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\n\n \n \n \n \n \n \n On the Importance of Contextualizing an Educational Escape Room Activity.\n \n \n \n \n\n\n \n Gonzalez-Calero, P., A.; Camps-Ortueta, I.; Gutiérrez-Sánchez, P.; and Gómez-Martín, P., P.\n\n\n \n\n\n\n
Electronic Journal of e-Learning, 22(4): 43-56. 8 2024.\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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@article{\n title = {On the Importance of Contextualizing an Educational Escape Room Activity},\n type = {article},\n year = {2024},\n pages = {43-56},\n volume = {22},\n month = {8},\n publisher = {Academic Conferences International Ltd},\n day = {28},\n id = {dbf396ca-ed61-39b8-8703-22c218292070},\n created = {2025-05-19T19:26:48.655Z},\n file_attached = {true},\n profile_id = {7ff3d559-34c5-3dc7-a15e-4809d39e6685},\n group_id = {8d2b17fe-88c2-3a9d-8e3e-d28b5b0a4c90},\n last_modified = {2025-05-19T19:26:49.100Z},\n read = {false},\n starred = {false},\n authored = {false},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {This paper describes the design and evaluation of "Enigma Bio", an educational escape room activity that aims to convey the abstract concept of biodiversity to children between 11 and 13 years of age, making them aware of the importance of climate change and its impact on biodiversity. The design of Enigma Bio is closely linked to the Biodiversity exhibition at the National Museum of Natural Sciences in Madrid, designed for a visit in groups of between 20 and 30 children, with an approximate duration of one hour, running on mobile devices and including augmented reality technology. The purpose of this research is to determine whether, in the case of educational escape room activities in museums with a limited time duration, it is more effective to have a pre-session introducing the topic. Our hypothesis is that without the context of the pre-explanation, the playful component of the game may be too powerful and may cause children not to pay enough attention to the message that the game intends to communicate, and even more so when dealing with a complex message such as the effect of climate change on biodiversity. To answer this research question, we follow an A/B testing experimental design involving two groups of children, one of which received an introductory talk on biodiversity and climate change before going to the museum and the other did not. The experimental design is completed with a pre-post evaluation of the children's environmental awareness by means of a previously validated questionnaire. The results of the experiment provide valuable insights into the effectiveness of the pre-session introduction in enhancing the learning outcomes of short educational escape room activities. Significant differences were observed between pre- and post-activity tests, indicating a moderate overall increase in awareness scores within both individual groups (A and B) as well as across the combined results. The findings suggest that the pre-session introduction indeed plays a role in enhancing students' awareness of the targeted message. These results represent a breakthrough in the e-learning practice that will be of value to other designers of educational escape rooms with a limited time duration.},\n bibtype = {article},\n author = {Gonzalez-Calero, Pedro Antonio and Camps-Ortueta, Irene and Gutiérrez-Sánchez, Pablo and Gómez-Martín, Pedro Pablo},\n doi = {10.34190/ejel.22.4.3199},\n journal = {Electronic Journal of e-Learning},\n number = {4}\n}\n
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\n This paper describes the design and evaluation of \"Enigma Bio\", an educational escape room activity that aims to convey the abstract concept of biodiversity to children between 11 and 13 years of age, making them aware of the importance of climate change and its impact on biodiversity. The design of Enigma Bio is closely linked to the Biodiversity exhibition at the National Museum of Natural Sciences in Madrid, designed for a visit in groups of between 20 and 30 children, with an approximate duration of one hour, running on mobile devices and including augmented reality technology. The purpose of this research is to determine whether, in the case of educational escape room activities in museums with a limited time duration, it is more effective to have a pre-session introducing the topic. Our hypothesis is that without the context of the pre-explanation, the playful component of the game may be too powerful and may cause children not to pay enough attention to the message that the game intends to communicate, and even more so when dealing with a complex message such as the effect of climate change on biodiversity. To answer this research question, we follow an A/B testing experimental design involving two groups of children, one of which received an introductory talk on biodiversity