![](bgc.png)
Roguelite oriented gameplay categories. The origi-
nality of this work lies on two points. Firstly, the pro-
posed approach is based on the use of a pivot (i.e.,
exercises in the form of questionnaires). Secondly, it
is oriented towards automating the design of learning
game activities (i.e., generation) and therefore speci-
fies fine-grained relationships.
In the future, we plan to: (1) continue the analy-
sis of the second application domain in order to have
generic task types with declarative knowledge; (2) fo-
cus on specifying gameplays in terms of game ele-
ments; and (3) model relationships (and other con-
cepts) to implement a first version of the generator.
ACKNOWLEDGEMENTS
We thank all the members of the user group (teachers
and didactics experts) as well as the game designers
without whom our research would not be successful.
REFERENCES
Bloom, B. S. (1956). Taxonomy of educational objectives:
The classification of educational goals. Cognitive do-
main.
Brame, C. J. and Biel, R. (2015). Test-Enhanced Learning:
The Potential for Testing to Promote Greater Learning
in Undergraduate Science Courses. CBE—Life Sci-
ences Education, 14(2).
Chong, Y., Wong, M., and Thomson Fredrik, E. (2005). The
impact of learning styles on the effectiveness of digital
games in education. In Proceedings of the Symposium
on Information Technology in Education, KDU Col-
lege, Patailing Java, Malaysia.
Codish, D. and Ravid, G. (2015). Detecting playfulness
in educational gamification through behavior patterns.
IBM Journal of Research and Development, 59(6):1–
14.
Djaouti, D., Alvarez, J., Jessel, J.-P., Methel, G., and
Molinier, P. (2008). A Gameplay Definition through
Videogame Classification. International Journal of
Computer Games Technology, pages 1–7.
Dondi, C. and Moretti, M. (2007). A methodological pro-
posal for learning games selection and quality assess-
ment. British Journal of Educational Technology,
38(3):502–512.
Gosper, M. and McNeill, M. (2012). Implementing game-
based learning: The MAPLET framework as a guide
to learner-centred design and assessment. In As-
sessment in Game-Based Learning, pages 217–233.
Springer, Springer Nature, United States.
Hall, J. V., Wyeth, P. A., and Johnson, D. (2014). Instruc-
tional objectives to core-gameplay: A serious game
design technique. In Proceedings of the First ACM
SIGCHI Annual Symposium on Computer-human In-
teraction in Play, pages 121–130, Toronto Ontario
Canada. ACM.
Kent, S. (2002). Model Driven Engineering. In Integrated
Formal Methods, pages 286–298. Springer Berlin Hei-
delberg.
Kim, J. W., Ritter, F. E., and Koubek, R. J. (2013). An inte-
grated theory for improved skill acquisition and reten-
tion in the three stages of learning. Theoretical Issues
in Ergonomics Science, 14(1):22–37.
Laforcade, P., Mottier, E., Jolivet, S., and Lemoine, B.
(2022). Expressing adaptations to take into account
in generator-based exercisers: An exploratory study
about multiplication facts. In 14th International Con-
ference on Computer Supported Education, Online
Streaming, France.
Lim, T., Carvalho, M. B., Bellotti, F., Arnab, S., de Fre-
itas, S., Louchart, S., Suttie, N., Berta, R., and Gloria,
A. D. (2013). The LM-GM framework for Serious
Games Analysis. Pittsburgh: University of Pittsburgh.
Prensky, M. (2005). Computer Games and Learning: Dig-
ital Game-Based Learning. Handbook of Computer
Game Studies.
Rapeepisarn, K., Wong, K. W., Fung, C. C., and Khine,
M. S. (2008). The Relationship between Game Gen-
res, Learning Techniques and Learning Styles in Ed-
ucational Computer Games. In Technologies for E-
Learning and Digital Entertainment, volume 5093,
pages 497–508. Springer Berlin Heidelberg.
Roediger, H. L. and Pyc, M. A. (2012). Inexpensive
techniques to improve education: Applying cognitive
psychology to enhance educational practice. Jour-
nal of Applied Research in Memory and Cognition,
1(4):242–248.
Sherry, J. L. (2010). Matching computer game genres to
educational outcomes. In Teaching and Learning with
Technology, pages 234–246. Routledge.
Tchounikine, P., Mørch, A. I., and Bannon, L. J. (2009).
A Computer Science Perspective on Technology-
Enhanced Learning Research. In Technology-
Enhanced Learning, pages 275–288. Springer Nether-
lands, Dordrecht.
Mapping Task Types and Gameplay Categories in the Context of Declarative Knowledge Training
275