Building adaptive game-based learning resources: The integration of IMS Learning Design and
Identifieur interne : 001493 ( Istex/Corpus ); précédent : 001492; suivant : 001494
Building adaptive game-based learning resources: The integration of IMS Learning Design and
Auteurs : Daniel Burgos ; Pablo Moreno-Ger ; José Luis Sierra ; Baltasar Fernández-Manj N ; Marcus Specht ; Rob KoperSource :
- Simulation & Gaming [ 1046-8781 ] ; 2008-09.
Abstract
IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and , and the communication that enables a mutual influence of the adaptive learning experience.
Url:
DOI: 10.1177/1046878108319595
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ISTEX:A2D1716AAD6075E32D79A9A172C2B0F970E300F0Le document en format XML
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Spain, pablom@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Sierra, Jose Luis" sort="Sierra, Jose Luis" uniqKey="Sierra J" first="José Luis" last="Sierra">José Luis Sierra</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: jlsierra@fdi.ucm.es</mods:affiliation></affiliation><affiliation><mods:affiliation>Complutense University of Madrid, Spain, jlsierra@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Fernandez Manj N, Baltasar" sort="Fernandez Manj N, Baltasar" uniqKey="Fernandez Manj N B" first="Baltasar" last="Fernández-Manj N">Baltasar Fernández-Manj N</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: balta@fdi.ucm.es</mods:affiliation></affiliation><affiliation><mods:affiliation>Complutense University of Madrid, Spain, balta@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Specht, 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last="Moreno-Ger">Pablo Moreno-Ger</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: pablom@fdi.ucm.es</mods:affiliation></affiliation><affiliation><mods:affiliation>Complutense University of Madrid, Spain, pablom@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Sierra, Jose Luis" sort="Sierra, Jose Luis" uniqKey="Sierra J" first="José Luis" last="Sierra">José Luis Sierra</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: jlsierra@fdi.ucm.es</mods:affiliation></affiliation><affiliation><mods:affiliation>Complutense University of Madrid, Spain, jlsierra@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Fernandez Manj N, Baltasar" sort="Fernandez Manj N, Baltasar" uniqKey="Fernandez Manj N B" first="Baltasar" last="Fernández-Manj N">Baltasar Fernández-Manj N</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: balta@fdi.ucm.es</mods:affiliation></affiliation><affiliation><mods:affiliation>Complutense University of Madrid, Spain, balta@fdi.ucm.es</mods:affiliation></affiliation></author><author><name sortKey="Specht, Marcus" sort="Specht, Marcus" uniqKey="Specht M" first="Marcus" last="Specht">Marcus Specht</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: marcus.specht@ou.nl</mods:affiliation></affiliation><affiliation><mods:affiliation>Open University of the Netherlands, marcus.specht@ou.nl</mods:affiliation></affiliation></author><author><name sortKey="Koper, Rob" sort="Koper, Rob" uniqKey="Koper R" first="Rob" last="Koper">Rob Koper</name><affiliation><mods:affiliation></mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: rob.koper@ou.nl</mods:affiliation></affiliation><affiliation><mods:affiliation>Open University of the Netherlands, rob.koper@ou.nl</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Simulation & Gaming</title><title level="j" type="sub">Symposium: eGames and Adaptive eLearning</title><idno type="ISSN">1046-8781</idno><idno type="eISSN">1552-826X</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="2008-09">2008-09</date><biblScope unit="volume">39</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="414">414</biblScope><biblScope unit="page" to="431">431</biblScope></imprint><idno type="ISSN">1046-8781</idno></series><idno type="istex">A2D1716AAD6075E32D79A9A172C2B0F970E300F0</idno><idno type="DOI">10.1177/1046878108319595</idno><idno type="ArticleID">10.1177_1046878108319595</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">1046-8781</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and , and the communication that enables a mutual influence of the adaptive learning experience.</div> </front></TEI><istex><corpusName>sage</corpusName><author><json:item><name>Daniel Burgos</name><affiliations><json:null></json:null><json:string>E-mail: daniel.burgos@atosresearch.eu</json:string><json:string>Open University of the Netherlands, daniel.burgos@atosresearch.eu</json:string></affiliations></json:item><json:item><name>Pablo Moreno-Ger</name><affiliations><json:null></json:null><json:string>E-mail: pablom@fdi.ucm.es</json:string><json:string>Complutense University of Madrid, Spain, pablom@fdi.ucm.es</json:string></affiliations></json:item><json:item><name>José Luis Sierra</name><affiliations><json:null></json:null><json:string>E-mail: jlsierra@fdi.ucm.es</json:string><json:string>Complutense University of Madrid, Spain, jlsierra@fdi.ucm.es</json:string></affiliations></json:item><json:item><name>Baltasar Fernández-Manjón</name><affiliations><json:null></json:null><json:string>E-mail: balta@fdi.ucm.es</json:string><json:string>Complutense University of Madrid, Spain, balta@fdi.ucm.es</json:string></affiliations></json:item><json:item><name>Marcus Specht</name><affiliations><json:null></json:null><json:string>E-mail: marcus.specht@ou.nl</json:string><json:string>Open University of the Netherlands, marcus.specht@ou.nl</json:string></affiliations></json:item><json:item><name>Rob Koper</name><affiliations><json:null></json:null><json:string>E-mail: rob.koper@ou.nl</json:string><json:string>Open University of the Netherlands, rob.koper@ou.nl</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>adaptive learning</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>communication layer</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>conversational games</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>>e-Adventure></value></json:item><json:item><lang><json:string>eng</json:string></lang><value>eGames</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>IMS Learning Design</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>integration</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>game-based learning</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>personalized learning</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>units of learning</value></json:item></subject><articleId><json:string>10.1177_1046878108319595</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>research-article</json:string></originalGenre><abstract>IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the >e-Adventure> project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and >e-Adventure>, and the communication that enables a mutual influence of the adaptive learning experience.