I
n
t
e
r
n
at
ion
al
Jou
r
n
al
of
E
lec
t
r
ical
an
d
Com
p
u
t
e
r
E
n
gin
e
e
r
in
g
(
I
JE
CE
)
Vol.
1
4
,
No.
5
,
Oc
tober
20
2
4
,
pp
.
5443
~
5457
I
S
S
N:
2088
-
8708
,
DO
I
:
10
.
11591/i
jec
e
.
v
1
4
i
5
.
pp
5
443
-
5457
5443
Jou
r
n
al
h
omepage
:
ht
tp:
//
ij
e
c
e
.
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c
or
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c
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D
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of
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p
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Youn
e
s
Alaou
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laachak
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hnol
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T
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a
m, Unive
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it
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A
bde
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, U
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s
it
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lm
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k E
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a
ngi
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, M
or
oc
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o
Ar
t
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I
n
f
o
AB
S
T
RA
CT
A
r
ti
c
le
h
is
tor
y
:
R
e
c
e
ived
F
e
b
17,
2024
R
e
vis
e
d
M
a
y
27,
2024
Ac
c
e
pted
J
un
16,
2024
Rep
et
i
t
i
v
e
t
e
s
t
s
o
n
a
l
earn
i
n
g
mat
eri
a
l
h
e
l
p
s
c
h
o
o
l
c
h
i
l
d
ren
t
o
mem
o
ri
ze
an
d
t
o
l
ear
n
t
h
i
s
mat
eri
a
l
.
Ps
y
c
h
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s
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s
cal
l
t
h
i
s
p
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me
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o
n
t
h
e
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s
t
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effect
.
Sk
i
l
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ed
t
eac
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s
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ear
n
i
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g
p
l
a
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t
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w
ay
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o
w
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p
read
t
h
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s
p
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t
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w
e
p
ro
p
o
s
e
a
fra
mew
o
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k
t
o
d
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t
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p
l
ay
s
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d
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t
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t
es
t
s
i
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t
o
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u
cat
i
o
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al
v
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d
eo
g
ames
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W
e
h
av
e
i
d
en
t
i
f
i
ed
t
h
e
s
ma
l
l
e
s
t
s
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t
o
f
g
ame
d
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o
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u
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ca
t
i
o
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a
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i
d
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g
ame
o
u
t
o
f
a
l
earn
i
n
g
p
l
a
y
.
W
e
h
av
e
u
s
ed
t
h
e
s
el
f
-
d
et
erm
i
n
a
t
i
o
n
t
h
e
o
ry
t
o
g
ro
u
p
g
ame
d
e
s
i
g
n
el
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t
s
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d
t
o
d
efi
n
e
a
b
reak
d
o
w
n
s
t
r
u
ct
u
re
fo
r
e
n
g
a
g
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t
en
g
i
n
eeri
n
g
.
T
h
i
s
s
t
ru
ct
u
re
h
e
l
p
s
s
e
l
ect
t
h
e
ap
p
ro
p
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a
t
e
d
e
s
i
g
n
e
l
emen
t
s
f
o
r
an
en
g
ag
eme
n
t
d
ri
v
er.
W
e
h
av
e
ap
p
l
i
ed
t
h
e
framew
o
r
k
t
o
d
i
g
i
t
i
ze
a
l
earn
i
n
g
p
l
ay
.
W
e
h
av
e
t
e
s
t
e
d
t
h
e
d
i
g
i
t
al
p
l
ay
w
i
t
h
2
3
8
s
ch
o
o
l
ch
i
l
d
ren
w
h
o
c
o
n
s
i
d
ered
i
t
as
a
v
i
d
eo
g
a
me.
T
h
e
v
i
d
eo
g
ame
t
es
t
ed
a
p
ro
p
o
s
ed
p
a
t
t
er
n
t
o
creat
e
ch
a
l
l
e
n
g
e
s
al
l
o
w
i
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g
an
en
g
a
g
i
n
g
fl
o
w
ex
p
er
i
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ce.
T
h
e
p
at
t
ern
i
n
c
reas
e
d
res
p
o
n
s
e
s
(9
%
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a
n
d
cr
eat
ed
t
i
me
d
i
s
t
o
rt
i
o
n
(2
4
%
).
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el
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v
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i
n
g
rew
ar
d
s
f
o
l
l
o
w
i
n
g
v
ari
ab
l
e
s
c
h
ed
u
l
e
s
red
u
ced
err
o
r
s
(4
9
%
)
an
d
i
n
crea
s
ed
t
i
me
d
i
s
t
o
rt
i
o
n
(1
6
%
).
T
h
i
s
res
ea
rch
ex
p
l
o
re
s
h
o
w
t
o
d
i
g
i
t
i
ze
l
earn
i
n
g
p
l
a
y
s
i
n
t
o
en
g
ag
i
n
g
ed
u
cat
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o
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v
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d
e
o
g
ame
s
a
n
d
h
o
w
t
o
d
es
i
g
n
en
g
a
g
i
n
g
v
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d
eo
g
ame
s
t
o
remed
i
a
t
e
mi
s
s
e
d
l
ear
n
i
n
g
.
K
e
y
w
o
r
d
s
:
De
s
ign
pa
tt
e
r
ns
Ga
mi
f
ica
ti
on
Qua
li
ty
e
duc
a
ti
on
S
e
lf
-
de
ter
mi
na
ti
on
theor
y
S
e
r
ious
ga
mes
Vide
o
ga
mes
Th
i
s
i
s
a
n
o
p
en
a
c
ces
s
a
r
t
i
c
l
e
u
n
d
e
r
t
h
e
CC
B
Y
-
SA
l
i
ce
n
s
e.
C
or
r
e
s
pon
din
g
A
u
th
or
:
Youne
s
Ala
oui
S
ouli
mani
S
mar
t
S
ys
tems
a
nd
E
mer
ge
nt
T
e
c
hnologi
e
s
T
e
a
m,
Unive
r
s
it
y
Abde
lm
a
lek
E
s
s
a
a
di
P
.
O.
B
ox
416,
T
a
ngier
,
M
or
oc
c
o
E
mail:
youne
s
.
a
laoui@a
mana
.
a
c
.
ma
1.
I
NT
RODU
C
T
I
ON
I
n
M
or
oc
c
o,
pr
im
a
r
y
e
duc
a
ti
on
ha
s
made
pr
ogr
e
s
s
in
e
nr
oll
ment.
How
e
ve
r
,
c
onc
e
r
ns
a
bout
the
qua
li
ty
of
p
r
im
a
r
y
e
duc
a
ti
on
pe
r
s
is
t.
T
he
mi
nis
tr
y
in
c
ha
r
ge
of
na
ti
ona
l
e
duc
a
ti
on
in
M
or
oc
c
o
ha
s
s
tar
ted
a
n
ini
ti
a
ti
ve
ba
s
e
d
on
play
-
ba
s
e
d
r
outi
ne
a
c
ti
vit
ies
to
he
lp
s
c
hool
c
hil
d
r
e
n
a
c
quir
e
the
ba
s
ic
s
kil
l
s
in
or
a
l
langua
ge
c
ompr
e
he
ns
ion,
r
e
a
ding
a
nd
math
[
1]
.
T
he
s
e
play
-
b
a
s
e
d
a
c
ti
vit
ies
us
e
lea
r
ning
ba
s
e
d
on
r
e
pe
ti
ti
ve
r
outi
ne
tes
ts
.
P
lays
a
r
e
a
n
e
s
tablis
he
d
didac
ti
c
a
l
tool
us
e
d
in
e
duc
a
ti
ona
l
e
nvir
on
ments
that
c
a
n
he
lp
s
c
hool
c
hil
dr
e
n
de
ve
lop
c
ognit
ive
a
nd
s
oc
ial
s
kil
ls
[
2]
.
On
the
other
ha
nd,
r
e
pe
ti
ti
ve
a
s
s
e
s
s
ment
or
tes
ti
ng
e
nha
nc
e
r
e
tention
o
f
mate
r
ial
mor
e
than
a
ddit
ional
s
tudy
o
f
that
mate
r
ial
[
3]
.
P
s
yc
hologi
s
ts
c
a
ll
thi
s
phe
nomenon
the
tes
ti
ng
e
f
f
e
c
t.
M
ult
ipl
e
r
e
s
e
a
r
c
he
r
s
ha
ve
be
e
n
e
xplor
ing
how
to
us
e
video
ga
mes
f
or
ins
tr
uc
ti
on
a
nd
ga
me
-
ba
s
e
d
lea
r
ning
[
4]
–
[
6]
.
Vide
o
ga
mes
de
s
igned
f
or
ins
tr
u
c
ti
on
a
r
e
c
a
ll
e
d
e
duc
a
ti
ona
l
video
ga
mes
or
s
e
r
ious
ga
mes
.
S
e
ve
r
a
l
ini
ti
a
ti
ve
s
ha
ve
tes
ted
s
e
r
ious
ga
mes
in
p
r
im
a
r
y
e
duc
a
ti
on
a
nd
r
e
por
ted
pos
it
ive
r
e
s
ult
s
in
langua
ge
a
nd
c
a
lculus
lea
r
ning
[
7]
.
W
e
pr
opos
e
to
e
xplor
e
h
ow
to
digi
ti
z
e
lea
r
ning
plays
int
o
e
duc
a
ti
ona
l
vide
o
ga
mes
to
take
lea
r
ning
plays
outs
ide
c
las
s
r
ooms
.
Digit
a
l
iza
ti
on
s
hould
e
na
ble
s
c
hool
c
hil
d
r
e
n
to
pr
a
c
ti
c
e
mor
e
,
to
r
e
media
te
to
mi
s
s
lea
r
ning
a
nd
to
ge
t
a
ddit
ional
be
ne
f
it
s
f
r
om
thes
e
lea
r
ning
plays
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
1
4
,
No.
5
,
Oc
tober
2
02
4
:
5443
-
5457
5444
Vide
o
ga
mes
a
r
e
f
un,
joyf
ul
a
nd
e
nga
ging.
Ga
mes
us
ua
ll
y
us
e
c
ha
ll
e
nge
s
a
nd
a
r
ti
f
icia
l
c
onf
li
c
ts
[
8]
.
S
c
hool
c
hil
dr
e
n
identif
y
we
ll
today
wha
t
is
a
vide
o
ga
me
a
nd
wha
t
is
not.
T
o
be
c
ons
ider
e
d
a
s
a
n
e
duc
a
ti
ona
l
video
ga
me,
a
digi
tal
ve
r
s
ion
of
a
lea
r
ning
play
ha
s
to
pr
ovide
a
n
e
xpe
r
ienc
e
s
im
il
a
r
to
video
ga
mes
.
T
o
buil
d
e
nga
ging
e
duc
a
ti
ona
l
video
ga
mes
out
of
lea
r
ning
plays
,
we
ha
d
to
identif
y
the
i
mpor
tant
buil
ding
bl
oc
ks
that
c
ompos
e
e
nga
ging
e
duc
a
ti
ona
l
video
ga
mes
.
S
e
ve
r
a
l
a
uthor
s
ha
ve
pr
opos
e
d
c
ompi
lations
of
r
e
c
ur
r
ing
ga
me
buil
ding
blocks
[
9]
–
[
12]
.
I
f
c
ur
r
e
nt
r
e
s
e
a
r
c
h
ha
s
identif
ied
many
ga
me
bu
il
ding
bloc
ks
that
c
ont
r
ibut
e
to
e
nga
ge
ment,
thi
s
r
e
s
e
a
r
c
h
pr
ovides
li
mi
ted
indi
c
a
ti
ons
on
whic
h
ga
me
buil
ding
block
s
to
us
e
in
a
given
c
ontext.
F
or
e
xa
mpl
e
,
the
vide
o
ga
mes
T
e
tr
is
,
Angr
y
B
ir
ds
,
a
nd
S
upe
r
M
a
r
io
B
r
os
a
r
e
di
f
f
e
r
e
nt
s
ti
ll
a
ll
thr
e
e
a
r
e
ve
r
y
popular
a
nd
e
nga
ging.
