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Generation of Adaptive Pedagogical Scenarios in Serious Games

Abstract : A serious game is a game whose principal objective is other than only entertainment. In this thesis, we are interested in a particular type of serious games: the learning games. These games make the learning process more attractive and amusing through fun-based challenges that increase the motivation and engagement of learners. In this context, this thesis focuses on the problem of the automatic generation of pedagogical scenarios in the learning games. It is thus a question of apprehending the integration of a pedagogical scenario with computer games within the context of learning games. By pedagogical scenario, we mean a suite of pedagogical activities, integrated in a learning game, allowing a learner to achieve one or more pedagogical objectives. The objective of our research is to define representation and reasoning models allowing the generation of adaptive pedagogical scenarios which can be used in serious games, in particular the learning games. The generated scenarios should take into account the user’s profile, pedagogical goals and also his interaction traces. The traces get used to update the user profile and to evolve the domain knowledge. The proposed knowledge representation model allows organizing the domain knowledge in three-layer architecture: the domain concepts layer, the pedagogical resources layer and the game resources layer. For each of these layers, we have proposed an adapted formalization. The generic organization of knowledge allows evolving the elements of a layer without changing or affecting the elements of other layers. Similarly, it allows putting into relation the same domain knowledge with different games.As for the scenario generation model, it comprises of three successive steps. Firstly, starting from the user profile and his pedagogical objectives, it generates a conceptual scenario. This consists in selecting a certain number of concepts, among the domain concepts of the first layer, allowing satisfying the targeted concepts. These targeted concepts represent the pedagogical objectives of the user. The conceptual scenario is then transformed into the pedagogical scenario. For this, it requires to select for each concept in the conceptual scenario one or many pedagogical resources in relation with the concept in question. This selection takes into account the presentation model and the adaptation knowledge. The former allows structuring the pedagogical resources according to their type. The adaptation knowledge allows setting the difficulty level for each pedagogical resource in the pedagogical scenario. The third and final step consists in putting into relation the pedagogical resources of the pedagogical scenario with the game resources keeping into account the game model. On the basis of the proposed models of representation and reasoning, we have developed the platform GOALS (Generator Of Adaptive Learning Scenarios). It is a platform, generic and accessible on-line, allowing the generation of adaptive pedagogical scenarios. This platform has been used in the context of a serious game for the evaluation and reeducation of cognitive troubles within the context of the FUI project CLES (Cognitive Linguistic Elements Stimulations). To validate our contribution, we have conducted several evaluations in the context of project CLES. The objective of these evaluations is two-fold; firstly, to validate the scenario generator models, secondly, to study the impact of the scenarios generated by GOALS on the learning of users. For these two objectives, we have proposed two evaluation protocols. These protocols have been put into practice in the context of two field experiments
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Submitted on : Monday, June 15, 2020 - 4:00:11 PM
Last modification on : Wednesday, July 8, 2020 - 12:43:44 PM


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  • HAL Id : tel-02868764, version 1


Aarij Hussaan. Generation of Adaptive Pedagogical Scenarios in Serious Games. Education. Université Claude Bernard - Lyon I, 2012. English. ⟨NNT : 2012LYO10346⟩. ⟨tel-02868764⟩



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