Virtual Mittweida - Creating a game-based approach to teach artificial intelligence for games

Abstract

With the proliferation of computing technologies and an ongoing trend of introducing digital and blended learning aspects into higher education, innovative approaches to teaching complex topics like artificial intelligence (AI) have emerged. Of particular interest is the use of game-based learning approaches. According to problem-based learning theory, providing students with an interactive problem and encouraging them to independently find solutions promotes deeper understanding and skill acquisition. Thus, game-based approaches offer an engaging way for students to explore challenging concepts. However, despite the growing use of game-based methods in fields like economics, their application in computer science - especially in teaching game AI - remains under-explored.Understanding AI is increasingly critical for game development, as modern games emulate human-like behaviour in areas such as decision-making, character routines, and adaptive strategies. While many mechanisms and approaches of agent-level decision-making and planning are well understood, their application in video games poses unique challenges, such as accommodating unpredictable player interactions and ensuring performance efficiency without degrading the player experience. While strategy games like StarCraft or multiplayer online battle arenas like DotA 2 have been of interest as proving grounds for advanced AI training methods, their use in education has been limited due to their high complexity and associated learning curve.This work proposes the development of a novel interactive application to fill this niche. Taking inspiration from city building and management games, the application simulates the campus of the University of Applied Sciences Mittweida, where students are given control of agents acting as archetypal roles of students. The agents' goal is the acquisition of knowledge, an abstract resource gained by participating in courses, requiring the agent to navigate the campus. Students interact with the system through an API that provides information on the state of the simulation and allows issuing commands to specific agents. For example, agents who continuously acquire knowledge over a prolonged period do so at decreasing efficiency. To remedy this, a student implements a routine checking the learning efficiency of all agents, commanding "tired" agents to take a break. Alternatively, the student could train a machine learning algorithm to do the same task, albeit more adaptive. Additionally, the application enables dynamic changes to the environment at runtime, such as adding or removing courses or buildings, simulating player-driven alterations to the game world. By designing decision-making algorithms for these agents, students gain hands-on experience with fundamental AI concepts, i.e. decision trees, bridging the gap between theoretical knowledge and practical application.To evaluate the effectiveness of the application, a comparative study with undergraduate students is planned. Over the course of two semesters, two groups of students will be taught the basics of game AI - one using traditional teaching methods (primarily lectures), the other using a game-based method incorporating the new application. The learning progress of both groups will be monitored using assignments, with students being given a sample project and tasked to develop a game AI solution, i.e. for a non-player character in a first-person shooter.

Keywords: artificial intelligence, game AI development, simulation, modelling, game-based learning, educational technology

DOI: 10.54941/ahfe1006339