SIViP (2008) 2:371���384 DOI 10.1007/s11760-008-0086-z ORIGINAL PAPER Automatic generation of adaptive, educational and multimedia computer games M��ria Bielikov�� �� Marko Div��ky �� Peter Jurne�� cka �� Rudolf Kajan �� L���ubo�� Omelina Received: 1 July 2008 / Revised: 21 August 2008 / Accepted: 19 September 2008 / Published online: 21 October 2008 �� Springer-Verlag London Limited 2008 Abstract Education accompanies us throughout our whole life. Many innovations in education have originated from modern technologies. However, the majority of learners��� especially children or teenagers���find studying from electro- nic educational sources and web-based information systems less exciting than playing today���s popular computer games that, conversely, lack signs of education. In this paper, we describe an innovative concept of generating three- dimensional interactive multimedia educational games that combinetheexcitementandlooksofpopularcomputergames with the educational potential of e-learning, and the concept���s realization by a software system called S.M.I.L.E.: Smart Multipurpose Interactive Learning Environment. One of its key features is the automatic generation of games based on a model created by teachers without needing them to be familiar with programming or game design. Moreover, we consider various learners��� abilities and features that enable different users (including handicapped) to learn effectively by playing educational games easily created by teachers. We follow the idea that everyone needs access to quality educa- tion and are convinced that by enabling cooperative educa- tion not just among learners, but also between handicapped and able-bodied ones, we bring the humane dimension into education. Keywords Education �� Edutainment �� Multimedia computer games �� Game model �� Game generation �� Adaptive computer game M. Bielikov�� (B) �� M. Div��ky �� P. Jurne�� cka �� R. Kajan �� L���. Omelina Institution of Informatics and Software Engineering, Faculty of Informatics and Information Technologies, Slovak University of Technology, Ilkovi�� cova 3, 842 16 Bratislava, Slovakia e-mail: bielik@fiit.stuba.sk URL: http://www.fiit.stuba.sk/���bielik/ 1 Introduction Today, learners have the possibility to learn interactively and share their ideas and knowledge with each other���even if they are miles apart. Education has significantly evolved in the last decade, thanks to modern technologies. On the one hand, learners currently have access to diverse educational sources, such as multimedia encyclopedias or interactive online tuto- rials. On the other hand, many learners lack motivation into studying. In fact, we all need to be motivated more into stu- dying. Educational games (i.e., serious games) are a new genre that evolves rapidly [1]. Computer games offer enjoyment and fun, both of which play a crucial role in effective learning [2]. Moreover, computer games can do a great job in moti- vating [3]. However, the most popular ones are currently far away from being educational and, on the other hand, educa- tionalgamesoftenlackthethrilloftheirpopularcounterparts. In addition, such games have a fixed plot that cannot be alte- red by teachers who do not have any programming expertise. Their creation is almost solely restricted to software profes- sionals. Additionally, only a few of them can adapt to player abilities and therefore provide better support for individual players [4]. Another important issue that needs attention is that lear- ners with a handicap are often ignored and forgotten. Such learners cannot explore the advantages that modern e-learning systems bring with them. Handicapped learners have absolutely no options to play today���s modern (educa- tional) computer games. No matter how hard they try, it is practically impossible for them to play such games along their able-bodied friends or schoolmates, given the lack of options they have today. That is why we are trying to give them an opportunity to be able to learn alongside others in an entertaining and joyful way. 123

372 SIViP (2008) 2:371���384 We propose an innovative concept that forms a unique solution for the above-mentioned problems. It combines the advantages of both interactive educational content (repre- sented by learning objects) and popular computer games by giving teachers (i.e., authors of educational content) the abi- lity to have exciting educational games automatically gene- rated according to their preferences. These games can be played even by handicapped users (e.g., visually impaired or deaf). We also describe the S.M.I.L.E. system (Smart Multi- purpose Interactive Learning Environment), which we have developed in order to prove our concept. On a broader scale, the concept that we propose, inclu- ding the developed S.M.I.L.E. system, serves as an effective way to create not only educational, but any type of computer games. By focusing on one domain (education), we are able to generate games automatically and thus reduce the work- load laid on the game creator (in our case, a teacher) to the minimum. The paper is structured as follows: In Sect. 2, we describe work related to the subject of this paper. Our model of edu- cational games is described in Sect. 3, along with proposed learning environments and representation of educational lear- ning objects. Section 4 explains the mechanism used to auto- matically generate educational games, including an example scenario. A software prototype that we have implemented is described in Sect. 5, whereas Sect. 6 explains how we uti- lized adaptivity and adaptability mechanisms in our work. Finally, Sect. 7 gives our concluding remarks and proposals for future work. 2 Related work Our goal was to devise a concept that would support the reshaping of education by luring children into educating themselves by playing multimedia computer games created especially for that purpose. There is extensive research con- firming the fact that computer games have a great potential in improving the educational process [5,6] and that the use of computer games in classes not only provides learners with knowledge in an enjoyable form, but also helps them develop various cognitive and thinking skills [2]. At present, learners are provided with different kinds of interactive educational games. The drawback of these games is that they are rather limited in the amount of how much knowledge they can give to the learners, since they are all focused on only one narrow area of knowledge. Further- more, creation of (not only) educational multimedia games is a cumbersome and complex process that requires in-depth knowledge of programming, game design, 3D modeling and much more���an impossible task for an average teacher. In order to simplify the complex process of creating com- puter games and make it more effective, game engines have been developed that can be reused across multiple (not only educational) games [7]. There are over 200 game engines available (see http://www.devmaster.net/engines). However, these engines are still too complex to work with, due to their general-purpose nature. Genre-specific computer game design software (known as toolkits) exist that ease the programming burden (such as Game Editor at http://www.game-editor.com or Game Maker at http://www.gamemaker.nl). However, such software sup- ports the creation of only simple two-dimensional games that are not comparable to modern three-dimensional computer games. Although more robust software, such as Alice (avai- lable at http://www.alice.org) or Inscape (available at http:// www.inscapers.com) enables to create almost any kind of (educational) computer games, it requires to learn a great amount of scripting and requires game design skills. However, educational games that are on par with modern three-dimensional computer games exist (e.g., Dimension M available at http://www.dimensionm.com). Such games have been developed by a team of professional game designers and do not let teachers alter their scenario or content in a way that does not require knowledge and experience in programming and game design. In addition, modern educational games are tied only to a specific area of knowledge (such as mathema- tics in the case of the previously mentioned game entitled Dimension M). Most games do not include any adaptation (they are inter- active, but in the same context, regardless of the user, they all behave the same). Some of them are adaptable (the user can manually set the environment according his preferences). When adaptive, mostly a stereotype user model is used. To summarize, existing solutions do not allow teachers to create three-dimensional, adaptive, multiplayer and multi- media educational games for their students without requiring programming and game design skills. We therefore focus on creating an extra layer that runs atop of an existing game engine (Torque Game Engine Advanced, available at http:// www.garagegames.com/products/torque/tgea) and allows teachers to define educational games without the need to write a single line of code. These games follow an educa- tional games model that is described below. 3 Educational games model Our model of educational games is based on today���s most popular genre of computer games���Role Playing Games (RPGs) [8]. Such games are exciting, easy to control (which is especially important for handicapped users) and have serious educational potential [2]. Games based on the RPG genre take place in a realistic world set in a specific time (e.g., in medieval age, at present time or in the future) or in an imaginary world that is or is 123