Patent Application
20050277100
The invention relates to the field of electronic learning, and more specifically to methods, apparatus, and computer program products for providing on-demand electronic learning through the dynamic construction of games.
Electronic learning, or more concisely e-learning, is a rapidly growing industry, which, by some estimates, will soon become one of the most widespread applications of the world wide web, to be outdone only by e-mail and search engine applications.
Two important e-learning trends have emerged. One trend is the growing interest in using games to enhance the learning experience. A significant deterrent to the use of games, however, is the cost of creating a customized game for each e-learning experience. The cost of creating a game for an assessment or quiz is prohibitive when compared with the overall cost of developing a course, because the creation of each custom game involves a team of graphic artists, programmers, instructional designers, editors, content developers, and the like.
The other trend in e-learning is an increasing focus on using small, discrete, just-in-time and just-for-me learning objects or modules that comply with agreed standards. These objects can be combined by instructors into larger courses that address specific needs, and they can be dynamically assembled, i.e., self-configured, for on-demand presentation to a student based on criteria provided by the student.
The dynamic assembly of learning objects poses a heretofore insurmountable obstacle to the incorporation of games into the learning environment, however, as it may be impossible to know beforehand which learning objects a student or a content developer will choose, or what order the objects will appear in. As a result, today, a game can be created neither dynamically nor economically in advance. Thus there is a need for a way to create games economically, dynamically, and on-demand, to improve the e-learning experience.
According to one aspect of the invention, a game generator accesses a learning object repository, a learning object assessment object repository, and a video repository. The video repository includes positive scenes that are suggestive of success and negative scenes that are suggestive of failure, which are dynamically selected for presentation to students in response to their answers to questions from the learning object assessment objects. When a student answers a question correctly, the game generator selects a positive scene from the video repository and presents it to the student; when the student answers a question incorrectly, the game generator selects a negative scene and presents it to the student.
Aspects of the present invention include methods, apparatus, and computer program products for dynamically creating e-learning games. Learning objects for the game may be selected from a repository that conforms to the industry-standard Sharable Content Object Reference Model (SCORM). Examples of SCORM-conformant repositories include a Learning Management System (LMS) for the case where objects are dynamically assembled for delivery to a student, and a Learning Content Management System (LCMS) for the case where small objects are selected for assembly into larger courses by content developers. In both of these cases, the present invention provides the capability to add game features dynamically to assessments.
The game generator 100 may be implemented using programmable logic such as a microprocessor, for example as part of a personal computer, workstation, server, or the like, which may also include the repositories. Aspects of the operation of the game generator 100 are described in detail below with reference to
The learning object repository 110 and the learning object assessment object repository 120 may be stored in a Learning Content Management System (LCMS), a Learning Management System (LMS), or any other repository, which, for descriptive purposes, may be called here generically a repository. In preferred embodiments of the invention, the repositories comply with the IEEE Standard for Learning Object Metadata (LOM) 1484.12.1, which may be found at http://ltsc.ieee.org/wg12, or with the Sharable Content Object Reference Model (SCORM), Version 1.2, the SCORM Content Aggregation Model, which is available on the Advanced Distributed Learning (ADL) site http://www.adlnet.org.
Assessments may have the following optional metadata tags defined, in addition to any metadata entities required by SCORM:
The video repository 130 stores videos, scenes from which are used in the games. Each video may comprise a start scene, one or more action scenes, and a stop scene. The start scene may show a starting action sequence depicting a starting point. For example, a starting line may appear in a video that involves down-hill skiing, a starting flag may be waved in a video that involves automobile racing, and so forth.
Any number of action scenes may be included in the video repository. It is not necessary that the scenes taken together provide coherent entertainment. Rather, in a preferred embodiment of the invention, each scene can stand alone, and does not necessarily depend sequentially upon previous or subsequent action scenes. However, each preferably ties into a game topic or motif as suggested by the start scene. For example, action scenes for a game with a snowboarding motif may each include a single trick such as a “tailgrab,” an “inverted aerial,” or an “alley oop.” The game topic or motif may be predetermined by a content designer, or selected by a student.
Each action scene has a positive and a negative version, where the two versions may have the same, or substantially similar, first frames. The positive version, which suggests a positive outcome of an activity according to the game motif, is displayed when the student responds correctly to an assessment question, whereas the negative version, which suggests failure, is displayed when the student responds incorrectly. For example, the negative version of an action scene for a game with a snowboarding motif may show someone tumbling in the snow.
The end scene depicts an ending action sequence. The end scene may suggest completion of the learning experience in the context of the motif, showing, for example, a skier or a race car crossing a finish line.
The game generator 100 determines whether there are any further learning objects on the list of learning object IDs to be processed (step 205). If so, the game generator 100 reads the ID of the next learning object in the list (step 210); retrieves the catalog and entry value of the referenced learning object assessment object (step 215), which, for convenience, is called here simply an assessment; and determines whether the learning object has an associated assessment (step 220). If the determination is that the learning object does not have an assessment, the operation of the game generator 100 returns to determine whether there are any further learning objects to be processed (step 205).
Otherwise (i.e., the determination is that the object has an assessment), the game generator 100 uses the catalog and entry values to retrieve the assessment associated with the learning object (step 225). A determination is made as to whether any additional questions of the assessment remain (step 230). If no additional questions remain, the operation of the game generator 100 returns to determine whether there are any further learning objects to be processed (step 205).
Otherwise (i.e., at least one further question remains), the game generator 100 retrieves the next question and its related multiple-choice responses and correct answer (step 235); adds the question, the responses, and the correct answer to the game list (step 240); and returns to determine whether any additional questions of the assessment remain (step 230).
When the determination in Step 205 is that there are no further learning objects to be processed, construction of the game list from the questions, responses, and correct answers is now complete. The game generator 100 then presents the game to the student according to the exemplary process illustrated by the flowchart of
As shown in
The game generator 100 determines the student's response to the question (step 320), and compares the student's response with the correct answer to determine whether the student's response is correct (step 325). If the student's response is correct, the game generator 100 selects the positive version of the scene for display to the student (step 330), resets an incorrect-response counter that begins at zero and counts the number of incorrect responses to the question (step 335), and returns to determine whether all of the questions from the game list have been presented to the student (step 300).
Otherwise (i.e., the student's response is not correct in Step 325), the game generator 100 increments the incorrect-response counter (step 340), and compares the value of the counter with a predetermined threshold to determine whether the student has reached a predetermined maximum number of incorrect responses (step 345). If the maximum number of incorrect responses has been reached, the student is notified of failure regarding the question (step 350), the incorrect-response counter is reset to zero (step 335), and the game generator returns to determine whether all of the questions from the game list have been presented to the student (step 300). If the maximum number of incorrect responses has not been reached, the negative version of the scene is selected for display to the student (step 355), and the game generator returns to Step 315 to begin on another question.
The division of function between
The present invention also encompasses computer program products, including program storage devices readable by a machine, tangibly embodying programs of instructions executable by the machine for implementing the methods and apparatus described above. The program storage device may take the form of any media that can contain, store, communicate, propagate, or transport the program for use by the machine. These media include, for example, computer diskettes, RAM, ROM, CD, EPROM, communication media for transferring instructions, and the like.
Although the foregoing has described methods, apparatus, and computer program products for the dynamic construction of games for e-learning, the description is illustrative of the invention rather than limiting, and the invention is limited only by the appended claims.
