Aarij Mahmood Hussaan
ABSTRACT
Our work addresses the development of a Serious Game for the diagnostic and learning of persons with cognitive disabilities. In reality, many studies have shown that young people, especially children, are attracted towards computer games. Often, they play these games with great interest and attention. Thus, the idea of using serious games to provide education is attractive for most of them. This work is situated in the context of Project CLES. This project, in collaboration with many research laboratories, aims at developing an Adaptive Serious Game to treat a variety of cognitive handicaps. In this context, this article presents a system that generates learning scenarios keeping into account the user's profile and their learning objectives. The user's profile is used to represent the cognitive abilities and the domain competences of the user. The system also records the user's activities during his/her interaction with the Serious Game and represents them in interaction traces. These traces are used as knowledge sources in the generation of learning scenarios.
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Cross Ref
- M. Mody, M. Studdert-Kennedy, and S. Brady, "Speech perception deficits in poor readers: auditory processing or phonological coding?," Journal of experimental child psychology, vol. 64, Feb. 1997, pp. 199--231.Google ScholarCross Ref
- K. Sehaba, B. Encelle, and A. Mille, "Adaptive TEL based on Interaction Traces," In AIED 09 (14 International Conference on Artificial Intelligence in Education) workshop on "Towards User Modeling and Adaptive Systems for All (TUMAS-A 2009): Modeling and Evaluation of Accessible Intelligent Learning Systems," 2009.Google Scholar
- A.M. Hussaan, K. Sehaba, and A. Mille, "Tailoring Serious Games with Adaptive Pedagogical Scenarios A Serious Game for persons with cognitive disabilities," ICALT '11, 2011, p. 5.Google Scholar
Index Terms
- Helping children with cognitive disabilities through serious games: project CLES
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