Abstract
Video games for education still remain unpopular educational resources and tools for learning. One of the reasons is that teachers do not understand the efficiency of video games for learning. In this perspective, the game assessment reports such as scores, points, and statistics have to provide meaningful information not only to players but as well to teachers and lecturers who have to assess and evaluate the learning outcomes. Considering the user-centered design approach, the present research aims to investigate how to select appropriate assessment metrics to make the game analytics and feedback reports for the adaptive video games for education more relevant for teachers and learners. The game metrics, collected before, during, and after the game experiences have to ensure relevant data for all end user’s groups – teachers/lecturers, students/learners, system designers, and others. This research will be adapted for the design of the APOGEE platform for adaptive serious video games.
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Acknowledgments
The research leading to these results has received funding from the APOGEE project, funded by the Bulgarian National Science Fund, Grant Agreement No. DN12/7/2017, and from the National Scientific Program “Information and Communication Technologies in Science, Education and Security” (ICT in SES) financed by the Ministry of Education and Science of Bulgaria.
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Dankov, Y., Antonova, A., Bontchev, B. (2022). Adopting User-Centered Design to Identify Assessment Metrics for Adaptive Video Games for Education. In: Ahram, T., Taiar, R. (eds) Human Interaction, Emerging Technologies and Future Systems V. IHIET 2021. Lecture Notes in Networks and Systems, vol 319. Springer, Cham. https://doi.org/10.1007/978-3-030-85540-6_37
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