A Conceptual Proposal for an Architecture of an Adaptive Gamebook with GLA and GenAI for Interdisciplinary Learning
Resumo
Serious games have been widely explored to promote engagement and active learning. However, most systems lack mechanisms to dynamically adapt educational content based on learner interactions during gameplay. This work proposes a conceptual architecture for an adaptive educational gamebook that integrates Game Learning Analytics (GLA) and Generative Artificial Intelligence (GenAI) for real-time personalization of the learning experience. Based on Intelligent Tutoring Systems, the architecture defines a continuous cycle in which GLA analyzes player interactions to update a Student Model, whose state guides GenAI-based scenario and narrative generation. A functional Unity prototype was developed to instantiate selected architectural components and demonstrate the technical feasibility of connecting player choices with GenAI-generated content. The pilot evaluation provided preliminary feedback on usability, narrative clarity, visual design, and perceived educational potential, but did not assess learning outcomes or validate the proposed adaptation mechanisms. The complete closed loop involving GLA-based Student Model updates and Domain Model-conditioned generation remains to be implemented and empirically validated. The proposed architecture provides a conceptual and technical foundation for personalized, adaptive, and interdisciplinary learning environments.
Palavras-chave:
Serious Games, Game Learning Analytics, Generative Artificial Intelligence
Referências
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Andreas Alexiou and Michaéla C. Schippers. 2018. Digital Game Elements, User Experience and Learning: A Conceptual Framework. Education and Information Technologies 23 (2018), 2545–2567. DOI: 10.1007/s10639-018-9730-6
Cristina Alonso-Fernández, Antonio Calvo-Morata, Manuel Freire, Iván Martínez-Ortiz, and Baltasar Fernández-Manjón. 2022. Game learning analytics:: Blending visual and data mining techniques to improve serious games and to better understand player learning. Journal of Learning Analytics 9, 3 (2022), 32–49.
Diego Avila-Pesantez, Brandon Alexander Tubón Usca, Bryan Gagñay Angamarca, and L. Miriam Avila. 2021. Improving the Serious Game design using Game Learning Analytics and Eye-tracking: A pilot study. In 2021 IEEE URUCON. 536–540. DOI: 10.1109/URUCON53396.2021.9647058
Derman Bulut, Yavuz Samur, and Zeynep Cömert. 2022. The effect of educational game design process on students’ creativity. Smart Learning Environments 9, 1 (2022), 8.
Ana R. Cano, Baltasar Fernández-Manjón, and Alvaro José García-Tejedor. 2016. GLAID: Designing a Game Learning Analytics Model to Analyze the Learning Process in Users with Intellectual Disabilities. In Serious Games, Interaction and Simulation: 6th International Conference, SGAMES 2016, Porto, Portugal, June 16-17, 2016, Revised Selected Papers, Vol. 176. DOI: 10.1007/978-3-319-51055-2_7
Douglas B. Clark, Emily E. Tanner-Smith, and Stephen S. Killingsworth. 2016. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research 86, 1 (2016), 79–122. DOI: 10.3102/0034654315582065
Michele D. Dickey. 2006. Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development 54 (2006), 245–263. DOI: 10.1007/s11423-006-8806-y
Electronic Arts. 2009. What is Spore. [link] Jogo digital.
M. Fitzgerald, S. Bartlett, and S. Salimpour. 2019. Capturing the Cosmos: Teaching Astronomy (and More) Through Astrophotography in Middle School. Robotic Telescopes, Student Research and Education (RTSRE) Proceedings 2, 1 (2019). DOI: 10. 32374/rtsre.2019.010
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences 111, 23 (2014), 8410–8415. DOI: 10.1073/pnas.1319030111
Arthur C. Graesser, MarkW. Conley, and AndrewOlney. 2012. Intelligent tutoring systems. In APA Educational Psychology Handbook, Vol. 3: Application to Learning and Teaching, K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, and J. Sweller (Eds.). American Psychological Association, Washington, DC, 451–473.
Hoda Harati et al. 2021. Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills. Education Sciences 11, 10 (2021), 603.