T
e
tr
is
pr
opos
e
s
jus
t
r
e
f
lex
-
ba
s
e
d
c
ha
ll
e
nge
s
r
e
quir
ing
m
a
s
ter
y
of
c
ont
r
ol
[
13]
.
Angr
y
B
ir
ds
c
ha
ll
e
nge
s
le
a
r
ne
r
s
to
f
li
ng
bi
r
ds
a
t
pigs
that
e
a
t
their
e
ggs
[
6]
.
S
upe
r
M
a
r
io
B
r
os
ha
s
mul
t
ipl
e
di
f
f
iculty
leve
ls
that
a
djus
t
t
o
lea
r
ne
r
s
kil
ls
a
nd
of
f
e
r
s
a
n
e
mot
ionally
a
ppe
a
li
ng
f
a
ntas
y
r
e
late
d
to
ga
me
s
kil
ls
[
4]
.
T
he
s
e
thr
e
e
video
g
a
mes
us
e
dif
f
e
r
e
nt
buil
ding
blocks
a
nd
a
r
e
dif
f
e
r
e
ntl
y
e
nga
ging.
W
e
wa
nted
to
unde
r
s
tand
how
s
uc
h
ga
mes
mot
ivate
us
.
W
e
a
ls
o
wa
nted
to
leve
r
a
ge
thi
s
unde
r
s
tanding
to
de
s
ign
e
nga
ging
e
duc
a
ti
ona
l
video
ga
mes
.
T
o
digi
ti
z
e
lea
r
ning
plays
int
o
video
ga
mes
,
we
wa
nted
to
identif
y
f
i
r
s
t
the
s
malles
t
f
r
a
mew
or
k
to
us
e
in
the
digi
ti
z
a
ti
on
pr
oc
e
s
s
that
will
ge
t
s
c
ho
ol
c
hil
dr
e
n
to
c
ons
ider
ou
r
d
igi
tal
p
lays
a
s
vide
o
ga
mes
.
Af
ter
wa
r
d,
we
wa
nted
to
a
dd
pr
og
r
e
s
s
ive
ga
me
d
e
s
ign
e
leme
nts
to
make
a
n
e
duc
a
ti
ona
l
v
ideo
ga
me
mor
e
e
nga
ging.
W
e
e
xplor
e
d
gr
oup
ga
me
de
s
ign
e
leme
nts
int
o
c
a
tegor
ies
r
e
late
d
to
s
im
il
a
r
ps
yc
hologi
c
a
l
dr
iver
s
of
mot
ivation.
T
hr
ough
thi
s
gr
ouping
,
we
wa
nted
to
e
xplor
e
s
e
lec
ti
ng
de
s
ign
e
leme
nt
s
that
a
dd
toge
ther
to
a
s
pe
c
if
ic
mot
ivation
dr
iver
.
T
he
s
e
lf
-
de
ter
mi
na
ti
on
theor
y
is
a
ge
ne
r
ic
ps
yc
ho
logy
model
f
or
human
mot
ivation
[
14]
.
M
ult
ipl
e
r
e
s
e
a
r
c
he
r
s
a
r
e
us
ing
thi
s
theor
y
to
model
the
mot
ivational
pull
o
f
video
ga
mes
or
to
s
e
lec
t
de
s
ign
e
leme
nts
f
or
ga
mi
f
ica
ti
on
[
13]
,
[
15
]
–
[
17]
.
T
h
is
r
e
s
e
a
r
c
h
buil
ds
on
s
im
il
a
r
a
ppr
oa
c
he
s
but
a
ppli
e
s
the
s
e
lf
-
de
ter
mi
na
ti
on
theor
y
to
de
s
ign
e
duc
a
ti
ona
l
video
g
a
mes
.
Adjus
ti
ng
ga
me
di
f
f
iculty
to
g
r
owing
lea
r
ne
r
s
kil
ls
he
lps
ge
t
lea
r
ne
r
s
int
o
a
s
tate
of
opt
im
a
l
e
xpe
r
ienc
e
c
a
ll
e
d
the
f
low
s
tate
[
18
]
.
R
e
s
e
a
r
c
he
r
s
identif
ied
we
ll
that
a
djus
ti
ng
c
ha
ll
e
nge
s
to
s
kil
l
s
f
os
ter
s
e
nga
ge
ment
[
19]
,
[
20
]
.
How
e
ve
r
,
ther
e
a
r
e
li
mi
t
e
d
indi
c
a
ti
ons
on
how
to
de
s
ign
c
ha
ll
e
nge
s
that
a
djus
t
to
s
kil
ls
.
I
n
thi
s
r
e
s
e
a
r
c
h,
we
pr
opos
e
a
de
s
ign
pa
tt
e
r
n
to
de
s
ign
a
f
low
e
xpe
r
ienc
e
in
the
c
ontext
of
e
duc
a
ti
ona
l
video
ga
mes
us
e
d
f
or
r
e
pe
ti
ti
ve
tes
ti
ng.
I
nc
e
nti
ve
s
ys
tems
e
a
s
e
f
a
il
ur
e
a
nd
mot
ivate
s
c
hool
c
hil
dr
e
n
to
play
[
21]
.
S
kinner
[
22]
ha
ve
identif
ied
that
the
i
mpac
t
o
f
ince
nti
ve
s
va
r
ies
ba
s
e
d
on
how
ince
nti
ve
s
a
r
e
a
r
r
a
nge
d
ove
r
t
im
e
.
W
e
w
a
nted
to
tes
t
the
im
pa
c
t
of
ince
nti
ve
s
ys
tems
on
e
nga
ge
m
e
nt
a
nd
e
a
s
ing
f
a
il
ur
e
in
the
c
ontext
o
f
e
duc
a
ti
on
a
l
video
ga
mes
.
W
e
ha
ve
tes
ted
the
pr
opos
e
d
f
r
a
mew
or
k
to
digi
ti
z
e
a
menta
l
mul
ti
pli
c
a
ti
on
play
.
W
e
ha
ve
tes
ted
the
buil
t
e
duc
a
ti
ona
l
video
ga
me
with
s
c
hool
c
hil
dr
e
n
a
nd
ha
ve
mea
s
ur
e
d
e
nga
ge
ment.
T
he
f
ir
s
t
r
e
s
ult
s
s
howe
d
that
the
p
r
opos
e
d
a
ppr
oa
c
h
wa
s
wo
r
king.
Our
q
ue
s
ti
ons
r
e
late
d
to
thi
s
r
e
s
e
a
r
c
h
we
r
e
:
i)
How
to
identif
y
ups
tr
e
a
m
if
the
digi
taliza
ti
on
of
e
duc
a
ti
ona
l
play
is
f
e
a
s
ibl
e
;
a
nd
ii
)
How
to
s
e
lec
t
the
s
malles
t
s
e
t
of
ga
me
de
s
ign
e
leme
nts
to
de
s
ign
e
nga
ge
ment
in
e
duc
a
ti
o
na
l
video
ga
mes
?
S
c
holar
s
,
de
s
igner
s
a
nd
indus
tr
y
s
pe
c
ialis
ts
looked
to
identif
y
wha
t
c
ontr
ibut
e
d
to
e
nga
ge
ment
a
nd
mot
ivation
in
video
ga
mes
,
a
nd
f
r
om
that
in
e
duc
a
ti
ona
l
video
ga
mes
[
5
]
,
[
6]
,
[
23]
.
S
ome
r
e
s
e
a
r
c
he
r
s
looked
int
o
wha
t
c
omponents
we
r
e
making
e
duc
a
ti
ona
l
video
ga
mes
“
f
un”
or
e
nga
ging
[
6
]
,
[
9]
,
[
10]
,
[
12
]
.
Othe
r
s
looked
int
o
how
pa
tt
e
r
ns
a
nd
methodologi
e
s
c
a
n
guide
the
de
s
ign
of
e
nga
ging
e
duc
a
ti
ona
l
video
g
a
mes
[
8]
,
[
24]
–
[
28]
.
Ga
me
e
leme
nts
:
T
hr
ough
a
s
e
r
ies
of
obs
e
r
va
ti
ons
,
s
ur
ve
ys
a
nd
int
e
r
view
s
,
M
a
lone
[
23
]
ha
s
ge
ne
r
a
ted
thr
e
e
main
e
leme
nts
that
made
video
ga
mes
“
f
un”
,
na
mely
c
ha
ll
e
nge
,
c
ur
ios
it
y
a
nd
f
a
ntas
y.
Othe
r
r
e
s
e
a
r
c
he
r
s
pr
opos
e
d
e
leme
nts
that
they
c
ons
ider
e
d
ne
c
e
s
s
a
r
y
c
ondit
ions
f
or
a
ga
me
[
8]
.
De
ter
ding
e
t
al.
[
11
]
pr
opos
e
d
to
de
f
ine
ga
me
de
s
ign
e
leme
nts
a
s
a
s
e
t
of
buil
ding
blocks
or
f
e
a
tur
e
s
f
ound
in
many
ga
mes
.
De
ter
ding
e
t
al.
[
11]
r
e
c
omm
e
nde
d
c
ons
ider
ing
the
e
leme
nts
that
a
r
e
f
ound
in
mos
t
ga
mes
,
but
no
t
n
e
c
e
s
s
a
r
y
in
a
ll
ga
mes
,
a
nd
playing
a
s
igni
f
ica
nt
r
ole
in
ga
me
play.
Hunic
ke
e
t
al.
[
24
]
p
r
opos
e
d
the
mec
ha
nic
-
dyna
mi
c
-
a
e
s
th
e
ti
c
f
r
a
mew
or
k
(
M
DA
)
that
identif
ied
a
s
e
t
of
c
ha
r
a
c
ter
is
ti
c
s
obs
e
r
ve
d
in
video
ga
mes
a
n
d
na
med
them
a
e
s
thetics
.
T
he
M
DA
f
r
a
mew
or
k
s
ti
pulate
s
that
int
e
r
a
c
ti
on
c
ha
r
a
c
ter
ize
s
a
video
ga
me,
a
nd
not
the
c
ontent.
Hunic
ke
e
t
al.
[
24]
pr
opos
e
d
the
M
DA
model
to
make
th
is
a
e
s
thetics
e
mer
ge
f
r
om
ga
me
d
yna
mi
c
s
thr
ough
int
e
r
na
l
mec
ha
nics
.
S
e
ve
r
a
l
a
uthor
s
ha
ve
pr
opos
e
d
c
ompi
lations
of
r
e
c
ur
r
ing
ga
me
buil
d
ing
blocks
.
R
e
e
ve
s
a
nd
R
e
a
d
[
10]
pr
opos
e
“
T
e
n
I
ng
r
e
dients
of
Gr
e
a
t
Ga
mes
”
,
whic
h
include
a
va
tar
s
to
r
e
pr
e
s
e
nt
one
s
e
lf
;
na
r
r
a
ti
ve
c
ontext;
f
e
e
dba
c
k;
r
e
putation
r
a
nk
a
nd
leve
l;
c
om
pe
ti
ti
on
unde
r
r
ules
;
ti
me
pr
e
s
s
ur
e
a
nd
tea
ms
.
Ga
r
r
is
e
t
al.
[
9]
c
omp
il
e
d
a
li
s
t
of
c
ha
r
a
c
ter
is
ti
c
s
of
e
nga
ging
e
duc
a
ti
ona
l
video
ga
mes
f
r
om
mul
ti
ple
r
e
s
e
a
r
c
he
s
.
T
his
li
s
t
ha
s
s
ix
e
leme
nt
s
that
a
r
e
c
ha
ll
e
nge
,
mys
ter
y,
r
ules
a
nd
goa
ls
,
f
a
ntas
y,
s
e
ns
or
y
s
ti
mul
i,
a
nd
c
ontr
ol.
I
n
a
r
e
c
e
nt
r
e
s
e
a
r
c
h,
P
las
s
e
t
al
.
