Learner Modeling in Educational Games Based on Fuzzy Logic and Gameplay Data

2021 ◽  
Vol 11 (2) ◽  
pp. 38-60
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
Fuzzy Logic ◽  
High School Students ◽  
Learning Styles ◽  
Adaptive Learning ◽  
Educational Games ◽  
Fuzzy Rule ◽  
Educational Game ◽  
Learning Tools ◽  
School Students ◽  
Learner Modeling

Over the last years there has been a growing interest in the use of educational games as learning tools. Educational games have proven to contribute in enhancing student motivation, increasing their engagement and providing them with personalized and adaptive learning. Learner modeling is a prerequisite when it comes to adaptive learning; it is used to represent student's knowledge, needs, and characteristics. This paper presents a modeling technique based on fuzzy logic that uses gameplay data and expert rules to predict learners preferred learning and playing styles. To test the fuzzy rule-based systems, the educational game Woodland was designed bearing in mind the VARK learning styles and the Bartle playing styles. High school students played the educational game Woodland and the results of the FRBSs were compared with the result of the questionnaires. A great correlation was found between the FRBSs results and the questionnaire results.

Modeling Learners in Educational Games: Relationship Between Playing and Learning Styles

2018 ◽  
Vol 49 (6) ◽  
pp. 675-699 ◽  
Author(s):  
Nabila Hamdaoui ◽  
Mohammed Khalidi Idrissi ◽  
Samir Bennani
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Educational Games ◽  
Statistical Correlation ◽  
Educational Game ◽  
School Students ◽  
Chi Square ◽  
Exact Test

Background: Video games are very well known for their intrinsic adaptivity; as they adapt the gameplay to the player’s preferences and rhythm. In addition to adapting the gameplay, educational games should also adapt the learning content to match the learner’s competencies, preferences, playing and learning styles. Determining the playing style in an educational game is made possible by collecting certain metrics and information susceptible of monitoring the player’s interactions in the game. However, it is still a challenge to assess the learner’s learning style. Aim: This study examines the correlation between learning and playing styles. It has been acknowledged that both playing and learning styles are related to personality. After examining the personality traits of each style of both Kolb’s learning styles and Bartle’s playing styles, it was hypothesized that there would be a correlation between the two. In that purpose, a quantitative research was conducted to explore the relationship between the two taxonomies. Method: One hundred high school students majoring in science in Morocco have completed Kolb’s learning style inventory (version 3.1) as well as the Bartle test questionnaire developed by Andreasen and Downey. The statistical correlation between the two taxonomies was investigated using cross-tabulation, Chi-square/Fisher’s exact test and Pearson coefficient. Results: Results revealed a relevant interdependency between Kolb’s learning styles and Bartle’s playing styles. The ‘convergent’ type was found to correlate with Bartle’s explorer type; the majority of assimilators adopt the killer type in a game; accomodators tend to be achievers and divergers prefer to be socializers. In terms of learning styles, it was noticed that the majority of participants adopted the converging and the assimilating learning styles; which is in line with what it is indicated in Kolb’s inventory. Results have also shown that learning and playing styles are gender independent. It was concluded that the learning style can be predicted, based on the playing style.

A Haptic System for Educational Games: Design and Application-Specific Kinematic Optimization

2013 ◽  
Author(s):  
Jeffrey A. Kessler ◽  
R. Curtis Lovelace ◽  
Allison M. Okamura
Keyword(s):  
High School ◽  
High School Students ◽  
Force Feedback ◽  
Educational Games ◽  
Educational Game ◽  
Force Output ◽  
School Students ◽  
Optimization Study ◽  
Application Optimization ◽  
Four Bar Linkage

HAPTIC PONG is a force-feedback version of the classic arcade game “Pong”, conceived as an educational game that can teach physics and controls concepts to high school students. Our design incorporates two identical linear one-degree-of-freedom haptic paddles, each with a four-bar linkage transforming motor rotation to linear motion. Virtual environments were designed to incorporate dynamic systems describing the force-displacement relationships of each paddle. At a demonstration with 50 high school students, a prototype of the device was rated as both educational and fun to use. After the initial proof of concept, a design optimization study was conducted to improve the kinematic performance of the linear haptic devices based on the device constraints for the application. Optimization considered both the linearity of the coupler point and Jacobian minimum singular value. While maintaining a satisfactory level of linearity, the optimized linkage lengths produced an estimated 160% improvement in the maximum consistent force output.

scholarly journals GAME LEARNING FISIKA “ASAH OTAK” BERBASIS ANDROID DENGAN APP INVENTOR 2

e-NARODROID ◽  
2018 ◽  
Vol 4 (2) ◽  
pp. 25-34
Author(s):  
Rizky Parlika ◽  
Luthfiyatul ‘Azizah ◽  
Anggoro Cahyo Nugroho ◽  
Devi Anugrah Putri ◽  
Stevanus Frangky Handono
Keyword(s):  
High School Students ◽  
Serious Games ◽  
Educational Games ◽  
Educational Game ◽  
School Students ◽  
Or Education ◽  
Physics Learning ◽  
Learning Game ◽  
Thinking Ability ◽  
App Inventor

