This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Balancing Entertainment, Cost, and Educational Strength: A Design Framework for Medium-Coupling Educational Games
Corresponding Author(s) : Pratama Wirya Atmaja
Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control,
Vol. 6, No. 1, February 2021
Abstract
Games are powerful tools for teaching and learning, especially in the age of Education 4.0. The rapid growth of educational games is hindered by various problems, including their development cost. The medium coupling approach, which allows an educational game to be both engaging and economical, is one potential solution to the problem; unfortunately, it has received only sporadic attention. This study aims to explore the matter of designing medium-coupling educational games through a design framework. The framework dissects an educational game’s game content and educational content into parts to be interconnected. We applied the framework to design and develop an educational role-playing game (RPG). Sixty first-year Informatics students tested the game, which presented three learning topics with different characteristics. A post-test questionnaire’s results validate the game’s entertainment and educational values while also uncovering how it works under different learning contents. A discussion with the participants gathered insightful suggestions and critiques, which, together with the questionnaire’s results, are synthesized into design principles for medium-coupling games. We conclude that the framework is useful for creating games that are entertaining, educational, and cost-efficient.
Keywords
Download Citation
Endnote/Zotero/Mendeley (RIS)BibTeX
- F. Laamarti, M. Eid, and A. El Saddik, “An Overview of Serious Games,” International Journal of Computer Games Technology, 2014. https://doi.org/10.1155/2014/358152
- S. S. Adkins, “The 2018-2023 Global Game-based Learning Market: Worldwide Serious Game Industry in a Boom Phase,” Serious Play Conference, 2019.
- T. Hainey, T. M. Connolly, E. A. Boyle, A. Wilson, and A. Razak, “A systematic literature review of games-based learning empirical evidence in primary education,” Computers and Education, vol. 102, pp. 202–223, 2016. https://doi.org/10.1016/j.compedu.2016.09.001
- J. L. Plass, B. D. Homer, and C. K. Kinzer, “Foundations of Game-Based Learning,” Educational Psychologist, vol. 50, no. 4, pp. 258–283, 2015. https://doi.org/10.1080/00461520.2015.1122533
- P.-M. Noemí and S. H. Máximo, “Educational games for learning,” Universal Journal of Educational Research, vol. 2, no. 3, pp. 230–238, 2014.
- E. A. Boyle et al., “An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games,” Computers and Education, vol. 94, pp. 178–192, 2016. https://doi.org/10.1016/j.compedu.2015.11.003
- D. B. Clark, E. E. Tanner-Smith, and S. S. Killingsworth, “Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis,” Review of Educational Research, vol. 86, no. 1, pp. 79–122, 2016. https://doi.org/10.3102%2F0034654315582065
- M. Freire, Á. Serrano-Laguna, B. M. Iglesias, I. Martínez-Ortiz, P. Moreno-Ger, and B. Fernández-Manjón, “Game Learning Analytics: Learning Analytics for Serious Games,” in Learning, Design, and Technology, 2016, pp. 1–29. https://doi.org/10.1007/978-3-319-17727-4_21-1
- H. A. Rosyid, M. Palmerlee, and K. Chen, “Deploying learning materials to game content for serious education game development: A case study,” Entertainment Computing, vol. 26, pp. 1–9, 2018. https://doi.org/10.1016/j.entcom.2018.01.001
- Z. Peddycord-Liu, R. Harred, S. Karamarkovich, T. Barnes, C. Lynch, and T. Rutherford, “Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?,” in Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science, vol 10947, 2018, pp. 436–449. https://doi.org/10.1007/978-3-319-93843-1_32
- S. Vandercruysse and J. Elen, “Towards a Game-Based Learning Instructional Design Model Focusing on Integration,” in Instructional Techniques to Facilitate Learning and Motivation of Serious Games, Springer International Publishing, 2017, pp. 17–35. https://doi.org/10.1007/978-3-319-39298-1_2
- J. Habgood and S. E. Ainsworth, “Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games,” Journal of the Learning Sciences, vol. 20, no. 2, pp. 169–206, 2011. https://doi.org/10.1080/10508406.2010.508029
- A. Echeverría, E. Barrios, M. Nussbaum, M. Améstica, and S. Leclerc, “The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics,” Computers and Education, vol. 59, no. 2, pp. 806–816, 2012. https://doi.org/10.1016/j.compedu.2012.03.025
- O. Ku, S. Y. Chen, D. H. Wu, A. C. C. Lao, and T. W. Chan, “The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability,” Educational Technology and Society, vol. 17, no. 3, pp. 65–78, 2014.
