A Domain‐Independent, Extensible Framework for Generators of Training Game Activities on Declarative Knowledge.
Background: Training the memorization of declarative knowledge requires the repetitive presentation of various forms of factual questions to learners. Educational games designed for this purpose should offer activities that are both tailored to individual learners and varied to prevent boredom. Whil...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 24 |
|---|---|
| Autores principales: | , , |
| Formato: | equations & formulas pictorial review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918278&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918278 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918278 186918278 186918278 10.1111/jcal.70082 186918278 ppf: 1 ppct: 23 formats: tig: atl: A Domain‐Independent, Extensible Framework for Generators of Training Game Activities on Declarative Knowledge. aug: au: Lemoine, Bérénice Laforcade, Pierre George, Sébastien affil: LIUM Computer Science Laboratory, Le Mans Université, Laval, France sug: subj: Gamification Education Student Knowledge Evaluation Educational Technology Computer Simulation Methods Learning Methods Mathematics Computer-Assisted Instruction Algorithms Software Design Coding Data Management Machine Learning Methods Teaching Methods Online Education Curriculum Adaptation, Psychological Conceptual Framework Models, Theoretical ab: Background: Training the memorization of declarative knowledge requires the repetitive presentation of various forms of factual questions to learners. Educational games designed for this purpose should offer activities that are both tailored to individual learners and varied to prevent boredom. Whilst the Technology‐Enhanced Learning (TEL) literature already suggests several techniques for implementing adaptations, the concept of generation remains underexplored, particularly when considering the adaptation of both educational and game dimensions simultaneously. Therefore, research focused on the design and implementation of 'generators' as integral components of training games, which are responsible for creating varied and adapted training activities, remains pertinent. Objectives: Our research aims to propose tools and techniques that facilitate the design and development of these generators from a computer science perspective. Methods: We employed model driven engineering (MDE) theories and practises to initially characterise a generator as a model transformation that uses input models to produce an output model. We identified all these models through both a concrete case study and a literature review, with each model capturing a different facet of the information. By generalising the domain‐specific aspects of the case study and selecting a game genre along with certain game design choices, we subsequently identified the metamodels that describe all these models and the generation rules. Results and Conclusions: The proposed framework supports the design and implementation of Roguelite‐oriented, adaptive, and varied activity generators for declarative knowledge (DK) training. It includes metamodels, models, code generation, and extension mechanisms to assist software engineers in addressing specific domains of declarative knowledge. By extending the framework, engineers are guided in the design process and can produce a software generator capable of generating adaptive and varied training activities in the form of dungeon levels within a Roguelite game. This framework is a domain‐independent tool intended to support the development of training games targeting the acquisition of declarative knowledge. To illustrate its domain independence, the framework has been extended to multiple didactic domains. In this article, the domain of multiplication tables is used as a guiding thread, as it is directly connected to the AdapTABLES research project, which served as the primary driver for this work. pubtype: Academic Journal doctype: equations & formulas pictorial review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|