[
6]
a
r
gue
d
that
mos
t
r
e
s
e
a
r
c
he
r
s
a
gr
e
e
d
on
the
f
oll
owing
buil
ding
blocks
of
e
du
c
a
ti
ona
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
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8708
Digit
ali
z
ati
on
of
e
duc
ati
onal
plays
for
quali
ty
e
du
c
ati
on
(
Y
oune
s
A
laou
i
Souli
mani
)
5445
video
ga
mes
:
lea
r
ning
objec
ti
ve
s
a
nd
r
e
late
d
c
onte
nt,
ga
me
mec
ha
nics
,
na
r
r
a
ti
ve
,
vis
ua
l
a
e
s
thetics
,
in
c
e
nti
ve
s
a
nd
mus
ica
l
s
c
or
e
.
Ga
me
de
ve
lopm
e
nt
methodologi
e
s
:
Othe
r
r
e
s
e
a
r
c
he
r
s
e
xplor
e
d
“
how”
to
de
s
ign
e
duc
a
ti
ona
l
video
ga
mes
a
nd
looked
int
o
pa
tt
e
r
ns
a
nd
methodologi
e
s
to
dr
ive
the
pr
oc
e
s
s
.
T
he
y
wa
nted
to
de
f
ine
the
wor
k
br
e
a
kdown
s
tr
uc
tur
e
.
Amor
y
[
29
]
pr
opos
e
d
the
ga
me
objec
t
model
f
r
a
mew
or
k
to
de
s
ign,
c
ompos
e
a
nd
ge
ne
r
a
te
s
e
r
ious
ga
mes
.
T
his
f
r
a
mew
or
k
identif
ie
d
s
ome
int
e
r
e
s
ti
ng
buil
ding
blocks
a
nd
tas
ks
,
wa
s
c
ompl
e
x
to
us
e
,
a
nd
ha
d
li
mi
ted
s
uc
c
e
s
s
.
Yus
uf
e
t
a
l.
[
25
]
p
r
opos
e
d
a
c
onc
e
ptual
f
r
a
mew
or
k
f
or
s
e
r
ious
ga
mes
.
T
he
f
r
a
mew
or
k
p
r
opos
e
d
a
s
e
t
of
e
nti
ti
e
s
to
c
a
ptur
e
lea
r
ning
c
a
pa
bil
it
ies
,
in
tende
d
lea
r
ning
outcome
,
a
s
we
ll
a
s
the
ga
mi
ng
r
e
qui
r
e
ments
.
T
he
pr
opos
e
d
f
r
a
mew
or
k
is
c
onc
e
ptual
a
nd
doe
s
not
pr
ovide
a
ny
guidanc
e
on
how
a
nd
whe
r
e
to
p
ut
thes
e
e
nti
ti
e
s
int
o
play.
I
b
r
a
him
a
nd
J
a
a
f
a
r
[
26
]
pr
opos
e
d
a
n
e
duc
a
ti
ona
l
ga
me
de
s
ign
c
onc
e
pt
that
buil
ds
on
thr
e
e
pil
lar
s
:
lea
r
ning
c
ontent
modeling,
pe
da
gogy,
a
n
d
ga
me
de
s
ign.
T
he
pr
opos
e
d
c
onc
e
pt
puts
e
mp
ha
s
is
on
us
a
bil
it
y,
f
un,
a
nd
s
yll
a
bus
matc
hing.
T
he
r
e
s
e
a
r
c
h
f
r
om
[
25
]
a
nd
[
26]
indi
c
a
ted
that
the
ga
me
e
le
ments
of
e
duc
a
ti
ona
l
video
ga
mes
s
hould
be
in
r
e
lation
wit
h
lea
r
ning
objec
ti
ve
s
.
T
he
s
e
r
e
lations
s
hould
be
c
o
ns
ider
e
d
dur
ing
de
s
ign
ti
me
.
S
a
a
ve
dr
a
e
t
al
.
[
30]
de
ve
loped
s
ome
digi
tal
r
e
s
our
c
e
s
to
he
lp
s
c
hool
c
hil
dr
e
n
lea
r
ning
mathe
matics
in
M
e
xico.
C
ons
ider
ing
the
lac
k
of
we
ll
-
de
f
ined
pr
oc
e
s
s
e
s
a
nd
s
tanda
r
d
methodologi
e
s
,
they
p
r
o
pos
e
d
a
ga
me
de
ve
lopm
e
nt
pr
oc
e
s
s
ba
s
e
d
on
s
of
twa
r
e
de
ve
lopm
e
nt
pa
r
a
digm
s
.
T
his
r
e
s
e
a
r
c
h
s
pa
r
ks
f
r
om
th
e
ne
e
ds
s
im
il
a
r
to
our
r
e
s
e
a
r
c
h.
How
e
ve
r
,
it
doe
s
not
de
s
c
r
ibe
how
to
de
s
ign
lea
r
ning
withi
n
s
e
r
ious
ga
mes
nor
how
to
e
nginee
r
e
nga
ge
ment.
R
ounga
s
[
27]
c
ons
ider
e
d
that
many
s
e
r
ious
ga
me
s
we
r
e
s
ti
ll
c
r
e
a
ted
in
a
n
a
d
-
hoc
manne
r
without
us
ing
a
ga
me
de
s
ign
doc
ument.
He
identif
ied
s
ome
c
omm
on
c
omponents
a
nd
c
onc
e
pts
f
ound
i
n
s
e
r
ious
ga
mes
a
nd
a
r
gue
d
that
they
s
hould
go
int
o
a
de
s
ig
n
doc
ument.
T
he
c
omponents
of
the
de
s
ign
doc
um
e
nt
we
r
e
s
im
il
a
r
to
a
ga
me
br
e
a
kdown
s
tr
uc
tur
e
.
He
pr
op
os
e
d
a
c
onc
e
ptual
model
to
c
a
ptur
e
the
c
ha
r
a
c
te
r
is
ti
c
s
of
thes
e
c
omm
on
c
omponents
a
nd
a
pr
oc
e
s
s
to
ke
e
p
thi
s
doc
ument
up
to
da
te.
His
a
ppr
oa
c
h
pr
omot
e
d
de
s
ign
thr
ough
doc
umenta
ti
on.
He
did
not
c
ove
r
whic
h
c
o
mponents
to
us
e
f
or
e
nga
ge
ment.
B
a
r
bos
a
e
t
al.
[
31]
p
r
opos
e
d
a
methodology
to
d
e
s
ign
a
nd
de
ve
lop
s
e
r
ious
ga
mes
.
T
he
pr
opos
e
d
methodology
ha
d
two
c
omponents
,
a
main
ga
me
with
que
s
ts
a
nd
a
s
e
t
of
lea
r
ning
tas
ks
e
mbedde
d
a
s
mi
ni
-
ga
mes
.
B
a
s
e
d
on
a
s
im
il
a
r
a
ppr
oa
c
h
,
S
il
va
[
3
2]
pr
opos
e
d
a
pr
a
c
ti
c
a
l
methodology
f
or
the
d
e
s
ign
of
e
duc
a
ti
ona
l
s
e
r
ious
ga
mes
.
T
his
methodology
a
im
s
to
identif
y
a
ll
-
im
por
tant
pr
ojec
t
pha
s
e
s
a
nd
s
tep
s
ne
e
de
d
to
de
f
ine
lea
r
ning
mec
ha
nics
f
r
om
f
ir
s
t
objec
ti
v
e
s
to
us
e
r
e
xpe
r
ienc
e
.
T
his
r
e
s
e
a
r
c
h
pr
opos
e
d
to
de
s
ign
lea
r
ning
tas
ks
a
s
mi
ni
-
ga
mes
e
mbedde
d
withi
n
a
n
e
nter
taining
ga
me.
R
e
s
e
a
r
c
he
r
s
a
r
e
p
r
opos
ing
methodolog
ies
to
a
na
l
yz
e
or
de
ve
lop
s
pe
c
if
ic
c
a
tegor
ies
o
f
e
duc
a
ti
ona
l
video
ga
mes
or
s
e
r
ious
ga
mes
.
P
las
s
e
t
al
.
[
6]
a
r
gue
that
c
onc
lus
ions
a
nd
models
dr
a
wn
f
r
om
s
pe
c
if
ic
s
ubjec
ts
may
not
be
univer
s
a
ll
y
a
ppli
c
a
ble
to
o
ther
s
.
T
o
our
knowle
dge
,
ther
e
is
c
ur
r
e
ntl
y
no
r
e
s
e
a
r
c
h
a
ddr
e
s
s
ing
how
to
digi
ti
z
e
lea
r
ning
plays
int
o
e
duc
a
ti
ona
l
video
ga
mes
.
M
oti
va
ti
on
theor
ies
:
M
oti
va
ti
on
ha
s
be
e
n
c
onc
e
ptualize
d
f
r
om
va
r
ious
a
ngles
a
nd
ps
yc
hology
li
ter
a
tur
e
r
e
f
e
r
s
us
ua
ll
y
to
two
big
types
of
mot
i
va
ti
on:
e
xtr
ins
ic
a
nd
int
r
ins
ic.
Ope
r
a
nt
c
ondit
ion
ing
is
a
ps
yc
hology
theor
y
leve
r
a
ging
e
xtr
ins
ic
mot
ivat
io
n
[
14]
.
S
kinner
de
ve
loped
the
ope
r
a
nt
ps
yc
holog
y
theor
y
a
nd
c
ontr
ibut
e
d
to
the
be
ha
vior
is
t
lea
r
ning
model
[
33]
.
T
he
be
ha
vior
is
t
model
highl
ight
s
the
im
por
tanc
e
of
r
e
inf
or
c
e
ment
in
lea
r
ning
thr
ough
im
media
te
f
e
e
dba
c
k
a
nd
r
e
gular
r
e
inf
o
r
c
e
ment.
Ope
r
a
nt
c
ondit
i
oning
is
be
hind
the
r
e
wa
r
d
s
ys
tems
us
e
d
in
e
duc
a
ti
on
or
video
ga
mes
.
S
kinner
identif
ied
a
ls
o
that
r
e
wa
r
ds
p
r
oduc
e
d
dif
f
e
r
e
nt
im
pa
c
ts
on
be
ha
vior
ba
s
e
d
on
how
the
y
a
r
r
a
nge
d
ove
r
ti
me
.
He
c
a
ll
e
d
the
a
r
r
a
nge
ment
pa
tt
e
r
ns
"
s
c
he
dule
s
of
r
e
inf
o
r
c
e
ment"
[
22]
.
S
e
lf
-
de
ter
mi
na
ti
on
theor
y
(
S
DT
)
de
lves
int
o
the
“
why”
be
hind
be
ha
vior
s
[
14]
a
nd
pr
ovides
a
model
f
or
in
tr
ins
ic
mot
ivation.
Ac
c
or
ding
to
S
D
T
,
thr
e
e
c
omponents
f
a
c
il
it
a
te
mot
ivation:
c
ompete
nc
e
,
r
e
l
a
tedne
s
s
a
nd
a
utonom
y.
W
he
n
a
lea
r
ne
r
or
a
p
laye
r
ha
s
a
s
e
ns
e
of
c
ompete
nc
e
,
a
utonom
y
or
r
e
late
dne
s
s
whe
n
pe
r
f
or
mi
ng
a
tas
k,
he
us
ua
ll
y
e
xpe
r
ienc
e
s
thi
s
tas
k
a
s
int
r
ins
ica
ll
y
mot
ivating
.
R
e
s
e
a
r
c
he
r
s
ha
s
s
tar
ted
us
ing
the
S
DT
f
r
a
mew
or
k
to
model
e
nga
ge
ment
in
video
ga
mes
[
13]
,
[
15
]
–
[
17]
.
C
s
iks
z
e
ntm
ihalyi
s
tudi
e
d
s
it
ua
ti
ons
whe
r
e
a
pe
r
s
on
is
f
oc
us
e
d
on
a
s
ingl
e
tas
k
or
a
c
ti
vit
y
.
