Conference ICL2008 September 24 -26, 2008 Villach, Austria 1(11) Learning with Computer Games: Micro Level Feedback and Interventions Michael D. Kickmeier-Rust 1 , Birgit Marte 1 , Stephanie Linek 1 , Tiphaine Lalonde 2 , Dietrich Albert 1 1 University of Graz, 2 ORT France Key words: Game-based Learning, Feedback, Didactic Interventions, Non- invasive Knowledge Assessment, Micro Adaptivity Abstract: The idea of utilizing computer games for educational purposes is not new and grounds on the simple fact that playing is one of the most natural forms of learning. Advantages of digital games are that they offer a meaningful context, rich visualizations, and interactivity. Successful educational games, however, require a subtle balance between learning and gaming as well as challenge and ability. Thus, an AI is required that can assess knowledge, learning progress, and motivational- emotional states without compromising the flow of the game. Moreover, non-invasive interventions and feedback is necessary to support and guide the learner. The present paper describes the effects, based on empirical research, of such individualized guidance and feedback on problem solving and learning behaviour. 1 Introduction The majority of current approaches to technology-enhanced learning are based on traditional, unexciting 2D user interfaces. At the same time, this view is compounded by the proliferation of immersive recreational computer games. In addition, traditional interfaces for educational applications have distinct weaknesses from the perspectives of learning psychology and didactics. For example, they are not intrinsically motivational and it is difficult to retain a learner’s interest, to provide a meaningful context throughout learning episodes, or to activate prior knowledge as a basis for learning. Moreover, it is not always possible to provide real- world problems for practicing new knowledge and a purposeful application of new knowledge is difficult without a meaningful and engaging context. Immersive digital educational games (DEG) offer a highly promising approach to make learning more engaging, satisfying, inspiring, and probably more effective. Thus, it is not surprising that currently there is significant hype over game-based learning. Many of the characteristics of DEGs (e.g., interactivity, feedback, problem solving) are considered to be important for successful and effective learning. The very nature of utilizing (computer) games for learning is that playing games is one of the most natural forms of learning. Children start learning to talk by playing with noises or they learn collaboration and strategic thinking when playing Cowboys and Indians. Since the 1990s research and development has increasingly addressed learning aspects of playing recreational games and also the realization of computer games for primarily educational purposes. Still, DEGs have major disadvantages such as difficulties in providing an appropriate balance between gaming and learning activities or between challenge and ability, in aligning Kickmeier-Rust, M. D., Marte, B., Linek, S. B., Lalonde, T., & Albert, D. (2008). Learning with computer games: Micro level feedback and interventions. In M. E. Auer (Ed.), Proceedings of the International Conference on Interactive Computer Aided Learning (ICL), September 24-27, 2008, Villach, Austria. Kassel: Kassel University Press (electronic publication, 11 pages).