</abstract><qualityIndicators><score>6.8</score><pdfVersion>1.3</pdfVersion><pdfPageSize>432 x 648 pts</pdfPageSize><refBibsNative>true</refBibsNative><abstractCharCount>1000</abstractCharCount><pdfWordCount>6373</pdfWordCount><pdfCharCount>40936</pdfCharCount><pdfPageCount>18</pdfPageCount><abstractWordCount>150</abstractWordCount></qualityIndicators><title>Building adaptive game-based learning resources: The integration of IMS Learning Design and >e-Adventure></title><refBibs><json:item><author><json:item><name>A. 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sciences</json:string><json:string>education</json:string></scienceMetrix></categories><publicationDate>2008</publicationDate><copyrightDate>2008</copyrightDate><doi><json:string>10.1177/1046878108319595</json:string></doi><id>A2D1716AAD6075E32D79A9A172C2B0F970E300F0</id><score>0.019466747</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/A2D1716AAD6075E32D79A9A172C2B0F970E300F0/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/A2D1716AAD6075E32D79A9A172C2B0F970E300F0/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/A2D1716AAD6075E32D79A9A172C2B0F970E300F0/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Building adaptive game-based learning resources: The integration of IMS Learning Design and </title> </titleStmt><publicationStmt><authority>ISTEX</authority><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><availability><p>SAGE</p></availability><date>2008</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Building adaptive game-based learning resources: The integration of IMS Learning Design and </title> <author xml:id="author-1"><persName><forename type="first">Daniel</forename><surname>Burgos</surname></persName><email>daniel.burgos@atosresearch.eu</email><affiliation></affiliation><affiliation>Open University of the Netherlands, daniel.burgos@atosresearch.eu</affiliation></author><author xml:id="author-2"><persName><forename type="first">Pablo</forename><surname>Moreno-Ger</surname></persName><email>pablom@fdi.ucm.es</email><affiliation></affiliation><affiliation>Complutense University of Madrid, Spain, pablom@fdi.ucm.es</affiliation></author><author xml:id="author-3"><persName><forename type="first">José Luis</forename><surname>Sierra</surname></persName><email>jlsierra@fdi.ucm.es</email><affiliation></affiliation><affiliation>Complutense University of Madrid, Spain, jlsierra@fdi.ucm.es</affiliation></author><author xml:id="author-4"><persName><forename type="first">Baltasar</forename><surname>Fernández-Manjón</surname></persName><email>balta@fdi.ucm.es</email><affiliation></affiliation><affiliation>Complutense University of Madrid, Spain, balta@fdi.ucm.es</affiliation></author><author xml:id="author-5"><persName><forename type="first">Marcus</forename><surname>Specht</surname></persName><email>marcus.specht@ou.nl</email><affiliation></affiliation><affiliation>Open University of the Netherlands, marcus.specht@ou.nl</affiliation></author><author xml:id="author-6"><persName><forename type="first">Rob</forename><surname>Koper</surname></persName><email>rob.koper@ou.nl</email><affiliation></affiliation><affiliation>Open University of the Netherlands, rob.koper@ou.nl</affiliation></author></analytic><monogr><title level="j">Simulation & Gaming</title><title level="j" type="sub">Symposium: eGames and Adaptive eLearning</title><idno type="pISSN">1046-8781</idno><idno type="eISSN">1552-826X</idno><imprint><publisher>SAGE Publications</publisher><pubPlace>Sage CA: Los Angeles, CA</pubPlace><date type="published" when="2008-09"></date><biblScope unit="volume">39</biblScope><biblScope unit="issue">3</biblScope><biblScope unit="page" from="414">414</biblScope><biblScope unit="page" to="431">431</biblScope></imprint></monogr><idno type="istex">A2D1716AAD6075E32D79A9A172C2B0F970E300F0</idno><idno type="DOI">10.1177/1046878108319595</idno><idno type="ArticleID">10.1177_1046878108319595</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2008</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and , and the communication that enables a mutual influence of the adaptive learning experience.</p> </abstract><textClass><keywords scheme="keyword"><list><head>keywords</head><item><term>adaptive learning</term></item><item><term>communication layer</term></item><item><term>conversational games</term></item><item><term></term> </item><item><term>eGames</term></item><item><term>IMS Learning Design</term></item><item><term>integration</term></item><item><term>game-based learning</term></item><item><term>personalized learning</term></item><item><term>units of learning</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2008-09">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/A2D1716AAD6075E32D79A9A172C2B0F970E300F0/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus sage not found" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="UTF-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article article-type="research-article" dtd-version="2.3" xml:lang="EN"><front><journal-meta><journal-id journal-id-type="hwp">spsag</journal-id><journal-id journal-id-type="publisher-id">SAG</journal-id><journal-title>Simulation & Gaming</journal-title><journal-subtitle>Symposium: eGames and Adaptive eLearning</journal-subtitle><issn pub-type="ppub">1046-8781</issn><publisher><publisher-name>SAGE Publications</publisher-name><publisher-loc>Sage CA: Los Angeles, CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/1046878108319595</article-id><article-id pub-id-type="publisher-id">10.1177_1046878108319595</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Building adaptive game-based learning resources: The integration of IMS Learning Design and </article-title> </title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Burgos</surname><given-names>Daniel</given-names></name><aff>Open University of the Netherlands, <email xlink:type="simple">daniel.burgos@atosresearch.eu</email></aff></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Moreno-Ger</surname><given-names>Pablo</given-names></name><aff>Complutense University of Madrid, Spain, <email xlink:type="simple">pablom@fdi.ucm.es</email></aff></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Sierra</surname><given-names>José Luis</given-names></name><aff>Complutense University of Madrid, Spain, <email