Empirical Study of Adaptive Serious Games in Enhancing Learning Outcome

Abstract

Use of serious games to teach concepts of various important topics including Cybersecurity is growing. A figure of merit for the serious games could be learning outcome and user experience(UX). With enhanced learning outcome and user experience, the player is likely to favourably rate a game. The organisation supporting such games would also benefit from such efficient training process.We report an empirical comparison of two cybersecurity games namely ; Use of Firewalls for network protection and concepts of Structured Query Language (SQL) injections to get unauthorised access to online databases. We have designed these games in two versions. The version without using adaptive features provide a baseline to compare efficacy of the machine learning based adaptive game while comparing the learning outcomes and user experience (UX). The efficacy of the Machine Learning (ML) agent in providing the adaptability to the game play is based on classification of player to two categories viz. Beginner and Expert using historical player data on three relevant attributes. The game dynamics is modulated based on the player classification to ensure that game challenge is optimally suited to player type and the player continues to experience playful flow in different stages of the game.

Serious gaming for graduates employability enhancement

“…Consequently, developing critical thinking inside teams reduces conflicts, drives deeper communication regarding decision making and allows a better team cohesion and effectiveness. It enables employees to work effectively with others, adapt to new challenges, and contribute positively to the organization’s culture ( Haselberger et al, 2012 ; Gaurav et al, 2022 ). It enhances communication inside the team and fosters individual learning effectiveness ( Boyd and Fales, 1983 ).…”

“…In the OBE learning context soft skills are course outcomes enabling students to choose, adapt, and apply other skills to a variety of situations and across several social situations ( Haselberger et al, 2012 ; Gaurav et al, 2022 ). As we mentioned above there is no unique style of teaching or assessment is an OBE learning process.…”

“…Soft skills encompass, including critical thinking and teamwork enable employees to work effectively with others, adapt to new challenges, and contribute positively to the organization’s culture ( Haselberger et al, 2012 ; Gaurav et al, 2022 ). Furthermore, critical thinking is impacting individuals working in teams ( Hollenbeck et al, 1995 ; Natale and Ricci, 2006 ).…”

“…The incorporation of SGs as an innovative learning material in HEIs-mainly in business schools-aims at enhancing students’ engagement and performance ( Lohmann et al, 2019 ). Recent research findings are highlighting several advantages of SGs such as promoting active learning, motivation ( Connolly et al, 2012 ; Chan and Zary, 2019 ; Garneli et al, 2021 ; Gaurav et al, 2022 ), increasing creativity, social interactions ( Goh and Wasko, 2009 ; Anastasiadis et al, 2018 ; Flood et al, 2018 ; Zhonggen, 2019 ; Krath et al, 2021 ) and even soft skills such as leadership, team building, collaboration, and critical thinking ( Sanchez et al, 2009 ; Sanchez and Olivares, 2011 ; Corrigan et al, 2014 ; Devitt et al, 2015 ), ( Almeida and Simoes, 2019 ).…”

Developing learning skills through game-based learning in complex scenarios: A case in undergraduate logistics education

“…Knowledge acquisition in serious games is tied to the game's progression and students' experiential and instrumental attitudes (Rosenthal & Ratan, 2022). They provide valuable learning alternatives, fostering cognitive skills like attention, perception, creativity, and abstract thinking (Zhonggen, 2019;Gaurav, Kaushik, Supraja, Yadav, Gupta & Chaturvedi, 2022). Serious games effectively foster and strengthen essential learning skills, including mathematical and logical reasoning abilities among high school students (Sánchez & Lara, 2021).…”