System and method for optimizing learning by correlating structured knowledge and learning techniques with physical metaphors in an educational computer game

Abstract

A system and method for optimizing learning and retention of items learned over time maps bodies of knowledge to physical metaphors in an education computer game or simulation. Entire structured curricula or curriculum frameworks are mapped to isomorphic physical metaphor hierarchies. Recommended sequences through subject matter are mapped to sequences in the physical metaphor of the game or simulation. Various algorithms for computing the Ebbinghaus “spacing effect” for reviewing items about to be forgotten by a student to optimize retention of subject matter are mapped to physical metaphors in the game or simulation. The use of a “predator-prey” computer algorithm to find students' subject matter knowledge weak points is mapped to a physical metaphor. Similarly, devices to enhance the student's learning curve, such as to induce perseverance, or raise motivation via competition, or via praise from an authority figure, are mapped to physical metaphors in the game or simulation.

What is claimed is: 
     
         1 . A method of operating a computer game, comprising:
 operating a server computer system managing a body of knowledge;   delivering a client software application to a user computer device;   rendering, on the user computer device, a game interface to the body of knowledge; and   mapping, within the game interface, a graphical representation of a physical metaphor representing overall structure of the body of knowledge.   
     
     
         2 . The method of  claim 1 , further comprising:
 organizing the body of knowledge subject material sequentially; and   mapping, within the game interface, the sequence to the structure of the physical metaphor.   
     
     
         3 . The method of  claim 1 , further comprising:
 structuring the body of knowledge subject matter hierarchically; and   mapping, within the game interface, hierarchical structure of the physical metaphor to the hierarchical structure of the body of knowledge.   
     
     
         4 . The method of  claim 1 , further comprising mapping learning techniques to the physical metaphor. 
     
     
         5 . The method of  claim 4 , wherein the learning techniques use the spacing effect. 
     
     
         6 . The method of  claim 4 , wherein the learning techniques include predator-prey algorithms that display potential weakness through the graphical representation of the physical metaphor. 
     
     
         7 . The method of  claim 6 , wherein the potential weakness is determined by the time since the a specific subject matter was last reviewed as determined by the spacing effect. 
     
     
         8 . The method of  claim 6 , wherein one of the predator-prey algorithms includes a parameter based on the Ebbinghaus spacing effect to modulate the graphical display of potential weakness. 
     
     
         9 . The method of  claim 1 , further comprising:
 organizing the body of knowledge subject material sequentially;   mapping, within the game interface, the sequence to the structure of the physical metaphor;   structuring the body of knowledge subject matter hierarchically, wherein the body of knowledge is question and answer material and wherein the hierarchy has at least three levels of structure;   mapping, within the game interface, hierarchical structure of the physical metaphor to the hierarchical structure of the body of knowledge;   mapping learning techniques to the physical metaphor;   presenting, to the user, ordered questions from a lowest level of the hierarchical structure;   tracking correct and incorrect user responses to determine if the user successfully understands the material at the level presented;   allowing access to one or more further levels after a user successfully demonstrates a minimum understanding of the level presented; and   displaying a graphical change in the representation of the physical metaphor indicating successful completion after a user successfully demonstrates a minimum understanding of the level presented.   
     
     
         10 . The method of  claim 9 , wherein the levels presented are mapped to representation of levels of the physical metaphor, such that successful completion of a level is visualized by addition, growth, or other increase in the graphical representation of the physical metaphor. 
     
     
         11 . The method of  claim 10 , wherein the set of levels required to complete a representation of the physical metaphor is mapped to an element of the second level of the hierarchical structure. 
     
     
         12 . The method of  claim 11 , wherein a set of completed representations of the physical metaphor is mapped to an element of the third level of the hierarchical structure. 
     
     
         13 . The method of  claim 12 , wherein a lowest level is represented by a brick, a second level is represented by individual levels of a tower composed of bricks, a third level is represented by a completed tower, and a fourth level is represented by a city of towers. 
     
     
         14 . The method of  claim 9 , further comprising providing an additional reward to the user after successful completion of a level. 
     
     
         15 . The method of  claim 14 , wherein the additional reward includes a message sent to a third party notifying that the user successfully completed the level and providing the third party an option to reply with praise of the user. 
     
     
         16 . The method of  claim 9 , further comprising providing a means to the user, after successful completion of a level, to issue a challenge to another user to complete the level. 
     
     
         17 . The method of  claim 9 , wherein each level of questions is presented within a time limit such that a settable percentage of students successfully complete the level within one or two attempts. 
     
     
         18 . The method of  claim 9 , wherein the number of questions presented in a level is selected based on optimal number of questions such that most students complete the level.