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Immersive Activities in Educational Role-Playing Game Based on Appreciative

Learning and Artificial Intelligence

Conference Paper · October 2019

DOI: 10.1109/ICIC47613.2019.8985935

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 Immersive Activities in Educational Role-Playing
Game Based on Appreciative Learning and
Artificial Intelligence
Hanny Haryanto Umi Rosyidah
Department of Informatics Engineering Department of Informatics Engineering
Universitas Dian Nuswantoro Universitas Dian Nuswantoro
Semarang, Indonesia Semarang, Indonesia
hanny.haryanto@dsn.dinus.ac.id umi.rosyidah@dsn.dinus.ac.id
Abstract— Experience design is a vital factor in improving
course material understanding in educational game design. In
Role-Playing Game (RPG) educational games, the activity is one
of the main elements in shaping the experience. However, the
absence of a model for activity design in educational RPG causes
the resulting activities to be poorly conceived and lack of
synchronization between gaming and educational principles.
This paper discusses the design of an activity-based scenario,
where the scenario is a collection of activities. Intelligent
scenario directs in-game activity using dynamic rewards whose
behavior is regulated using artificial intelligence with the Finite
State Machine method. Then the resulting behavior is grouped
into activity based on Appreciative Learning concept.
Appreciative Learning is a concept in learning that focuses on
positivity and an optimistic future. This concept consists of four
stages, namely Discovery, Dream, Design, and Destiny. The
intelligent scenario in this study is part of the Adaptive RPG For
Education project, which contributes to the design of adaptive
scenarios. Intelligent scenario produces an immersive
experience in the form of activities with rewards that are
conceptualized and synchronized between gaming and
educational principles.
Keywords— immersive activities, educational game, role-
playing game, appreciative learning, artificial intelligence
I. INTRODUCTION
The rise of digital distribution platform, enhanced by
mobile and internet technology, and cross-platform game
engines, has been the driving factors in video games
popularity and also change the way we use games. Aside from
pure entertainment, games are being used for more serious
purposes, such as education. In recent years, games are
playing an increasing role as educational tools and have been
an interesting subject for many researchers. The use and
research of educational video game ranged in the varied field
in education. Huang et al. [1] developed the serious game
framework for Taiwanese indigenous cultural heritage
education, and Antoniou et al. [2] also has an attempt to design
games for various cultural heritages in Greece. Setiawan et al.
[3] using the Augmented Reality based game for the
traditional game education of Gobak Sodor in Indonesia.
Games could facilitate experiential learning that can be useful
in entrepreneurship education [4] and provide motivation for
learning programming language [5]. Computer science
education seems to be very benefited from the use of games,
such as Hour of Code (https://code.org/), CodeCombat
(https://codecombat.com/), PlayIT for teaching programming
concept [6], the SpITKom project that offer game-based
learning design for computer science education [7]. Games are
XXX-X-XXXX-XXXX-X/XX/$XX.00 ©20XX IEEE
Acun Kardianawati
Department of Information System
Universitas Dian Nuswantoro
Semarang, Indonesia
acun.kardianawati@dsn.dinus.ac.id
being used in pre-school education to engage the students in
learning activity [8] and also in elementary school [9]. For
more advanced topics in higher education, EGDA provides an
approach of game-based learning to teach procedural
knowledge in healthcare education [10], and Braghirolli et al.
[11] concluded that the use of educational games as an
introductory activity for the first-year undergraduate in
industrial engineering can provide the motivation to learn. A
role-playing game (RPG) is a genre that offers practical
experience and has significant cognitive aspects for its
players, so it is appropriately used as a learning medium that
emphasizes the cognitive aspect [12]. Therefore, RPG has
been used for many educational game projects and research
that have a lot of concept and theory in its educational content,
such as fractional concept in mathematics [13], nurse training
[14], Architecture Trade-off Analysis Method (ATAM) [15]
and problem-solving strategies [16]. In the actual teaching-
learning process, teacher as a key figure in the process is
believing that video game has the potential to draw students’
attention to the educational material, but has yet to believe that
it can be used as the main tools in the teaching-learning
process [17]. The role of education games in most of the
research is to be a motivator for the learner, therefore only few
that use the games as the primary learning tool in the teaching-
learning process.
Using games as the primary learning tool in the teaching-
learning process is difficult because of the differences
between game and teaching-learning process concept in
general. In the teaching-learning process, learning outcomes
are usually well-defined and an indicator of learning success.
While in games, the results can be very varied and very
flexible. Opportunities to bridge the differences are in the
Flow Experience or Zone of Proximal Development [18].
Flow Experience is the balance between frustration and
boredom related with player’s skill and game difficulty.
Figure 1 gives an overview of the differences that occur and
the similarities between the games and the teaching-learning
process.
According to [19], immersive experience is one of the
main characteristics of Flow Experience. Immersive
experience can be divided into three forms: sensory,
challenge-based, and imaginative immersion [20]. Rapid
development in Virtual Reality (VR) technology encouraged
many educational games research and projects that focused on
sensory immersion or spatial immersion [21], such as Benthix
VR, a Virtual Reality based educational game to preserve the
traditional game in Indonesia [22], Basketball shooting
teaching [23], training for Architecture-Engineering-
Construction (AEC) professionals [24], teaching graphic