- V. Garneli, C. Sotides, K. Patiniotis, I. Deliyannis, and K. Chorianopoulos, “Designing a 2D Platform Game with Mathematics Curriculum,” in Games and Learning Alliance. GALA 2019. Lecture Notes in Computer Science, vol 11899, Springer, Cham, 2019, pp. 42–51. https://doi.org/10.1007/978-3-030-34350-7_5
- V. Beserra, M. Nussbaum, R. Zeni, W. Rodriguez, and G. Wurman, “Practising arithmetic using educational video games with an interpersonal computer,” Educational Technology and Society, vol. 17, no. 3, pp. 343–358, 2014.
- P. W. Atmaja, F. Muttaqin, and S. Sugiarto, “Facilitating educational contents of different subjects with context-agnostic educational game: A pilot case study,” Register: Jurnal Ilmiah Teknologi Sistem Informasi, vol. 6, no. 1, pp. 53–65, 2020. https://doi.org/10.26594/register.v6i1.1726
- Z. O’Shea and J. Freeman, “Game design frameworks: Where do we start?,” in FDG ’19: Proceedings of the 14th International Conference on the Foundations of Digital Games, 2019. https://doi.org/10.1145/3337722.3337753
- F. Ke, “Designing and integrating purposeful learning in game play: a systematic review,” Educational Technology Research and Development, vol. 64, no. 2, pp. 219–244, 2016. http://dx.doi.org/10.1007/s11423-015-9418-1
- F. Ke, K. Xie, and Y. Xie, “Game-based learning engagement: A theory- and data-driven exploration,” British Journal of Educational Technology, vol. 47, no. 6, pp. 1183–1201, 2016. https://doi.org/10.1111/bjet.12314
- Y. R. Shi and J. L. Shih, “Game Factors and Game-Based Learning Design Model,” International Journal of Computer Games Technology, vol. 2015. 2015. https://doi.org/10.1155/2015/549684
- J. N. Proulx, M. Romero, and S. Arnab, “Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning,” Simulation and Gaming, vol. 48, no. 1, pp. 81–97, 2017. https://doi.org/10.1177%2F1046878116674399
- M. B. Carvalho et al., “An activity theory-based model for serious games analysis and conceptual design,” Computers and Education, vol. 87, pp. 166–181, 2015. https://doi.org/10.1016/j.compedu.2015.03.023
- M. Sailer, J. U. Hense, S. K. Mayr, and H. Mandl, “How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction,” Computers in Human Behavior, vol. 69, pp. 371–380, 2017. https://doi.org/10.1016/j.chb.2016.12.033
- S. Heintz and E. L. C. Law, “Digital educational games: Methodologies for evaluating the impact of game type,” ACM Transactions on Computer-Human Interaction, vol. 25, no. 2, 2018. https://doi.org/10.1145/3177881
- J. L. Plass et al., “The effect of learning mechanics design on learning outcomes in a computer-based geometry game,” in E-Learning and Games for Training, Education, Health and Sports. Edutainment 2012, GameDays 2012, 2012, vol. 7516 LNCS, pp. 65–71. https://doi.org/10.1007/978-3-642-33466-5_7
- C. Busch, L. Dohrmann, M. Möhlihs, M. Pasadu, and M. Steinicke, “Design-based research on conceptually integrated games to foster chemistry skills in secondary education,” in Proceedings of the European Conference on Games-based Learning, 2016, pp. 89–97.
- Z. Alaswad and L. Nadolny, “Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning,” Journal of Educational Technology Systems, vol. 43, no. 4, pp. 389–402, 2015. https://doi.org/10.1177%2F0047239515588164
- B. Morschheuser, L. Hassan, K. Werder, and J. Hamari, “How to design gamification? A method for engineering gamified software,” Information and Software Technology, vol. 95, no. April 2017, pp. 219–237, 2018. https://doi.org/10.1016/j.infsof.2017.10.015
- M. Sicart, “Defining game mechanics,” Game Studies, vol. 8, no. 2, 2008.
