Abstract
This paper proposes an analysis of student paths into the scenario graph for a learning game that uses a formal model of serious games understandable and usable by teachers. Screenwriting, implemented with a mental map, includes an expected path: the one that includes the most interesting nodes of the scenario graph from the point of view of the teacher, and achieves the training objectives. Through the analysis of the paths taken by the students, we will show the advantages and the benefits of this screenwriting. For that we indicate the different paths, the exit points (nodes presenting the case of abandonment of the student) and the various categories of paths (with achievement or non-achievement of training objectives). Finally, we propose solutions (tools and methods) to improve the reengineering process and the design of the scenario by the teachers.
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Acknowledgments
This work was supported in part by the Institut Mines Telecom, UNISCIEL and Mines Douai. We would like to thank them for their support in the development of this project. The authors would like to thank Gaëlle Guigon, Carole Portillo and Rémy Pinot for their very helpful support to collect all this data; and of course the authors would like to thank the teachers who designed the learning game Les ECSPER, Michel Lecomte et Frédéric Delacroix based on an idea from Jean-Loup Cordonnier.
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Vermeulen, M., Mandran, N., Labat, JM. (2016). Chronicle of a Scenario Graph: From Expected to Observed Learning Path. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_24
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DOI: https://doi.org/10.1007/978-3-319-45153-4_24
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