Hello Games. 2016. No Man’s Sky. [link] Jogo digital de exploração procedural.
Dongpeng Huang and James E. Katz. 2025. GenAI Learning for Game Design: Both Prior Self-Transcendent Pursuit and Material Desire Contribute to a Positive Experience. Big Data and Cognitive Computing 9, 4 (2025), 78.
Y. Li, D. Chen, and X. Deng. 2024. The Impact of Digital Educational Games on Student’s Motivation for Learning: The Mediating Effect of Learning Engagement and the Moderating Effect of the Digital Environment. PLoS One 19, 1 (2024), e0294350.
Y. Ling et al. 2019. Developing Middle School Students’ Problem-Solving Ability Through Interdisciplinary Project-Based Learning. Computers & Education (2019).
Jewoong Moon et al. 2025. Generative Artificial Intelligence in Educational Game Design: Nuanced Challenges, Design Implications, and Future Research. Technology, Knowledge and Learning 30, 1 (2025), 447–459.
Michela Mortara, Chiara Eva Catalano, Francesco Bellotti, Giusy Fiucci, Monica Houry-Panchetti, and Panagiotis Petridis. 2014. Learning Cultural Heritage by Serious Games. Journal of Cultural Heritage (2014).
Paradox Interactive. 2016. Stellaris. [link] Jogo digital de estratégia espacial.
Jan L. Plass, Bruce D. Homer, and Charles K. Kinzer. 2015. Foundations of Game-Based Learning. Educational Psychologist 50, 4 (2015), 258–283. DOI: 10.1080/00461520.2015.1122533
Radwan Qasrawi, Malak Amro, and Rashid Jayousi. 2020. Automatic Analytics Model for Learning Skills Analysis Using Game Player Data and Robotic Process Automation in a Serious Game for Education. In International Conference on Promising Electronic Technologies (ICPET).
H. Rhee et al. 2020. Effects of Interdisciplinary Courses on Future Engineers’ Competency. Higher Education, Skills and Work-Based Learning 10 (2020), 467–479.
Rafael Savi and Vania Ribas Ulbricht. 2008. Jogos Digitais Educacionais: Benefícios e Desafios. Revista Novas Tecnologias na Educação (RENOTE) 6 (2008), 1–10.
Douglas Silva et al. 2022. GLBoard: Um Sistema para Auxiliar na Captura e Análise de Dados em Jogos Educacionais. In Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames). SBC, 959–968.
María Consuelo Sáiz Manzanares, Sandra Rodríguez Arribas, Carlos Pardo Aguilar, and Miguel Ángel Queiruga-Dios. 2020. Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education. Psicothema 32 (2020), 516–524. DOI: 10.7334/psicothema2020.30
Unity Technologies. 2022. Unity Hub. [link] Software de desenvolvimento de jogos.
M. Wang and X. Zheng. 2021. Using Game-Based Learning to Support Learning Science: A Study with Middle School Students. Asia Pacific Education Researcher 30 (2021), 167–176. DOI: 10.1007/s40299-020-00523-z
Per-Olof Wickman. 2006. Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action. Routledge.
Grace C. B. Winardy and Elda Septiana. 2023. Role, Play, and Games: Comparison Between Role-Playing Games and Role-Play in Education. Social Sciences & Humanities Open 8, 1 (2023), 100527. DOI: 10.1016/j.ssaho.2023.100527
Pieter Wouters, Christof van Nimwegen, Herre van Oostendorp, and Erik D. van der Spek. 2013. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology 105, 2 (2013), 249–265. DOI: 10.1037/a0031311
Z. Yu, M. Gao, and L. Wang. 2021. The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research 59, 3 (2021), 522–546.
J. Zeng, S. Parks, and J. Shang. 2020. To Learn Scientifically, Effectively, and Enjoyably: A Review of Educational Games. Human Behavior and Emerging Technologies 2 (2020), 186–195.
