Learner Modeling in Educational Games Based on Fuzzy Logic and Gameplay Data

Autor/inn/en	Hamdaoui, Nabila; Idrissi, Mohammed Khalidi; Bennani, Samir
Titel	Learner Modeling in Educational Games Based on Fuzzy Logic and Gameplay Data
Quelle	In: International Journal of Game-Based Learning, 11 (2021) 2, S.38-60, Artikel 3 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennani, Samir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
Schlagwörter	Educational Games; Mathematical Logic; Models; Data Analysis; High School Students; Cognitive Style; Questionnaires; Foreign Countries; English (Second Language); Second Language Instruction; Morocco + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematical logics; Mathematische Logik; Analogiemodell; Auswertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive styles; Kognitiver Stil; Fragebogen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Marokko
Abstract	Over the last years there has been a growing interest in the use of educational games as learning tools. Educational games have proven to contribute in enhancing student motivation, increasing their engagement and providing them with personalized and adaptive learning. Learner modeling is a prerequisite when it comes to adaptive learning; it is used to represent student's knowledge, needs, and characteristics. This paper presents a modeling technique based on fuzzy logic that uses gameplay data and expert rules to predict learners preferred learning and playing styles. To test the fuzzy rule-based systems, the educational game Woodland was designed bearing in mind the VARK learning styles and the Bartle playing styles. High school students played the educational game Woodland and the results of the FRBSs were compared with the result of the questionnaires. A great correlation was found between the FRBSs results and the questionnaire results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01