Enhancing Learning with Gamified Instruction: Conclusion and References

Table of Links

Abstract and I. Introduction

II. Overview of PING System and Gridlock

III. Design Insights and Educational Impact

IV. Conclusion and References

IV. CONCLUSION

This paper presents findings from the ongoing development and testing of a personalized intelligent tutoring system integrated into an educational serious game. With our student observation results and design insights, we hope to provide some ideas and direction for other researchers in this area who are interested in creating this type of system. We also show some preliminary results on the educational efficacy of the proposed system. Looking ahead, additional work will be focused on further verifying the efficacy of the system, as well as gathering additional feedback from students and educators to further refine the final product.

REFERENCES

[1]. D. A. Schwinn, C. S. Cooper, and J. E. Robillard, “putting students at the center: Moving beyond time-variable one-size-fits-all medical education to true individualization,” Advances in Medical Education and Practice, vol. Volume 10, pp. 109–112, 2019. doi: 10.2147/amep.s187946

[2]. S. Yang, H. Tian, L. Sun, and X. Yu, “From one-size-fits-all teaching to adaptive learning: The crisis and solution of education in the era of ai,” Journal of Physics: Conference Series, vol. 1237, no. 4, p. 042039, 2019. doi: 10.1088/1742-6596/1237/4/042039

[3]. S. Olson, Grand Challenges for Engineering Imperatives, Prospects, and Priorities: Summary of A Forum. Washington, D.C: National Academies Press, 2016.

[4]. T.-C. Lin, “An investigation of the relationship between in-class and outof-class efforts on student learning: Empirical evidence and strategy suggestion,” Journal of the Scholarship of Teaching and Learning, vol. 16, no. 4, pp. 14–32, 2016. doi: 10.14434/josotl.v16i4.20028

[5]. E. Mousavinasab et al., “Intelligent tutoring systems: A systematic review of characteristics, applications, and evaluation methods,” Interactive Learning Environments, vol. 29, no. 1, pp. 142–163, 2018. doi: 10.1080/10494820.2018.1558257

[6]. F. Martin and D. U. Bolliger, “Engagement matters: Student perceptions on the importance of engagement  strategies in the Online Learning Environment,” Online Learning, vol. 22, no. 1, 2018. doi: 10.24059/olj.v22i1.1092

[7]. G. Hookham and K. Nesbitt, “A systematic review of the definition and measurement of engagement in serious games,” Proceedings of the Australasian Computer Science Week Multiconference, 2019. doi: 10.1145/3290688.3290747

[8]. M.-T. Wang and T. L. Hofkens, “Beyond classroom academics: A schoolwide and multi-contextual perspective on student engagement in school,” Adolescent Research Review, vol. 5, no. 4, pp. 419–433, 2019. doi: 10.1007/s40894-019-00115-z

[9]. M. Beyyoudh, M. K. Idrissi, and S. Bennani, “A new approach of integrating serious games in intelligent tutoring systems,” Learning and Analytics in Intelligent Systems, pp. 85–91, 2019. doi: 10.1007/978-3- 030-36778-7_10

[10]. F. Laamarti, M. Eid, and A. El Saddik, “An overview of serious games,” International Journal of Computer Games Technology, vol. 2014, pp. 1– 15, 2014. doi: 10.1155/2014/358152

[11]. J. Liang, Y. Tang, R. Hare, B. Wu and F. -Y. Wang, "A LearningEmbedded Attributed Petri Net to Optimize Student Learning in a Serious Game," in IEEE Transactions on Computational Social Systems, 2022, doi: 10.1109/TCSS.2021.3132355.

[12]. R. Hare and Y. Tang, "Hierarchical Deep Reinforcement Learning With Experience Sharing for Metaverse in Education," in IEEE Transactions on Systems, Man, and Cybernetics: Systems, vol. 53, no. 4, pp. 2047-2055, April 2023, doi: 10.1109/TSMC.2022.3227919.