design course [25], and distance learning method [26]. VR-
based immersion offers realistic sensory immersion because
the player feels physically present in the virtual world [21].
However, VR-based immersion has drawbacks in device-
dependent and motion sickness. There are few research that
focused on the challenge-based and imaginative immersion.
This paper discusses the design of immersive activities
that focused on challenge-based and imaginative immersion.
In Role-Playing Game (RPG) educational games, the activity
is one of the main elements in shaping the experience.
However, the absence of a model for activity design in
educational RPG causes the resulting activities to be poorly
conceived and lack of synchronization between gaming and
educational principles. Artificial Intelligence directs in-game
activity using Finite State Machine method. Then the resulting
behavior is grouped into activity based on Appreciative
Learning concept. Appreciative Learning is a concept in
learning that focuses on positivity and an optimistic future.
This concept consists of four stages, namely Discovery,
Dream, Design, and Destiny.
II. RESEARCH METHOD
A. Appreciative Learning
The term of Appreciative Inquiry (AI) can be defined as
an approach to explore or discover what is best in people. As
the term implied, AI specifically works for searching and
discovering positivity, identify the best, and then build on the
vision and dream of the optimistic future [27]. Commonly
used in organizational behavior and management
transformation, AI rarely used in the teaching-learning
process. The positivity and the constructionist principle of AI
make it a great potential to be applied in the teaching-learning
process [28]. Appreciative Learning is AI-based approach as
a pedagogical option in the teaching-learning process [29].
Appreciative Learning uses sequences of phases, called the
4Ds model. The 4Ds model is a cycle of Discovery, Dream,
Design and Destiny phases, as shown in Figure 1.
DISCOVERY
(positivity in
learning)
DESTINY
DREAM
(goal
(goal setting)
achievement)
DESIGN
(build toward
goal)
Fig. 1. 4Ds Model of Appreciative Learning
The Discovery phase involves a searching and exploration
to find positivity in learning, what students love to do and
what is the best in students’ lives and experiences. The teacher
role in this part is to facilitate, appreciate and give the
guidance to the students in their exploration. Then in the
Dream phase, the students begin to have a vision and followed
by goal setting based on the positivity that is discovered in the
Discovery phase. Teachers can help the students to provide the
possibilities and requirements for the goal. Next, in the Design
phase, students begin to develop and build toward the goal. In
this phase, students also develop skills and knowledge,
facilitated and mentored by teachers. And in the last phase,
Destiny, students achieve the goal, get rewards, and
affirmation of their skills and knowledge. Destiny phase also
enables students to evaluate their experience and discover the
positivity, led to the Discovery phase. These phases are ideal
for designing learning activities in the teaching-learning
process. In this study, we use the 4Ds model of Appreciative
Learning as a basis to design the activities in educational Role-
Playing Game.
B. Activity Design
The adventure game is a game genre that has been
acknowledged for an ideal genre of game-based learning
because of its narrative, problem spaces, interactive
environment, and activities or quests [30]. Adventure Role-
playing game emphasizes on the story and character
development. In completing the story and develop the
character, the player must complete the series of goal-based
activity, commonly called quest. In this study, we design
activities in Role Playing Game using 4Ds of Appreciative
Learning approach, as shown in Figure 2 below.
• Explore town or safe area
• Interact with NPCs
Discovery
Activities
• Interact with objects
• Find objectives
Dream • Choose objectives
Activities
• Explore dungeon & battle
• Gather resources
Design Activities • Develop objectives
• Complete objectives
Destiny
Activities
• Get rewards
Fig. 2. Activities Design Based On 4Ds
In the Discovery activities, the player will do exploration
on the safe area to interact with Non-Playable Characters
(NPCs) and objects. Safe area means that the player can do
exploration harmlessly to find positive things that are required
in this stage. The player collects these positive things to find
and choose objectives in the Dream activities. After the
objectives are formulated, the player explores the dungeon and
engages in a battle in order to gather resources needed. Once
the required resources are collected, the player begins to
develop towards the objectives in the Design activities.
Rewards are the core of Destiny activities. In this stage, the
player has completed the objectives and get the rewards.
C. Artificial Intelligence to direct the immersive experience
Artificial Intelligence was used to provide personalization,
which is a vital element in providing an immersive experience
[31]. There are three types of immersive experiences defined
by [20]. The first dimension of the immersive experience is
sensory immersion, the immersive experience associated with
the senses. This immersive experience is closely related to the
audiovisual aspects of the game, such as in-game graphics and
sound. The second dimension of the immersive experience is TABLE II. MAPPING FROM ACTIVITIES TO STATES
challenge-based immersion, an immersive experience that Activities States
occurs when a player achieves a balance of challenges and Explore the town or safe area I1
abilities. The latter dimension is imaginative immersion, Interact with NPCs I2
where players dissolve in stories and in-game worlds, even Interact with objects I3
have an emotional involvement with game characters. This is Find objectives I4
an area where the game offers players the opportunity to use Choose objectives I5
Explore dungeon & battle C1
their imagination, empathize with game characters, or just Gather resources C2
enjoy the fantasy that is in the game. This study focused on Develop objectives C3
challenge-based and imaginative immersion. The detail of Complete objectives C4
activities related to challenge-based and imaginative Get rewards C5
immersion shown in Table 1.

