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dc.contributor.advisorWADE, VINCENTen
dc.contributor.advisorCONLAN, OWENen
dc.contributor.authorPEIRCE, NEILen
dc.date.accessioned2014-01-07T16:26:20Z
dc.date.available2014-01-07T16:26:20Z
dc.date.issued2013en
dc.date.submitted2013en
dc.identifier.citationNeil Peirce, The Non-invasive Personalisation of Educational Video Games, Trinity College Dublin, 2013en
dc.identifier.otherNen
dc.identifier.urihttp://hdl.handle.net/2262/67775
dc.descriptionPUBLISHEDen
dc.description.abstractEducational video games present a progressive approach to technology enhanced learning that offer intrinsically rewarding experiences, high interactivity, an environment with low-risk of failure, and the freedom and flexibility to illustrate educational concepts. In addition to the benefits of game- based learning the consideration of varying abilities and preferences has long been recognised as a significant factor in learning. In addressing this, the use of personalisation that tailors the learning to the individual, has been extensively used within Intelligent Tutoring Systems, and Adaptive Hypermedia. The incorporation of personalisation into educational video games presents the possibility of an intrinsically motivating learning experience that is also tailored to each individual learner. However, this integration presents considerable design challenges as there emerge potentially conflicting objectives. Most notably the desire to maintain an engaging game can conflict with the desire to adapt the game to benefit learning. In order to preserve the benefits of game-based learning the personalisation must be considerate of the game?s storyline, character consistency, and character plausibility. In essence the personalisation must be non-invasive to the gaming experience. This thesis proposes a novel four-stage approach to the non-invasive personalisation of educational video games. This approach not only ensures that are all adaptations are non-invasive to the game being adapted it also achieves this in a flexible and reusable manner. Through loosely coupling the video game with the personalisation that adapts it, the Adaptive Learning In Games through Non-invasion (ALIGN) system facilitates the independent authoring of the game and the personalisation strategies. This separation further enables the reuse of ALIGN across multiple games effectively reducing the development costs of personalised games. To evaluate and validate this research the ALIGN system was trialled with contrasting games both in terms of their game style and learning content. Through the use of authentic user trials the ALIGN system was shown to represent a progression towards the effective reuse of personalisation across adaptive educational games.en_US
dc.language.isoenen
dc.publisherTrinity College Dublinen
dc.rightsYen
dc.subjectGame based learningen_US
dc.subjectPersonalisationen_US
dc.subjectEducationen_US
dc.titleThe Non-invasive Personalisation of Educational Video Gamesen
dc.typeThesisen
dc.contributor.sponsorScience Foundation Ireland (SFI)en
dc.contributor.sponsorEuropean Commissionen
dc.publisher.institutionTrinity College Dublinen_US
dc.type.supercollectionthesis_dissertationsen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/npeirceen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/owconlanen
dc.identifier.peoplefinderurlhttp://people.tcd.ie/vwadeen
dc.identifier.rssinternalid90508en
dc.relation.ecprojectidinfo:eu-repo/grantAgreement/EC/FP7/07/CE/I1142
dc.contributor.sponsorGrantNumber07/CE/I1142en
dc.contributor.sponsorGrantNumber027986en
dc.subject.TCDThemeIntelligent Content & Communicationsen


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