There has been increasing interest in using games for education, but little investigation of how to model student learning within games [cf. 6]. We investigate how existing techniques for modeling the acquisition of fluent skill can be adapted to the context of an educational action game, Zombie Division. We discuss why this adaptation is necessarily different for educational action games than for other types of games, such as turn-based games. We demonstrate that gain in accuracy over time is straightforward to model using exponential learning curves, but that models of gain in speed over time must also take gameplay learning into account. © Springer-Verlag Berlin Heidelberg 2007.
CITATION STYLE
Baker, R. S. J. D., Habgood, M. P. J., Ainsworth, S. E., & Corbett, A. T. (2007). Modeling the acquisition of fluent skill in educational action games. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 4511 LNCS, pp. 17–26). Springer Verlag. https://doi.org/10.1007/978-3-540-73078-1_5
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