Goal recognition is the task of inferring users' goals from sequences of observed actions. By enabling player-adaptive digital games to dynamically adjust their behavior in concert with players' changing goals, goal recognition can inform adaptive decision making for a broad range of entertainment, training, and education applications. This paper presents a goal recognition framework based on Markov logic networks (MLN). The model's parameters are directly learned from a corpus of actions that was collected through player interactions with a non-linear educational game. An empirical evaluation demonstrates that the MLN goal recognition framework accurately predicts players' goals in a game environment with multiple solution paths.

Interactive narrative environments offer significant potential for creating engaging narrative experiences that are tailored to individual users. Increasingly, applications in education, training, and entertainment are leveraging narrative to create rich interactive experiences in virtual storyworlds. A key challenge posed by these environments is devising accurate models of director agents' strategies that determine the most appropriate director action to perform for crafting customized story experiences. A promising approach is developing an empirically informed model of director agents' decision-making strategies. In this paper, we propose a framework for learning models of director agent decision-making strategies by observing human-human interactions in an interactive narrative-centered learning environment. The results are encouraging and suggest that creating empirically driven models of director agent decision-making is a promising approach to interactive narrative.

In this paper, we survey techniques used in intelligent tutoring systems (ITSs) to model student knowledge. The three techniques that we review in detail are knowledge tracing, performance factor analysis, and matrix factorization. We also briefly cover other techniques that have been used. This review is meant to be a repository of knowledge for those who want to integrate these techniques into serious games. It is also meant to increase awareness and interest as to the techniques available that can be integrated into serious games.

Welcome to experience a mind-blowing "Artificial Intelligence Expert Course" in 2022. Artificial Intelligence Expert Course: Platinum Edition - The course has now launched. Artificial Intelligence (AI) seems to be a unique technology of making a machine, a robot fully autonomous. AI is an analysis of how the machine is thinking, studying, determining, and functioning when it is trying to solve problems. These kinds of problems are present in all fields, the most emerging ones, and even beyond.

Models that capture the knowledge of players of digital games could be used to great effect in AI-assisted tools that automate or provide feedback for game design. There are several important tasks knowledge models should perform: predicting player performance on a particular task to adjust difficulty, knowing in which order to give particular concepts for maximum learning, or understanding how the pacing of a concept impacts player engagement. While all of these have been explored individual both in games and related fields like intelligent tutoring systems, there have been no models that capture all of these effects together in a way that allows their use in design tools. We propose to expand on previous work in game authoring tools to create tools in which the designer can leverage information about how players learn their game's concepts to create better designs. We will survey the existing player modeling work to find the best representation for this task, deploy these models in adaptive games to learn from data, and then apply these models to create novel game design tools.

This paper describes the Intelligent Engine (IE) of ECHOES, a serious game built for helping young children with Autism Spectrum Conditions acquire social communication skills. ECHOES IE's main component is an autonomous virtual agent that acts as a credible social partner for children with autism by engaging them in interactive learning activities. The other IE components are a user model, a drama manager and a social communication engine. We discuss how AI technology allows us to satisfy the requirements for the design of the agent and the learning activities that we identified through consultations with children and carers and a review of best practices for autism intervention. We present experimental results pertaining to the agent's effectiveness, which show encouraging improvements for a number of children.

Eveil3d is a project for development of an immersive, virtual "serious game" for computer assisted foreign language learning, with which users interact verbally by means of an automatic speech recogniser. The speech of the target user group, namely adolescent low-proficiency non-native speakers, differs significantly from native adult speakers on which ASR systems are typically trained and thus on which they perform the best. As only a very small corpus of near-domain speech and text is available, the aforementioned difference becomes a development challenge. We deal with this challenge by adapting existing systems on the small data set. We adapt our language models using text selection to augment the in-domain data with similar data from out-of-domain sources. We adapt our acoustic models with MAP adaptation. Through these steps we achieve significant reductions in error.

Existing work on player modeling often assumes that the play style of players is static. However, our recent work shows evidence that players regularly change their play style over time. In this paper we propose a novel player modeling framework to capture this change by using episodic information and sequential machine learning techniques. In particular, we experiment with different trace segmentation strategies for play style prediction. We evaluate this new framework on gameplay data gathered from a game-based interactive learning environment. Our results show that sequential machine learning techniques that incorporate predictions from previous segments outperform non-sequential techniques. Our results also show that too fine (minute-by-minute) or too coarse (whole trace) segmentation of traces decreases performance.

Modeling player engagement is a key challenge in games. However, the gameplay signatures of engaged players can be highly context-sensitive, varying based on where the game is used or what population of players is using it. Traditionally, models of player engagement are investigated in a particular context, and it is unclear how effectively these models generalize to other settings and populations. In this work, we investigate a Bayesian hierarchical linear model for multi-task learning to devise a model of player engagement from a pair of datasets that were gathered in two complementary contexts: a Classroom Study with middle school students and a Laboratory Study with undergraduate students. Both groups of players used similar versions of Crystal Island, an educational interactive narrative game for science learning. Results indicate that the Bayesian hierarchical model outperforms both pooled and context-specific models in cross-validation measures of predicting player motivation from in-game behaviors, particularly for the smaller Classroom Study group. Further, we find that the posterior distributions of model parameters indicate that the coefficient for a measure of gameplay performance significantly differs between groups. Drawing upon their capacity to share information across groups, hierarchical Bayesian methods provide an effective approach for modeling player engagement with data from similar, but different, contexts.

This paper focuses on tracing player knowledge in educational games. Specifically, given a set of concepts or skills required to master a game, the goal is to estimate the likelihood with which the current player has mastery of each of those concepts or skills. The main contribution of the paper is an approach that integrates machine learning and domain knowledge rules to find when the player applied a certain skill and either succeeded or failed. This is then given as input to a standard knowledge tracing module (such as those from Intelligent Tutoring Systems) to perform knowledge tracing. We evaluate our approach in the context of an educational game called Parallel to teach parallel and concurrent programming with data collected from real users, showing our approach can predict students skills with a low mean-squared error.