Educational Quiz Board Games for Adaptive E-Learning

Dessislava Vassileva

serious-gaming.info

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AI-generated Abstract

The advancement of Internet technologies has allowed e-learning to become an essential supplement to traditional education, incorporating various multimedia elements such as simulations and games. This article examines the role of educational games, specifically board games, in enhancing the e-learning process by fostering engagement and improving problem-solving abilities among students. The authors highlight the interactive nature of these games and their ability to create a structured learning environment, ultimately aiming to encourage creativity and knowledge acquisition.

Figures (4)

Congratulations — you know the pentagon, hexagon, and heptagon! Questions with answers of type one of many, many of many and filling blank have a straightforward and easy presentation For such types of questions, answers are going to be represented as textual or multimedia objects and the player have either to select them by clicking or to move one or many of them to the position of right answers. Presentation of question of type “order of answers” and matching problems supposes more interesting presentation. Fig. 1.a represents the start view of a positional quiz board game of type “concep’ matching” similar to puzzle games. Here, players have tc discover the right matches between dark polygons over anc white stars below and, next, to move each of the stars over the right polygon. The three matches are of type 1 to 1 mappinc between positions (polygons) and objects (stars). Fig. 1.b depicts a successful game finish. Both wrong and successful finishes may be accompanied by multimedia effects as well as each right/wrong placement of a star over a polygon. There is no need of time steps definition. Thus, the model is as follows: Fig. 1 Positional quiz board game with 1 to 1 mapping between position and objects at starting the game (a) and after game finish (b)

Fig. 2 Positional memory quest board game for matching symbols with minimum number of mouse clicks Classical image or word puzzles have easy construction process as board mini-games. The image building parts or the letters of a work puzzle are represented as objects, which should be moved o the right positions (wrong moves are possible). Logical quest may require action types different than move — such as simple and double clicks onto objects and object rotations, horizontal or vertical flips. Fig. 2 gives a view of a positional quest board game for matching symbols with minimum number of mouse clic The gamer has opened the first ks, for shortest time possi ble. box containing a picture of a symbol (let say, a triangle), and now has to open a second such box (containing again a triang trying to match the other symbo e) by a single click. W where is located the second triangle. So, if the gamer will o it with a single click, both the hile s, he or she has to remember pen positions with triangle object will stay opened with a melody played for the right match, otherwise they will both close with a disappointing noise and the number of wrong clicks will increase by one.

problem solution game with involving within various teaching activities such as visiting some online course materials, instruction how to do some tasks, provisioning of auxiliary material, etc. In order to make courses more appealing and attractive to the students, quiz board games are going to be used intensively in ADOPTA. They will be designed by standalone game authoring tool using the model explained in section 3.1. Within the ADOPTA authoring tool, such games will be described as earning objects by a proper set of metadata showing the earning styles they are appropriate to be applied, the complexity level, game URL, and many other parameters. ext, instructors will allocate link to game URL at places they find to be appropriate and, finally, the adaptation engine will play the game. As far as each game presents a single quiz ora problem, the system should select automatically the next quiz question following the execution strategy mentioned in section 3.3.