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Facilitating intuitive-guided learning in a serious game through integration with a learning content management system
Conference paper

Facilitating intuitive-guided learning in a serious game through integration with a learning content management system

I. Dunwell, P. Lameras, P. Petridis, S. Arnab and S. de Freitas
2014 Eighth International Conference on Complex, Intelligent and Software Intensive Systems, pp.265-272
8th International Conference on Complex, Intelligent and Software Intensive Systems, CISIS 2014 (Birmingham, UK, 02/07/2014–04/07/2014)
2014
DOI: https://doi.org/10.1109/CISIS.2014.37
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Abstract

Increased global uptake of entertainment gaming has the potential to lead to high expectations of engagement and interactivity from users of technology-enhanced learning environments. Blended approaches to implementing game-based learning as part of distance or technology-enhanced education have led to demonstrations of the benefits they might bring, allowing learners to interact with immersive technologies as part of a broader, structured learning experience. In this article, we explore how the integration of a serious game can be extended to a learning content management system (LCMS) to support a blended and holistic approach, described as an 'intuitive-guided' method. Through a case study within the EU-Funded Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems (ALICE) project, a technical integration of a gaming engine with a proprietary LCMS is demonstrated, building upon earlier work and demonstrating how this approach might be realized. In particular, how this method can support an intuitive-guided approach to learning is considered, whereby the learner is given the potential to explore a non-linear environment whilst scaffolding and blending provide guidance ensuring targeted learning objectives are met. Through an evaluation of the developed prototype with 32 students aged 14-16 across two Italian schools, a varied response from learners is observed, coupled with a positive reception from tutors. The study demonstrates that challenges remain in providing high-fidelity content in a classroom environment, particularly as an increasing gap in technology availability between leisure and school times emerges.

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