Estimating task difficulty in educational games

Szabó, Máté; Pomazi, Krisztian; Radostyan, Bertalan; Szegletes, Luca; Forstner, Bertalan

doi:10.1109/coginfocom.2016.7804582

Cited by 12 publications

(4 citation statements)

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“…(3) Moreover, given that previous efforts to define difficulty in games [11], [18], [33]- [35] are time dependent and that research has shown that limiting the time of an activity affects performance [56]- [59], we suggest that difficulty also depends on the time given to solve the challenge. Using a linear regression, we predicted the average success time (ASt) given the maze and coding characteristics of a challenge.…”

Section: Resultsmentioning

confidence: 99%

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First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges

Kanellopoulou

Garaizar

2021

IEEE Access

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Section: Resultsmentioning

confidence: 99%

“…Several approaches to defining difficulty in games already exist, ranging from measuring the difficulty of video games [33], [34] to assessing the difficulty of educational games [11], [35].…”

Section: Difficulty In Educational Gamesmentioning

confidence: 99%

First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges

Kanellopoulou

Garaizar

2021

IEEE Access

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“…To express our problem in a general way that can model competitions for different kind of sports, we let S denote the set of possible outcomes for a match; e.g., S={(0,3), (1,1), (3,0)} for the European football in the FIFA scoring system: the winner obtains 3 points, the loser gets 0, and a draw yields 1 points for each team. Then the question of whether a given team can still win the competition at a certain moment is called the Generalized Sports Elimination(S) problem, or GSE(S).…”

Section: The Sports Elimination Problem From a Computational Viewmentioning

confidence: 99%

BME VIK Annual Research Report on Electrical Engineering and Computer Science 2016

Charaf

Harsányi

Poppe

et al. 2017

Period. Polytech. Elec. Eng. Comp. Sci.

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Preface Since being established in 1949, the Faculty of Electrical Engineering and Informatics (VIK) BME has played a flagship role in the development of electronics, IT and computer science in Hungary.We László Jakab (dean, BME VIK) János Levendovszky (vice-dean in charge of scientific affairs, BME VIK) are proud of combining engineering applications with sound scientific results, which is the assurance of high-level industrial collaboration leading to novel results and innovation. The various collaborations with our industrial partners has made it clear that the industry expects methods and results which make their industrial processes more effective and increase productivity and quality. Thus, participation in these collaborations give a competitive edge and ensure the continuous development of VIK. These factors have positioned our Department of Automation and Applied InformaticsDepartment of Automation and Applied Informatics (AUT) is one of the largest and dynamically developing departments at BME with diverse scope competences such as control theory, embedded systems, software modelling, applied software development, Internet of Things, power electronics, mechatronics, and many others. The department's main activities are education, research and development. Training versatile electrical and software engineers with solid practical knowledge is our top priority. Our profile also includes developing high quality software and hardware solutions for industry partners. All of our activities are backed by strong research background.In 2016, the department organized and hosted a number of domestic and international events. In cooperation with the industry, AUT has organized the IoT4U conference. It was dedicated to Internet of Things, cloud and data management as well as the integration of IoT into various formats. RobonAUT, the yearly domestic amateur robotics contest was organized by the department in February 2016. The yearly contest is open to teams of students, organized either in student projects within the department or independent research teams.The next sections summarize the key research results of the department in year 2016. Software Development Methods and Mobile PlatformsThe diversity of mobile platforms necessitates the development of the same mobile application for all major mobile platforms, what requires considerable development effort. Mobile application developers are multiplatform developers, but they still prioritize the platforms, therefore, not all platforms are equally important for them. Appropriate methods, processes and tools are required to support the development in order to achieve better productivity.The research on educational mobile applications that adapt to the mental state of the user required a method for estimating the difficulty of tasks found in the serious games. There are generated or random assignments where the effort required from the user is not known or cannot be estimated in advance.61 (2) IoT and Smart CityThe Internet of Things (IoT) is transforming the surroun...

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“…The socio-cognitive ICT field includes collective knowledge, cognitive networks and their intelligent capabilities. Education and learning are closely related to this area, the CogInfoCom based learning abilities investigating capabilities for learning through modern informatics-based education, the educoaching including education through online collaborative systems and virtual reality solutions for example [64][65][66][67][68][69][70][71][72][73][74][75][76][77][78][79][80]. The human computer interaction processes including CogInfoCom aided engineering also cover this area, the industrial applications of CogInfoCom including production engineering, production management, the cognitive control contains theoretical solutions based on or targeting cognitive and other human body related processes, cognitive robotics and autonomous mental development [81][82][83][84][85][86][87][88][89][90].…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of BCI and PEBL-based Attention Tests

2018

APH

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Estimating task difficulty in educational games

Cited by 12 publications

References 9 publications

First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges

First Steps Towards Automatically Defining the Difficulty of Maze-Based Programming Challenges

BME VIK Annual Research Report on Electrical Engineering and Computer Science 2016

The Evaluation of BCI and PEBL-based Attention Tests

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