- E. Adams and J. Dormans, Game Mechanics: Advanced Game Design. New Riders, Berkeley, CA, 2012.
- E. Adams, Fundamentals of Game Design, Third Edition. New Riders, 2014.
- K. Wegner, S. Seele, H. Buhler, S. Misztal, R. Herpers, and J. Schild, “Comparison of Two Inventory Design Concepts in a Collaborative Virtual Reality Serious Game,” in CHI PLAY ’17 Extended Abstracts: Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play, 2017, pp. 323–329. https://doi.org/10.1145/3130859.3131300
- J. P. Zagal and S. Deterding, “Definitions of ‘Role-Playing Games,’” in Role-Playing Game Studies: Transmedia Foundations, Routledge, 2018, pp. 19–51. https://doi.org/10.4324/9781315637532-2
- M. Sicart, “Loops and Metagames: Understanding Game Design Structures,” Foundations of Digital Games, 2015.
- M. H. Phan, J. R. Keebler, and B. S. Chaparro, “The Development and Validation of the Game User Experience Satisfaction Scale (GUESS),” Human Factors, vol. 58, no. 8, pp. 1217–1247, 2016. https://doi.org/10.1177%2F0018720816669646
- F. L. Fu, R. C. Su, and S. C. Yu, “EGameFlow: A scale to measure learners’ enjoyment of e-learning games,” Computers and Education, vol. 52, no. 1, pp. 101–112, 2009. https://doi.org/10.1016/j.compedu.2008.07.004
- J. J. Vaske, J. Beaman, and C. C. Sponarski, “Rethinking Internal Consistency in Cronbach’s Alpha,” Leisure Sciences, 2017. https://doi.org/10.1080/01490400.2015.1127189
- M. Tavakol and R. Dennick, “Making sense of Cronbach’s alpha,” International Journal of Medical Education, vol. 2, pp. 53–55, Jun. 2011. https://dx.doi.org/10.5116%2Fijme.4dfb.8dfd
- A. De Gloria, F. Bellotti, and R. Berta, “Serious Games for education and training,” International Journal of Serious Games, vol. 1, no. 1, Feb. 2014. https://doi.org/10.17083/ijsg.v1i1.11
- L. F. de Oliveira, L. S. Espindola, C. Q. Santos, A. C. A. Ziesemer, L. Müller, and M. S. Silveira, “Help Resources in Games: Gamers’ Opinions and Preliminary Design Remarks,” in Proceedings of the XVI Brazilian Symposium on Human Factors in Computing Systems, 2017. https://doi.org/10.1145/3160504.3160572
- E. Andersen et al., “The impact of tutorials on games of varying complexity,” in Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems - CHI ’12, 2012, pp. 59–68. https://doi.org/10.1145/2207676.2207687
- P. Sweetser, D. Johnson, P. Wyeth, A. Anwar, Y. Meng, and A. Ozdowska, “GameFlow in Different Game Genres and Platforms,” Computers in Entertainment, vol. 15, no. 3, Apr. 2017. https://doi.org/10.1145/3034780
- G. Smith et al., “Situating quests: Design patterns for quest and level design in role-playing games,” in Interactive Storytelling. ICIDS 2011, 2011, vol. 7069 LNCS, pp. 326–329. https://doi.org/10.1007/978-3-642-25289-1_40
- A. Zook and M. Riedl, “Generating and Adapting Game Mechanics,” Proceedings of the 2014 Foundations of Digital Games Workshop on Procedural Content Generation in Games, 2014.
- B. Kybartas and R. Bidarra, “A Survey on Story Generation Techniques for Authoring Computational Narratives,” IEEE Transactions on Computational Intelligence and AI in Games, vol. 9, no. 3, pp. 239–253, 2017. https://doi.org/10.1109/TCIAIG.2016.2546063
- P. W. Atmaja and Sugiarto, “Generating Object Placements for Optimum Exploration and Unpredictability in Medium-Coupling Educational Games,” in 2020 International Conference on Innovation and Intelligence for Informatics, Computing and Technologies (3ICT), 2020. https://doi.org/10.1109/3ICT51146.2020.9311976
- M. Green, A. Khalifa, G. Barros, and J. Togellius, “‘Press Space to Fire’: Automatic Video Game Tutorial Generation,” in Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, vol. 13, no. 1, 2017, pp. 75–80.