xlink:type="simple">jlsierra@fdi.ucm.es</email></aff></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Fernández-Manjón</surname><given-names>Baltasar</given-names></name><aff>Complutense University of Madrid, Spain, <email xlink:type="simple">balta@fdi.ucm.es</email></aff></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Specht</surname><given-names>Marcus</given-names></name><aff>Open University of the Netherlands, <email xlink:type="simple">marcus.specht@ou.nl</email></aff></contrib><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Koper</surname><given-names>Rob</given-names></name><aff>Open University of the Netherlands, <email xlink:type="simple">rob.koper@ou.nl</email></aff></contrib></contrib-group><pub-date pub-type="ppub"><month>09</month><year>2008</year></pub-date><volume>39</volume><issue>3</issue><fpage>414</fpage><lpage>431</lpage><abstract><p><italic>IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the</italic> <<italic>e-Adventure</italic>> <italic>project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and</italic> <<italic>e-Adventure</italic>><italic>, and the communication that enables a mutual influence of the adaptive learning experience.</italic></p></abstract><kwd-group><kwd>adaptive learning</kwd><kwd>communication layer</kwd><kwd>conversational games</kwd><kwd></kwd> <kwd>eGames</kwd><kwd>IMS Learning Design</kwd><kwd>integration</kwd><kwd>game-based learning</kwd><kwd>personalized learning</kwd><kwd>units of learning</kwd></kwd-group><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Journal Article</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>414 Building adaptive game-based learning resources: The integration of IMS Learning Design and SAGE Publications, Inc.200810.1177/1046878108319595 DanielBurgos Open University of the Netherlands, daniel.burgos@atosresearch.eu PabloMoreno-Ger Complutense University of Madrid, Spain, pablom@fdi.ucm.es José LuisSierra Complutense University of Madrid, Spain, jlsierra@fdi.ucm.es BaltasarFernández-Manjón Complutense University of Madrid, Spain, balta@fdi.ucm.es MarcusSpecht Open University of the Netherlands, marcus.specht@ou.nl RobKoper Open University of the Netherlands, rob.koper@ou.nl IMS Learning Design (IMS-LD) is a specification to create units of learning (UoLs), which express a certain pedagogical model or strategy (e.g., adaptive learning with games). However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and , and the communication that enables a mutual influence of the adaptive learning experience. adaptive learning communication layer conversational games eGames IMS Learning Design integration game-based learning personalized learning units of learning Educational electronic games (eGames) can provide adaptive learning and fully personalized itineraries, in addition to the motivational enhancements of the learn- ing process (Burgos, Tattersall, & Koper, 2007b; Gee, 2003; Prensky, 2001). eGames AUTHORS' NOTE: This work is partially supported by the European projects TENCompetence (IST- TEL/2004-2.4.10; http://www.tencompetence.org) and ProLearn (IST Contract No. 507310; http://www .prolearn-project.org), as well as the research group (http://www.e-ucm.es). The Spanish Committee of Science and Technology (Projects TIN2004-08367-C02-02, TIN2005-08788-C04-01, FIT- 350100-2007-163, and TIN2007-68125-C02-01) partially supported this work. Special thanks to Bruno Torijano Bueno for his participation in the creation and preliminary tests of the sample game for the case study. 415 clearly improve motivation and involvement, which results in a deeper learning experience (Garris, Ahlers, & Driskell, 2002). When thinking in terms of adaptive learning, it is remarkable how adaptation in games is a very common feature (typi- cally based on a number of inputs, i.e., the user's behavior, performance, previous knowledge, or personal decisions). Adaptive learning and educational electronic games Within eGames, we distinguish different subgroups or genres, one of them being conversational games. These specific games have several properties that are worth examining: They are easy to understand and to model, they are well established and have a long tradition in the game industry, and they provide an engaging and chal- lenging experience in which the content and the players' performance have key roles in the flow. Additionally, they provide a long list of interesting pedagogical ele- ments: fun, interactivity, problem solving, user involvement, motivation, and cre- ativity, to mention just a few (Amory, 2001; Van Eck, 2007). Finally, they also awaken personal feelings and emotions in players and provide support for the devel- opment of personal skills such as focused goals, rules, tasks, affiliation, choice, and the lack of adverse consequences in the case of a wrong choice (Squire, 2003). eGames also provide input, output, and feedback in real time (Laurillard, 1998), which are used in adaptive learning (Leutner, 1993), for example, choosing the next action to take or the contextualized help provided. To achieve the educational objec- tives, we can use various interactive learning techniques (i.e., learning from mis- takes, goal-oriented learning, role playing, and constructivist learning (Prensky, 2001) within and/or around the game itself. The main goal is to turn the game into a fully integrated activity within the whole learning process, instead of remaining as an isolated, stand-alone resource. In doing so, generic games, as well as specific edu- cational games, can be interwoven with the rest of the learning experience, increas- ing the educational value (Burgos et al., 2007a). However, we still need an effective integration model to improve the use of games in this way. But achieving an effec- tive integration poses several authoring challenges, and we also need development processes to make the authoring process faster and easier for teachers and learning designers when describing personalized learning processes (Williamson, Squire, Halverson, & Gee, 2005). The joint use of IMS Learning Design (IMS-LD) and addresses these issues. IMS-LD and IMS-LD (IMS Global Consortium, 2003) provides a flexible specification for describing pedagogical models. One of the main objectives of this specification is to provide a personalized learning experience. It also enables sophisticated adaptive behaviors, such as adaptation of the learning flow, the content, or the interface. As in most standards, along with this main educational goal, the interoperability and integration of information packages are technical goals. 