Abstract : Serious game is one of the kind that made not only for entertaiment but also has other functions such as learning or education, training, advertising, simulation, health and others. Nowadays many games are already used as a learning or education. Educational games are usually applied based on age stages or its genre. Educational games can  help to train The thinking ability and the logic skill for it players. The learning methods that using games are expected to be more interesting and understandable for it players. This paper is discussed about an educational game concept as a learning media for high school students specialized for physics subject. This game is an android-based game that expected to be directly implemented into their smartphones and can be played anywhere. This Physics Learning Game is made used App Inventor 2 (AI2). Keywords: Serious Games, android, educational Games, App Inventor 2, Physics

scholarly journals CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES

2018 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
Fausiah Sriyuliyana
Keyword(s):  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
English Teachers ◽  
Psychological Aspect ◽  
English Teacher ◽  
School Students ◽  
Depth Interview ◽  
Pedagogical Aspect ◽  
Visual Learners

The  research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and  Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.

scholarly journals Exploring the English Achievement Assessment of Junior High School Students

2019 ◽  
Vol 11 (3) ◽  
pp. 1134-1138
Author(s):  
Pei-Chuan Cheng ◽  
Wen-Kuei Hsieh
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
English Achievement ◽  
Achievement Assessment ◽  
Item Types

In the past years, most traditional item analysis only analyses difficulty and discrimination of each item, and test analysis only analyses overall test reliability and validity. As a result, EFL educators are lack of information on students’ response data for both students’ learning styles and item types in test questions preparation. Thus, the study presents the various item types of the English achievement assessment of Junior High School Students in Taiwan, and illustrates the various learning styles of the EFL students. The participants were randomly selected from one thousand four hundred and forty two junior high school students, who participated in Taiwan Assessment of Student Achievement in Junior High School English (TASA) held by National Academy for Educational Research (NAER). The data was analyzed based on the dichotomous scoring and the Student-Problem Chart Analysis. The result of Caution Index for Students shows that high achievement students account for one third of the sample students. However, the other students were classified as learning abnormality, inattention learning, and lack of learning adequateness, insufficiency learning, and lack of academic ability. Also, the result of caution index for problems shows that the test items of English Achievement Assessment were capable of measuring the English achievements of junior high school student and it also can differentiate high achievers from the low achiever in Taiwan. To improve the further test question preparation, only partial revisions are suggested for National Academy for Educational Research (NAER).

scholarly journals Serious Games: herramientas para el aprendizaje / An Experience of Serious Game as a Learning Tool

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Noemí Pena Miguel ◽  
Máximo Sedano-Hoyuelos
Keyword(s):  
High School ◽  
High School Students ◽  
Vocational Training ◽  
Serious Games ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Games ◽  
Serious Game ◽  
Added Value ◽  
School Students

ABSTRACTThe introduction of new technologies in society has created a need for interactive contents that can make the most of the potential that technological advances offer. Serious games as educational games are such content: they can be defined as video games or interactive applications whose main purpose is to provide not only entertainment but also training and enhancing skills in areas such as health, marketing, education, etc. The game was associated with childhood and youth but serious games search for promoting, strengthening and giving added value to the teaching and learning process for all ages. One of the most crucial factors for successful educational games is their ability to maintain an individual learner’s motivation and interest by adapting the individual learning and gaming experience to each learner’s needs, preferences, goals, and abilities. For this reason, Serious Games need tutoring and dynamization. The aim of this paper is to analyze a specific experience success in the use of Serious Games for training. It details how this serious game can enhance different skills in each of the phases of the game. This Serious Game was used to promote innovation among High School students and students at Vocational Training Centres. The users must manage a supermarket trying to get the best results possible by taking a series of both strategic and operational decisions. Through an econometric regression model, we have analyzed the results of its use by a group of High School students and Vocational Training School students.RESUMENLos Serious Games son juegos cuyo fin va más allá del mero entretenimiento y persiguen transmitir contenidos, valores, potenciar habilidades y competencias e incluso servir como herramienta de marketing al utilizarse como medio publi-citario. En los últimos años, las TIC han ido tomando protagonismo en el ámbito educativo y formativo y los Serious Games están jugando un papel fundamental como herramientas formativas. El juego anteriormente se asociaba a las etapas de la infancia y la juventud pero los Serious Games pretenden potenciar, reforzar y dar un valor añadido importante al proceso de enseñanza y al proceso de aprendizaje para todas las edades. No obstante, para que los Serious Games alcancen todo su potencial como herramienta en el proceso de aprendizaje, es necesario complementarlos con una buena tutorización y dinami-zación que guíe dicho aprendizaje. Sin duda, sin la labor tutorial, los Serious Games pierden eficacia en su objetivo de poten-ciar el aprendizaje. El objeto de estudio del presente trabajo es analizar una experiencia de éxito concreta en el uso de los Serious Games para el ámbito formativo. En él se detalla cómo a través de un juego que se ha utilizado entre los alumnos de Bachillerato y Formación Profesional se pueden potenciar diferentes competencias en cada una de las fases del mismo. En él, el usuario debe gestionar un supermercado tratando de obtener los mejores resultados posibles tomando una serie de decisio-nes tanto estratégicas como operativas. A través de un modelo econométrico de regresión de elaboración propia analizaremos los resultados obtenidos en su utilización por un grupo de estudiantes de Formación Profesional y Bachillerato. Contacto principal: [email protected]