Yong Zhao and Jim Watterston. 2021. The Changes We Need: Education Post COVID-19. Journal of Educational Change 22 (2021), 3–12. DOI: 10.1007/s10833-021-09417-3
Andreas Alexiou and Michaéla C. Schippers. 2018. Digital Game Elements, User Experience and Learning: A Conceptual Framework. Education and Information Technologies 23 (2018), 2545–2567. DOI: 10.1007/s10639-018-9730-6
Cristina Alonso-Fernández, Antonio Calvo-Morata, Manuel Freire, Iván Martínez-Ortiz, and Baltasar Fernández-Manjón. 2022. Game learning analytics:: Blending visual and data mining techniques to improve serious games and to better understand player learning. Journal of Learning Analytics 9, 3 (2022), 32–49.
Diego Avila-Pesantez, Brandon Alexander Tubón Usca, Bryan Gagñay Angamarca, and L. Miriam Avila. 2021. Improving the Serious Game design using Game Learning Analytics and Eye-tracking: A pilot study. In 2021 IEEE URUCON. 536–540. DOI: 10.1109/URUCON53396.2021.9647058
Derman Bulut, Yavuz Samur, and Zeynep Cömert. 2022. The effect of educational game design process on students’ creativity. Smart Learning Environments 9, 1 (2022), 8.
Ana R. Cano, Baltasar Fernández-Manjón, and Alvaro José García-Tejedor. 2016. GLAID: Designing a Game Learning Analytics Model to Analyze the Learning Process in Users with Intellectual Disabilities. In Serious Games, Interaction and Simulation: 6th International Conference, SGAMES 2016, Porto, Portugal, June 16-17, 2016, Revised Selected Papers, Vol. 176. DOI: 10.1007/978-3-319-51055-2_7
Douglas B. Clark, Emily E. Tanner-Smith, and Stephen S. Killingsworth. 2016. Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research 86, 1 (2016), 79–122. DOI: 10.3102/0034654315582065
Michele D. Dickey. 2006. Game Design Narrative for Learning: Appropriating Adventure Game Design Narrative Devices and Techniques for the Design of Interactive Learning Environments. Educational Technology Research and Development 54 (2006), 245–263. DOI: 10.1007/s11423-006-8806-y
Electronic Arts. 2009. What is Spore. [link] Jogo digital.
M. Fitzgerald, S. Bartlett, and S. Salimpour. 2019. Capturing the Cosmos: Teaching Astronomy (and More) Through Astrophotography in Middle School. Robotic Telescopes, Student Research and Education (RTSRE) Proceedings 2, 1 (2019). DOI: 10. 32374/rtsre.2019.010
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. Active Learning Increases Student Performance in Science, Engineering, and Mathematics. Proceedings of the National Academy of Sciences 111, 23 (2014), 8410–8415. DOI: 10.1073/pnas.1319030111
Arthur C. Graesser, MarkW. Conley, and AndrewOlney. 2012. Intelligent tutoring systems. In APA Educational Psychology Handbook, Vol. 3: Application to Learning and Teaching, K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, and J. Sweller (Eds.). American Psychological Association, Washington, DC, 451–473.
Hoda Harati et al. 2021. Assessment and Learning in Knowledge Spaces (ALEKS) Adaptive System Impact on Students’ Perception and Self-Regulated Learning Skills. Education Sciences 11, 10 (2021), 603.
Hello Games. 2016. No Man’s Sky. [link] Jogo digital de exploração procedural.
Dongpeng Huang and James E. Katz. 2025. GenAI Learning for Game Design: Both Prior Self-Transcendent Pursuit and Material Desire Contribute to a Positive Experience. Big Data and Cognitive Computing 9, 4 (2025), 78.
Y. Li, D. Chen, and X. Deng. 2024. The Impact of Digital Educational Games on Student’s Motivation for Learning: The Mediating Effect of Learning Engagement and the Moderating Effect of the Digital Environment. PLoS One 19, 1 (2024), e0294350.
Y. Ling et al. 2019. Developing Middle School Students’ Problem-Solving Ability Through Interdisciplinary Project-Based Learning. Computers & Education (2019).
