skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.


Title: “Press Space To Fire”: Automatic Video Game Tutorial Generation
We propose the problem of tutorial generation for games, i.e. to generate tutorials which can teach players to play games, as an AI problem. This problem can be approached in several ways, including generating natural language descriptions of game rules, generating instructive game levels, and generating demonstrations of how to play a game using agents that play in a human-like manner. We further argue that the General Video Game AI framework provides a useful testbed for addressing this problem.  more » « less
Award ID(s):
1717324
PAR ID:
10132608
Author(s) / Creator(s):
; ; ;
Date Published:
Journal Name:
Workshop on Experimental AI in Games
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. We introduce the General Video Game Rule Gen- eration problem, and the eponymous software framework which will be used in a new track of the General Video Game AI (GVGAI) competition. The problem is, given a game level as input, to generate the rules of a game that fits that level. This can be seen as the inverse of the General Video Game Level Generation problem. Conceptualizing these two problems as separate helps breaking the very hard problem of generating complete games into smaller, more manageable subproblems. The proposed framework builds on the GVGAI software and thus asks the rule generator for rules defined in the Video Game Description Language. We describe the API, and three different rule generators: a random, a constructive and a search- based generator. Early results indicate that the constructive generator generates playable and somewhat interesting game rules but has a limited expressive range, whereas the search- based generator generates remarkably diverse rulesets, but with an uneven quality. 
    more » « less
  2. null (Ed.)
    This paper introduces an information-theoretic method for selecting a subset of problems which gives the most information about a group of problem-solving algorithms. This method was tested on the games in the General Video Game AI (GVGAI) framework, allowing us to identify a smaller set of games that still gives a large amount of information about the abilities of different game-playing agents. This approach can be used to make agent testing more efficient. We can achieve almost as good discriminatory accuracy when testing on only a handful of games as when testing on more than a hundred games, something which is often computationally infeasible. Furthermore, this method can be extended to study the dimensions of the effective variance in game design between these games, allowing us to identify which games differentiate between agents in the most complementary ways. 
    more » « less
  3. null (Ed.)
    A common assumption in game theory is that players concentrate on one game at a time. However, in everyday life, we play many games and make many decisions at the same time and have to decide how best to divide our limited attention across these settings. In this paper we ask how players solve this attention-allocation problem. We find that players’ attention is attracted to particular features of the games they play and how much attention a subject gives to a given game depends on the other game that the person is simultaneously attending to. 
    more » « less
  4. There are many initiatives that teach Artificial Intelligence (AI) literacy to K-12 students. Most downsize college-level instructional materials to grade-level appropriate formats, overlooking students' unique perspectives in the design of curricula. To investigate the use of educational games as a vehicle for uncovering youth's understanding of AI instruction, we co-designed games with 39 Black, Hispanic, and Asian high school girls and non-binary youth to create engaging learning materials for their peers. We conducted qualitative analyses on the designed game artifacts, student discourse, and their feedback on the efficacy of learning activities. This study highlights the benefits of co-design and learning games to uncover students' understanding and ability to apply AI concepts in game-based learning, their emergent perspectives of AI, and the prior knowledge that informs their game design choices. Our research uncovers students' AI misconceptions and informs the design of educational games and grade-level appropriate AI instruction. 
    more » « less
  5. Motivation is an important factor underlying successful learning. Previous research has demonstrated the positive effects that static interactive narrative games can have on motivation. Concurrently, advances in AI have made dynamic and adaptive approaches to interactive narrative increasingly accessible. However, limited work has explored the impact that dynamic narratives can have on learner motivation. In this paper, we compare two versions of Academical, a choice-based educational interactive narrative game about research ethics. One version employs a traditional hand-authored branching plot (i.e., static narrative) while the other dynamically sequences plots during play (i.e., dynamic narrative). Results highlight the importance of responsive content and a variety of choices for player engagement, while also illustrating the challenge of balancing pedagogical goals with the dynamic aspects of narrative. We also discuss design implications that arise from these findings. Ultimately, this work provides initial steps to illuminate the emerging potential of AI-driven dynamic narrative in educational games. 
    more » « less