T
he
y
dir
e
c
t
t
h
e
ir
a
tt
e
nti
on
towa
r
d
the
tas
k
withou
t
e
xpe
r
ienc
ing
many
thought
s
a
bout
him
s
e
lf
o
r
his
pe
r
f
or
manc
e
[
18]
.
He
int
r
oduc
e
d
the
ter
m
f
low
s
tate
that
de
s
c
r
ibed
a
s
tate
o
f
c
ompl
e
te
a
bs
or
pti
on
or
e
nga
ge
me
nt
in
a
n
a
c
ti
vit
y
a
nd
that
r
e
f
e
r
r
e
d
to
the
opti
mal
e
xpe
r
ienc
e
.
F
low
s
tate
is
a
s
our
c
e
of
int
r
ins
ic
mo
ti
va
ti
on.
An
im
por
tant
c
ondit
ion
f
o
r
the
f
low
s
tate
is
the
ba
lanc
e
be
twe
e
n
ga
me
c
ha
ll
e
nge
s
a
nd
g
r
owing
playe
r
s
kil
ls
.
R
e
s
e
a
r
c
he
r
s
ha
ve
a
na
lyze
d
e
nga
gin
g
ga
mes
thr
ough
the
f
low
model
[
19
]
a
nd
a
na
lyze
d
the
b
a
lanc
e
be
twe
e
n
c
ha
ll
e
nge
a
nd
s
kil
ls
on
mot
ivati
on
[
20]
.
Kiil
i
[
34
]
e
xplor
e
d
how
to
f
os
ter
e
nga
ge
ment
w
it
h
playe
r
s
of
s
e
r
ious
ga
mes
a
nd
pr
opos
e
d
a
mo
de
l
buil
t
a
r
ound
the
f
low
model
.
T
his
r
e
s
e
a
r
c
h
de
s
c
r
ibed
o
bs
e
r
ve
d
f
low
s
tate
s
,
a
nd
the
c
ons
e
que
nc
e
s
of
f
lo
w
s
tate
s
.
How
e
ve
r
,
they
did
not
p
r
ovide
a
ny
indi
c
a
ti
on
on
h
ow
to
de
s
ign
s
uc
h
a
f
low
s
tate
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
1
4
,
No.
5
,
Oc
tober
2
02
4
:
5443
-
5457
5446
I
nc
e
nti
ve
s
ys
tems
a
r
e
a
l
s
o
us
e
d
in
e
du
c
a
ti
ona
l
vi
de
o
ga
mes
to
mot
ivate
us
e
r
s
to
play
or
to
e
a
s
e
dis
a
ppoint
ment
[
21]
.
I
nc
e
nti
ve
s
ys
tems
c
a
n
be
p
oint
-
ba
s
e
d
(
one
r
e
wa
r
d
f
or
10
point
s
)
,
a
c
ti
on
-
ba
s
e
d
(
one
r
e
wa
r
d
f
or
10
a
c
ti
ons
)
o
r
ti
me
-
ba
s
e
d
(
one
r
e
wa
r
d
f
or
10
mi
nu
tes
of
ti
me
play)
.
T
o
s
e
t
up
a
n
in
c
e
nti
ve
s
ys
tem,
we
ne
e
d
to
de
f
ine
the
r
e
wa
r
ds
a
nd
the
s
c
h
e
dules
.
T
he
r
e
a
r
e
di
f
f
e
r
e
nt
f
o
r
ms
o
f
r
e
wa
r
ds
a
mon
g
whic
h
point
s
,
r
a
nks
,
ba
dge
s
,
lea
de
r
boa
r
ds
,
a
va
tar
s
,
it
e
m
g
r
a
nti
ng,
r
e
s
our
c
e
s
f
or
ga
mepla
y,
a
nd
s
o
on
[
35]
.
T
he
wa
y
we
s
tr
uc
tur
e
the
de
li
ve
r
y
o
f
r
e
wa
r
ds
i
s
c
a
ll
e
d
r
e
wa
r
d
c
onti
nge
nc
ies
or
s
c
he
dules
[
22]
.
R
e
wa
r
ds
c
a
n
be
li
nke
d
to
the
number
of
r
e
s
pons
e
s
or
to
the
playing
ti
me
.
R
e
wa
r
ds
c
a
n
a
ls
o
be
de
li
ve
r
e
d
a
f
ter
e
it
he
r
a
f
ixed
or
a
va
r
iable
a
mount
of
r
e
s
pons
e
s
or
ti
me
.
T
his
lea
ds
to
f
our
c
a
tegor
ies
of
r
e
wa
r
d
s
c
he
dules
[
36]
:
i)
F
ixed
r
a
ti
o
s
c
he
dules
(
F
R
S
)
:
pr
ov
ides
a
r
e
wa
r
d
a
f
ter
a
f
ixed
numbe
r
of
a
c
ti
ons
or
r
e
s
pons
e
s
;
ii
)
Va
r
iable
r
a
ti
o
s
c
he
dules
(
VR
S
)
:
pr
ovides
a
r
e
wa
r
d
a
f
ter
a
r
a
ndom
number
of
a
c
ti
ons
or
r
e
s
pons
e
s
;
ii
i)
F
ixed
int
e
r
va
l
s
c
he
dule
(
F
I
S
)
:
pr
ovides
a
r
e
w
a
r
d
a
f
ter
a
f
ixed
int
e
r
va
l
of
ti
me
;
a
nd
iv
)
Va
r
iabl
e
int
e
r
va
l
s
c
he
dule
(
VI
S
)
:
p
r
ovides
a
r
e
wa
r
d
a
f
ter
a
va
r
iable
int
e
r
va
l
of
ti
me.
2.
M
E
T
HO
D
2.
1.
S
m
all
e
s
t
f
r
am
e
wor
k
t
o
d
igi
t
ize
e
d
u
c
at
ion
al
p
lay
s
T
he
r
e
is
s
tr
ong
e
videnc
e
that
f
e
e
dba
c
k
e
nha
nc
e
s
int
r
ins
ic
mot
ivation
[
14]
a
nd
that
c
ha
ll
e
nge
s
he
lp
s
tudents
lea
r
n
[
20]
.
T
he
s
malles
t
f
r
a
mew
or
k
to
dig
it
ize
a
n
e
duc
a
ti
ona
l
play
s
hould
ha
ve
a
t
lea
s
t
two
e
leme
nts
:
a
c
ha
ll
e
nge
-
f
e
e
dba
c
k
loop
de
s
ign
pa
tt
e
r
n
a
nd
s
c
or
ing
r
ules
.
T
he
s
e
two
e
leme
nts
tr
a
ns
f
or
m
digi
tal
pl
a
y
int
o
a
video
ga
me.
S
a
len
a
nd
Z
im
mer
man
[
8]
de
f
ined
a
video
ga
me
a
s
a
n
“
a
r
ti
f
icia
l
c
onf
li
c
t,
de
f
ined
by
r
ules
,
that
r
e
s
ult
s
in
a
qua
nti
f
iable
outcome
”
.
P
las
s
e
t
al
.
[
6]
a
r
gue
d
that
the
c
ha
ll
e
nge
-
f
e
e
dba
c
k
loop
de
f
ined
“
wha
t
wa
s
a
ga
me”
.
I
n
a
v
ideo
ga
me,
the
c
ha
ll
e
nge
-
f
e
e
dba
c
k
loop
p
r
e
s
e
nts
a
c
ha
ll
e
nge
to
the
playe
r
;
c
ol
lec
ts
his
r
e
s
pons
e
or
a
c
ti
on,
a
s
s
e
s
s
e
s
the
r
e
s
pons
e
,
a
nd
pr
ovides
him
with
im
media
te
f
e
e
dba
c
k.
F
igu
r
e
1
d
e
picts
the
c
ha
ll
e
nge
f
e
e
dba
c
k
loop
with
it
s
thr
e
e
c
omponents
.
F
i
gu
r
e
1
.
T
h
e
c
ha
l
le
ng
e
-
f
e
e
d
ba
c
k
lo
op
2.
2.
P
o
in
t
s
f
or
im
m
e
d
iat
e
a
n
d
c
u
m
u
lat
ive
f
e
e
d
b
ac
k
T
he
c
ha
ll
e
nge
-
f
e
e
dba
c
k
loop
a
lone
is
not
e
nough
to
make
a
digi
tal
play
de
li
ve
r
ing
a
video
ga
me
e
xpe
r
ienc
e
.
W
e
ne
e
d
the
r
ules
a
nd
the
‘
qua
nti
f
iabl
e
outcome
’
identi
f
ied
by
S
a
len
a
nd
Z
i
mm
e
r
man
[
8
]
.
P
oint
s
a
nd
s
c
or
ing
r
ules
a
ns
we
r
thi
s
r
e
quir
e
ment.
P
o
int
s
,
ba
dge
s
a
nd
lea
de
r
boa
r
ds
(
P
B
L
)
f
or
m
th
r
e
e
of
the
b
a
s
ic
a
nd
wide
ly
us
e
d
ga
me
pa
tt
e
r
ns
to
p
r
ovide
f
e
e
dba
c
k
[
3
6]
,
[
37]
.
P
oint
s
a
r
e
ba
s
ic
e
leme
nts
that
r
e
wa
r
d
f
o
r
a
c
or
r
e
c
t
r
e
s
pons
e
or
a
c
ti
on
o
r
pe
na
li
z
e
f
or
a
w
r
ong
a
ns
we
r
.
P
oin
ts
pr
ovide
im
media
te
f
e
e
dba
c
k
while
s
c
or
e
s
pr
ovide
c
umul
a
ti
ve
f
e
e
dba
c
k
[
16
]
.
B
a
dge
s
a
r
e
de
f
ined
a
s
vis
ua
l
r
e
pr
e
s
e
ntations
of
a
c
hieve
ment
a
nd
r
e
pr
e
s
e
nt
c
umul
a
ti
ve
f
e
e
dba
c
k
[
16]
.
L
e
a
de
r
boa
r
ds
r
a
nk
playe
r
s
ba
s
e
d
on
pe
r
f
or
manc
e
s
a
nd
pr
ovide
c
umul
a
ti
ve
a
nd
c
ompetit
ive
f
e
e
dba
c
k
[
38
]
.
P
oin
ts
,
ba
dge
s
a
nd
le
a
de
r
boa
r
ds
a
c
t
a
s
pr
og
r
e
s
s
indi
c
a
tor
s
of
us
e
r
pe
r
f
or
manc
e
[
38]
.
S
ome
r
e
s
e
a
r
c
h
f
indi
ngs
indi
c
a
te
that
point
s
,
leve
ls
a
nd
lea
de
r
boa
r
ds
do
not
ha
r
m
in
tr
ins
ic
m
oti
va
ti
on
[
38]
.
2.
3.
Hi
e
r
ar
c
h
y
of
gam
e
e
lem
e
n
t
s
R
e
s
e
a
r
c
he
r
s
ha
ve
identif
ied
mul
ti
ple
ga
me
de
s
ign
e
leme
nts
that
inf
luenc
e
e
nga
ge
ment.
How
e
ve
r
,
s
ome
of
thes
e
e
leme
nts
a
r
e
high
-
leve
l
f
e
a
tur
e
s
li
k
e
c
ha
ll
e
nge
,
c
ompl
e
xit
y
or
f
a
ntas
y.
Ga
r
r
is
e
t
al.
[
9]
c
a
ll
e
d
thes
e
e
leme
nts
“
c
ha
r
a
c
ter
is
ti
c
s
”
.
Hunic
ke
e
t
al
.
[
2
4]
c
a
ll
e
d
them
a
e
s
thetics
.
Othe
r
ga
me
de
s
ign
e
leme
nts
a
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Digit
ali
z
ati
on
of
e
duc
ati
onal
plays
for
quali
ty
e
du
c
ati
on
(
Y
oune
s
A
laou
i
Souli
mani
)
5447
buil
ding
blocks
li
ke
ince
nti
ve
s
ys
tem
s
or
mus
ic
a
l
s
c
or
e
s
[
6]
.