Jewoong Moon et al. 2025. Generative Artificial Intelligence in Educational Game Design: Nuanced Challenges, Design Implications, and Future Research. Technology, Knowledge and Learning 30, 1 (2025), 447–459.
Michela Mortara, Chiara Eva Catalano, Francesco Bellotti, Giusy Fiucci, Monica Houry-Panchetti, and Panagiotis Petridis. 2014. Learning Cultural Heritage by Serious Games. Journal of Cultural Heritage (2014).
Paradox Interactive. 2016. Stellaris. [link] Jogo digital de estratégia espacial.
Jan L. Plass, Bruce D. Homer, and Charles K. Kinzer. 2015. Foundations of Game-Based Learning. Educational Psychologist 50, 4 (2015), 258–283. DOI: 10.1080/00461520.2015.1122533
Radwan Qasrawi, Malak Amro, and Rashid Jayousi. 2020. Automatic Analytics Model for Learning Skills Analysis Using Game Player Data and Robotic Process Automation in a Serious Game for Education. In International Conference on Promising Electronic Technologies (ICPET).
H. Rhee et al. 2020. Effects of Interdisciplinary Courses on Future Engineers’ Competency. Higher Education, Skills and Work-Based Learning 10 (2020), 467–479.
Rafael Savi and Vania Ribas Ulbricht. 2008. Jogos Digitais Educacionais: Benefícios e Desafios. Revista Novas Tecnologias na Educação (RENOTE) 6 (2008), 1–10.
Douglas Silva et al. 2022. GLBoard: Um Sistema para Auxiliar na Captura e Análise de Dados em Jogos Educacionais. In Simpósio Brasileiro de Jogos e Entretenimento Digital (SBGames). SBC, 959–968.
María Consuelo Sáiz Manzanares, Sandra Rodríguez Arribas, Carlos Pardo Aguilar, and Miguel Ángel Queiruga-Dios. 2020. Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education. Psicothema 32 (2020), 516–524. DOI: 10.7334/psicothema2020.30
Unity Technologies. 2022. Unity Hub. [link] Software de desenvolvimento de jogos.
M. Wang and X. Zheng. 2021. Using Game-Based Learning to Support Learning Science: A Study with Middle School Students. Asia Pacific Education Researcher 30 (2021), 167–176. DOI: 10.1007/s40299-020-00523-z
Per-Olof Wickman. 2006. Aesthetic Experience in Science Education: Learning and Meaning-Making as Situated Talk and Action. Routledge.
Grace C. B. Winardy and Elda Septiana. 2023. Role, Play, and Games: Comparison Between Role-Playing Games and Role-Play in Education. Social Sciences & Humanities Open 8, 1 (2023), 100527. DOI: 10.1016/j.ssaho.2023.100527
Pieter Wouters, Christof van Nimwegen, Herre van Oostendorp, and Erik D. van der Spek. 2013. A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology 105, 2 (2013), 249–265. DOI: 10.1037/a0031311
Z. Yu, M. Gao, and L. Wang. 2021. The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research 59, 3 (2021), 522–546.
J. Zeng, S. Parks, and J. Shang. 2020. To Learn Scientifically, Effectively, and Enjoyably: A Review of Educational Games. Human Behavior and Emerging Technologies 2 (2020), 186–195.
Yong Zhao and Jim Watterston. 2021. The Changes We Need: Education Post COVID-19. Journal of Educational Change 22 (2021), 3–12. DOI: 10.1007/s10833-021-09417-3
Publicado
08/09/2026
Como Citar
CAMPANELLA, Íris; SILVA, Guilherme Hugo de Araujo; VITTORI, Karla; BRANDÃO, André L..
A Conceptual Proposal for an Architecture of an Adaptive Gamebook with GLA and GenAI for Interdisciplinary Learning. In: WORKSHOP SOBRE ENGENHARIA DE SOFTWARE PARA DESENVOLVIMENTO DE JOGOS (SE4GAMES), 2. , 2026, São Paulo/SP.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 40-47.
DOI: https://doi.org/10.5753/se4games.2026.32937.
