE.
Pogacnik, M., Guna, J., Papic, M. and Bester, J. (2009). Quest For Knowledge-A mobile learning platform. In EUROCON 2009, EUROCON'09. IEEE (pp. 1305-1308). IEEE.
Shuell, T.J. and Moran, K.A. (1994) ‘Learning theories: historical overview and trends’, in T. Husen and T.N. Postlethwaite (Eds.): The International Encyclopedia of Education, 2nd ed., pp.3340–3345, Pergamon, Oxford, UK.
Susi, T., Johannesson, M. and Backlund, P. (2007). Serious games: An overview. Technical Report HS-IKI-TR-07-001, School of Humanities and Informatics, University of Skövde, Sweden.
Publicado
30/10/2017
Como Citar
SILVA, Gabriel R.; OLIVEIRA, Elaine H. T.; PIO, José Luiz S..
Identificação e Adaptação do Nível de Habilidade em Jogos Educacionais. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 28. , 2017, Recife/PE.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2017
.
p. 704-713.
DOI: https://doi.org/10.5753/cbie.sbie.2017.704.
