Dynamic Difficulty Adjustment through a Learning Analytics Model in a Casual Serious Game for Computer Programming Learning
Dynamic Difficulty Adjustment through a Learning Analytics Model in a Casual Serious Game for Computer Programming Learning
复制标题
通过学习分析模型在休闲严肃游戏中进行计算机编程学习的动态难度调整
DOI：
10.4108/eai.27-12-2017.153509
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Marcelino
中科院分区：
文献类型：
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作者：
Adilson Vahldick;A. J. Mendes;M. Marcelino
教师使用游戏作为支持工具，让学生参与学习任务。由于他们经常记录学生的学习进展的表现，这是有趣的和有用的讨论如何使用这些信息来评估学习和改善学习经验。例如，教师可以使用这些信息在课堂上给予个性化的关注，游戏可以使用它来提供“正确”难度的挑战。在计算机编程学习中，游戏可以提供另一种方式来引入概念，主要是练习它们。本文提出了一个模型来识别学生的进步，考虑他们在编程任务的表现。该模型被证明是在一个休闲的计算机编程严重的游戏实现。我们说明了这个游戏如何使用这个模型来个性化它的挑战。
Teachers have used games as a support tool to engage students in learning tasks. As they often record student’s performance as learning progresses, it is interesting and useful to discuss how that information can be used to assess learning and to improve the learning experience. For instance, teachers can use that information to give personalized attention in classes and the game can use it to provide challenges of the “right” difficulty. In computer programming learning, games can provide an alternative way to introduce concepts and, mainly, to practice them. This paper proposes a model to identify the students’ progress considering their performance in programming tasks. The model is demonstrated by an implementation in a casual computer programming serious game. We illustrate how this game could use this model to personalize its challenges.