416 To improve the richness of the learning experience, current research and exten- sions of IMS-LD are increasingly discussing the integration of external modules. In this sense, IMS-LD can be complemented with off-the-shelf components and resources integrated in units of learning (UoLs). When this integration is possible, adaptation and learning with IMS-LD can be improved, and the authoring process on these topics can become richer and more specific. In this line, the project has developed a language, an engine, and an editor to author conversational eGames that can be integrated with IMS-LD-based learning experiences. The main goal of the project is to apply a doc- umental approach (Sierra, Fernández-Manjón, Fernández-Valmayor, & Navarro, 2005) to the development of educational adventure video games (often also referred as point-and-click adventure games or conversational games). The idea is to allow an author without a strong technical background to produce and maintain an entire game as a document using an easy-to-understand markup language. This document is then fed to a compiler-interpreter (the engine), which produces a fully functional game. In the forthcoming sections, we show how an adaptive IMS-LD UoL can be modeled and integrated with an external resource (i.e., an eGame created with ). The ultimate goal is the full integration of external software applications and mod- ules developed outside IMS-LD with the specification to improve user experience in adaptive learning while keeping in mind the need for appropriate authoring processes. In the next sections, 1. We introduce a case study to motivate our approach, which will be used to illustrate the different aspects of authoring of an adaptive IMS-LD UoL supporting an external eGame. 2. We describe the project. 3. We describe IMS-LD and the various options when authoring adaptive IMS-LD UoLs and when integrating externally developed modules. 4. We propose a model to support the use of eGames in the adaptive learning process. 5. We explain the communication process between and IMS-LD. Earlier versions of this work can be found in Burgos, Moreno-Ger, Sierra, Fernández-Manjón, and Koper (2007) and Moreno-Ger, Burgos, Sierra, and Fernández-Manjón (2007). A case study To illustrate the approach proposed, we have developed an adaptive UoL with an integrated eGame, as well as a bidirectional communication flow resulting in a per- sonalized learning path based on two inputs: the previous knowledge and the per- formance of the learner (Burgos et al., 2007a). In this game, called PANIEL AND THE CHOCOLATE-BASED SAUCE ADVENTURE, the final goal is to learn more about the world of chocolate from a practical side. A student must know the properties of the ingredients and the history of this product to make exotic sauces that can suit an appropriate selection of meals and the expectations of customers. 417 This eGame pursues several didactic objectives, focused on learning: 1. how to make the right combination of the basic elements of chocolate to produce the base mix 2. how to elaborate different chocolate-based sauces 3. how to marry a few chocolate sauces with a selection of dishes Every objective is related to one stage of the game. The first stage (“Library”) deals with the origins of chocolate and the basic elaboration. The second stage (“Kitchen”) is more creative and allows for the elaboration of different chocolate sauces. Finally, the third part (“Restaurant”) is a practical exercise with customers, in which learners should obtain a perfect marriage between the dishes selected by customers and the sauces available. The students' final grades depend on the satis- faction of the customers. The players decide on their own when they are ready to face the customers, although their level of previous knowledge influences the access point. There is no minimum number of sauces required, although there is a restric- tion: They must collect and sort several ingredients and objects and make several sauces before being allowed to proceed to the last part (“Restaurant”) for the test. The structure of the eGame and the UoL is as follows (see Figure 1): The game itself is embedded in a full UoL with a previous quiz and a postadaptive learning path. Depending on the score obtained during the quiz, the students directly access one of the three stages of the game, in which there are control questions. If the answer to one of these questions is not correct, they receive the right answer and are sent back to the previous stage. When the control question for direct access to Stage 2 is answered correctly, the students automatically receive two mixes (dark and milk). The students are allowed to come back to Stage 1 to make more mixes at any time. When the control question for direct access to Stage 3 is answered correctly, the students automatically receive three sauces to be used in the game. The students are allowed to return to Stage 2 to make more sauces at any time. Once the game is over, several variables are sent back to the UoL, stating the sat- isfaction level of customers and which of the possible sauces were actually prepared. The UoL takes these results regarding the learners' performance and provides an adaptive learning path out of three possible alternatives. This case-study UoL is particularly relevant, because it integrates the typical elements arising during the production of adaptive game-based UoLs: embedded adaptive eGames, adaptive learning designs, and bidirectional communication channels (in which the games affect the state of the UoL, and the UoL affects the internal state of the games). In the following sections, we use this case study to illustrate the different aspects pre- sented. This UoL is described with more detail in Moreno-Ger, Burgos, et al. (2007). The project is an authoring methodology supported by a language based on extensible markup language (XML), a graphical editor, and an engine supporting the 418 FIGURE 1: Structure and learning paths in the case-study unit of learning; the high-level view of the internal structure of the game is also outlined interpretation and execution of the game. also supports personalized processes, such as adaptive learning. The XML-based language is used to describe the environment, characters, objects, and situations that form the adventure game. The objective is to let an author build and maintain an executable game without needing a previous extensive background in programming. For this purpose, the author can use a visual high-level editor that facilitates the creation of the documents that describe the games. In this section, we provide an overview of the philosophy behind the project. Further details on (formerly known as ) are described in