Multimedia Tools and Applications

, Volume 78, Issue 22, pp 32023–32053 | Cite as

FuzzEG: Fuzzy logic for adaptive scenarios in an educational adventure game

  • Spyros PapadimitriouEmail author
  • Konstantina Chrysafiadi
  • Maria Virvou


Nowadays, there is an increased interest in using computer games for educational purposes. Educational computer games attempt to increase the students’ motivation and engagement. However, they should provide adaptivity to learners’ different needs and characteristics for better educational results. Towards this direction, this paper presents a novel adaptive educational game named FuzzEG, which teaches the knowledge domain of HTML programming language. It uses fuzzy sets to represent the learner’s knowledge level more realistically. Taking into consideration the learner’s progress, the game decides about the level of difficulty of the quizzes and whether the scenario is going to be dynamically expanded or not. The gain of this is that it provides the learner with a personalised learning and gaming experience. The game has been evaluated, and the results are very encouraging.


Fuzzy logic Edutainment Adventure games Adaptive games 



  1. 1.
    Boyle T (1997) Design for multimedia learning. Prentice-Hall Inc., Englewood CliffsGoogle Scholar
  2. 2.
    Chrysafiadi K, Virvou M (2010) Modeling student’s knowledge on programming using fuzzy techniques. In: Intelligent Interactive Multimedia Systems and Services. Springer, pp 23–32Google Scholar
  3. 3.
    Chrysafiadi K, Virvou M et al (2016) Advances in personalized web-based education. Springer, BerlinGoogle Scholar
  4. 4.
    DApice C, Grieco C, Piscopo R, Liscio L (2015) Dms2015short-2: Advanced learning technologies for elearning in the enterprise: Design of an educational adventure game to teach computer security. J Vis Lang Comput 31:260–266CrossRefGoogle Scholar
  5. 5.
    Drigas AS, Argyri K, Vrettaros J (2009) Decade review (1999-2009): artificial intelligence techniques in student modeling. In: World Summit on Knowledge Society. Springer, pp 552–564Google Scholar
  6. 6.
    ESA (2014) Esa 2014 annual report., accessed: 2018-04-10
  7. 7.
    Gaeta M, Loia V, Mangione GR, Orciuoli F, Ritrovato P, Salerno S (2014) A methodology and an authoring tool for creating complex learning objects to support interactive storytelling. Comput Hum Behav 31:620–637CrossRefGoogle Scholar
  8. 8.
    Hou HT, Li MC (2014) Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Comput Hum Behav 30:29–38CrossRefGoogle Scholar
  9. 9.
    Jeremić Z, Jovanović J, Gašević D (2012) Student modeling and assessment in intelligent tutoring of software patterns. Expert Syst Appl 39(1):210–222CrossRefGoogle Scholar
  10. 10.
    Karpinskyj S, Zambetta F, Cavedon L (2014) Video game personalisation techniques: a comprehensive survey. Entertain Comput 5(4):211–218CrossRefGoogle Scholar
  11. 11.
    Lo JJ, Chan YC, Yeh SW (2012) Designing an adaptive web-based learning system based on students cognitive styles identified online. Comput Educ 58(1):209–222CrossRefGoogle Scholar
  12. 12.
    Martí-Parreño J, Galbis-Córdova A, Miquel-Romero MJ (2017) Students’ attitude towards the use of educational video games to develop competencies. Computers in Human BehaviorGoogle Scholar
  13. 13.
    Mehm F, Göbel S, Steinmetz R (2012) Authoring of serious adventure games in storytec. In: E-learning and games for training, education, Health and Sports. Springer, pp 144–154Google Scholar
  14. 14.
    Minović M, Milovanović M, Šošević U, Mác González (2015) Visualisation of student learning model in serious games. Comput Hum Behav 47:98–107CrossRefGoogle Scholar
  15. 15.
    Moreno-Ger P, Sierra JL, Martínez-Ortiz I, Fernández-Manjón B (2007) A documental approach to adventure game development. Sci Comput Programm 67 (1):3–31MathSciNetCrossRefGoogle Scholar
  16. 16.
    Papert S (1993) The children’s machine: Rethinking school in the age of the computer. ERICGoogle Scholar
  17. 17.
    Peirce N, Conlan O, Wade V (2008) Adaptive educational games: Providing non-invasive personalised learning experiences. In: 2008 Second IEEE International Conference on Digital games and intelligent toys based education. IEEE, pp 28–35Google Scholar
  18. 18.
    Petri G, von Wangenheim CG (2017) How games for computing education are evaluated? a systematic literature review. Comput Educ 107:68–90CrossRefGoogle Scholar
  19. 19.
    Pilegard C, Mayer RE (2016) Improving academic learning from computer-based narrative games. Contemp Educ Psychol 44:12–20CrossRefGoogle Scholar
  20. 20.
    Pivec M (2007) Play and learn: potentials of game-based learning. Br J Educ Technol 38(3):387–393CrossRefGoogle Scholar
  21. 21.
    Polycarpou I, Krausea J, Rader C, Kembel C, Poupore C, Chiu E (2010) Math-city: an educational game for k-12 mathematics. Procedia-Soc Behav Sci 9:845–850CrossRefGoogle Scholar
  22. 22.
    Riemer V, Schrader C (2015) Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Comput Educ 88:160–168CrossRefGoogle Scholar
  23. 23.
    Papadimitriou S, Virvou M (2017) Adaptivity in scenarios in an educational adventure game. In: 2017 8th International Conference on Information, Intelligence, Systems & Applications (IISA). IEEE, pp 1–6Google Scholar
  24. 24.
    Virvou M, Katsionis G, Manos K (2005) Combining software games with education: Evaluation of its educational effectiveness. J Educ Technol Soc 8(2):54–65Google Scholar
  25. 25.
    Virvou M, Katsionis G (2008) On the usability and likeability of virtual reality games for education: The case of vr-engage. Comput Educ 50(1):154–178CrossRefGoogle Scholar
  26. 26.
    Wikipedia (2018a) List of video game genres., accessed: 2018-04-10
  27. 27.
    Wikipedia (2018b) Colossal cave adventure., accessed: 2018-04-10
  28. 28.
    Zadeh LA (1996) Fuzzy logic= computing with words. IEEE Trans Fuzzy Syst 4(2):103–111CrossRefGoogle Scholar
  29. 29.
    Zapata-Rivera D (2010) Adaptive, assessment-based educational games. In: International Conference on Intelligent Tutoring Systems. Springer, pp 435–437Google Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.University of PiraeusKaraoliGreece

Personalised recommendations