Implementing Adaptive Game Difficulty Balancing in Serious Games

Hendrix, Maurice; Bellamy-Wood, Tyrone; McKay, Samuel; Bloom, Victoria; Dunwell, Ian

doi:10.1109/tg.2018.2791019

Cited by 57 publications

(21 citation statements)

References 32 publications

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“…Although the terms challenge and difficulty can often be used interchangeably, they are interrelated yet distinct concepts— difficulty can be defined as the “probability of task failure” (Lomas et al., 2017), whereas challenge is a more nuanced and harder to define concept based on player perception of effort and experience ie, how difficult do they find the game, which depends on a player's particular skills and prior expertise (Denisova et al., 2020). Within the context of learning, tasks that are too difficult can result in cognitive overload whereas simple tasks may lead to feelings of boredom and disengagement (Hendrix et al., 2018; Shute et al., 2013). Player engagement within a game can be maintained by balancing game difficulty with player skill (Denisova et al., 2020); however, learning game design requires an in‐depth consideration of optimal challenge.…”

Section: Introductionmentioning

confidence: 99%

Designing for “challenge” in a large‐scale adaptive literacy game for primary school children

Benton

Mavrikis

Vasalou

et al. 2021

Brit J Educational Tech

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The use of learning games within the classroom is becoming increasingly common because of their potential to positively impact learning. Recent developments in adaptivity offer further possibilities to personalise learning by tailoring the game to an individual child's level or particular learning needs. However, designing an adaptive learning game is a complex process as many different game components have an impact on the provision of optimal challenge, crucial for maintaining player engagement, with limited prior work considering the multifaceted nature of this concept. This paper explores how to design for “challenge” within large‐scale adaptive learning games through a case study focused on the design of a literacy game for three linguistically and cognitively diverse learner groups—novice readers, children with dyslexia and children learning English as a foreign language. In reflecting on our design process, we identify three key design tensions that arose: (a) supporting longer‐term learning goals through game replayability; (b) fostering either replication or innovation in pedagogy through adaptivity rules; and (c) addressing diversity between learner groups. We present a set of design recommendations to guide researchers and designers in taking a multidimensional view of challenge when designing large‐scale adaptive learning games. What is already known about this topic? Adaptive learning games can have a positive impact on children's learning outcomes. Ensuring optimal challenge within games is important for maintaining engagement. Designing adaptive learning games is a complex process. What this paper adds? Designing for optimal challenge within adaptive learning game should be considered as a multifaceted concept. Identification of key tensions related to optimising challenge that can emerge during the design of large‐scale adaptive learning games. Recommendations for adaptivity researchers and learning game designers for how to address these tensions in adaptive learning game design. Implications for practice and/or policy? We need a more systematic approach to adaptivity game design to ensure wider spread adoption. Learning game designers seeking to utilise adaptive components in designing for optimal challenge should consider a focus on learners who may require a more targeted approach. Adaptive learning games offer opportunities for pedagogical innovation in the classroom through exploiting innovative game features as well as large‐scale data collection to support adaptive learning over time.

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Section: Introductionmentioning

confidence: 99%

Designing for “challenge” in a large‐scale adaptive literacy game for primary school children

Benton

Mavrikis

Vasalou

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…This finding may serve as a guideline for improving the design of serious games. However, it is difficult to obtain optimal levels of challenge for all players, as players are challenged by activities that are neither too easy nor too difficult to perform (Garris, Ahlers, and Driskell 2002;Hendrix et al 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The results implicate that in designing serious games, attention should be placed on constructing optimally challenging games that are adaptive to players' previous knowledge. That could be achieved by the construction of individually tailored games (Hendrix et al 2018). At the same time, the games should offer immersive experiences, which might be especially important for games focused on enhancing compassion.…”

Section: Conclusion and Contribution Of The Studymentioning

confidence: 99%

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

Zubković

Kolić‐Vehovec

Smojver‐Ažić

et al. 2020

Behaviour & Information Technology

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In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12-to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students' experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.

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“…These two alternatives would give the same results for large sample sizes in theory; however, the rule-based method was chosen to ensure that every student gets the same results for their successful or unsuccessful set of actions. In addition, since there will be only one game play session per student, the adaptive difficulty should affect the game while the game is continuing, unlike the study of Hendrix et al [ 18 ] where the players’ previous game sessions changed the game difficulty.…”

Section: Methodsmentioning

confidence: 99%

Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study

Yildirim¹,

Sürer²

2021

JMIR Serious Games

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Background Specific learning difficulties (SpLD) include several disorders such as dyslexia, dyscalculia, and dysgraphia, and the children with these SpLD receive special education. However, the studies and the educational material so far focus mainly on one specific disorder. Objective This study’s primary goal is to develop comprehensive training material for different types of SpLD, with five serious games addressing different aspects of the SpLD. The second focus is measuring the impact of adaptive difficulty level adjustment in the children’s and their educators’ usability and technology acceptance perception. Receiving feedback from the children and their educators, and refining the games according to their suggestions have also been essential in this two-phase study. Methods A total of 10 SpLD educators and 23 children with different types of SpLD tested the prototypes of the five serious games (ie, Word game, Memory game, Category game, Space game, and Math game), gave detailed feedback, answered the System Usability Scale and Technology Acceptance Model (TAM) questionnaires, and applied think-aloud protocols during game play. Results The games’ standard and adaptive versions were analyzed in terms of average playtime and the number of false answers. Detailed analyses of the interviews, with word clouds and player performances, were also provided. The TAM questionnaires’ average and mean values and box plots of each data acquisition session for the children and the educators were also reported via System Usability Scale and TAM questionnaires. The TAM results of the educators had an average of 8.41 (SD 0.87) out of 10 in the first interview and an average of 8.71 (SD 0.64) out of 10 in the second interview. The children had an average of 9.07 (SD 0.56) out of 10 in the first interview. Conclusions Both the educators and the children with SpLD enjoyed playing the games, gave positive feedback, and suggested new ways for improvement. The results showed that these games provide thorough training material for different types of SpLD with personalized and tailored difficulty systems. The final version of the proposed games will become a part of the special education centers’ supplementary curriculum and training materials, making new enhancements and improvements possible in the future.

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Implementing Adaptive Game Difficulty Balancing in Serious Games

Abstract: This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Cited by 57 publications

References 32 publications

Designing for “challenge” in a large‐scale adaptive literacy game for primary school children

Designing for “challenge” in a large‐scale adaptive literacy game for primary school children

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

Developing Adaptive Serious Games for Children With Specific Learning Difficulties: A Two-phase Usability and Technology Acceptance Study

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