Moreno-Ger, Sierra, Martínez-Ortiz, and Fernández-Manjón (2007). The language The first requirement of the language is simplicity. It is designed to fit in an authoring process that begins with the elaboration of the game storyboard, which is the document describing the entire game. The storyboard is an integral part 419 FIGURE 2: A fragment of the storyboard for the case study, corresponding with part of the description of a game's scene of the modification, adaptation, and evolution processes of the game, and thus it should be represented in a form that is descriptive and ultimately human readable, and also easily processed by a computer. This descriptive character is one of XML's design features (Bray, Paoli, Sperberg-McQueen, & Maler, 2000), and the availabil- ity of mechanisms such as document type definitions and XML Schema (Lee & Chu, 2000; Murata, Lee, Mani, & Kawaguchi, 2005) allows the formalization of the lan- guage in a machine-readable way. This facilitates the author's work, by providing the means to verify the correctness of the documents before feeding them to the system. Thus, the language is an XML-compliant markup language that closely mirrors the structure of the storyboard. Following the traits of the genre, the basic unit of construction is the “scene.” An storyboard (and thus the marked document) starts by describing all the scenes that form the game, including the associated resources, their connections to other scenes, and descriptions of the characters and objects that populate the scene. In Figure 2, a fragment of the storyboard for the case study is sketched. For further details about the language, the reader is referred to Moreno-Ger, Burgos, et al. (2007). For the purposes of this article, it is relevant to introduce the notion of a flag. Indeed, merely describing the elements that constitute the game yields a plain structure in which every door is always open, every charac- ter always says the same things, and every exit leads to the same place. For the game to be interesting, it is necessary to support the means to provide a sense of narration. We can achieve this by introducing the notion of “state.” All the actions that we per- form in the game should be able to affect future actions. Some objects may be hid- den until something happens (e.g., an object appears only if a player has performed a certain action), some exits may be locked (e.g., you cannot enter the library until you are admitted to the course or until you talk the secretary into letting you in), and 420 FIGURE 3: Use of flags and conditions: (a) the effect of an action can be the activation of a flag; (b) a conversation with a specific character that will only be played if the condition holds a character may offer a different conversation (e.g., the secretary is more friendly after the player gives her a small gift). From the perspective of the author, these interactions are conceptually modeled by allowing each interaction (with an object or character) to activate conditions or, in the terminology, flags. Then, the author can add preconditions to any element of the game. Intuitively, the state at any given point of the game is the set of active flags, which are an indication of which relevant actions have already been performed. Figure 3 provides a simple example of this mechanism. The editor Even though the language was designed to closely resemble the structure of a storyboard, working with XML files can be a cumbersome task. For this reason, the platform also includes a visual editor that facilitates the cre- ation of the documents that describe the games. The editor (Figure 4) is especially use- ful for dealing with coordinates or other complex aspects of creating the games, and its output is the XML files that can be interpreted by the game engine. The engine The third component in is the engine. Actually, it is an interpreter for the language that takes as input a storyboard along with the different art assets required to play the game and generates the final running video game. 421 FIGURE 4: The visual editor, which can read and modify documents written using the language The idea behind the engine is sketched in Figure 5. It is also worth noting that this engine is able to connect the game to different eLearning platforms and specifications (among them IMS-LD-compliant learning management systems, as described in the next sections). IMS-LD and adaptation IMS-LD is a specification to represent and encode learning structures and methods for learners and teachers. Furthermore, IMS-LD is focused on the design of pedagogical methods able to manage learning activities linked to learning objects within a learning flow (Koper & Tattersall, 2005). This learning flow consists of plays, acts, activities, activity structures, and environments, and it is flexible enough to provide several personalized itineraries depending on the role assigned or on a set of rules. IMS-LD consists of three levels: • Level A is the main part of the specification, providing the baseline for building any UoL with the elements method, plays, acts, roles, role parts, learning activities, support activities, and environments. 422 FIGURE 5: The engine, which can generate running video games by processing the storyboards • Level B adds some features to create more complex lesson plans using properties, con- ditions, calculations, monitoring services, and global elements. • Level C adds notifications. Each layer improves the previous one (Koper & Burgos, 2005). In addition to the basic structure of Level A, the elements in Level B are the actual key for more expressive UoLs (e.g., based on adaptation or collaboration), because they combine several features that make the content and the learning flow more flex- ible (Burgos, Moreno-Ger, et al., 2007; Specht & Burgos, 2006). Furthermore, the combination of these elements allows for modeling several classical adaptive methods (e.g., the reuse of pedagogical patterns, adaptability, navigational guidance, collaborative learning, contextualized and mobile distributed learning, adaptation to stereotypes), also making use of different structural elements of IMS-LD, such as environment, content, user groups, and learning flow. Additionally, IMS-LD is able to manage six types of adaptation (Burgos et al., 2007a) with a different success factor: Learning flow, content, evaluation, and inter- active problem-solving support are fully supported. User grouping is supported by administrative tools, and modification of a course on the fly can be partially imple- mented. Also, interface-based modification is possible as long as the modifications 423 are made inside the