Game-Based Learning

Text-to-image (T2I) systems do not merely render prompts; they circulate defaults for "what X looks like," shaping recognition through pose, camera, costume, props, and setting. While technical audits quantify disparities, they rarely cultivate the literacy needed to argue how images assemble stereotypes and confer authority. This paper translates a three-stage, humanities-informed framework into a set of epistemic games that make this cultural work visible and debatable: Interpret (art-historical close looking with AI outputs), Interrogate (counter-intent prompting as artistic exploration), and Expose (creative misuse through paired prompts with a constant motif and a BiasSlot rule, in which only the bias cue varies). In a pilot with undergraduate fine-arts students, the games shifted discussion from impressionistic reactions to concise, warranted hypotheses grounded in visual evidence, supported by lightweight classroom instruments that enabled reproducibility and structured collaboration. We argue that such game-based approaches foster critical literacy across educational contexts, equipping learners to recognize, discuss, and contest how T2I models encode bias.

We introduce Multiplicatively Optimistic Regret Matching (MORM), an uncoupled learning rule for finite general-sum games. Under simultaneous full-information self-play, every player achieves external regret $O(\sqrt n\log d)$ uniformly over all horizons, using only one-step optimism. The analysis combines a potential-based regret-matching argument with multiplicative stability and Hellinger control of strategy movement. A learning-rate safeguard additionally gives $O(\sqrt{T\log d})$ regret in the face of adversarial utilities.

AI-powered gameplay support agents hold promise for game-based learning, yet grounding generative models in structured game data remains an open challenge. We present PEARL (Parallel Education Agent for Reflection and Learning), a dual-component Retrieval-Augmented Generation (RAG) system that combines semantic knowledge retrieval with structural board-state matching to deliver contextualized scaffolding in Parallel, a puzzle game for learning parallel programming. PEARL operates on two input streams (natural language queries and board topology), retrieving both conceptual explanations of gameplay moves and peer-generated board states as evidence: capabilities unavailable to a standard Large Language Model (LLM) with game state access alone. In a qualitative evaluation (N=10) comparing PEARL against an existing community-based Open Player Model (OPM) visualization system, participants preferred the visualization system on perceived usefulness and reported higher frustration with PEARL; five of ten minimized or abandoned the AI tool during play. Proactive delivery, generic responses, and trust deficits drove disengagement, while a subset of four participants found PEARL's grounded explanations complementary to visualization in specific contexts where they initiated the interaction. We position PEARL as a deployed design probe whose failure modes inform a concrete design agenda for AI gameplay support, captured as seven open problems for the community.

Debate is a structured form of persuasive communication that trains argument construction, rebuttal, oral delivery, and audience awareness. These skills are valued in education, language learning, and professional communication. Recent AI debate systems and LLM-based judges have advanced argument generation and debate evaluation, but most remain text-centered and rarely support learners through a complete multimodal practice experience. We introduce PolyDebate, a game-orchestrated multimodal system for English debate practice and evaluation. PolyDebate guides learners through staged one-on-one (1v1) debates with an AI opponent, while skill cards, props, and coins make persuasive strategies explicit and turn practice into a game-like interaction. During each session, the system captures learner speech and visual delivery evidence, generates context-aware opponent responses, and produces rubric-informed stage-level and overall feedback. PolyDebate is available as both an immersive Unity 3D game version and a web platform version that share the same workflow and evaluation services. Four studies covering AI opponent quality, evaluation coverage, AI judge feedback, and user perception show that PolyDebate brings debate interaction, gamified scaffolding, multimodal assessment, and structured feedback together in a practical workflow for debate skills practice. The demonstration video is available at https://youtu.be/mHwBG1_8Ebk.

Assessing financial literacy during gameplay without disrupting the learning experience remains a key challenge in serious games for education. We present the Agentic BKT pipeline, a multi-agent large language model architecture for stealth assessment of financial competencies from open-ended gameplay events. The pipeline processes events from a 2D platformer serious game aligned with the OECD/INFE financial literacy framework through four phases: (1) the game captures every player decision as a structured event log; (2) an LLM event classifier labels each action on a four-point rubric validated against three domain experts (Fleiss kappa = 0.624, substantial agreement); (3) four domain-specific agents specializing in risk mitigation, investing, spending, and credit management perform session-level reasoning over behavioral trajectories, feeding per-competency Bayesian Knowledge Tracing that estimates mastery within each domain; and (4) an expert judge agent synthesizes the domain-level estimates into an overall mastery score. Evaluated with 193 K-12 participants across 264 game sessions, the Agentic BKT pipeline yields mastery estimates significantly correlated with learning gain (r = 0.276, p = 0.0001) and post-test scores (r = 0.333, p < 0.0001) while showing no correlation with pre-test scores, providing both convergent and discriminant validity. The multi-agent approach approximately triples the predictive validity of a single-LLM baseline (r = 0.095, not significant) in this study, demonstrating that domain decomposition and session-level reasoning play a central role in capturing the multidimensional nature of financial literacy from gameplay