TABLE I. ACTIVITIES RELATED TO CHALLENGE-BASED AND TABLE III. MAPPING FROM CONDITIONS TO TRANSITIONS
IMAGINATIVE IMMERSION
Conditions Transitions
Type of immersion Activities Found the new area TI1
Imaginative Explore the town or safe area Has no quest yet TI2
Interact with NPCs Got the quest TI3
Interact with objects Completed the quest TI4
Find objectives
Fulfilled the requirement TI5
Choose objectives
Objectives have been set TC0
Challenge-based Explore dungeon & battle
Resources not enough yet TC1
Gather resources
Develop objectives Won battle TC2
Complete objectives Has enough resources TC3
Get rewards Objectives have been developed TC4
Rewards requirement completed TC5

We see in Table 1 that activities in the Discovery and

Dream stages are included in imaginative immersion, while Figure 5 shows the complete FSM that will be the behavior
challenge-based immersion consists of activities in Design model for Artificial Intelligence to direct activities in the
and Destiny stages. We use a Finite State Machine (FSM) to game.
direct the activities, that have a basic model as shown in Figure TI4

3. TI2

I1 I2
Condition A TI1

TI3 TI1 TI2 TI2 TI4

TI3

Activity 1 Activity 2

I3 I4
TI3

Condition B TI4

TI1
TI5
Fig. 3. Finite State Machine model to control activities

Finite State Machine works by states and transitions. I5 C1

TC0
States represent behavior and transitions are the conditions to TC2

change behavior. In Figure 4 it is shown that the activities,

described in the state as Activity 1 and Activity 2. Changes in TC1

behavior or state transition from Activity 1 to Activity 2 TC3

C2 C3
triggered by Condition B, and Activity 2 to Activity 1 is
caused by Condition A. Finite State Machine (FSM) is used to TC4

