Game-Based Learning

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10 papers1 paper in the last four weeks, against 2 the four weeks before. 0.0% of all new papers.

Playing Bias: Epistemic Games for Interpreting Text-to-Image Models
Oct 23, 2026Amalia FokaGame-Based Learning AI Literacy
Department of Informatics and Telecommunications, University of Peloponnese, Tripoli, Greece
Multiplicative Optimism for Constant Regret in Games
Sep 18, 2026Ashkan Soleymani, Georgios PiliourasRegret Minimization Game-Based Learning
MIT · Google Deepmind
Oops, Not Now: PEARL, a RAG-Based Support Agent for Gameplay and What Players Want from AI Help
Sep 12, 2026Jiahong Li, Sai Siddartha Maram, Atieh Kashani +6Game-Based Learning Educational Technology
University of California Santa Cruz Santa Cruz, USA · University of Central Florida Orlando, USA · IT University of Copenhagen Copenhagen, Denmark
PolyDebate: A Game-Orchestrated Multimodal System for Debate Skills Practice and Evaluation
Aug 17, 2026Jianing Yin, Weng Pan Kuan, Xiaoyun Liu +4Game-Based Learning Educational Technology
Department of Computing, The Hong Kong Polytechnic University, Hong Kong SAR, China · Department of Data Science and Artificial Intelligence, The Hong Kong Polytechnic University, Hong Kong SAR, China · Institute for Higher Education Research and Development, The Hong Kong Polytechnic University, Hong Kong SAR, China +1
Agentic Knowledge Tracing: A Multi-Agent LLM Architecture for Stealth Assessment of Financial Literacy in Serious Games
Jun 24, 2026Gabriel Santos, Rita Julia, Marcelo NascimentoMulti-Agent LLMs Finance
Federal University of Uberlˆandia Computer Science Faculty S˜ao Paulo, Brazil
Puzzled By ChatGPT? No more! A Jigsaw Puzzle to Promote AI Literacy and Awareness
May 19, 2026Francesca Padovani, Malvina NissimEducational Technology AI in Education
Center for Language and Cognition (CLCG)
Cross-modal Affinity-aligned Multimodal Learning Analytics for Predicting Student Collaboration Satisfaction in Game-Based Learning
May 16, 2026Wen-Hsin Tsai, Chia-Ming Lee, Yuk-Ying TungCross-Modal Learning Multimodal Robustness
Institute of Education, National Cheng Kung University · Institute of Intelligent System, National Yang Ming Chiao Tung University · Department of Computer Science, University at Albany, State University of New York
GamED.AI: A Hierarchical Multi-Agent Framework for Automated Educational Game Generation
Apr 27, 2026Shiven Agarwal, Yash Shah, Ashish Raj Shekhar +2Multi-Agent LLM Systems Educational Technology
Arizona State University
Dont Just Teach, Explain! A Gamified 20Q Recommender for Cybersecurity Education
Apr 14, 2026Mary Nusrat, Sarfuddin Bhuiyan, Gahangir HossainIntelligent Tutoring Systems Educational Technology
Information Science, University of North Texas, Denton, TX, USA · Mechanical Engineering, Bangladesh University of Eng. and Tech., BUET, Dhaka, Bangladesh
Personalizing Mathematical Game-based Learning for Children: A Preliminary Study
Mar 26, 2026Jie Gao, Adam K. DubéMathematics Education Game-Based Learning
McGill University, Montreal, Quebec, Canada

Oct 23, 2026J/K move · Enter open · S save

Playing Bias: Epistemic Games for Interpreting Text-to-Image Models

Amalia Foka

Department of Informatics and Telecommunications, University of Peloponnese, Tripoli, Greece

Game-Based Learning AI Literacy Demographic Bias in T2I Models Generative AI in Education Educational Technology

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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.