De
ter
ding
e
t
al.
[
11
]
identif
ied
th
a
t
ga
me
e
leme
nts
a
r
e
a
t
va
r
ying
leve
ls
of
a
bs
tr
a
c
ti
on.
He
dis
tr
ibut
e
d
ga
me
e
leme
nts
on
a
5
-
leve
l
hier
a
r
c
hy
to
dis
ti
nguis
h
int
e
r
f
a
c
e
e
leme
nts
f
r
om
ga
me
de
s
ign
p
a
tt
e
r
ns
or
ga
me
de
s
ign
p
r
inciples
.
T
o
s
or
t
ga
me
de
s
ign
e
leme
nts
,
we
pr
opos
e
to
us
e
a
n
a
ppr
oa
c
h
s
im
il
a
r
to
the
M
DA
model
[
24]
.
T
he
buil
ding
blocks
e
na
ble
buil
ding
a
s
ys
t
e
m
whic
h
be
ha
vior
buil
ds
a
ga
me
c
ha
r
a
c
ter
is
ti
c
via
int
e
r
a
c
ti
on.
I
nter
a
c
ti
on
is
ke
y,
a
s
without
int
e
r
a
c
ti
on,
no
ga
me
c
ha
r
a
c
ter
is
ti
c
c
a
n
s
how
up
[
24]
,
[
39
]
.
F
igur
e
2
il
l
us
tr
a
tes
the
r
e
lations
hip
be
twe
e
n
buil
ding
blocks
a
nd
ga
me
c
ha
r
a
c
ter
is
ti
c
s
.
T
he
pr
opos
e
d
a
ppr
oa
c
h
de
f
in
e
s
a
two
-
leve
l
hier
a
r
c
hy.
F
i
gu
r
e
2
.
F
r
o
m
b
ui
ld
in
g
b
l
oc
ks
t
o
ga
me
c
ha
r
a
c
t
e
r
is
ti
c
s
2.
4.
A
p
s
yc
h
ologi
c
al
t
h
e
or
y
t
o
c
lu
s
t
e
r
ga
m
e
c
h
a
r
ac
t
e
r
is
t
ics
R
e
s
e
a
r
c
he
r
s
ha
ve
identif
ied
mul
ti
ple
ga
me
c
ha
r
a
c
ter
is
ti
c
s
a
nd
buil
ding
blocks
that
inf
luenc
e
e
nga
ge
ment,
[
9]
–
[
12]
.
How
e
ve
r
,
thes
e
buil
ding
blocks
a
r
e
s
o
diver
s
e
that
w
e
ne
e
de
d
s
om
e
guidelines
to
s
e
lec
t
whic
h
one
s
to
us
e
in
a
c
ontext.
W
e
wa
nted
a
model
f
or
f
a
c
tor
s
in
f
luenc
ing
mot
ivation
that
s
h
ould
he
lp
us
identif
y
whic
h
de
s
ign
e
leme
nts
to
us
e
f
or
s
pe
c
if
ic
c
ontexts
.
T
he
s
e
lf
-
de
ter
mi
na
ti
on
theor
y
or
S
DT
[
14
]
is
a
c
ur
r
e
nt
theor
y
s
tudyi
ng
human
mot
ivation
a
nd
e
nga
ge
ment.
S
DT
identif
ies
th
r
e
e
ps
yc
hologi
c
a
l
ne
e
ds
that
e
nc
our
a
ge
mot
ivation:
c
ompete
nc
y,
a
u
tonom
y,
a
nd
r
e
late
dne
s
s
[
14]
,
[
15]
.
Ac
c
or
ding
to
the
S
D
T
t
he
or
y,
a
tas
k
is
mot
ivating
f
or
a
pe
r
s
on
if
thi
s
tas
k
puts
thi
s
pe
r
s
on
in
a
c
ontext
whe
r
e
he
ha
s
a
s
e
ns
e
of
c
ompet
e
nc
y,
a
utonom
y,
a
nd/or
r
e
late
dne
s
s
.
R
ya
n
e
t
al.
[
15
]
ha
ve
us
e
d
the
S
D
T
model
to
a
na
lyze
the
mot
ivational
pull
o
f
v
ideo
ga
mes
.
T
he
y
identif
ied
that
e
xpe
r
ienc
e
s
of
c
ompete
nc
e
,
a
utono
my,
a
nd
r
e
late
dne
s
s
pr
ovide
s
igni
f
ica
nt
a
c
c
ounts
of
playe
r
mot
ivation
a
nd
e
njoym
e
nt
with
video
ga
mes
.
T
he
y
identif
ied
that
playe
r
s
f
e
e
l
c
ompete
nt
by
f
a
c
ing
a
nd
ove
r
c
omi
ng
c
ha
ll
e
nge
s
.
A
s
e
ns
e
of
a
utonom
y
de
ve
lops
whe
n
playe
r
s
f
e
e
l
their
a
c
ti
ons
a
r
e
f
r
e
e
ly
c
h
os
e
n,
or
whe
n
they
f
e
e
l
they
ha
ve
a
s
e
ns
e
of
mi
s
s
ion
a
nd
p
ur
pos
e
.
A
s
e
ns
e
of
r
e
late
dne
s
s
de
ve
lops
whe
n
playe
r
s
f
e
e
l
in
r
e
lation
to
a
g
r
oup
o
f
s
igni
f
ica
nt
o
ther
s
,
o
r
wha
t
they
do
matter
s
to
other
s
.
R
ya
n
e
t
al.
r
e
view
e
d
e
mpi
r
ica
l
e
videnc
e
publi
s
he
d
in
[
15]
a
nd
e
numer
a
ted
a
f
ir
s
t
li
s
t
of
ga
me
de
s
ign
e
leme
nts
that
he
lped
playe
r
s
e
xpe
r
ienc
e
c
ompete
nc
e
,
a
utonom
y,
or
r
e
late
dne
s
s
[
13]
.
S
a
il
e
r
e
t
al.
[
16]
ha
ve
tes
ted
the
inf
luenc
e
of
video
ga
me
e
leme
nts
vis
i
ble
to
playe
r
s
on
the
s
a
ti
s
f
a
c
ti
on
of
ps
yc
hologi
c
a
l
ne
e
ds
be
hind
mot
ivation
.
T
he
y
hypothes
ize
d
the
inf
luen
c
e
s
of
s
ome
ga
me
e
leme
nts
on
ps
yc
hologi
c
a
l
ne
e
ds
.
T
he
y
r
a
n
a
f
ter
wa
r
d
a
r
a
ndomi
z
e
d
c
ont
r
oll
e
d
s
tudy
with
419
pa
r
ti
c
ipants
to
mea
s
ur
e
in
f
luenc
e
s
in
the
c
onte
xt
of
two
video
ga
mes
.
W
e
e
a
nd
C
hoong
[
17]
c
onduc
ted
a
s
tudy
to
pr
e
dict
the
e
f
f
e
c
ti
ve
ne
s
s
of
a
va
r
iety
of
ga
me
de
s
ign
e
leme
nts
in
e
nha
nc
ing
the
int
r
ins
ic
mot
ivation
of
us
e
r
s
pr
ior
to
im
p
leme
ntation
of
a
ga
m
if
ica
ti
on
pr
ojec
t.
T
a
ble
1
p
r
e
s
e
nts
thes
e
mappings
.
T
a
ble
1.
Ga
me
de
s
ign
e
leme
nts
inf
luenc
ing
s
e
ns
e
of
c
ompete
nc
e
,
a
utonom
y
or
r
e
late
dne
s
s
R
e
s
e
a
r
c
h
C
ompe
te
nc
e
A
ut
onomy
R
e
la
te
dne
s
s
P
r
z
ybyl
s
ki
e
t
al
.
[
13]
S
ki
ll
-
gr
a
de
d c
ha
ll
e
nge
s
;
P
os
it
iv
e
f
e
e
dba
c
k;
C
ompe
te
nc
e
ne
e
ds
M
e
a
ni
ngf
ul
s
to
r
ie
s
;
A
va
ta
r
s
, c
ha
r
a
c
te
r
s
;
f
a
nt
a
s
y na
r
r
a
ti
ve
;
N
on
-
f
ix
e
d s
tr
uc
tu
r
e
;
P
e
r
s
ona
li
z
a
ti
on
G
r
oups
f
or
c
oope
r
a
ti
on
G
r
oups
f
or
c
ompe
ti
ti
on
C
ha
t
S
a
il
e
r
e
t
al
.
[
16]
;
pr
opos
e
d ma
tc
hi
ng
P
oi
nt
s
, ba
dge
s
, l
e
a
d
e
r
boa
r
ds
,
pe
r
f
or
ma
nc
e
gr
a
phs
A
va
ta
r
s
;
M
e
a
ni
ngf
ul
s
to
r
ie
s
(
vol
it
io
na
l
e
nga
ge
me
nt
)
;
T
e
a
mm
a
te
s
;
M
e
a
ni
ngf
ul
s
to
r
ie
s
(
s
ha
r
e
d goa
l)
S
a
il
e
r
e
t
al
.
[
16]
;
me
a
s
ur
e
d i
nf
lu
e
nc
e
s
S
e
ns
e
of
c
ompe
te
nc
e
in
f
lu
e
nc
e
d by point
s
, ba
dge
s
,
le
a
de
r
boa
r
ds
a
nd
pe
r
f
or
ma
nc
e
gr
a
phs
T
a
s
k me
a
ni
ngf
ul
ne
s
s
in
f
lu
e
nc
e
d by point
s
,
ba
dge
s
, l
e
a
d
e
r
boa
r
ds
a
nd
pe
r
f
or
ma
nc
e
gr
a
phs
.
S
e
ns
e
of
r
e
la
te
dne
s
s
i
nf
lu
e
nc
e
d by
a
va
ta
r
s
, me
a
ni
ngf
ul
s
to
r
y,
te
a
mm
a
te
s
W
e
e
a
nd C
hoong
[
17]
;
pr
opos
e
d a
nd
me
a
s
ur
e
d i
nf
lu
e
nc
e
s
C
ha
ll
e
nge
F
e
e
dba
c
k
S
hor
t
c
yc
le
t
im
e
T
he
me
or
f
a
nt
a
s
y
P
e
r
s
ona
l
pr
of
il
e
N
on
-
f
ix
e
d s
tr
uc
tu
r
e
C
ompe
ti
ti
on
C
oope
r
a
ti
on
C
ha
t
-
ba
s
e
d s
o
c
ia
l
ne
twor
k
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
1
4
,
No.
5
,
Oc
tober
2
02
4
:
5443
-
5457
5448
2.
5.
M
ap
p
in
g
gam
e
c
h
ar
ac
t
e
r
is
t
ics
t
o
e
n
gage
m
e
n
t
d
r
iver
s
I
n
thi
s
r
e
s
e
a
r
c
h,
we
ha
ve
us
e
d
a
modi
f
ied
ve
r
s
ion
of
the
c
ha
r
a
c
ter
is
ti
c
s
identif
ied
by
Ga
r
r
is
e
t
al.
[
9]
.
T
he
li
s
t
of
c
ha
r
a
c
ter
is
ti
c
s
c
ompi
led
by
Ga
r
r
is
e
t
a
l.
[
9]
doe
s
not
a
ddr
e
s
s
c
oope
r
a
ti
on
or
mul
ti
playe
r
ga
mes
.
C
oope
r
a
ti
on
inf
luenc
e
s
the
s
e
ns
e
of
r
e
late
dne
s
s
a
c
c
or
ding
to
S
D
T
.
T
he
M
DA
model
de
f
ines
‘
f
e
ll
o
ws
hip’
a
s
a
n
a
e
s
thetic
r
e
f
e
r
r
ing
to
ga
mes
with
a
s
oc
ial
f
r
a
mew
or
k.
