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International Conference on Human-Computer Interaction

HCII 2019: Adaptive Instructional Systems pp 151–165Cite as

Intelligent Tutoring Design Alternatives in a Serious Game

Part of the Lecture Notes in Computer Science book series (LNISA,volume 11597)

Abstract

The adaptive learning potential in video games can be increased by incorporating intelligent tutoring system (ITS) approaches. However, very few studies have examined the ITS capability in a game. Across a four-year research project, we implemented a number of intelligent tutoring design alternatives and integrated them into the serious 3D video game. The game, Heuristica, was designed to improve critical thinking by exposing players to different cognitive biases through game play, and then adaptively giving players opportunities to practice avoiding or mitigating each bias. We describe the intelligent tutoring system, and how we structured the learner’s environment, provided learners with tailored feedback, supported spaced and massed practice, and provided opportunities for in-game learner reflection. We describe the design and functionality of the Student Modeler and interface features that support student feedback and interaction. We evaluate the tradeoffs made in the student model design and the impact they had on the game experience, focusing on the open student model summary screen, mixed-initiative opportunities and algorithms for selection of learning opportunities. This paper contributes to the intelligent tutoring literature by describing one of the first intelligent tutoring systems embedded in a 3D game for training and provides lessons learned from implementations in a single game.

Keywords

  • Adaptive learning environment
  • Intelligent tutoring design
  • Video games

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Acknowledgements

This research was supported by the Intelligence Advanced Research Projects Activity (IARPA) via the Air Force Research Laboratory (Contract #FA8650-11-C-7177). The U.S. Government is authorized to reproduce and distribute reprints for Governmental purposes notwithstanding any copyright annotation thereon. Disclaimer: The views and conclusions contained herein are those of the authors and should not be interpreted as necessarily representing the official policies or endorsements, either expressed or implied, of IARPA, AFRL, or the U.S. Government.

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Authors and Affiliations

  1. Georgia Tech Research Institute (GTRI), Atlanta, GA, USA

    Elizabeth Whitaker & Ethan Trewhitt

  2. Michigan Technological University, Houghton, MI, USA

    Elizabeth S. Veinott

Authors
  1. Elizabeth Whitaker
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  2. Ethan Trewhitt
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  3. Elizabeth S. Veinott
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Corresponding author

Correspondence to Elizabeth Whitaker .

Editor information

Editors and Affiliations

  1. Soar Technology, Inc.,, Orlando, FL, USA

    Robert A. Sottilare

  2. Fraunhofer FKIE, Wachtberg, Germany

    Jessica Schwarz

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Whitaker, E., Trewhitt, E., Veinott, E.S. (2019). Intelligent Tutoring Design Alternatives in a Serious Game. In: Sottilare, R., Schwarz, J. (eds) Adaptive Instructional Systems. HCII 2019. Lecture Notes in Computer Science(), vol 11597. Springer, Cham. https://doi.org/10.1007/978-3-030-22341-0_13

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  • DOI: https://doi.org/10.1007/978-3-030-22341-0_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-22340-3

  • Online ISBN: 978-3-030-22341-0

  • eBook Packages: Computer ScienceComputer Science (R0)

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