What's next? Different Strategies Considering Teachers' Decisions for Adapting Learning Paths in Serious Games

Adapting Serious Games (SGs) plays an important role to offer personalized game experiences. A well-fitting approach to create adaptive SGs is based on Competence-based Knowledge Space Theory (CbKST). CbKST structures the SG activities with respect to knowledge and competences, and adaptation is based on suggesting activities that improve learners’ competences. However, differences among learners and the diversity of learning situations may drive teachers to use different adaptive approaches to address their own needs. In addition to the current state of learners’ competences, we also propose to consider teachers’ decisions as a key parameter for adapting learning paths in SGs. As part of Play Serious project, several teachers’ requirements have been identified. This paper presents three different recommendation strategies based on the identified requirements, to build adaptive learning paths in SGs.

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