W
e
ha
ve
a
dde
d
f
e
ll
ows
hip
to
th
e
li
s
t
of
c
ha
r
a
c
ter
is
ti
c
s
us
e
d
in
thi
s
r
e
s
e
a
r
c
h.
I
n
Angr
y
B
ir
ds
,
playe
r
s
f
li
ng
bi
r
ds
a
t
pigs
.
T
he
ga
me
mec
ha
nics
buil
d
on
a
f
a
ntas
y
that
is
ve
r
y
a
ppe
a
li
ng
to
playe
r
s
.
I
n
S
upe
r
M
a
r
io
B
r
os
video
ga
mes
,
the
f
a
ntas
y
c
a
n
include
a
na
r
r
a
ti
ve
that
invi
tes
a
playe
r
to
r
e
e
s
tablis
h
a
los
t
ba
lanc
e
.
T
he
playe
r
c
a
n
e
xpe
r
ienc
e
the
ga
me
que
s
t
a
s
a
mea
ningf
ul
tas
k.
Oppone
nts
a
nd
he
lper
s
c
a
n
populate
the
f
a
ntas
y
wor
ld.
As
s
uc
h,
the
playe
r
ge
ts
a
s
e
ns
e
that
hi
s
r
ole
is
a
f
f
e
c
ti
ng
other
s
.
B
a
s
e
d
on
thes
e
r
e
mar
ks
,
we
h
a
ve
divi
de
d
f
a
ntas
y
int
o
th
r
e
e
c
omponents
:
me
c
ha
nics
,
mea
ningf
ul
s
tor
y,
a
nd
c
ha
r
a
c
ter
s
.
T
a
ble
2
p
r
e
s
e
nts
the
li
s
t
of
c
ha
r
a
c
ter
is
ti
c
s
us
e
d
in
thi
s
r
e
s
e
a
r
c
h.
T
his
table
a
ls
o
pr
e
s
e
nts
the
ps
yc
hologi
c
a
l
ne
e
ds
inf
luenc
e
d
by
thes
e
c
ha
r
a
c
ter
is
ti
c
s
.
T
a
ble
2.
M
a
pping
of
v
ideo
ga
me
c
ha
r
a
c
ter
is
ti
c
s
wi
th
mot
ivation
d
r
iver
s
V
id
e
o ga
me
c
ha
r
a
c
te
r
is
ti
c
s
M
e
c
ha
ni
s
m
S
D
T
mot
iv
a
ti
on dr
iv
e
r
s
C
ha
ll
e
nge
a
nd
goa
l
s
T
he
f
e
e
li
ng of
e
f
f
ic
ie
nc
y
a
nd
s
uc
c
e
s
s
C
ompe
te
nc
e
C
ompl
e
xi
ty
A
bi
li
ty
t
o ba
la
nc
e
c
ha
ll
e
nge
s
w
it
h s
ki
ll
s
C
ompe
te
nc
e
R
ul
e
s
a
nd
goa
l
s
C
le
a
r
goa
ls
.
T
he
r
ul
e
s
de
f
in
e
how
t
o r
e
a
c
h t
h
e
goa
ls
.
M
e
c
ha
ni
c
s
e
na
bl
e
pl
a
ye
r
t
o a
c
t
f
r
e
e
ly
w
it
hi
n t
he
s
pa
c
e
de
li
mi
te
d by the
r
ul
e
s
.
A
ut
onomy
C
ont
r
ol
C
ont
r
ol
e
xpe
r
ie
nc
e
a
nd c
us
to
mi
z
e
c
ha
r
a
c
te
r
s
A
ut
onomy
F
a
nt
a
s
y (
M
e
a
ni
ngf
ul
s
to
r
y)
N
a
r
r
a
ti
ve
de
ve
lo
ps
a
s
e
ns
e
of
me
a
ni
ngf
ul
ne
s
s
A
ut
onomy
F
a
nt
a
s
y
(
M
e
c
ha
ni
c
s
)
S
e
ns
e
of
f
r
e
e
dom whe
n us
in
g unus
ua
l
to
ol
s
or
me
c
ha
ni
c
s
A
ut
onomy
S
e
ns
or
y S
ti
mul
i
I
nvi
te
s
a
pl
a
ye
r
t
o a
c
c
e
pt
a
not
h
e
r
t
ype
of
r
e
a
li
ty
A
ut
onomy
F
a
nt
a
s
y (
C
ha
r
a
c
te
r
s
)
N
a
r
r
a
ti
ve
of
f
e
r
s
t
he
pl
a
ye
r
a
r
e
le
va
nt
r
ol
e
i
mpa
c
ti
ng othe
r
s
R
e
la
te
dne
s
s
F
e
ll
ow
s
hi
p
S
ha
r
e
d goa
ls
R
e
la
te
dne
s
s
2.
6.
A
b
r
e
ak
d
own
s
t
r
u
c
t
u
r
e
t
o
e
n
gi
n
e
e
r
e
n
gage
m
e
n
t
W
e
s
ti
pulate
d
that
video
ga
me
c
ha
r
a
c
ter
is
ti
c
s
be
im
pleme
nted
via
ga
me
buil
ding
blocks
.
F
igur
e
3
pr
e
s
e
nts
the
buil
ding
blocks
r
e
late
d
to
ga
me
c
ha
r
a
c
ter
is
ti
c
s
.
T
his
f
igur
e
a
ls
o
g
r
oups
ga
me
c
ha
r
a
c
ter
i
s
ti
c
s
a
nd
buil
ding
blocks
by
ps
yc
hologi
c
a
l
ne
e
ds
.
I
t
de
picts
a
top
-
down
s
tr
uc
tu
r
e
that
he
lps
s
e
lec
t
t
he
ga
me
c
ha
r
a
c
ter
is
ti
c
s
a
nd
buil
ding
blocks
to
us
e
f
or
a
n
e
nga
ge
ment
inf
luenc
e
r
.
T
his
is
the
br
e
a
kdown
s
tr
u
c
tur
e
f
or
e
nga
ge
ment
e
nginee
r
ing.
F
i
gu
r
e
3
.
E
n
ga
ge
men
t
e
ng
in
e
e
r
in
g
b
r
e
a
k
dow
n
s
tr
uc
t
u
r
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
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8708
Digit
ali
z
ati
on
of
e
duc
ati
onal
plays
for
quali
ty
e
du
c
ati
on
(
Y
oune
s
A
laou
i
Souli
mani
)
5449
2.
7.
T
h
e
3D
s
p
ac
e
f
or
e
n
gage
m
e
n
t
e
n
gin
e
e
r
in
g
S
DT
models
int
r
ins
ic
mot
ivation
a
s
a
n
e
xpe
r
ienc
e
r
e
late
d
to
the
f
ulf
il
lm
e
nt
o
f
th
r
e
e
ps
yc
hologi
c
a
l
ne
e
ds
that
a
r
e
indepe
nde
nt
of
e
a
c
h
other
.
I
n
thi
s
r
e
s
e
a
r
c
h,
we
pr
opos
e
to
model
the
e
nga
ging
e
xpe
r
i
e
nc
e
of
a
video
ga
me
a
s
a
ve
c
tor
of
a
thr
e
e
-
dim
e
ns
ional
ve
c
tor
s
pa
c
e
.
T
he
thr
e
e
ps
yc
hologi
c
a
l
ne
e
ds
be
hind
int
r
ins
ic
mot
ivation
a
r
e
the
ba
s
is
of
thi
s
ve
c
tor
s
pa
c
e
.
T
he
e
nga
ge
ment
of
a
n
e
duc
a
ti
ona
l
video
ga
me
c
a
n
be
pr
ojec
ted
on
the
ps
yc
hologi
c
a
l
ne
e
ds
:
leve
l
o
f
c
ha
ll
e
nge
,
l
e
ve
l
of
a
utonom
y
,
a
nd
leve
l
of
r
e
late
dne
s
s
that
t
his
video
ga
me
pr
opos
e
s
.
Ga
me
de
s
ign
e
leme
nt
s
us
e
d
in
t
he
video
ga
me
inf
luenc
e
the
va
lues
of
thes
e
c
oo
r
dinate
s
.
F
igur
e
4
de
picts
th
is
r
e
pr
e
s
e
ntation
us
ing
a
n
e
xa
m
ple.
F
i
gu
r
e
4
.
E
n
ga
ge
men
t
of
a
v
id
e
o
ga
me
r
e
pr
e
s
e
nte
d
a
s
a
ve
c
t
o
r
2.
8.
T
h
e
m
a
p
o
f
gam
e
e
lem
e
n
t
s
f
or
e
n
gage
m
e
n
t
e
n
gin
e
e
r
in
g
A
lar
ge
body
of
r
e
s
e
a
r
c
h
de
mons
tr
a
ted
that
i
ntr
ins
ic
mot
ivation
is
s
tr
ongly
ti
e
d
to
pos
it
ive
pe
r
f
or
manc
e
outcome
s
[
40]
.
How
e
ve
r
,
a
be
gin
ne
r
doe
s
not
ne
c
e
s
s
a
r
il
y
e
xpe
r
im
e
nt
with
a
s
e
ns
e
of
c
ompete
nc
e
whe
n
he
s
tar
ts
playing
or
lea
r
ning.
I
n
a
s
ys
tema
ti
c
li
ter
a
tur
e
r
e
view
,
S
un
e
t
al.
[
41]
r
e
po
r
ted
that
s
c
a
f
f
oldi
ng,
c
oll
a
bor
a
ti
on
,
a
nd
e
a
s
e
of
us
e
we
r
e
identif
ied
a
s
im
por
tant
tr
igge
r
s
of
s
tudents
’
int
e
r
e
s
t
in
lea
r
ning
in
digi
tal
e
nvir
onments
.
S
c
a
f
f
oldi
ng
is
th
e
s
uppor
t
given
to
a
s
tudent
th
r
ough
the
lea
r
ning
pr
oc
e
s
s
.
J
e
r
ome
B
r
une
r
c
r
e
a
ted
the
theor
y
of
s
c
a
f
f
oldi
ng
th
a
t
outl
ines
s
ix
wa
ys
ins
tr
uc
tor
s
c
a
n
s
uppor
t
lea
r
n
i
ng,
[
42
]
:
i)
r
e
c
r
uit
ing
int
e
r
e
s
t
,
ii
)
r
e
duc
ing
de
gr
e
e
s
of
f
r
e
e
dom
,
ii
i)
maintaining
goa
l
or
ienta
ti
on
,
iv)
high
li
ghti
ng
typi
c
a
l
tas
k
f
e
a
tur
e
s
,
v
)
c
ontr
ol
li
ng
f
r
us
tr
a
ti
on
,
a
nd
vi)
de
mons
tr
a
ti
ng
idea
li
z
e
d
s
olut
ion
pa
ths
.
W
e
ha
ve
us
e
d
the
s
c
a
f
f
oldi
ng
theor
y
to
c
r
e
a
te
a
map
de
s
c
r
ibi
ng
how
to
s
e
que
nc
e
the
e
nga
ge
ment
buil
ding
blocks
dur
ing
the
ga
mepla
y.
F
igur
e
5
de
picts
gr
a
phica
ll
y
the
pr
opos
e
d
map.
I
n
thi
s
f
igur
e
,
“
mea
ningf
ul
pur
pos
e
”
a
nd
“
f
r
e
e
dom
to
c
hoos
e
”
r
e
pr
e
s
e
nt
the
two
media
tor
s
o
f
a
utonom
y
in
the
c
ontext
of
video
ga
mes
.
F
i
gu
r
e
5
.
M
a
p
o
f
ga
me
e
le
me
nts
f
or
e
n
ga
ge
m
e
n
t
e
ng
i
ne
e
r
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
1
4
,
No.
5
,
Oc
tober
2
02
4
:
5443
-
5457
5450
2.
9.