- A. Gatt and E. Krahmer, “Survey of the State of the Art in Natural Language Generation: Core tasks, applications and evaluation,” Journal of Artificial Intelligence Research, vol. 61, pp. 65–170, Jan. 2018.
- D. Hooshyar, M. Yousefi, and H. Lim, “A systematic review of data-driven approaches in player modeling of educational games,” Artificial Intelligence Review, vol. 52, no. 3, pp. 1997–2017, Oct. 2019. https://doi.org/10.1007/s10462-017-9609-8
References
F. Laamarti, M. Eid, and A. El Saddik, “An Overview of Serious Games,” International Journal of Computer Games Technology, 2014. https://doi.org/10.1155/2014/358152
S. S. Adkins, “The 2018-2023 Global Game-based Learning Market: Worldwide Serious Game Industry in a Boom Phase,” Serious Play Conference, 2019.
T. Hainey, T. M. Connolly, E. A. Boyle, A. Wilson, and A. Razak, “A systematic literature review of games-based learning empirical evidence in primary education,” Computers and Education, vol. 102, pp. 202–223, 2016. https://doi.org/10.1016/j.compedu.2016.09.001
J. L. Plass, B. D. Homer, and C. K. Kinzer, “Foundations of Game-Based Learning,” Educational Psychologist, vol. 50, no. 4, pp. 258–283, 2015. https://doi.org/10.1080/00461520.2015.1122533
P.-M. Noemí and S. H. Máximo, “Educational games for learning,” Universal Journal of Educational Research, vol. 2, no. 3, pp. 230–238, 2014.
E. A. Boyle et al., “An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games,” Computers and Education, vol. 94, pp. 178–192, 2016. https://doi.org/10.1016/j.compedu.2015.11.003
D. B. Clark, E. E. Tanner-Smith, and S. S. Killingsworth, “Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis,” Review of Educational Research, vol. 86, no. 1, pp. 79–122, 2016. https://doi.org/10.3102%2F0034654315582065
M. Freire, Á. Serrano-Laguna, B. M. Iglesias, I. Martínez-Ortiz, P. Moreno-Ger, and B. Fernández-Manjón, “Game Learning Analytics: Learning Analytics for Serious Games,” in Learning, Design, and Technology, 2016, pp. 1–29. https://doi.org/10.1007/978-3-319-17727-4_21-1
H. A. Rosyid, M. Palmerlee, and K. Chen, “Deploying learning materials to game content for serious education game development: A case study,” Entertainment Computing, vol. 26, pp. 1–9, 2018. https://doi.org/10.1016/j.entcom.2018.01.001
Z. Peddycord-Liu, R. Harred, S. Karamarkovich, T. Barnes, C. Lynch, and T. Rutherford, “Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed?,” in Artificial Intelligence in Education. AIED 2018. Lecture Notes in Computer Science, vol 10947, 2018, pp. 436–449. https://doi.org/10.1007/978-3-319-93843-1_32
S. Vandercruysse and J. Elen, “Towards a Game-Based Learning Instructional Design Model Focusing on Integration,” in Instructional Techniques to Facilitate Learning and Motivation of Serious Games, Springer International Publishing, 2017, pp. 17–35. https://doi.org/10.1007/978-3-319-39298-1_2
J. Habgood and S. E. Ainsworth, “Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games,” Journal of the Learning Sciences, vol. 20, no. 2, pp. 169–206, 2011. https://doi.org/10.1080/10508406.2010.508029
A. Echeverría, E. Barrios, M. Nussbaum, M. Améstica, and S. Leclerc, “The atomic intrinsic integration approach: A structured methodology for the design of games for the conceptual understanding of physics,” Computers and Education, vol. 59, no. 2, pp. 806–816, 2012. https://doi.org/10.1016/j.compedu.2012.03.025
O. Ku, S. Y. Chen, D. H. Wu, A. C. C. Lao, and T. W. Chan, “The effects of game-based learning on mathematical confidence and performance: High ability vs. low ability,” Educational Technology and Society, vol. 17, no. 3, pp. 65–78, 2014.
