![]() An experiment involving 90 players over a two-month period was used to comparatively assess three versions of a collaborative game that implemented reflective, guided, and passive personalisation for individual players within teams. We incorporate this agent-based approach within a microservices architecture, which itself is a set of collaborating services, to facilitate a scalable and portable approach that enables both player and team profiles to persist across multiple games. The reflective agents self-evaluate, dynamically adapting their personalisation techniques to most effectively guide players towards specific goal states, match players and form teams. In this paper, we propose and apply the use of reflective agents to personalisation (‘reflective personalisation’) in collaborative gaming for individual players within collaborative teams via a combination of individual player and team profiling in order to improve player and thus team performance and engagement. Personalisation offers a means for improving overall performance and engagement, but in collaborative games, personalisation is seldom implemented, and when it is, it is overwhelmingly passive such that the player is not guided to goal states and the effectiveness of the personalisation is not evaluated and adapted accordingly. However, collaborating players need to perform well for the team as a whole to benefit and thus teams often end up performing no better than a strong player would have performed individually. The collaborative aspect of games has been shown to potentially increase player performance and engagement over time. Interviews explained the learning experiences of game players and how it produced pro-environmental behaviors. Also, attitudinal learning from games was higher compared to traditional instructional methods. ![]() Surveys based on the Theory of Planned Behavior (TPB) and the Attitudinal Learning Instrument (ALI), showed that attitudinal learning from games was similar for collaborative and individual players. ![]() Also, differences between students who played the game and a control group (n = 42) was examined. This mixed methods study conducted in a high school in India, examined the attitudinal learning among students who played a game individually (n = 45) and collaboratively (n = 44). However, a similar comparison with respect to attitudinal learning involving a socio-scientific topic has not been conducted before. Most studies involving games in different subjects showed that knowledge acquisition was greater in collaborative learning than individual game play. Purposefully designed digital games for attitudinal instruction provide cognitive knowledge, engage learners emotionally by showing the consequences of harmful behaviors, and encourage correct behaviors. Traditional instructional methods create eco-awareness but do not make people act. ![]() Environmental sustainability education should create eco-awareness and produce pro-environmental behaviors.
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