P
a
t
t
e
r
n
f
or
a
f
low
e
xp
e
r
ience
d
e
s
ign
T
he
theor
y
of
f
low
e
xpe
r
ienc
e
s
tate
s
that
pe
r
c
e
ived
c
ha
ll
e
nge
a
nd
s
kil
ls
in
f
luenc
e
e
nga
ge
ment
a
nd
im
mer
s
ion,
whic
h
in
tur
n
inf
luenc
e
pos
it
ively
lea
r
ning
[
18
]
,
[
20]
.
T
he
de
s
ign
of
e
duc
a
ti
ona
l
vide
o
ga
mes
s
hould
of
f
e
r
c
ha
ll
e
nge
s
that
pr
ogr
e
s
s
ively
matc
h
de
ve
lopi
ng
s
kil
ls
.
How
e
ve
r
,
we
f
ound
no
de
s
ign
pa
tt
e
r
n
indi
c
a
ti
ng
how
to
c
r
e
a
te
pr
ogr
e
s
s
ive
c
ha
ll
e
nge
s
out
of
a
lea
r
ning
ob
jec
ti
ve
.
T
o
c
r
e
a
te
a
f
low
e
xpe
r
ienc
e
,
mul
ti
ple
video
ga
mes
us
e
a
s
e
que
nc
e
of
leve
ls
with
pr
ogr
e
s
s
ive
c
ha
ll
e
nge
s
.
F
or
e
duc
a
ti
ona
l
video
ga
mes
,
to
de
f
i
ne
a
leve
l
with
incr
e
a
s
e
d
c
ha
ll
e
nge
,
we
pr
opos
e
a
de
s
ign
pa
tt
e
r
n
ba
s
e
d
on
c
ha
nging
the
c
ondit
ions
o
f
the
l
e
a
r
ning
objec
ti
ve
.
T
he
c
ondit
ions
o
f
the
lea
r
ning
objec
ti
ve
a
r
e
the
c
ontext
given
to
the
s
c
hool
c
hil
dr
e
n
whe
n
tes
ti
ng
a
knowle
dge
or
a
be
ha
vior
[
43
]
.
W
e
p
r
opo
s
e
to
a
c
t
on
the
or
de
r
in
whic
h
we
tes
t
the
lea
r
ning
mate
r
ial
.
Us
ua
ll
y,
lea
r
ning
mate
r
ial
c
a
r
r
ies
s
ome
na
tur
a
l
or
de
r
.
F
or
e
xa
mpl
e
,
mul
ti
pli
c
a
ti
on
table
s
ha
ve
a
n
or
de
r
,
a
lp
ha
be
ts
ha
ve
a
n
or
de
r
,
a
nd
pos
it
ions
of
wor
ds
in
s
e
ntenc
e
s
ha
ve
a
n
or
de
r
.
W
e
pr
opos
e
to
tes
t
the
lea
r
ning
mat
e
r
ial
us
ing
thr
e
e
o
r
de
r
s
,
the
na
tur
a
l
o
r
de
r
,
the
r
e
ve
r
s
e
or
de
r
,
a
nd
a
r
a
ndom
o
r
de
r
.
W
e
c
a
n
a
ls
o
a
dd
a
ti
me
c
ons
tr
a
int
.
T
a
ble
3
il
lus
tr
a
tes
va
r
iations
o
f
c
ondit
ions
to
incr
e
a
s
e
the
c
ha
ll
e
nge
of
a
lea
r
ning
objec
ti
ve
.
T
a
ble
3.
De
f
ini
ng
leve
ls
with
incr
e
a
s
e
d
c
ha
ll
e
nge
t
hr
ough
va
r
iations
o
f
c
ondit
ions
a
nd
de
gr
e
e
C
ondi
ti
ons
unde
r
w
hi
c
h l
e
a
r
ne
r
de
mons
tr
a
te
s
knowle
dge
(
vi
de
o
ga
m
e
)
M
e
a
s
ur
a
bl
e
d
e
gr
e
e
t
o a
s
s
e
s
s
pe
r
f
or
ma
nc
e
s
(
pl
a
ye
r
)
C
ur
r
e
nt
l
e
v
e
l
(
n)
P
r
e
s
e
nt
c
ha
ll
e
nge
s
f
ir
s
t
in
a
n
in
c
r
e
a
s
in
g or
“
na
tu
r
a
l”
or
de
r
P
la
ye
r
r
e
c
a
ll
s
t
he
c
or
r
e
c
t
a
ns
w
e
r
f
r
om
me
mor
y (
or
de
r
i
s
a
c
ti
ng a
s
a
hi
nt
)
F
ol
lo
w
in
g l
e
v
e
l
(
n+1)
P
r
e
s
e
nt
c
ha
ll
e
nge
s
i
n
a
r
e
ve
r
s
e
or
de
r
P
la
ye
r
r
e
c
a
ll
s
t
he
c
or
r
e
c
t
a
ns
w
e
r
f
r
om
me
mor
y (
r
e
ve
r
s
e
or
de
r
a
c
ti
ng a
s
a
hi
nt
)
F
ol
lo
w
in
g l
e
v
e
l
(
n+2)
P
r
e
s
e
nt
c
ha
ll
e
nge
s
i
n
a
r
a
ndom or
de
r
P
la
ye
r
t
e
ll
s
t
he
c
or
r
e
c
t
a
ns
w
e
r
w
he
n
a
s
ke
d (
r
a
ndom or
de
r
r
e
move
s
a
ny hint
)
F
ol
lo
w
in
g l
e
v
e
l
(
n+3)
P
r
e
s
e
nt
c
ha
ll
e
nge
s
i
n
a
r
a
ndom or
de
r
a
nd s
e
t
a
t
im
e
dur
a
ti
on c
ons
tr
a
in
t
P
la
ye
r
t
e
ll
s
t
he
c
or
r
e
c
t
a
ns
w
e
r
w
it
hi
n t
he
c
ons
tr
a
in
e
d l
a
ps
e
of
t
im
e
2.
10.
Us
in
g
i
n
c
e
n
t
ive
s
ys
t
e
m
s
t
o
e
as
e
d
is
ap
p
oin
t
m
e
n
t
I
n
thi
s
r
e
s
e
a
r
c
h,
we
ha
ve
us
e
d
point
s
f
o
r
im
medi
a
te
a
nd
c
umul
a
ti
ve
f
e
e
dba
c
k.
W
e
ha
ve
a
ls
o
us
e
d
ba
dge
s
a
s
r
e
wa
r
ds
to
g
lor
if
y
s
uc
c
e
s
s
or
e
a
s
e
d
is
a
ppoint
ment.
T
o
e
a
s
e
dis
a
ppoint
ment,
we
ha
v
e
tes
ted
de
li
ve
r
ing
ba
dge
s
“
e
a
r
li
e
r
than
e
xpe
c
ted”
us
ing
v
a
r
iable
s
c
he
dules
.
T
a
ble
4
li
s
ts
the
tes
ted
s
tr
a
tegie
s
.
As
the
f
low
r
e
quir
e
s
a
djus
ti
ng
c
ha
ll
e
nge
s
to
s
kil
ls
,
we
wa
nted
to
tes
t
a
djus
ti
ng
de
li
ve
r
y
of
ba
dge
s
t
o
playe
r
dif
f
iculti
e
s
.
T
a
ble
4.
T
he
r
e
wa
r
d
de
li
ve
r
y
s
tr
a
tegie
s
tes
ted
to
e
a
s
e
dis
a
ppoint
ment
S
tr
a
te
gy
C
a
lc
ul
a
ti
on
D
e
s
c
r
ip
ti
on
F
R
S
(
P
oi
nt
s
)
S
c
or
e
=
P
oi
nt
s
;
R
e
w
a
r
d =
F
R
S
(
P
oi
nt
s
)
T
he
de
f
a
ul
t
be
ha
vi
or
. A
r
e
w
a
r
d i
s
de
li
ve
r
e
d
a
f
te
r
a
f
ix
e
d a
mount
of
poi
nt
s
.
V
R
S
(
P
oi
nt
s
)
S
c
or
e
=
P
oi
nt
s
;
V
R
S
=
F
R
S
(
P
oi
nt
s
+
-
A
dj
us
tm
e
nt
)
T
he
a
dj
us
tm
e
nt
i
nc
r
e
me
nt
i
s
modi
f
ie
d
a
c
c
or
di
ng t
o us
e
r
pr
ogr
e
s
s
a
nd
di
f
f
ic
ul
ti
e
s
.
F
I
S
(
R
e
s
pons
e
s
)
S
c
or
e
=
P
oi
nt
s
+
20%
w
r
ong a
ns
w
e
r
s
;
F
I
S
=
F
R
S
(
S
c
or
e
)
W
e
de
li
ve
r
a
ba
dge
t
o e
n
c
our
a
ge
pa
r
ti
c
ip
a
ti
on
V
I
S
(
R
e
s
pons
e
s
)
S
c
or
e
=
P
oi
nt
s
+
20%
w
r
ong a
ns
w
e
r
s
;
V
I
S
=
F
R
S
(
S
c
or
e
+
-
r
a
ndom)
W
e
de
li
ve
r
a
ba
dge
t
o e
n
c
our
a
ge
pa
r
ti
c
ip
a
ti
on.
T
he
ba
dge
i
s
de
li
ve
r
e
d on a
va
r
ia
bl
e
s
c
he
dul
e
.
2.
11.
De
ve
lop
e
d
vi
d
e
o
gam
e
W
e
ha
ve
a
ppli
e
d
the
pr
opos
e
d
f
r
a
mew
or
k
to
digi
ti
z
e
a
‘
menta
l
mul
ti
pli
c
a
ti
on’
e
duc
a
ti
ona
l
video
ga
me
to
p
r
a
c
ti
c
e
mul
ti
p
li
c
a
ti
on
ti
meta
bles
.
W
e
ha
ve
de
ve
loped
thi
s
e
duc
a
ti
ona
l
video
ga
me
on
And
r
oid
a
nd
we
ha
ve
made
it
a
va
il
a
ble
on
Google
P
lay
S
tor
e
in
F
igur
e
6
.
T
he
video
ga
me
‘
menta
l
mu
lt
ip
li
c
a
ti
on’
im
pleme
nts
the
pr
opos
e
d
pa
tt
e
r
ns
with
the
f
o
ll
owi
ng
pa
r
a
mete
r
s
:
−
W
e
ha
ve
us
e
d
ga
me
de
s
ign
e
leme
nt
s
that
de
ve
lop
a
s
e
ns
e
of
c
ompete
nc
e
(
dr
iver
D1
in
F
igu
r
e
5
)
a
nd
a
s
e
ns
e
of
mea
ningf
ul
pur
pos
e
(
d
r
iver
D2.
1
in
F
igu
r
e
5
).
−
I
mpl
e
mente
d
the
f
low
de
s
ign
pa
tt
e
r
n
with
4
leve
ls
:
incr
e
a
s
ing
or
de
r
,
de
c
r
e
a
s
ing
or
de
r
,
r
a
ndom
o
r
de
r
,
a
nd
r
a
ndom
or
de
r
with
ti
me
c
ons
tr
a
int
.
−
R
e
wa
r
ds
we
r
e
point
s
,
r
a
nks
a
nd
ba
dge
s
.
P
oint
s
pr
ovided
im
media
te
a
nd
c
umul
a
ti
ve
f
e
e
dba
c
k.
B
a
dge
s
we
r
e
pictur
a
l
r
e
wa
r
ds
(
it
e
ms
)
to
g
lor
if
y
s
uc
c
e
s
s
or
e
a
s
e
dis
a
ppoint
ment.
T
he
ba
dge
s
we
r
e
not
c
e
r
ti
f
i
c
a
te
of
a
c
hieve
ments
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
nt
J
E
lec
&
C
omp
E
ng
I
S
S
N:
2088
-
8708
Digit
ali
z
ati
on
of
e
duc
ati
onal
plays
for
quali
ty
e
du
c
ati
on
(
Y
oune
s
A
laou
i
Souli
mani
)
5451
F
i
gu
r
e
6.