V. Garneli, C. Sotides, K. Patiniotis, I. Deliyannis, and K. Chorianopoulos, “Designing a 2D Platform Game with Mathematics Curriculum,” in Games and Learning Alliance. GALA 2019. Lecture Notes in Computer Science, vol 11899, Springer, Cham, 2019, pp. 42–51. https://doi.org/10.1007/978-3-030-34350-7_5
V. Beserra, M. Nussbaum, R. Zeni, W. Rodriguez, and G. Wurman, “Practising arithmetic using educational video games with an interpersonal computer,” Educational Technology and Society, vol. 17, no. 3, pp. 343–358, 2014.
P. W. Atmaja, F. Muttaqin, and S. Sugiarto, “Facilitating educational contents of different subjects with context-agnostic educational game: A pilot case study,” Register: Jurnal Ilmiah Teknologi Sistem Informasi, vol. 6, no. 1, pp. 53–65, 2020. https://doi.org/10.26594/register.v6i1.1726
Z. O’Shea and J. Freeman, “Game design frameworks: Where do we start?,” in FDG ’19: Proceedings of the 14th International Conference on the Foundations of Digital Games, 2019. https://doi.org/10.1145/3337722.3337753
F. Ke, “Designing and integrating purposeful learning in game play: a systematic review,” Educational Technology Research and Development, vol. 64, no. 2, pp. 219–244, 2016. http://dx.doi.org/10.1007/s11423-015-9418-1
F. Ke, K. Xie, and Y. Xie, “Game-based learning engagement: A theory- and data-driven exploration,” British Journal of Educational Technology, vol. 47, no. 6, pp. 1183–1201, 2016. https://doi.org/10.1111/bjet.12314
Y. R. Shi and J. L. Shih, “Game Factors and Game-Based Learning Design Model,” International Journal of Computer Games Technology, vol. 2015. 2015. https://doi.org/10.1155/2015/549684
J. N. Proulx, M. Romero, and S. Arnab, “Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning,” Simulation and Gaming, vol. 48, no. 1, pp. 81–97, 2017. https://doi.org/10.1177%2F1046878116674399
M. B. Carvalho et al., “An activity theory-based model for serious games analysis and conceptual design,” Computers and Education, vol. 87, pp. 166–181, 2015. https://doi.org/10.1016/j.compedu.2015.03.023
M. Sailer, J. U. Hense, S. K. Mayr, and H. Mandl, “How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction,” Computers in Human Behavior, vol. 69, pp. 371–380, 2017. https://doi.org/10.1016/j.chb.2016.12.033
S. Heintz and E. L. C. Law, “Digital educational games: Methodologies for evaluating the impact of game type,” ACM Transactions on Computer-Human Interaction, vol. 25, no. 2, 2018. https://doi.org/10.1145/3177881
J. L. Plass et al., “The effect of learning mechanics design on learning outcomes in a computer-based geometry game,” in E-Learning and Games for Training, Education, Health and Sports. Edutainment 2012, GameDays 2012, 2012, vol. 7516 LNCS, pp. 65–71. https://doi.org/10.1007/978-3-642-33466-5_7
C. Busch, L. Dohrmann, M. Möhlihs, M. Pasadu, and M. Steinicke, “Design-based research on conceptually integrated games to foster chemistry skills in secondary education,” in Proceedings of the European Conference on Games-based Learning, 2016, pp. 89–97.
Z. Alaswad and L. Nadolny, “Designing for Game-Based Learning: The Effective Integration of Technology to Support Learning,” Journal of Educational Technology Systems, vol. 43, no. 4, pp. 389–402, 2015. https://doi.org/10.1177%2F0047239515588164
B. Morschheuser, L. Hassan, K. Werder, and J. Hamari, “How to design gamification? A method for engineering gamified software,” Information and Software Technology, vol. 95, no. April 2017, pp. 219–237, 2018. https://doi.org/10.1016/j.infsof.2017.10.015
M. Sicart, “Defining game mechanics,” Game Studies, vol. 8, no. 2, 2008.
E. Adams and J. Dormans, Game Mechanics: Advanced Game Design. New Riders, Berkeley, CA, 2012.
E. Adams, Fundamentals of Game Design, Third Edition. New Riders, 2014.
K. Wegner, S. Seele, H. Buhler, S. Misztal, R. Herpers, and J. Schild, “Comparison of Two Inventory Design Concepts in a Collaborative Virtual Reality Serious Game,” in CHI PLAY ’17 Extended Abstracts: Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play, 2017, pp. 323–329. https://doi.org/10.1145/3130859.3131300
J. P. Zagal and S. Deterding, “Definitions of ‘Role-Playing Games,’” in Role-Playing Game Studies: Transmedia Foundations, Routledge, 2018, pp. 19–51. https://doi.org/10.4324/9781315637532-2