and climate change before going to the museum and the other did not. The experimental design is completed with a pre-post evaluation of the children's environmental awareness by means of a previously validated questionnaire. The results of the experiment provide valuable insights into the effectiveness of the pre-session introduction in enhancing the learning outcomes of short educational escape room activities. Significant differences were observed between pre- and post-activity tests, indicating a moderate overall increase in awareness scores within both individual groups (A and B) as well as across the combined results. The findings suggest that the pre-session introduction indeed plays a role in enhancing students' awareness of the targeted message. These results represent a breakthrough in the e-learning practice that will be of value to other designers of educational escape rooms with a limited time duration.\n
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\n\n \n \n \n \n \n \n A Progress-Based Algorithm for Interpretable Reinforcement Learning in Regression Testing.\n \n \n \n \n\n\n \n Gutierrez-Sanchez, P.; Gomez-Martin, M., A.; Gonzalez-Calero, P., A.; and Gomez-Martin, P., P.\n\n\n \n\n\n\n
IEEE Transactions on Games. 2024.\n
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@article{\n title = {A Progress-Based Algorithm for Interpretable Reinforcement Learning in Regression Testing},\n type = {article},\n year = {2024},\n keywords = {Chatbots,Games,Logic,Reinforcement learning,Task analysis,Testing,Video games,automated game testing,game-playing AI,regression testing,reinforcement learning,temporal logics},\n publisher = {Institute of Electrical and Electronics Engineers Inc.},\n id = {114d3976-cd62-353a-ac58-571c232ad2bf},\n created = {2025-05-19T19:26:51.738Z},\n file_attached = {true},\n profile_id = {7ff3d559-34c5-3dc7-a15e-4809d39e6685},\n group_id = {8d2b17fe-88c2-3a9d-8e3e-d28b5b0a4c90},\n last_modified = {2025-05-19T19:26:52.116Z},\n read = {false},\n starred = {false},\n authored = {false},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {In video games, the validation of design specifications throughout the development process poses a major challenge as the project grows in complexity and scale and purely manual testing becomes very costly. This paper proposes a new approach to design validation regression testing based on a reinforcement learning technique guided by tasks expressed in a formal logic specification language (TLTL) and the progress made in completing these tasks. This requires no prior knowledge of machine learning to train testing bots, is naturally interpretable and debuggable, and produces dense reward functions without the need for reward shaping. We investigate the validity of our strategy by comparing it to an imitation baseline in experiments organized around three use cases of typical scenarios in commercial video games on a 3D stealth testing environment created in Unity. For each scenario, we analyze the agents' reactivity to modifications in common assets to accommodate design needs in other sections of the game, and their ability to report unexpected gameplay variations. Our experiments demonstrate the practicality of our approach for training bots to conduct automated regression testing in complex video game settings.},\n bibtype = {article},\n author = {Gutierrez-Sanchez, Pablo and Gomez-Martin, Marco A. and Gonzalez-Calero, Pedro A. and Gomez-Martin, Pedro P.},\n doi = {10.1109/TG.2024.3426601},\n journal = {IEEE Transactions on Games}\n}\n
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\n In video games, the validation of design specifications throughout the development process poses a major challenge as the project grows in complexity and scale and purely manual testing becomes very costly. This paper proposes a new approach to design validation regression testing based on a reinforcement learning technique guided by tasks expressed in a formal logic specification language (TLTL) and the progress made in completing these tasks. This requires no prior knowledge of machine learning to train testing bots, is naturally interpretable and debuggable, and produces dense reward functions without the need for reward shaping. We investigate the validity of our strategy by comparing it to an imitation baseline in experiments organized around three use cases of typical scenarios in commercial video games on a 3D stealth testing environment created in Unity. For each scenario, we analyze the agents' reactivity to modifications in common assets to accommodate design needs in other sections of the game, and their ability to report unexpected gameplay variations. Our experiments demonstrate the practicality of our approach for training bots to conduct automated regression testing in complex video game settings.\n
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