Educational computer games may improve learning experiences and learning outcomes. However, many off-the-shelf games still fail at smoothly integrating learning content into gameplay mechanisms. In addition, they do make an effort at adapting educational content to individual learners. Learner models and adaptivity, as applied by Intelligent Tutoring Systems (ITSs), address this problem. A solution to the integration dilemma would ideally be found at the software architecture level. Assuming the perspective of the software engineer, this chapter reviews published game-based ITS architectures. The most promising approaches are partially integrated architectures, which replace sub-systems of Clancey’s (1984) classic ITS architecture with corresponding game elements. In order to provide a reference to developers, this chapter follows up on these ideas and proposes a unifying game-based ITS architecture based on genre studies of computer role-playing games.

The paper proposes a component-based approach for the development of educational business simulation games. We identify common features of educational business simulations and construction and management games, and merge these in a reusable and extensible software architecture.

Motivation -Activities in video games should be made more interactive to be motivating and meaningful.

In game-based learning and in teaching using virtual worlds, designers creating the products and teachers providing them to students are both faced with a dualism between instruction and construction. Open-ended virtual worlds may provide authentic settings and inspire experimentation; on the other hand a lack of guidance may result in learners losing direction. The chapter conducts a narrative review of concepts across disciplines that describe the dilemma and imply certain instructional design strategies. Many authors advocate constructivist learning, but with instructional elements added. The authors collect their recommendations and apply and refine them in their own ideas: adaptivity inspired by Cognitive Apprenticeship, guidance on the basis of Cognitive Task Analysis, and immersive, interactive quest journals. Study setups and first results from ongoing projects illustrate the theoretical considerations.

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