scholarly journals EFEKTIVITAS PERANGKAT PEMBELAJARAN IPA UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK SMP PADA MATERI POKOK LISTRIK STATIS

2021 ◽  
Vol 1 (2) ◽  
pp. 79-84
Author(s):  
Mutiara Havina Putri ◽  
Fahmi Fahmi ◽  
Eko Wahyuningsih
Keyword(s):  
High School Students ◽  
Small Group ◽  
Field Test ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Tools ◽  
School Students ◽  
Self Evaluation ◽  
Expert Review ◽  
One To One

This study aims to evaluate the effectiveness of the static electricity subject matter learning device for junior high school students. Learning tools include syllabus, lesson plans, teaching materials, LKPD, and assessment test. The research model used is the Tessmer development model which consists of five steps, namely: 1) Self evaluation; 2) expert review; 3) one to one; 4) small group; and 5) field test. The data analysis technique used in this research is quantitative analysis to assess the effectiveness of the learning tools. The results showed that the learning tools developed were considered effective as seen from the LKPD results which showed an increasing trend in the indicators of critical skills.Keywords: effectiveness, learning tools, critical thinking skills, static electricityAbstrakPenelitian ini bertujuan untuk mengevaluasi efektivitas perangkat pembelajaran materi pokok listrik statis pada peserta didik SMP. Perangkat pembelajaran meliputi silabus, RPP, materi ajar, LKPD, dan lembar penilaian. Model penelitian yang digunakan adalah model pengembangan Tessmer yang terdiri atas lima langkah yaitu: 1) Evaluasi diri (self evaluation); 2) pendapat pakar (expert review); 3) uji coba perorangan (one to one); 4) uji coba kelompok kecil (small group); dan 5) uji lapangan (field test). Teknik analisi data yang digunakan dalam penelitian ini adalah analisis kuantitatif untuk menilai efektivitas perangkat pembelajaran. Hasil penelitian menunjukkan perangkat pembelajaran yang dikembangkan dinilai efektif dilihat dari hasil LKPD yang menunjukkan tren peningkatan pada indikator keterampilan berpikir kritis.Kata kunci: efektivitas, perangkat pembelajaran, keterampilan berpikir kritis, listrik statis

scholarly journals Pelatihan Keterampilan Menulis dalam Korespondensi Berbahasa Inggris, Menerjemahkan serta Keterampilan Menggunakan Grammarly, Google Translate, dan Google Drive di Sekolah Menengah Kejuruan KSATRYA, Rawasari, Jakarta Pusat

2020 ◽  
Vol 2 (2) ◽  
pp. 118-126
Author(s):  
Elfa Setiawan ◽  
Dinda A Rahman ◽  
Rudi Kristanto
Keyword(s):  
High School Students ◽  
English Language ◽  
Learning Tools ◽  
Vocational High School ◽  
School Students ◽  
Business World ◽  
Translation Tools ◽  
The World ◽  
Training Activities ◽  
Google Drive

The development of the world of education in the 21st century is now entering an era marked by the onslaught of the information technology revolution and the formation of the economic order and global relations, thus demanding an output of educational outcomes and outcomes that are in line with the demands of the world of work. The ability to communicate both in Speaking and writing is one of the abilities that must be mastered by everyone.The purpose of this Community Service Activities is to provide understanding and skills to vocational students in improving English language skills, particularly written communication skills in the business world as well as practical skills in translating documents documents or articles in English. The achievements of this service are increasing knowledge, insight, and English correspondence skills among vocational high school students, optimizing the use of online-based English Learning Tools such as Google Translate, Grammarly and Google Drive. The training activity was held for 4 hours on October 30, 2019, in the form of lectures, question-answers, and hands-on practice using Translation Tools. There were 22 trainees, class XII students of SMK Ksatrya, Cempaka Putih Barat, Central Jakarta. Based on the feedback from the participants, the training activities are very good and beneficial for them.This activity is not only limited to the training but is expected to be the beginning of the collaboration between the STIAMI Institute and the Ksatrya Vocational School in the future, to conduct other English language training with different topics or themes.

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