Modelling Students' Mood and Rate of Comprehension Abilities in Teaching Simulator based on Problem-based Learning Model and Big Five Personality

Abstract

Teaching Simulator is a role-playing game application where the user acts as a teacher who teaches in a virtual class. To develop a dynamic teaching simulator, which the teachers can interact with virtual students through actions chosen by the teacher from static action assets provided by the system based on the preference of the lesson plan, modelling student’s mood and behaviors as well as cognitive and affective abilities achieved by virtual students need to be done to produce a learning simulation that mimics the actual learning process and achievement. The purpose of this study is to propose a model of students' cognitive and affective ability rate in a teaching simulator whose learning activities follow the stages of the problem-based learning model. Modelling is constructed by analyzing case study data on the influence of big five students 'personalities on students' self-perception of their understanding and interest during the learning process conducted to 34 vocational school students. The modelling constructed was implemented to game teaching based on Problem-based Learning Model and Big Five Personality. Based on this research, it is obtained that conscientiousness is related to students 'understanding, so it is defined as an independent variable in the model of students' cognitive rate. In addition, extraversion and neuroticism are defined as independent variables in the affective ability rate of students.