UoL, not in the player tool itself. Several of these six possibili- ties are also useful in managing issues complementary to adaptive learning, such as active learning, collaborative learning, dynamic feedback, runtime tracking, ePortfolios, and assessment. In this article, we concentrate on the main type, namely, the adaptation of learning flow. In our case study, we have used IMS-LD to outline the overall pedagogical design of the UoL. As said before, this UoL consists of three parts. The first part is focused on a quiz about the topic in which the learner has to answer five multiple-choice questions to establish his or her previous knowledge. On the basis of this score, the learner will be granted access to a different area of the second part, the game. During the game, the performance of the learner is stored in several variables that will be sent back to the IMS-LD part of the UoL. Once the game is finished, and on the basis of the values of these variables, the UoL will provide one learning path or another to follow. In this case, the adaptation is present in the three parts of the UoL, on the basis of previous knowledge and actual performance, although it could be authored to use other different types of inputs. The first part, the quiz, is based on the UoLs Geo-Quiz 1 and 2 (Open Universiteit Nederland, 2005, No. 292) and deals with properties, conditions, and calculations to define the questions and get the appropriate results out of the user's answers. It also works with adaptive content, showing and hiding different areas depending on the actual moment of the run and providing adaptive feedback on the basis of the user's performance. The third part, the adaptive learning path after the game, is based on Geo-Quiz 3 (Open Universiteit Nederland, 2005), and it allows connections with up to three different possible itineraries as learning activities with different content (for the sake of conciseness, the actual content of these itineraries is not further detailed here). All of them are hidden until the game is finished. Afterward, only one of the activities, directly related to the performance of the user during the game, is shown. IMS-LD supports XML binding, and in theory, any XML-compliant editor could be used to create the learning design of any UoL. However, this is not the best approach from an authoring perspective. To improve production and maintenance, it is necessary to use other, more user friendly authoring tools, such as those addressed by Martínez-Ortiz, Moreno-Ger, Sierra, and Fernández-Manjón (2007). Types of integration of eGames in adaptive IMS-LD UoLs Even though there are several experiences using eGames and simulations as part of the educational process in schools and educational environments, this use is often isolated from eLearning systems and other information packages (e.g., IMS-LD, IMS Content Packaging, Sharable Content Object Reference Model; Cobb, Stephan, McClain, & Gravemeijer, 2001). This issue stresses the disconnection between the educational setting and the authoring and execution of the contents (such as, in this case, eGames). A closer integration allows for pedagogical improvements and a better contextualized learning path (Burgos, Tattersall, & Koper, 2006; Richards, 424 2005). Also, the interoperability of the UoLs and the contents used is crucial to achieve the best educational goals in a personalized context, without compromising the rationale behind IMS-LD. To this extent, we find two main types of integration between the UoL and eGames: (a) the eGame as an embedded activity with no communication and (b) the eGame as a fully integrated resource, with bidirectional communication with the environment and state sharing. For example, if we model a UoL containing several activities, and one of them (e.g., called activity-game) is an eGame, the first approach will run the activity-game without any communication with the main flow. This means that it is impossible to establish any relations with the previous activity or the following activity inside the learning flow. Therefore, the module is incorpo- rated into the learning flow but remains isolated from it (Richards, 2005). In the sec- ond approach, the previous activity to the activity-game can provide some input to the module. For instance, the learner answers a quiz, and the final score is sent directly to the eGame. Then, the eGame could start with an adaptive setting on the basis of this input. For instance, if the score is less than a specific threshold, the start- ing level is for beginners; if the score is higher, the starting level is for advanced players. Last, depending on the events inside the game, a list of values is sent back to the IMS-LD learning flow to provide a detailed report and influence the next action to take (e.g., choosing one learning path out of several possibilities). Therefore, the eGame is a fully operational part of the learning flow, able to send and receive information to and from the UoL. This is closely related to the work carried out by Vogten, Martens, Nadolski, Tattersall, van Rosmalen, and Koper (2006) addressing the communication between IMS-LD and IMS Question and Test Interoperability (QTI) through a service inte- gration layer called the CopperCore Service Integration layer. This layer facilitates the communication between the IMS-LD engine (CopperCore) and the different Web services required to support the different learning activities. Following this approach, the communication between the engine and the IMS-LD runtime environment has been implemented by adding a new game- based adaptive service to the CopperCore/Service-Based Learning Design IMS-LD environment (The Open University, 2005). In Figure 6, the resulting high-level architecture is outlined. This communicative behavior is particularized with the integration of and IMS-LD. Following, we describe this communication and show how this joint approach can fulfill the integration of IMS-LD and these external resources consisting of adaptive conversational eGames. Communication between and IMS-LD As described in the previous section, the integration of eGames (implemented with or any other authoring methodology) is a complex task and raises a number of authoring issues. The basic problem is that when a learner is interacting with 425 FIGURE 6: General architecture of communication between the learning flow and the game sup- ported by the CopperCore/SLeD environment NOTE: LD = Learning Design; QTI = Question and Test Interoperability. a specific UoL, the specification requires the runtime environment to keep a record of the state of a number of variables, called