Individualized Skill Assessment in Digital Learning Games: Basic Definitions and Mathematical Formalism
1. If action in situation provides evidence in favor of the elementary competency , then increase the probability of all competence states in containing , and decrease the probability of all competence states not containing .
2. If action in situation provides evidence against the elementary competency , then decrease the probability of all competence states in containing , and increase the probability of all competence states not containing .
T. Augustin is with Joanneum Research, Institute of Biomedicine and Health Sciences, Elisabethstrasse 11a, 8010 Graz, Austria.
C. Hockemeyer, M.D. Kickmeier-Rust, and D. Albert are with the Department of Psychology, University of Graz, Universitätsplatz 2/III, 8010 Graz, Austria. E-mail: email@example.com.
Manuscript received 15 Jan. 2009; revised 1 Sept. 2009; accepted 27 July 2010; published online 12 Aug. 2010.
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Digital Object Identifier no. 10.1109/TLT.2010.21.
2. Emergent behavior occurs due to a nontrivial interaction of system components with each other and with the player, which gives rise to behavior that was not specifically intended by the developer [ 25].
Thomas Augustin received a diploma in mathematics and the PhD degree in psychology from the University of Regensburg, Germany, in 1999 and 2002, respectively. In 2002, he started working as a university assistant in the Department of Psychology, University of Graz, Austria. Currently, he is working at the Institute of Biomedicine and Health Sciences at Joanneum Research, Graz. His main research interests are mathematical models of human behavior, experimental psychology, and applied statistics.
Cord Hockemeyer received a diploma in computer science from the Braunschweig University of Technology, Germany, in 1993. He is currently working as project manager and researcher for the Department of Psychology at the University of Graz, Germany, and for the Knowledge Management Institute at the Graz University of Technology. His research focus is on efficient procedures for personalized training and assessment of competences. He is a member of the IEEE, the IEEE Computer Society, and the IEEE Education Society.
Michael D. Kickmeier-Rust received a diploma in psychology from the University of Graz, Austria, in 2005. Currently, he is working as a project coordinator in the Department of Psychology at the University of Graz. His research and development focus is on personalization in technology-enhanced learning, especially in the area of game-based learning.
Dietrich Albert received a diploma in psychology from the University of Göttingen, Germany, in 1966 and the DSc degree in psychology from the University of Marburg, Germany, in 1972. Since 1993, he has been working as a professor of psychology and head of the Cognitive Science Section in the Department of Psychology at the University of Graz, Austria. Since 2008, he has also worked as a key researcher in the Know-Center, Austria's competence center for knowledge management, and since 2009, as a senior scientist in the Knowledge Management Institute at the Graz University of Technology. His actual focus in research and development is on knowledge and competence structures, their applications, and empirical research.