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An artificial intelligence framework for feedback and assessment mechanisms in educational Simulations and Serious Games

An artificial intelligence framework for feedback and assessment mechanisms in educational Simulations and Serious Games
An artificial intelligence framework for feedback and assessment mechanisms in educational Simulations and Serious Games
Simulations and Serious Games are powerful e-learning tools that can be designed to provide learning opportunities that stimulate their participants. To achieve this goal, the design of Simulations and Serious Games will often include some balance of three factors: motivation, engagement, and flow. Whilst many frameworks and approaches for Simulation and Serious Game design do provide the means for addressing a combination of these factors to some degree, few address how those factors might be affected by the presence of an out-of-game tutor. It is the position of some researchers that the presence of real-world tutors in a Simulation or Serious Game experience can be shown to have a detrimental effect on motivation, engagement, and flow as a continuously changing state for the participant from in-game to out-of-game breaks immersion.

The focus of this study was to develop a framework for the design of Simulations and Serious Games that could provide the means to mitigate some of these identified negative effects of real world tutor. The framework itself, referred to as the Wrongness Framework, uses artificial intelligence techniques and practices to provide internal feedback and assessment to the participant as a foundation for the creation of a rudimentary in-game tutor.

To achieve this goal it was necessary to develop the Wrongness Framework to include not only the findings of other scholars and researchers on the topic of feedback and assessment but also to introduce original refinements to existing artificial intelligence mechanisms. To test the abilities of the Wrongness Framework it was applied to two unique case studies each with a different purpose and scope. The first, the AdQuest case study, was a graphic design Serious Game scenario testing the ability of the Wrongness Framework's assessment mechanisms by having 102 postgraduate design students submit graphics for a luxury brand advertisement. These graphics were then assessed by the Wrongness Framework against expectations found in the Wrongness Framework's Intelligent System Knowledge Bank. The students were then surveyed for their responses to their assessments and individual rating scores for each design were taken. The second case study, Promasim, explored the possibilities of feedback tone and efficacy for non-player characters in a project management simulation. This was achieved with the use of expert interviews by both academics and working professionals to provide the information of experienced project managers to develop experiential interaction events for the Simulation.

Despite the results of these case studies a full case for the success of the Wrongness Framework could not be made. However, many of the identified challenges for the Wrongness Framework were met and, as such, a case can be made that an adequate foundation for the framework has been successful and has provided the case for further refinement.
Stallwood, James
5ac366f6-76c0-4206-970c-1de3adea1161
Stallwood, James
5ac366f6-76c0-4206-970c-1de3adea1161
Ranchhod, Ashokkumar
4502275c-3dca-4c29-a2cb-3a0356e4de0e

(2015) An artificial intelligence framework for feedback and assessment mechanisms in educational Simulations and Serious Games. University of Southampton, Faculty of Business and Law, Doctoral Thesis, 162pp.

Record type: Thesis (Doctoral)

Abstract

Simulations and Serious Games are powerful e-learning tools that can be designed to provide learning opportunities that stimulate their participants. To achieve this goal, the design of Simulations and Serious Games will often include some balance of three factors: motivation, engagement, and flow. Whilst many frameworks and approaches for Simulation and Serious Game design do provide the means for addressing a combination of these factors to some degree, few address how those factors might be affected by the presence of an out-of-game tutor. It is the position of some researchers that the presence of real-world tutors in a Simulation or Serious Game experience can be shown to have a detrimental effect on motivation, engagement, and flow as a continuously changing state for the participant from in-game to out-of-game breaks immersion.

The focus of this study was to develop a framework for the design of Simulations and Serious Games that could provide the means to mitigate some of these identified negative effects of real world tutor. The framework itself, referred to as the Wrongness Framework, uses artificial intelligence techniques and practices to provide internal feedback and assessment to the participant as a foundation for the creation of a rudimentary in-game tutor.

To achieve this goal it was necessary to develop the Wrongness Framework to include not only the findings of other scholars and researchers on the topic of feedback and assessment but also to introduce original refinements to existing artificial intelligence mechanisms. To test the abilities of the Wrongness Framework it was applied to two unique case studies each with a different purpose and scope. The first, the AdQuest case study, was a graphic design Serious Game scenario testing the ability of the Wrongness Framework's assessment mechanisms by having 102 postgraduate design students submit graphics for a luxury brand advertisement. These graphics were then assessed by the Wrongness Framework against expectations found in the Wrongness Framework's Intelligent System Knowledge Bank. The students were then surveyed for their responses to their assessments and individual rating scores for each design were taken. The second case study, Promasim, explored the possibilities of feedback tone and efficacy for non-player characters in a project management simulation. This was achieved with the use of expert interviews by both academics and working professionals to provide the information of experienced project managers to develop experiential interaction events for the Simulation.

Despite the results of these case studies a full case for the success of the Wrongness Framework could not be made. However, many of the identified challenges for the Wrongness Framework were met and, as such, a case can be made that an adequate foundation for the framework has been successful and has provided the case for further refinement.

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More information

Published date: July 2015
Organisations: University of Southampton, Winchester School of Art

Identifiers

Local EPrints ID: 394643
URI: http://eprints.soton.ac.uk/id/eprint/394643
PURE UUID: b3489f2d-8245-471c-94bd-2c81483e1b32
ORCID for Ashokkumar Ranchhod: ORCID iD orcid.org/0000-0003-4269-8825

Catalogue record

Date deposited: 06 Jul 2016 12:50
Last modified: 06 Jun 2018 12:37

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Contributors

Author: James Stallwood
Thesis advisor: Ashokkumar Ranchhod ORCID iD

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