describe the behavior of intelligent agents in games that have

the following processing stages. The first stage is defining the
behavior, describing the behavior as a state, the next is
determining the transition between states and their conditions,
finally combining all states and transitions. Based on Table 1,
we have mapped the activities and conditions into states and
transitions as shown in Table 2 and Table 3. The I prefix
represents Imaginative activity and C represents Challenge-
based activity. TI means a transition in Imaginative activity
and TC is a transition in Challenge-based activity.
TC3
TC5
C4 C5
Fig. 4. Finite State Machine to direct activities in the game
III. RESULT AND DISCUSSION
So far, we have designed two educational games that use
the immersive activities. The first game, Smart EduRPG is an
educational RPG game about English language learning,
especially in vocabulary subject. The second game, A
Merchant Story, is a game that teaches about basic the games and answer the questions. The results summary are
entrepreneurship concept. Table 4 shows the specific activities shown in Table 6.
of those games that follow the immersive activities model.
TABLE VI. INTERVIEW RESULTS SUMMARY
TABLE IV. GAMES DEVELOPED USING IMMERSIVE ACTIVITIES
Respondents Responses Summary
Game Education Activities Imaginative Challenge- Overall
Title Content Disco- Dream Design Desti- based
very ny Experienced Generally feels Motivated in Immersed
Smart English Explo Finish Explore Get gamer engaged when doing the enough in the
EduRPG language -re the quest to dungeo rewar exploring the battle and game,
(prototyp learning new get n, battle d, game, interact gathering sometimes
e) area, objective with advan with NPCs and resources, feels the
inte- s, find enemy -ce to objects but very engaged challenge is
ract the hint along next found that the in developing not too
with for main the way, scena- objectives too the objectives difficult and
the objective complet rio predictable the objectives
town s e are too
citizen dungeo predictable
, find n Non-gamer Feels engaged Motivated in Immersed
the explora- when exploring doing the enough in the
word tion the game, but battle, tends to game,
treasu need extra lose in battle sometimes
-res guides to find and feels the feels the
A Entrepreneurs Explo Finish Explore Get the objectives game too challenge is
Merchant hip education re the quest to dungeo regu- and sometimes difficult, but too difficult,
Story new get n to lar confused to after several curious
(prototyp area, objective gather and follow the attempts found enough to try
e) intera s, get resource key story in order that the game again and find
ct product s, battle rewar to advance to difficulty is the game
with vision, with the ds the next enjoyable enjoyable
town find enemy, activities
citizen regular craft Teacher Feels engaged Not too Immersed
, and key resource when exploring motivated in enough in the
explor objective s the game, doing the game, not too
e s enjoy and have battle and interested in
produ the positive tends to end it the challenge,
ct idea motivation in quickly, but followed the
(niche interactions motivated activities well
) and activities enough to enough
gather the
resources and
The two games implemented the immersive activities found
based on Appreciative Learning and using Artificial satisfaction in
completing the
Intelligence to direct the activities according to the Finite State objectives
Machine shown in Figure 5. We interested in getting the
described experience in playing the games from the user,
therefore we modified The Game Experience Questionnaire Overall, we identify that the user was immersed enough
[32] and then designed the qualitative interview questions as in the game activities, both in the imaginative-based activities
shown in Table 5. and the challenge-based activities. Results indicated that there
are different responses depending on the user. Experienced
TABLE V. LIST OF INTERVIEW QUESTIONS gamer has no problem in playing the game, doing the activities
No Questions Immersion
and completing objectives, but has a high standard regarding
Types the game, so sometimes could complain about predictable
1 Describe your feeling when exploring a new action in games, although we have used AI to give dynamic
area in the game experiences. As opposed to that, the non-gamer user has
2 What do you feel when interacting with NPC? Imaginative several difficulties in challenge-based activities and feels the
3 What drives you to examine objects in the game too difficult. But overall, he feels immersed in the game
game?
and motivated by the challenge they faced. The lecturer feels
4 What do you feel when you found the
objectives? engaged in the imaginative-based activities but feels irrelevant
5 What motivate you when choosing objectives? when coming to challenge-based activities.
6 What motivate you to win the battle?
7 What motivate you to gather the resources? IV. CONCLUSION AND FUTURE WORKS
8 What influence does the game difficulty given Challenge-
based
The immersive activities model provides the conceptual
to you?
9 Describe your feeling when completing an framework for educational RPG design, using Appreciative
objective Learning as the basis for activities design and Artificial
10 What do you feel after you finished the Intelligence to create a dynamic experience in doing the
dungeon?
activities, which focused on the imaginative and challenge-
based immersion.
We recruited experienced gamers, people who have
minimum experience in playing games and teachers to play
 Experienced gamer was the one that gets the most out of
this model, with non-gamer seems to have a steeper learning
curve in completing the objectives. While one of the main
objectives of this research is to make the game as the main
educational tool, the lecturer still found that some activities
irrelevant to the subject. Overall, the model could provide the
immersive experiences in learning using educational games,
especially educational RPG.
For future works, we will complete the game so we can
make the evaluation for a fully-worked game. We will also
recruit more respondents from different gender, age, role and
experience in playing games. Because there are still problems
with the user segmentation, the learning algorithms in
Artificial Intelligence could be used to classify user and better
personalize the user experiences.
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