Authors:
Yohan Duval
1
;
David Panzoli
2
;
Axel Reymonet
3
;
Jean-Yves Plantec
4
;
Jérôme Thomas
3
and
Jean-Pierre Jessel
4
Affiliations:
1
ACTIA Automotive, IRIT and University of Toulouse, France
;
2
CUFR Jean-François Champollion, IRIT and University of Toulouse, France
;
3
ACTIA Automotive, France
;
4
IRIT and University of Toulouse, France
Keyword(s):
Serious Games, Authoring, Scenario Modeling, Game-based Learning.
Related
Ontology
Subjects/Areas/Topics:
Artificial Intelligence
;
Authoring Tools and Content Development
;
Biomedical Engineering
;
Biomedical Signal Processing
;
Computational Intelligence
;
Computer-Supported Education
;
Domain Applications and Case Studies
;
e-Learning
;
Fuzzy Systems
;
Game-Based and Simulation-Based Learning
;
Health Engineering and Technology Applications
;
Human-Computer Interaction
;
Industrial, Financial and Medical Applications
;
Information Technologies Supporting Learning
;
Learning/Teaching Methodologies and Assessment
;
Methodologies and Methods
;
Neural Networks
;
Neurocomputing
;
Neurotechnology, Electronics and Informatics
;
Pattern Recognition
;
Physiological Computing Systems
;
Sensor Networks
;
Signal Processing
;
Soft Computing
;
Theory and Methods
Abstract:
The use of serious games and gamified softwares is a new and growing trend for training professionals in a wide variety of disciplines where procedures and decision-making are key (automotive diagnostic, surgery, etc). Serious Games are safer, less expensive and advocated to be more efficient. Unfortunately, there is a lack of methodology and tools adapted for non-computing experts to develop their own gamified learning scenarios. In this paper, we propose an approach allowing trainers to model professional activities in the form of serious games scenarios. Trainers are enabled to express their expertise using a domain specific graphical representation which will be implemented eventually in an easy-to-use authoring tool. The produced scenarios describe both the actions necessary for completing the professional procedure and the associated pedagogy to provide the learner with relevant educational feedback. The proposed approach specifies a model matching those requirements, and is il
lustrated by an application example in the automotive context. We intend to demonstrate that an appropriate model is likely to make scenario editing accessible to trainers who are not necessarily familiar with computer modeling in the first place.
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