Game-like Simulations for Online Adaptive Learning: A Case Study Javier Torrente, Pablo Moreno-Ger, Baltasar Fernández-Manjón, Ángel del Blanco <e-UCM> Research Group - Universidad Complutense de Madrid C/ Profesor José García Santesmases sn. 28040 Madrid, Spain {jtorrente | pablom | balta | adelblanco} @fdi.ucm.es Abstract. Serious games are becoming a powerful tool in education. However, there are still open issues needing further research to generalize the use of videogames and game-like simulations in the educational system. On the one hand, how to take advantage of the videogames’ inherent adaptation behaviour in order to maximize the effectiveness of the learning experiences is still a world worth to be explored. On the other, there is still a need to develop mechanisms to track and evaluate the performance of the students when they use these learning tools. Finally, it is necessary to elaborate further game-based learning architectures that facilitate the delivery and distribution of the games to the students. In this paper we propose how to deal with all these issues taking also into account other relevant aspects such as development cost and instructor implication. This is exemplified with the HCT game, produced in cooperation with professors of the Complutense University School of Medicine at Madrid. Keywords: Game-based learning; game-like simulation; assessment; adaptation; learning management system. 1 Introduction The videogame industry has already become one of the most relevant entertainment industries, with computer and videogame sales growing almost every year. Along with the growth and evolution of the industry, there is in an ongoing discussion about the educational potential of videogames [1-3]. Among the potential benefits of this approach, two have been identified as especially relevant. On the one hand, game- based learning can be used to enhance students’ motivation towards learning [4]. On the other hand, videogames can be developed in the form of game-like simulations, providing highly interactive and safe test environments, very adequate for learning complex topics, and which can be accessed at any time without requiring specialized equipment (other than a computer) [5]. Consequently it seems that this interest in the use of game-based learning, although not new (it virtually dates back to the very first steps of the videogame industry [6]), is beginning to represent a real alternative, both from commercial and academic perspectives [7]. As the e-Learning Guild report reveals ([8]), the number of productions of serious games is growing every year, Draft version. Please visit http://www.e-ucm.es/publications/articles.html for updated citation information.