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Personalization of serious games for learning

机译：认真游戏的个性化

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Purpose - The purpose of this paper is to present principles for personalization of both learning content and gameplay in serious games for learning, which are based on a combined model of the student that comprises user, learner and player-related aspects of the student's profile. Each of the considered user, learner and player sub-models has a static and dynamic group of characteristics. These characteristics assist general approaches for learning mazes game personalization applied to embedded mini-games (designed as information units, learning objects and educational tasks) so that to be adjustable and to enable learners to acquire knowledge more effectively. Design/methodology/approach - A student modelling approach was applied to design the personalization of learning content in the educational maze game and each of them contained mini-games. To evaluate the student's preferences about the types of mini-games and ways of their personalization depending on individual and group student characteristics, the authors conducted an online survey. Findings - This study presents examples of personalization of four types of mini-games available in maze halls, namely, question, searching, arranging and action games. Next, the research discusses findings from an online survey aiming at the evaluation of the preferred types of mini-games and the way of their personalization. There are analysed results concerning the impact of the student model characteristics on the preferred ways of personalization in educational maze games, together with criteria for personalization of educational resources according to student's level of knowledge, age, goals and learning style. Research limitations/implications - A significant limitation of the research is the relatively small number of survey participants and the lack of studying the impact of learning and playing styles over game personalization. Another limitation of the study is the inclusion of only some of the mini-games within the demonstration maze, which respondents play before answering the survey questions. Originality/value - This paper presents original research on the personalization of educational maze game based on a model of the student profile that comprises both static and dynamic properties reflecting user, learner and player-related aspects of the student character, together with results obtained from an online survey.
机译：目的 - 本文的目的是提出在学习的严肃游戏中的学习内容和游戏的个性化的原则，这些原则是基于学生的组合模型，包括学生的个人资料的用户，学习者和与玩家相关的方面。所考虑的用户，学习者和播放器子模型中的每一个都具有静态和动态的特征组。这些特征辅助学习迷住游戏个性化的一般方法应用于嵌入式迷你游戏（设计为信息单位，学习对象和教育任务），以便可调节，并使学习者能够更有效地获得知识。设计/方法/方法 - 应用学生建模方法，用于设计教育迷宫游戏中学习内容的个性化，其中每个都包含迷你游戏。根据个人和团体学生特征，评估学生对迷你游戏类型和个人化方式的偏好，作者进行了在线调查。调查结果 - 本研究表明了迷宫大厅的四种类型的迷你游戏的个性化的例子，即问题，搜索，安排和行动游戏。接下来，研究讨论了在线调查的调查结果，旨在评估首选类型的迷你游戏和个性化方式。有关学生模型特征对教育迷宫游戏的首选方式的影响，以及根据学生的知识水平，年龄，目标和学习风格的性别规定的标准以及教育资源的个性化的标准。研究限制/含义 - 对研究的重大限制是调查参与者数量相对较少，缺乏研究学习和演奏款式对游戏个性化的影响。该研究的另一个限制是仅列入示范迷宫内的一些迷你游戏，在回答调查问题之前，受访者发挥作用。原创性/值 - 本文基于学生简介的模型提出了教育迷宫游戏的个性化的原创研究，包括反映用户，学习者和与学生角色的与之相关的方面的静态和动态属性，以及从中获得的结果在线调查。

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