Personalized Storytelling for Educational Computer Games

  • Michael D. Kickmeier-Rust
  • Thomas Augustin
  • Dietrich Albert
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6944)


Educational computer games are a highly popular but also a highly challenging field where (technology-enhanced) education meets entertainment/ gaming. Ongoing endeavors concentrate on the need to translate the state-of-the-art in conventional e-learning, this regards in particular to technologies of intelligent and adaptive tutoring, to educational games. This is a non-trivial attempt since methods of personalization, such as pedagogical guidance or adaptive curriculum sequencing have a substantial impact on a game’s flow, in particular on the narrative. In the present paper we introduce a formal and computable approach to interactive and adaptive storytelling in educational games. This approach, coined macro adaptivity, is based on the idea of merging story models with cognitive domain and learner models. The principles of the approach have been exemplified in an appealing educational game teaching geography for 12 to 14 year olds.


Serious games educational computer games adaptation personali-zation micro adaptivity macro adaptivity interactive storytelling 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    De Bra, P.M.E.: Adaptive hypermedia. In: Adelsberger, H.H., Kinshuk, Pawlowski, J.M., Sampson, D. (eds.) Handbook on Information Technologies for Education and Training, pp. 29–46. Springer, Berlin (2008)CrossRefGoogle Scholar
  2. 2.
    Albert, D., Lukas, J. (eds.): Knowledge spaces: theories, empirical research, and applications. Lawrence Erlbaum Associates, Mahwah (1999)Google Scholar
  3. 3.
    Kickmeier-Rust, M.D., Albert, D., Hockemeyer, C., Augustin, T.: Not breaking the narrative: Individualized competence assessment in educational games. In: Proceedings of the European Conference on Games-based Learning (ECGBL), Paisley, Scotland, October 25-26 (2007)Google Scholar
  4. 4.
    Cavazza, M., Donikian, S., Christie, M., Spierling, U., Szilas, N., Vorderer, P., Hartmann, T., Klimmt, C., André, E., Champagnat, R., Petta, P., Olivier, P.: The IRIS Network of Excellence: Integrating Research in Interactive Storytelling. In: Spierling, U., Szilas, N. (eds.) ICIDS 2008. LNCS, vol. 5334, pp. 14–19. Springer, Heidelberg (2008)CrossRefGoogle Scholar
  5. 5.
    Göbel, S., Malkewitz, R., Becker, F.: Story pacing in interactive storytelling. In: Pan, Z., Aylett, R.S., Diener, H., Jin, X., Göbel, S., Li, L. (eds.) Edutainment 2006. LNCS, vol. 3942, pp. 419–428. Springer, Heidelberg (2006)CrossRefGoogle Scholar
  6. 6.
    Göbel, S., de Carvalho Rodrigues, A., Mehm, F., Steinmetz, R.: Narrative game-based learning objects for story-based digital educational games. In: Proceedings of the 1st International Open Workshop on Intelligent Personalization and Adaptation in Digital Educational Games, Graz, Austria, October 14 (2009)Google Scholar
  7. 7.
    Göbel, S., Mehm, F., Radke, S., Steinmetz, R.: 80Days: Adaptive digital storytelling for digital educational games. In: Proceedings of the 2nd International Workshop on Story-Telling and Educational Games (STEG 2009), CEUR Workshop Proceedings (2009)Google Scholar
  8. 8.
    Doignon, J.-P., Falmagne, J.-C.: Knowledge spaces. Springer, Berlin (1999)CrossRefzbMATHGoogle Scholar
  9. 9.
    Doignon, J.-P., Falmagne, J.-C.: Spaces for the assessment of knowledge. International Journal of Man-Machine Studies 23, 175–196 (1985)CrossRefzbMATHGoogle Scholar
  10. 10.
    Falmagne, J.-C., Koppen, M., Villano, M., Doignon, J.-P., Johannesen, L.: Introduction to knowledge spaces: How to build, test and search them. Psychological Review 97, 201–224 (1990)CrossRefGoogle Scholar
  11. 11.
    Doignon, J.-P.: Knowledge spaces and skill assignments. In: Fischer, G., Laming, D. (eds.) Contributions to Mathematical Psychology, Psychometrics, and Methodology, pp. 111–121. Springer, Berlin (1994)CrossRefGoogle Scholar
  12. 12.
    Düntsch, I., Gediga, G.: Skills and knowledge structures. British Journal of Mathematical and Statistical Psychology 48, 9–27 (1995)CrossRefzbMATHGoogle Scholar
  13. 13.
    Korossy, K.: Extending the theory of knowledge spaces: A competence-performance approach. Zeitschrift für Psychologie 205, 53–82 (1997)Google Scholar
  14. 14.
    Korossy, K.: Modeling knowledge as competence and performance. In: Albert, D., Lukas, J. (eds.) Knowledge Spaces: Theories, Empirical Research, and Applications, pp. 103–132. Lawrence Erlbaum, Mahwah (1999)Google Scholar
  15. 15.
    Göbel, S., Iurgel, I., Rössler, M., Hülsken, F., Eckes, C.: Design and narrative structure for the Virtual Human scenarios. International Journal of Virtual Reality 5(3), 1–10 (2006)Google Scholar
  16. 16.
    Hoffmann, A., Göbel, S., Schneider, O., Iurgel, I.: Storytelling-Based Edutainment Applications. In: Tan, L. (ed.) E-Learning and Virtual Science Centers. Information Science Publishing, Hershey (2005)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Michael D. Kickmeier-Rust
    • 1
  • Thomas Augustin
    • 2
  • Dietrich Albert
    • 1
  1. 1.Knowledge Management InstituteGraz University of TechnologyAustria
  2. 2.Joanneum ResearchGrazAustria

Personalised recommendations