M
e
nt
a
l
mu
l
ti
pl
ic
a
t
io
n
g
a
m
e
:
s
ta
r
t
s
c
r
e
e
n
,
le
ve
l
m
a
p
,
mu
lt
i
pl
ica
t
io
n
q
ue
s
t
s
c
r
e
e
n
,
r
e
w
a
r
d
dis
pl
a
y
s
c
r
e
e
n
2.
12.
M
e
t
h
od
t
o
m
e
as
u
r
e
im
p
ac
t
of
t
h
e
p
at
t
e
r
n
f
or
f
low
d
e
s
ign
T
o
e
va
luate
the
im
pa
c
t
o
f
the
p
r
opos
e
d
pa
tt
e
r
n
f
or
f
low
de
s
ign,
we
ha
ve
mea
s
ur
e
d
the
va
r
iable
s
r
e
s
pons
e
s
,
playtim
e
,
e
r
r
or
s
a
nd
que
s
ts
.
Our
hy
pothes
is
wa
s
that
thes
e
va
r
iable
s
we
r
e
a
n
indi
c
a
tor
of
e
nga
ge
ment
r
e
s
ult
ing
f
r
om
a
f
low
s
tate
.
F
igur
e
7
d
e
picts
thi
s
hypothes
is
.
F
igur
e
7.
Hypothe
s
is
of
i
mpac
t
of
e
nga
ge
ment
on
r
e
s
pons
e
s
,
playtim
e
,
e
r
r
or
s
,
a
nd
que
s
ts
2.
13.
M
e
t
h
od
t
o
m
e
as
u
r
e
im
p
ac
t
of
r
e
war
d
s
c
h
e
d
u
les
on
e
as
in
g
f
ai
lu
r
e
T
o
tes
t
ba
dge
s
a
s
e
leme
nts
e
a
s
ing
f
a
il
u
r
e
,
we
ha
ve
tes
ted
two
s
it
ua
ti
ons
.
T
he
f
ir
s
t
s
it
ua
ti
on
de
li
ve
r
e
d
ba
dge
s
on
a
f
ixed
s
c
he
dul
e
.
T
he
s
e
c
ond
one
de
li
v
e
r
e
d
ba
dge
on
va
r
iable
s
c
he
dule
s
to
e
nc
our
a
ge
pla
ye
r
s
.
T
o
identif
y
f
a
il
ur
e
-
e
a
s
ing
s
it
ua
ti
ons
,
we
ha
ve
mea
s
ur
e
d
the
s
a
me
va
r
iable
s
a
s
f
or
f
low
de
s
ign.
F
igur
e
8
de
picts
the
r
e
lations
.
Our
hypothes
is
wa
s
that
f
o
r
ha
r
d
l
e
ve
ls
,
a
n
e
leme
nt
e
a
s
ing
f
a
il
ur
e
s
hould
pos
it
ivel
y
a
f
f
e
c
t
playe
r
e
nga
ge
ment.
F
igur
e
8.
Hypothe
s
is
of
the
im
pa
c
t
o
f
r
e
wa
r
d
s
c
he
dule
on
e
a
s
ing
f
a
il
ur
e
a
nd
e
nga
ge
ment
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
S
N
:
2088
-
8708
I
nt
J
E
lec
&
C
omp
E
ng
,
Vol
.
1
4
,
No.
5
,
Oc
tober
2
02
4
:
5443
-
5457
5452
2.
14.
Collec
t
e
d
d
at
a
W
e
ha
ve
us
e
d
the
‘
menta
l
mul
t
ipl
ica
ti
on’
ga
me
to
mea
s
ur
e
the
im
pa
c
t
of
the
f
low
de
s
ign
pa
tt
e
r
n
on
e
nga
ge
ment,
a
nd
the
im
pa
c
t
of
the
ince
nti
ve
s
ys
tem
on
e
a
s
ing
f
a
il
ur
e
.
W
e
ha
ve
tes
ted
the
ga
me
with
238
pr
im
a
r
y
s
c
hool
s
tudents
f
r
om
4
th
a
nd
5
th
g
r
a
de
s
.
T
he
tes
ts
s
pa
nne
d
a
c
r
os
s
13
da
ys
.
S
c
hool
c
hil
d
r
e
n
ha
ve
playe
d
mul
ti
ple
que
s
ts
,
mul
t
ipl
e
leve
ls
a
nd
e
xpe
r
i
e
nc
e
d
dif
f
e
r
e
nt
r
e
wa
r
ding
s
tr
a
tegie
s
.
T
a
ble
5
pr
ov
ides
the
main
f
igur
e
s
o
f
the
c
oll
e
c
ted
da
ta.
T
a
ble
5.
M
a
in
f
igur
e
s
r
e
late
d
to
the
s
ize
of
the
tes
t
s
e
t
P
la
ye
r
s
# da
ys
Q
ue
s
ts
pl
a
ye
d
R
e
s
pons
e
s
a
nd
in
te
r
a
c
ti
on
D
ur
a
ti
on (
s
)
238
13
4848
41399
541348
T
he
e
duc
a
ti
ona
l
video
ga
me
ha
s
c
oll
e
c
ted
da
ta
a
utom
a
ti
c
a
ll
y
on
us
e
r
int
e
r
a
c
ti
ons
a
nd
on
ga
mepla
y
pr
ogr
e
s
s
ion.
T
o
mana
ge
point
s
,
r
e
wa
r
ds
a
nd
their
de
li
ve
r
y
s
c
he
dules
,
we
ha
ve
d
e
ve
loped
a
ge
ne
r
i
c
e
ngine
that
c
oll
e
c
ts
inf
or
mation
on
playe
r
r
e
s
pons
e
s
a
nd
pe
r
f
or
ms
the
pr
oc
e
s
s
ing.
W
e
ha
ve
e
xtende
d
thi
s
e
ngine
to
r
e
c
or
d
logs
a
nd
da
ta
on
playe
r
int
e
r
a
c
ti
on.
2.
15.
Dat
a
m
e
as
u
r
in
g
t
h
e
i
m
p
ac
t
o
f
t
h
e
p
a
t
t
e
r
n
f
or
f
low
d
e
s
ign
T
a
ble
6
pr
e
s
e
nts
the
va
lues
of
the
va
r
iable
s
r
e
late
d
to
the
p
r
opos
e
d
f
low
pa
tt
e
r
n.
W
e
ha
ve
c
a
lcula
ted
thes
e
va
lues
f
r
om
the
c
oll
e
c
ted
da
ta.
I
n
ou
r
tes
ts
,
playe
r
s
got
ope
n
a
c
c
e
s
s
to
leve
ls
a
nd
que
s
ts
.
W
e
h
a
ve
us
e
d
the
f
ir
s
t
leve
l
a
s
the
ba
s
e
f
or
c
ompar
is
on.
I
n
the
f
ir
s
t
thr
e
e
leve
ls
,
playe
r
s
ha
ve
ope
ne
d
on
a
ve
r
a
ge
a
s
im
il
a
r
number
of
que
s
ts
(
8.
6)
a
nd
ha
ve
p
r
ovided
a
s
im
il
a
r
number
o
f
r
e
s
pons
e
s
(
79)
.
T
he
r
a
te
o
f
c
or
r
e
c
t
a
ns
we
r
s
wa
s
high
a
nd
e
r
r
or
s
de
c
r
e
a
s
e
d
in
leve
ls
3
a
nd
4
,
w
e
c
a
n
a
s
s
ume
s
ome
c
onc
e
ntr
a
ti
on.
Dur
a
ti
on
s
pe
nt
pe
r
leve
l
ha
s
incr
e
a
s
e
d
f
r
om
the
f
ir
s
t
to
the
thi
r
d
leve
l,
t
hus
we
c
a
n
a
s
s
ume
s
om
e
ti
me
dis
tor
ti
on.
L
e
ve
l
4
puts
a
c
ons
tr
a
int
on
ti
me;
thi
s
s
hould
e
xplain
the
de
c
r
e
a
s
e
of
playti
me.
I
n
leve
l
4,
playe
r
s
ha
ve
ope
ne
d
mor
e
que
s
ts
(
+
39%
)
a
nd
pr
ovided
mor
e
r
e
s
pons
e
s
(
+
9%
)
whe
n
c
ompar
e
d
to
leve
l
1.
T
a
ble
6
.
Da
ta
mea
s
ur
ing
im
pa
c
t
o
f
the
pa
tt
e
r
n
f
or
f
low
de
s
ign
M
e
a
n va
lu
e
V
a
r
ia
ti
on ve
r
s
us
l
e
ve
l
1
R
e
s
pons
e
s
P
la
yt
im
e
E
r
r
or
s
Q
ue
s
ts
R
e
s
pons
e
s
P
la
yt
im
e
E
r
r
or
s
Q
ue
s
ts
L
e
ve
l
1
79
807
3
8.6
B
a
s
e
B
a
s
e
B
a
s
e
B
a
s
e
L
e
ve
l
2
78
1026
4
8.8
-
1%
27%
26%
3%
L
e
ve
l
3
79
1003
3
8.8
0%
24%
-
7%
3%
L
e
ve
l
4
86
724
3
12
9%
-
10%
-
4%
39%
P
la
ye
r
s
174
1968
7
20
119%
144%
125%
138%
2.
16.
Dat
a
m
e
as
u
r
in
g
i
m
p
ac
t
of
r
e
war
d
in
g
s
t
r
at
e
gies
F
or
leve
ls
1,
2
a
nd
3,
the
c
ontr
ol
s
tr
a
tegy
wa
s
the
s
tanda
r
d
F
R
S
(
P
oint
s
)
.
F
or
leve
l
4,
the
c
ontr
ol
s
tr
a
tegy
wa
s
VI
S
(
R
e
s
pons
e
s
)
.
F
or
leve
ls
1,
2
a
n
d
4
we
ha
ve
tes
ted
the
s
tr
a
tegy
VI
S
(
R
e
s
pons
e
s
)
to
e
a
s
e
dis
a
ppoint
ment.
F
o
r
leve
l
3
,
we
ha
ve
tes
ted
t
he
s
tr
a
tegy
VR
S
(
P
oint
s
)
that
a
djus
ted
dyna
mi
c
a
ll
y
the
incr
e
ments
.
T
a
ble
7
pr
ovides
the
mea
n
va
lues
of
th
e
c
oll
e
c
ted
metr
ics
.
T
a
ble
7.
Da
ta
mea
s
ur
ing
im
pa
c
t
o
f
de
li
ve
r
y
s
c
he
dules
on
dis
a
ppoint
ment
1
2
3
4
5
6
7
8
L
e
ve
ls
S
tr
a
te
gi
e
s
#P
la
ye
r
s
# Q
ue
s
ts
#Q
ue
s
ts
/
P
la
ye
r
R
e
s
pons
e
s
/
P
la
ye
r
#R
e
s
pons
e
va
r
ia
ti
on
P
la
yt
im
e
va
r
ia
ti
on
E
r
r
or
va
r
ia
ti
on
Q
ue
s
t
V
a
r
ia
ti
on
1
F
R
S
(
P
oi
nt
s
)
35
307
8
.
8
81
.
9
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
1
V
I
S
(
R
e
s
pons
e
s
)
62
524
8
.
5
77
.
8
-
5%
12%
43%
-
4%
2
F
R
S
(
P
oi
nt
s
)
51
436
8
.
5
76
.
4
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
2
V
I
S
(
R
e
s
pons
e
s
)
89
791
8
.
9
78
.
7
3%
-
6%
3%
4%
3
F
R
S
(
P
oi
nt
s
)
109
923
8
.
5
78
.
0
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
3
V
R
S
(
P
oi
nt
s
)
57
535
9
.
4
81
.
2
4%
16%
-
48%
11%
4
F
R
S
(
R
e
s
pons
e
s
)
69
794
11
.
5
86
.
0
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
c
ont
r
ol
4
V
I
S
(
R
e
s
pons
e
s
)
43
536
12
.
5
87
.
0
1%
3%
-
29%
8%
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