properties, which can be used to alter the path of the learning flow. On the other hand, eGames are often analyzed in terms of game states, which may or may not be directly expressible in terms of IMS-LD properties. It is necessary to provide the means to communicate and to translate the information used within the UoL and the information used within the eGames, which may require a strong programming background for the author. However, supports a clear and narrow eGame model, in which information is stored and interpreted in a declarative fashion. The task of implementing the game is facilitated by the use of a domain-specific language that can be understood and applied without a programming background. The same ideas can be applied to the authoring of the information flow, thus allowing a nontechnical author to specify the communications that should take place between the eGame and the UoL in a declarative fashion. These specifications written by the author are interpreted by the adaptive game service introduced in Figure 6. The communication between and IMS-LD is thus regulated using adaptation and assessment rules (Figure 7), which can be also be described using XML documents. This mechanism also allows authors to define the game and the UoL in parallel, because the adaptive game service can handle the transformations necessary to align (i.e., to translate) the values and variable names used in the UoL and in the game. The development process is simple and well supported by the editor. The rest of this section describes the docu- ments that must be created by the author to specify these rules. From UoL properties to game states: Adaptation rules Adaptation rules close the gap that separates the internal representation of the state of a UoL and the internal representation of different initial game states, thus enabling the communication from the UoL toward the eGame. When the game is 426 FIGURE 7: Communication between IMS-LD and is achieved using adaptation and assessment rules, which are interpreted by the adaptive game service NOTE: UoL = unit of learning. launched, the adaptive game service depicted in Figure 6 checks the state of the properties within the UoL and sees if their values trigger a specific initial game state. In case they do, the adaptive game service informs the game of which flags should be activated (i.e., what is the initial state of the game). The document with the adaptation rules identifying the relations between sets of properties and states is an XML file with the syntax exemplified in Figure 8 accord- ing to the definition of the case study. In particular, the first part of the UoL (the ini- tial quiz) sets two very specific properties (go-level-2 and go-level-3) indicating the level of the student according to his or her responses to the quiz questions. The input configuration file for the adapter indicates which internal flags in the eGame should be activated to alter the behavior of the game so that the simpler parts can be skipped. From game states to UoL properties: Assessment rules Once the eGame has been designed and written using , instructors or learning designers can also prepare separate documents identifying those game states that are relevant from a pedagogical perspective and that should affect the state of the current UoL. When the engine is running, every change in the state of the game is notified to the adaptive game service. The service in turn checks the new state against the list of pedagogically relevant states. If the state is listed, the service notifies the UoL to set the indicated properties to the corresponding values. The document identifying the relations between states and sets of properties is an XML file with syntax that is an extension of the internal assessment engine imple- mented by and described by Martinez-Ortiz, Moreno-Ger, Sierra, and Fernández-Manjón (2006). Each entry in this file is a mapping between a game state and a set of values for some of the properties present in the UoL. The game state is represented as a Boolean expression on the flags as used in the language itself. Meanwhile, the properties in the UoL that should be 427 FIGURE 8: Example of adaptation rules in NOTE: When property go-level-2 is active but property go-level-3 is inactive, only the second level is stated. When go-level-3 is active, the third level is started modified are expressed with a list of set-property elements identifying the property to be set and its new value. Given the nature of this process, it is important to note that this mechanism sup- ports the separation between the UoL and the definition of the game in terms of states conditioned by flags, thus allowing an authoring approach in which the writer of the game and the instructor identifying the pedagogically relevant states need not be the same person (e.g., supporting a scenario in which the instructor is part of a team in which there are professional writers designing the game itself). In our case study, the eGame keeps Boolean flags indicating which dishes with which sauces were served to each customer. Assessment rules can associate dishes delivered with punctuations that will be reported to the IMS-LD environment, thus affecting the path followed in the third part of the UoL. In Figure 9, a rule is included characterizing the first client's degree of satisfaction in terms of the mentioned in-game learner's performance. Conclusions and future work Since the beginning of IMS-LD in 2003, the relation with other surrounding tech- nologies, such as learning management systems, other specifications (IMS-created 428 FIGURE 9: Example of an assessment rule described in NOTE: Depending on two flags (FirstCustomerSatisfiedMain and FirstCustomerSatisfiedDessert), the satisfaction of the first customer is set to 50. or not), databases, or simple stand-alone executable modules developed with any programming language, has been a pending issue. There has been a great research effort to improve the pedagogical expressiveness of the specification but not to resolve these kinds of technical issues. There have been some technical initiatives aimed at achieving such integrations, such as the integration between IMS-LD and IMS QTI (Vogten et al., 2006) or IMS-LD and the Sharable Content Object Reference Model (Tattersall, Burgos, Vogten, Martens, & Koper, 2006). The con- nection between IMS-LD and and the bidirectional flow of proper- ties that are able to modify the learning flow and the information on both sides are contributions in this direction. However, the introduction of this communication mechanism raises new and important issues when it comes to