The APOGEE Software Platform for Construction of Rich Maze Video Games for Education

Bontchev, Boyan; Vassileva, Dessislava; Dankov, Yavor

doi:10.5220/0007930404910498

Cited by 21 publications

(7 citation statements)

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“…Before answering the questions, the respondents were asked first to watch a 5-min video demonstrating the gameplay of a sample educational maze game in history and, next, to play this game. The maze contained several mini-games aimed at searching, arranging and questioning (as described in Section 3.3), all generated by the APOGEE platform (Bontchev et al, 2019). Next, the respondents were invited to play online the same maze game online, which was essential for evaluating the concepts of personalized GBL in a meaningful way.…”

Section: Methodsmentioning

confidence: 99%

“…Such games also enable the achievement of the principles of consciousness, activity and consistency, hence leading to more motivating and engaging gameplay (Eseryel et al, 2014). This section outlines a personalization framework applied to tailor educational maze games created using the APOGEE [1] software platform (Bontchev et al, 2019). The personalization process customizes maze video games for individual students, which includes personalized instances of the maze halls containing different graphical user interface (GUI) and game tasks presented by puzzle mini-games embedded into maze halls.…”

Section: Personalization Of Game Designmentioning

confidence: 99%

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Personalization of serious games for learning

Bontchev

Terzieva

Paunova-Hubenova

2021

ITSE

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Personalization Of Game Designmentioning

confidence: 99%

Personalization of serious games for learning

Bontchev

Terzieva

Paunova-Hubenova

2021

ITSE

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“…The bottom part of the diagram represents a complete user-centered design schema, i.e., it is a detailed view of the game development and evaluation life cycle of the platform. The APOGEE software platform includes multiple developed software instruments [10,38] for the creation and evaluation of video games for education, with specifically designed and developed functionalities, according to the application of the Taxonomy of Instruments for Management and Evaluation of the Design of Video Games for Education-TIMED-VGE taxonomy [39]. The platform includes assistive and analytics software instruments that support the management of the design and analysis of data [35].…”

Section: User-centered Design In Educational Video Maze Gamesmentioning

confidence: 99%

“…The e-Creha project [9] is an Erasmus+ project dedicated to designing and implementing educational solutions for raising awareness and life-long learning for the vulnerability of built heritage to climate change and the development of climate-adaptive strategies for a resilient society. The video game was generated by means of the APOGEE game platform [10] and is a 3D educational maze with five halls containing mini-games of different types representing didactic tasks.…”

Section: Introductionmentioning

confidence: 99%

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

et al. 2021

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Climate resilience competencies improve people’s capacity to recognize and adopt strategies for mitigating negative climate effects. Especially concerning the built cultural heritage protection in the coastal areas, both professionals and citizens have to be prepared for water-related extreme events, such as floods, sea-level rise, and altered precipitation. Considering these challenges, the authors explore the efficiency of serious video games and describe the process of design and validation of the pilot educational online maze game “Let us save Venice”. More specifically, the main research question motivating the study is to identify what the experience factors and the mini-games are that contribute mostly to raising awareness to climate resilience and built heritage sustainability. The question implies two main research objectives: first, to explore what role user-centered game design plays in creating immersive and enjoyable educational video maze games, and second, to investigate which factors influence user experience and game playability in the design phase, and how they contribute to learnability and raising awareness. The background section of the article focuses on a preliminary study of the educational potential of serious games and introduces the EU-funded project e-Creha. Then, it explores the process of game design, development, and validation, focusing on metrics such as game learnability and game experience. The results outline the main findings that immersion, positive affect, and competence appeared to be the main experience factors contributing to raising awareness to climate resilience and built heritage sustainability. Lastly, the discussion section provides further directions for game improvement and future work.

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“…Specialized platforms for creating educational video games to support and facilitate design processes and create educational video games, and within these platforms all these processes are realized [30].…”

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confidence: 99%

How to Tailor Educational Maze Games: The Student’s Preferences

et al. 2022

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Personalized learning has gained in popularity over the past decade. It provides learners with learning resources that comply with their characteristics and preferences or offers them tasks and quizzes adapted to their performance. This research presents how we apply this concept to an educational video maze game created and generated on the APOGEE platform. In particular, this article explores the following three research questions: (1) Which characteristics in the student’s model should be considered for the personalization of educational video games? (2) What are the student’s preferences regarding the personalization of educational video games? (3) How should the process of personalization of educational video games be organized? The answers to these questions are found by conducting practical experiments concerning user experience with the educational maze video game. The article also describes the model of students comprising user’s, learner’s, and player’s aspects with both static and dynamic features. Further, the personalization process of educational games based on this model is described. The results showing the student’s preferences are presented and critically examined. The provided discussion involves the disparities in the preferences of different groups of students concerning the amounts of play of learning games, preferred mini-games, and parameters to which educational materials should be tailored.

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The APOGEE Software Platform for Construction of Rich Maze Video Games for Education

Cited by 21 publications

References 0 publications

Personalization of serious games for learning

Personalization of serious games for learning

“Let Us Save Venice”—An Educational Online Maze Game for Climate Resilience

How to Tailor Educational Maze Games: The Student’s Preferences

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