M. Sicart, “Loops and Metagames: Understanding Game Design Structures,” Foundations of Digital Games, 2015.
M. H. Phan, J. R. Keebler, and B. S. Chaparro, “The Development and Validation of the Game User Experience Satisfaction Scale (GUESS),” Human Factors, vol. 58, no. 8, pp. 1217–1247, 2016. https://doi.org/10.1177%2F0018720816669646
F. L. Fu, R. C. Su, and S. C. Yu, “EGameFlow: A scale to measure learners’ enjoyment of e-learning games,” Computers and Education, vol. 52, no. 1, pp. 101–112, 2009. https://doi.org/10.1016/j.compedu.2008.07.004
J. J. Vaske, J. Beaman, and C. C. Sponarski, “Rethinking Internal Consistency in Cronbach’s Alpha,” Leisure Sciences, 2017. https://doi.org/10.1080/01490400.2015.1127189
M. Tavakol and R. Dennick, “Making sense of Cronbach’s alpha,” International Journal of Medical Education, vol. 2, pp. 53–55, Jun. 2011. https://dx.doi.org/10.5116%2Fijme.4dfb.8dfd
A. De Gloria, F. Bellotti, and R. Berta, “Serious Games for education and training,” International Journal of Serious Games, vol. 1, no. 1, Feb. 2014. https://doi.org/10.17083/ijsg.v1i1.11
L. F. de Oliveira, L. S. Espindola, C. Q. Santos, A. C. A. Ziesemer, L. Müller, and M. S. Silveira, “Help Resources in Games: Gamers’ Opinions and Preliminary Design Remarks,” in Proceedings of the XVI Brazilian Symposium on Human Factors in Computing Systems, 2017. https://doi.org/10.1145/3160504.3160572
E. Andersen et al., “The impact of tutorials on games of varying complexity,” in Proceedings of the 2012 ACM annual conference on Human Factors in Computing Systems - CHI ’12, 2012, pp. 59–68. https://doi.org/10.1145/2207676.2207687
P. Sweetser, D. Johnson, P. Wyeth, A. Anwar, Y. Meng, and A. Ozdowska, “GameFlow in Different Game Genres and Platforms,” Computers in Entertainment, vol. 15, no. 3, Apr. 2017. https://doi.org/10.1145/3034780
G. Smith et al., “Situating quests: Design patterns for quest and level design in role-playing games,” in Interactive Storytelling. ICIDS 2011, 2011, vol. 7069 LNCS, pp. 326–329. https://doi.org/10.1007/978-3-642-25289-1_40
A. Zook and M. Riedl, “Generating and Adapting Game Mechanics,” Proceedings of the 2014 Foundations of Digital Games Workshop on Procedural Content Generation in Games, 2014.
B. Kybartas and R. Bidarra, “A Survey on Story Generation Techniques for Authoring Computational Narratives,” IEEE Transactions on Computational Intelligence and AI in Games, vol. 9, no. 3, pp. 239–253, 2017. https://doi.org/10.1109/TCIAIG.2016.2546063
P. W. Atmaja and Sugiarto, “Generating Object Placements for Optimum Exploration and Unpredictability in Medium-Coupling Educational Games,” in 2020 International Conference on Innovation and Intelligence for Informatics, Computing and Technologies (3ICT), 2020. https://doi.org/10.1109/3ICT51146.2020.9311976
M. Green, A. Khalifa, G. Barros, and J. Togellius, “‘Press Space to Fire’: Automatic Video Game Tutorial Generation,” in Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment, vol. 13, no. 1, 2017, pp. 75–80.
A. Gatt and E. Krahmer, “Survey of the State of the Art in Natural Language Generation: Core tasks, applications and evaluation,” Journal of Artificial Intelligence Research, vol. 61, pp. 65–170, Jan. 2018.
D. Hooshyar, M. Yousefi, and H. Lim, “A systematic review of data-driven approaches in player modeling of educational games,” Artificial Intelligence Review, vol. 52, no. 3, pp. 1997–2017, Oct. 2019. https://doi.org/10.1007/s10462-017-9609-8