Abstract
In this paper, we propose a novel method for simplifying the design of adaptive educational games by integrating Knowledge Space Theory (KST) with real- and/or build-time knowledge space alterations based on a story model and player progress. Our approach streamlines the design process by providing a more manageable learning experience for players, facilitating collaboration among game designers, educators, and narrative designers, and enhancing the overall effectiveness of serious games. By combining build-time and real-time adaptation techniques, our method enables dynamic learning experiences that maintain an engaging narrative structure while ensuring that the game remains focused on its learning objectives. We discuss the implications, potential benefits, and limitations of our approach, and provide an example of its application in the development of a vocational training serious game for teaching IT-security at the workplace. Future research directions include the evaluation of the adaptivity and learning engagement of players, as well as exploring more complex adaptations and additional educational fields.
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Acknowledgements
This research has been investigated in the course of the project “SG4BB” (ger: Serious Games für die berufliche Bildung; en: serious games for vocational training), funded by the German Ministry for Science and Education within the INVITE research program for vocational training.
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Brabänder, W.F., Göbel, S. (2023). Bridging the Gap: Knowledge Spaces and Storylines in Serious Games. In: Haahr, M., Rojas-Salazar, A., Göbel, S. (eds) Serious Games. JCSG 2023. Lecture Notes in Computer Science, vol 14309. Springer, Cham. https://doi.org/10.1007/978-3-031-44751-8_8
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