authoring adaptive courses and/or UoLs. With the objective of allowing teachers and learning designers to model rich lectures, full of interactive learning objects, educational objectives, and tasks, it is necessary to pro- vide the proper authoring tools and communication mechanism. There are several tools and approaches to IMS-LD authoring that cover the authoring needs as far as the description of the general learning model is concerned (e.g., Reload LD Editor [Milligan, Beauvoir, & Sharples, 2005], CopperAuthor [Van der Vegt, 2005], CoSMoS [Miao, 2005], Learning Activity Management System [Dalziel, 2003], MOT+ [Paquette, Léonard, Lundgren-Cayrol, Mihaila, & Gareau, 2006]). Regarding the authoring of adaptive eGames, facilitates the definition of conversational eGames for any person with a very low technical thresh- old. Following a simple and well-documented process, any person can design and implement small to medium-sized conversational games with special features that enhance their educational value, including adaptation and dynamic assessment. 429 New issues emerge when it comes to merging the two authoring processes (UoLs and eGames). In this article, we have shown how the introduction of an adaptive game service allows the separate development of the two elements and their poste- rior integration. That facilitates this task and provides very effective integration, although it can be argued that it is an ad hoc solution that combines the use of sep- arate previously existing tools. As future work, we would like to explore the creation of combined tools that allow an integrated authoring process for the UoL and adap- tive games. The process is not simple, because the efficient authoring of IMS-LD designs is still a problematic task. References Amory, A. (2001). Building an educational adventure game: Theory, design and lessons. Journal of Interactive Learning Research , 12(2/3), 249-263. Bray, T., Paoli, J., Sperberg-McQueen, C.M., & Maler, E. (2000, October 6). Extensible markup language (XML) 1.0 (second edition): W3C recommendation. Retrieved March 2008 from http://www.w3.org/ TR/2000/REC-xml-20001006 Burgos, D., Moreno-Ger, P., Sierra, J.L., Fernández-Manjón, B., & Koper, R. (2007). Authoring game-based adaptive units of learning with IMS Learning Design and educational game engine. More information is available at http://www.e-ucm.es/people/pablo. José Luis Sierra is an associate professor in the Department of Software Engineering and Artificial Intelligence (DISIA) at UCM. He is a member of e-UCM. His research interests include eLearning tech- nologies, domain-specific languages, and markup languages. He received his PhD in computer science from UCM. More information is available at http://www.eucm.es/people/jlsierra. Baltasar Fernández-Manjón is an associate professor in the DISIA at UCM, where he coleads the e-UCM group. He is also the vice dean of research and foreign relations in the Computer Science School of UCM. His main research interests are eLearning technologies, the educational uses of markup technologies, and the application of educational standards and user modeling. He received his PhD in physics from UCM. More information is available at http://www.e-ucm.es/people/balta. Marcus Specht is an associate professor at the Open University of the Netherlands and is currently involved in several national and international research projects on competence-based lifelong learning, personalized information support, and contextualized learning. He received his diploma in psychology in 1995 and a dissertation from the University of Trier in 1998 on adaptive information technology. From 1998 until 2001, he worked as a senior researcher at the GMD research center on human-computer inter- action and mobile information technology. From 2001, he was head of the Department of Mobile Knowledge at the Fraunhofer Institute for Applied Information Technology. Rob Koper is a full professor of educational technology and the head of the Development Programme at the Educational Technology Expertise Centre, Open University of the Netherlands. His research is focused on personalized instructional, Web-based learning environments and self-organized distributed learning networks for lifelong learning, including the use of interoperability specifications and standards. More information is available at http://www.learningnetworks.org. ADDRESSES: DB, MS, & RK: Educational Technology Expertise Centre, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands; telephone: +31-45-576-2806; daniel.burgos@atosresearch.eu, marcus.specht@ou.nl, rob.koper@ou.nl. 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However, the authoring process of a UoL remains difficult because of the lack of high-level authoring tools for IMS-LD, even more so when the focus is on specific topics, such as educational eGames. However, external tools that are not specifically IMS-LD oriented can be used. In this case, the main challenge is the integration between these external resources developed with other technologies and the personalized learning experience of an IMS-LD UoL. In this article, the authors use the project to develop conversational games that are integrated with IMS-LD UoLs to improve personalized learning. The main contribution of this setting is the integration of both parts, the IMS-LD specification and , and the communication that enables a mutual influence of the adaptive learning experience.</abstract> <subject><genre>keywords</genre><topic>adaptive learning</topic><topic>communication layer</topic><topic>conversational games</topic><topic></topic> <topic>eGames</topic><topic>IMS Learning Design</topic><topic>integration</topic><topic>game-based learning</topic><topic>personalized learning</topic><topic>units of learning</topic></subject><relatedItem type="host"><titleInfo><title>Simulation & Gaming</title><subTitle>Symposium: eGames and Adaptive eLearning</subTitle></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">1046-8781</identifier><identifier type="eISSN">1552-826X</identifier><identifier type="PublisherID">SAG</identifier><identifier type="PublisherID-hwp">spsag</identifier><part><date>2008</date><detail type="volume"><caption>vol.</caption><number>39</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>414</start><end>431</end></extent></part></relatedItem><identifier type="istex">A2D1716AAD6075E32D79A9A172C2B0F970E300F0</identifier><identifier type="DOI">10.1177/1046878108319595</identifier><identifier type="ArticleID">10.1177_1046878108319595</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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