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  1. Creating engaging interactive story-based experiences dynamically responding to individual player choices poses significant challenges for narrative-centered games. Recent advances in pre-trained large language models (LLMs) have the potential to revolutionize procedural content generation for narrative-centered games. Historically, interactive narrative generation has specified pivotal events in the storyline, often utilizing planning-based approaches toward achieving narrative coherence and maintaining the story arc. However, manual authorship is typically used to create detail and variety in non-player character (NPC) interaction to specify and instantiate plot events. This paper proposes SCENECRAFT, a narrative scene generation framework that automates NPC interaction crucial to unfolding plot events. SCENECRAFT interprets natural language instructions about scene objectives, NPC traits, location, and narrative variations. It then employs large language models to generate game scenes aligned with authorial intent. It generates branching conversation paths that adapt to player choices while adhering to the author’s interaction goals. LLMs generate interaction scripts, semantically extract character emotions and gestures to align with the script, and convert dialogues into a game scripting language. The generated script can then be played utilizing an existing narrative-centered game framework. Through empirical evaluation using automated and human assessments, we demonstrate SCENECRAFT’s effectiveness in creating narrative experiences based on creativity, adaptability, and alignment with intended author instructions.

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    Free, publicly-accessible full text available October 6, 2024
  2. Devising models that reliably recognize player goals is a key challenge in creating player-adaptive games. Player goal recognition is the task of automatically recognizing the intent of a player from a sequence of observed player actions in a game environment. In open-world digital games, players often undertake suboptimal and varied sequences of actions to achieve goals, and the high degree of freedom afforded to players makes it challenging to identify sequential patterns that lead toward specific goals. To address these issues, we present a player goal recognition framework that utilizes a fine-tuned T5 language model, which incorporates our novel attention mechanism called Temporal Contrary Attention (TCA). The T5 language model enables the framework to exploit correlations between observations through non-sequential self-attention within input sequences, while TCA enables the framework to learn to eliminate goal hypotheses by considering counterevidence within a temporal window. We evaluate our approach using game trace data collected from 144 players' interactions with an open-world educational game. Specifically, we investigate the predictive capacity of our approach to recognize player goals as well as player plans represented as abstract actions. Results show that our approach outperforms non-linguistic machine learning approaches as well as T5 without TCA. We discuss the implications of these findings for the design and development of player goal recognition models to create player-adaptive games.

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    Free, publicly-accessible full text available October 6, 2024
  3. Introduction

    Self-regulated learning (SRL), or learners’ ability to monitor and change their own cognitive, affective, metacognitive, and motivational processes, encompasses several operations that should be deployed during learning including Searching, Monitoring, Assembling, Rehearsing, and Translating (SMART). Scaffolds are needed within GBLEs to both increase learning outcomes and promote the accurate and efficient use of SRL SMART operations. This study aims to examine how restricted agency (i.e., control over one’s actions) can be used to scaffold learners’ SMART operations as they learn about microbiology with Crystal Island, a game-based learning environment.


    Undergraduate students (N = 94) were randomly assigned to one of two conditions: (1) Full Agency, where participants were able to make their own decisions about which actions they could take; and (2) Partial Agency, where participants were required to follow a pre-defined path that dictated the order in which buildings were visited, restricting one’s control. As participants played Crystal Island, participants’ multimodal data (i.e., log files, eye tracking) were collected to identify instances where participants deployed SMART operations.


    Results from this study support restricted agency as a successful scaffold of both learning outcomes and SRL SMART operations, where learners who were scaffolded demonstrated more efficient and accurate use of SMART operations.


    This study provides implications for future scaffolds to better support SRL SMART operations during learning and discussions for future directions for future studies scaffolding SRL during game-based learning.

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    Free, publicly-accessible full text available November 9, 2024
  4. The growing ubiquity of artificial intelligence (AI) is reshaping much of daily life. This in turn is raising awareness of the need to introduce AI education throughout the K-12 curriculum so that students can better understand and utilize AI. A particularly promising approach for engaging young learners in AI education is game-based learning. In this work, we present our efforts to embed a unit on AI planning within an immersive game-based learning environment for upper elementary students (ages 8 to 11) that utilizes a scaffolding progression based on the Use-Modify-Create framework. Further, we present how the scaffolding progression is being refined based on findings from piloting the game with students. 
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    Free, publicly-accessible full text available June 29, 2024
  5. Free, publicly-accessible full text available October 3, 2024
  6. Free, publicly-accessible full text available June 1, 2024
  7. AI is beginning to transform every aspect of society. With the dramatic increases in AI, K-12 students need to be prepared to understand AI. To succeed as the workers, creators, and innovators of the future, students must be introduced to core concepts of AI as early as elementary school. However, building a curriculum that introduces AI content to K-12 students present significant challenges, such as connecting to prior knowledge, and developing curricula that are meaningful for students and possible for teachers to teach. To lay the groundwork for elementary AI education, we conducted a qualitative study into the design of AI curricular approaches with elementary teachers and students. Interviews with elementary teachers and students suggests four design principles for creating an effective elementary AI curriculum to promote uptake by teachers. This example will present the co-designed curriculum with teachers (PRIMARYAI) and describe how these four elements were incorporated into real-world problem-based learning scenarios. 
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  8. There is growing awareness of the central role that artificial intelligence (AI) plays now and in children's futures. This has led to increasing interest in engaging K-12 students in AI education to promote their understanding of AI concepts and practices. Leveraging principles from problem-based pedagogies and game-based learning, our approach integrates AI education into a set of unplugged activities and a game-based learning environment. In this work, we describe outcomes from our efforts to co design problem-based AI curriculum with elementary school teachers. 
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  9. As artificial intelligence (AI) technology becomes increasingly pervasive, it is critical that students recognize AI and how it can be used. There is little research exploring learning capabilities of elementary students and the pedagogical supports necessary to facilitate students’ learning. PrimaryAI was created as a 3rd-5th grade AI curriculum that utilizes problem-based and immersive learning within an authentic life science context through four units that cover machine learning, computer vision, AI planning, and AI ethics. The curriculum was implemented by two upper elementary teachers during Spring 2022. Based on pre-test/post-test results, students were able to conceptualize AI concepts related to machine learning and computer vision. Results showed no significant differences based on gender. Teachers indicated the curriculum engaged students and provided teachers with sufficient scaffolding to teach the content in their classrooms. Recommendations for future implementations include greater alignment between the AI and life science concepts, alterations to the immersive problem-based learning environment, and enhanced connections to local animal populations. 
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