![](bgc.png)
ics. Currently, we are working on its application to
history-geography facts (e.g., historical dates, coun-
tries of the European Union).
REFERENCES
Amory, A. (2007). Game object model version II: A theo-
retical framework for educational game development.
Educational Technology Research and Development,
55(1):51–77.
Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., de Freitas,
S., Louchart, S., Suttie, N., Berta, R., and De Gloria,
A. (2015). Mapping learning and game mechanics for
serious games analysis: Mapping learning and game
mechanics. British Journal of Educational Technol-
ogy, 46(2):391–411.
Barbosa, A. F. S., Pereira, P. N. M., Dias, J. A. F. F., and
Silva, F. G. M. (2014). A New Methodology of Design
and Development of Serious Games. International
Journal of Computer Games Technology, 2014:1–8.
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).
Carvalho, M. B., Bellotti, F., Berta, R., De Gloria, A.,
Sedano, C. I., Hauge, J. B., Hu, J., and Rauterberg,
M. (2015). An activity theory-based model for serious
games analysis and conceptual design. Computers &
Education, 87:166–181.
De Freitas, S. and Jarvis, S. (2006). A Framework for devel-
oping serious games to meet learner needs. Interser-
vice/Industry Training, Simulation & Education Con-
ference, I/ITSEC.
De Lope, R. P., Medina-Medina, N., Soldado, R. M., Gar-
cia, A. M., and Gutierrez-Vela, F. L. (2017). Design-
ing educational games: Key elements and method-
ological approach. In 9th International Conference
on Virtual Worlds and Games for Serious Applications
(VS-Games), pages 63–70, Athens, Greece. IEEE.
Goldberg, L. R. (1990). An alternative” description of per-
sonality”: The big-five factor structure. Journal of
personality and social psychology, 59(6):1216–1229.
Harris, J. (2020). The Berlin Interpretation. In Exploring
Roguelike Games, pages 37–43. CRC Press.
Hunicke, R., LeBlanc, M., and Zubek, R. (2004). MDA: A
formal approach to game design and game research.
In Proceedings of the AAAI Workshop on Challenges
in Game AI, volume 4. San Jose, CA.
Junior, R. and Silva, F. (2021). Redefining the MDA Frame-
work—The Pursuit of a Game Design Ontology. In-
formation, 12(10).
Kiili, K. (2005). Digital game-based learning: Towards an
experiential gaming model. The Internet and Higher
Education, 8(1):13–24.
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 CSEDU, Online Streaming, France.
Marne, B., Wisdom, J., Huynh-Kim-Bang, B., and Labat,
J.-M. (2012). The Six Facets of Serious Game De-
sign: A Methodology Enhanced by Our Design Pat-
tern Library. In 21st Century Learning for 21st Cen-
tury Skills, volume 7563, pages 208–221. Springer,
Berlin, Heidelberg.
Marty, J.-C. and Carron, T. (2011). Hints for improving
motivation in game-based learning environments. In
Handbook of Research on Improving Learning and
Motivation through Educational Games: Multidisci-
plinary Approaches, pages 530–549. IGI Global.
Nacke, L. E., Bateman, C., and Mandryk, R. L. (2014).
BrainHex: A neurobiological gamer typology survey.
Entertainment Computing, 5(1):55–62.
Oppermann, R. and Rashev, R. (1997). Adaptability and
adaptivity in learning systems. Knowledge transfer,
2:173–179.
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.
Schell, J. (2008). The Art of Game Design: A Book of
Lenses. CRC press.
Silva, F. G. M. (2019). Practical Methodology for the
Design of Educational Serious Games. Information,
11(1):14.
Streicher, A. and Smeddinck, J. D. (2016). Personalized and
Adaptive Serious Games. In D
¨
orner, R., G
¨
obel, S.,
Kickmeier-Rust, M., Masuch, M., and Zweig, K., ed-
itors, Entertainment Computing and Serious Games,
volume 9970, pages 332–377. Springer International
Publishing, Cham.
Tondello, G. F., Wehbe, R. R., Diamond, L., Busch, M.,
Marczewski, A., and Nacke, L. E. (2016). The Gamifi-
cation User Types Hexad Scale. In Proceedings of the
Annual Symposium on Computer-Human Interaction
in Play, pages 229–243, Austin Texas USA. ACM.
Toy, M., Wichman, G., Arnold, K., and Lane, J. (1980).
Rogue [digital game].
Vandewaetere, M., Desmet, P., and Clarebout, G. (2011).
The contribution of learner characteristics in the de-
velopment of computer-based adaptive learning envi-
ronments. Computers in Human Behavior, 27(1):118–
130.
Winn, B. (2009). Handbook of Research on Effective Elec-
tronic Gaming in Education:. IGI Global.
Yusoff, A., Crowder, R., Gilbert, L., and Wills, G. (2009).
A Conceptual Framework for Serious Games. In 9th
IEEE International Conference on Advanced Learn-
ing Technologies, pages 21–23, Riga, Latvia.
An Analysis Framework for Designing Declarative Knowledge Training Games Using Roguelite Genre
287