Abstract
The prospective use of low fidelity simulation and gaming in aviation training is high and may facilitate individual, personal training needs in usually asynchronous training setting. Without direct feedback from, or intervention by, an instructor, adaptivity of the training environment is in high demand to ensure training sessions maintain an optimal training value to the trainee. In game design theory, the flow principle is used to provide an optimally engaging experience, whereas its equivalent in instructional design theory is maintaining the optimal cognitive load by adjusting the task complexity or by scaffolding. The control of these principles can be based on user activity or performance. Alternatively, brain measures may be used to control the learning experience of professionals. This chapter explores the options for using brain measures for professional gaming and provides results of a pilot study. Based on the pilot study, it is concluded that brain measures may be a viable but demanding mechanism for optimizing the learning process.
This chapter is an extended version of the paper “Adaptive Game-Based Learning Using Brain Measures for Attention—Some Explorations” presented at the 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016).
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Acknowledgments
This study was partly funded by the Royal Netherlands Air Force under contract 080.14.3903.10 (Serious Gaming program). We would to thank Leon Berghorst and Christian Rosheuvel for developing the Helicopter Control Training game and their support during running the experiment.
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van der Pal, J., Roos, C., Sewnath, G. (2018). Exploring Adaptive Game-Based Learning Using Brain Measures. In: Sampson, D., Ifenthaler, D., Spector, J., Isaías, P. (eds) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-73417-0_10
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