The rapid adoption of Generative AI, including LLM-based chatbots like ChatGPT, has highlighted the need for accessible ways to support public understanding and AI literacy. To address this need, we introduce a game-based, interactive approach in the form of a jigsaw puzzle whose completed image is a comic-based infographic illustrating the workings, capabilities, limitations, and societal implications of these technologies. Each comic sketch also functions as a standalone informational card, providing focused explanations of specific facets of AI use, design, and impact. The visual content was created in a live collaborative session with a professional illustrator and a multidisciplinary group of experts and non experts, combining structured knowledge with informal, exploratory reflections shared during the discussion. By integrating hands-on assembly, visual storytelling, and collaborative interaction, the puzzle provides an engaging and playful tool for exploring the mechanisms, perks, and perils of AI systems in informal learning contexts.

Collaborative game-based learning environments offer rich opportunities for small-group knowledge construction, yet automatically predicting student collaboration satisfaction remains challenging. A critical barrier is modality degradation: in educational deployments, individual modalities such as eye gaze exhibit inconsistent informativeness across student cohorts, causing implicit attention-based fusion to produce brittle multimodal representations. We propose the Affinity-Aligned Multimodal Learning Analytics (AAMLA) framework, whose core contribution is the Cross-modal Affinity-guided Modality Alignment (CAMA) module, which explicitly models inter-modal relationships via affinity matrices and enforces cross-modal consistency through contrastive learning, enabling adaptive suppression of uninformative modalities without discarding them. AAMLA further applies modality-specific projection layers to map heterogeneous features, including facial action units, head pose, eye gaze, and interaction trace logs, into a unified semantic space prior to alignment. Experiments on 50 middle school students in the EcoJourneys collaborative learning environment demonstrate consistent improvements over unimodal baselines and prior cross-attention approaches under standard and modality degradation conditions, with SHAP and t-SNE analyses confirming that CAMA produces robust, interpretable cross-modal representations for student collaboration modeling.

We introduce GamEDAI, a hierarchical multi-agent framework that transforms instructor-provided questions into fully playable, pedagogically grounded educational games validated through formal mechanic contracts. Built on phase-based LangGraph sub-graphs, deterministic Quality Gates, and structured Pydantic schemas, GamEDAI supports two template families encompassing 15 interaction mechanics across spatial reasoning, procedural execution, and higher-order Bloom's Taxonomy objectives. Evaluated on 200 questions spanning five subject domains, the system achieves a 90% validation pass rate, 98.3% schema compliance, and 73% token reduction over ReAct agents (${\sim}$73,500 $\rightarrow$ ${\sim}$19,900 tokens/game) at $0.46 per game. Within this model configuration, these results suggest that phase-bounded architectural structure correlates more strongly with alignment quality than prompting strategy alone. Our demonstration lets attendees generate Bloom's-aligned games from natural language in under 60 seconds, inspect Quality Gate outputs at each pipeline phase, and browse a curated library of 50 games spanning all 15 mechanic types.

The escalating complexity of modern cyber threats demands innovative approaches to security education that transcend traditional pedagogical methods. Conventional training paradigms often fail to engage learners meaningfully or develop the intuitive reasoning necessary for effective threat recognition. This paper introduces an interactive educational framework that reimagines cybersecurity awareness through the lens of a structured guessing game. Our approach integrates explainable artificial intelligence (XAI) principles with reinforcement learning to create a dynamic learning environment where users discover cybersecurity concepts through guided inquiry. The proposed system employs a policy-based reinforcement learning agent that assumes the role of a knowledgeable questioner, systematically narrowing down user-described security scenarios until it can both identify the underlying threat and provide transparent reasoning for its conclusion. By framing security education as an interactive dialogue, we transform passive knowledge acquisition into active discovery. We present the complete system architecture, detail the underlying algorithmic foundations, and demonstrate practical application through comprehensive case studies examining diverse attack vectors including the Cyber Kill Chain, phishing campaigns, ransomware outbreaks, and web application vulnerabilities. This work represents a significant departure from static security training methodologies, offering a personalized and game-based approach to cybersecurity education.

Game-based learning (GBL) is widely adopted in mathematics education. It enhances learners' engagement and critical thinking throughout the mathematics learning process. However, enabling players to learn intrinsically through mathematical games still presents challenges. In particular, effective GBL systems require dozens of high-quality game levels and mechanisms to deliver them to appropriate players in a way that matches their learning abilities. To address this challenge, we propose a framework, guided by adaptive learning theory, that uses artificial intelligence (AI) techniques to build a classifier for player-generated levels. We collect 206 distinct game levels created by both experts and advanced players in Creative Mode, a new tool in a math game-based learning app, and develop a classifier to extract game features and predict valid game levels. The preliminary results show that the Random Forest model is the optimal classifier among the four machine learning classification models (k-nearest neighbors, decision trees, support vector machines, and random forests). This study provides insights into the development of GBL systems, highlighting the potential of integrating AI into the game-level design process to provide more personalized game levels for players.