Cognitive-based adaptive scenarios in educational games using fuzzy reasoning

Abstract

Nowadays, the use of educational games is gaining substantial popularity. Games offer immersive and fascinating environments that render them a powerful tool for achieving high-quality learning outcomes, like advancing students’ education through engaging activities. However, one crucial enhancement is that they should take into consideration important aspects of each individual student and adapt to them accordingly for improving the educational results. Given the above, the present work considers an educational adventure game that offers cognitive-based adaptivity in its educational content and scenarios. More specifically, it adapts both the difficulty level of the educational content and its plot dynamically to the knowledge level and learning needs of each individual student. The adaptation is realized using a fuzzy student model that detects the current cognitive state of the trainee and decides about the way in which the game’s plot has to be modified. It determines if its scenario will be dynamically extended or not, aiming to assist the trainee overcome her/his weaknesses and improve her/his educational performance. The gain of this is that through the plot’s adaptation, the game motivates the learners/players to be involved actively in the learning process and provides educational content tailored to their knowledge level and weaknesses, enhancing the educational results. The contribution of the game to the educational process and outcomes was thoroughly evaluated. The evaluation results indicate a high acceptance rate of the game by learners and teachers and underline its effectiveness in the educational results.