sustainability

Article
Intelligent System for Interactive Teaching
through Videogames
Diego Robles and Christian G. Quintero M. *
Department of Electrical and Electronics Engineering, Universidad del Norte, 081007 Barranquilla, Colombia;
[email protected]
* Correspondence: [email protected]




Received: 31 March 2020; Accepted: 20 April 2020; Published: 28 April 2020


Abstract: Education, videogames, and intelligent systems are all relevant topics for researchers.
Determining means of improving academic performance using a range of techniques and tools is an
important challenge. However, while there are currently websites and multimedia resources that
help students to improve their knowledge on specific topics, these lack in not having intelligent
agents that can evaluate students and recommend materials to suit the difficulty that a user is
having in a given subject. In this sense, this paper aims at developing an intelligent system that
allows interactive teaching in basic education using videogames. In particular, high school students’
skills in basic mathematical operations with fractions were used for testing experimentally the
approach. An intelligent system was developed using computational techniques such as fuzzy
logic and case-based reasoning to evaluate user performance and recommend additional study
material according to the specific challenges from the given educational game. The use of the games
was supported by ICT (information and communication technologies) tools on a web platform.
Such a developed platform was tested by 206 high school students, who played 5400 games in total.
The students showed an improvement of around 14% in the topics covered. The results indicate
that the implementation jointly of videogames and intelligent systems allows users to improve their
performance in the given topics.

Keywords: education; videogames; intelligent systems; fuzzy logic; case-based reasoning; ICT;
interactive education

1. Introduction

1.1. Education and Videogames

The ability of education to produce learning depends on how the information is transmitted [1].
It has been proven that when a subject is presented with the appropriate didactic tools, the knowledge
will persist, and students will remember it longer than with standard methods [1].
This study considers intelligent systems and their impact on the educational sector to strengthen
skills in users, through the use of videogames complemented by information and communication
technologies (ICT) as a model of interactive teaching.
At present, videogames in educational environments offer a range of benefits that can strengthen
multisensory capabilities in interactive education. Thus, for instance, videogames have been developed
to assess children with autism spectrum disorder and to reinforce positive behaviors and rehabilitate
them into standard interactions [2]. Such systems can simulate other environments to help control
different user behaviors. Videogames can recreate scenographies that, in addition to teaching,
strengthening, and developing new strategies, offer people a range of learning environments from
home concepts to school [3,4].

Sustainability 2020, 12, 3573; doi:10.3390/su12093573 www.mdpi.com/journal/sustainability

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The researchers report several actions that videogames can enable a user to take [5]: producing, 
teaching, motivating, socializing, communicating, and learning from different cultures. It is possible 
to find videogames that focus on education, health, science, and research. Videogames are widely 
The researchers report several actions that videogames can enable a user to take [5]: producing,
used  as  motivating,
teaching, part  of  an socializing,
educational  environment.  and
communicating, In  this  sense, 
learning fromthe  main  objective 
different of iseducational 
cultures. It possible to
videogames is to bring people to understand a range of tools embodied in a game to improve their 
find videogames that focus on education, health, science, and research. Videogames are widely used as
cognitive abilities [5]. 
part of an educational environment. In this sense, the main objective of educational videogames is to
bring people to understand a range of tools embodied in a game to improve their cognitive abilities [5].
1.2. Education and Intelligent Systems 
1.2. Education and Intelligent Systems
Intelligent tutoring systems can transmit knowledge and allow people to develop several skills 
in a specific field [6]. For an intelligent system to provide specific information, it must be adapted to 
Intelligent tutoring systems can transmit knowledge and allow people to develop several skills in
athe actions, needs, preferences, and habits of the users, incorporating the patterns of behavior that 
specific field [6]. For an intelligent system to provide specific information, it must be adapted to
can be used to determine the classification of the different users’ profiles. Education‐focused game 
the actions, needs, preferences, and habits of the users, incorporating the patterns of behavior that
systems 
can be usedprovide  virtual  the
to determine environments, 
classificationuse  multimedia 
of the interaction, 
different users’ and 
profiles. train  practical  skills 
Education-focused game to 
present and reinforce knowledge in students [7]. In such interactive systems, enriching experiences 
systems provide virtual environments, use multimedia interaction, and train practical skills to present
can reinforce
and be  created  during  training. 
knowledge Researchers argue 
in students that  educational 
[7]. In such interactive systems,game systems  can  support 
enriching experiences can the 
be
learning process and help students with their academic tasks [8]. Thus, they should monitor the users’ 
created during training. Researchers argue that educational game systems can support the learning
learning development to propose specific recommendations to improve their academic performance. 
process and help students with their academic tasks [8]. Thus, they should monitor the users’ learning
In summary, videogames are a powerful support tool for different application domains such as 
development to propose specific recommendations to improve their academic performance.
learning musical instruments, flight simulators, teaching people, recovery therapies, among others. 
In summary, videogames are a powerful support tool for different application domains such as
Education is a relevant sector for the implementation of these technologies to strengthen and improve 
learning musical instruments, flight simulators, teaching people, recovery therapies, among others.
concepts.  is
Education In a this  sense, 
relevant the for
sector next 
thesection  exposes  the 
implementation proposed intelligent 
of these system  for 
technologies to strengthen andinteractive 
improve
teaching supported by videogames. The system is installed on a web platform using ICT, where it 
concepts. In this sense, the next section exposes the proposed intelligent system for interactive teaching
allows  users 
supported to  interact, The
by videogames. showing 
system istheir  current 
installed progress 
on a web with 
platform suggestions 
using ICT, wherefor  continuous 
it allows users
improvement.  
to interact, showing their current progress with suggestions for continuous improvement.

2.2. Methods 
Methods

2.1.
2.1. Proposed System
 Proposed System 
Figure
Figure 1 1 
shows thethe 
shows  proposed general
proposed  modelmodel 
general  of the system. Such a system
of  the  system.  Such evaluates
a  system user knowledge
evaluates  user 
of the topics handled. As the user interacts with the system, it stores all player-generated
knowledge of the topics handled. As the user interacts with the system, it stores all player‐generated  information
and later decodes, analyzes, and evaluates it by using an intelligent system. Finally, the system displays
information and later decodes, analyzes, and evaluates it by using an intelligent system. Finally, the 
all
system statistical
the displays information calculated
all  the  statistical  duringcalculated 
information  the user’s during 
progress and
the  provides
user’s  suggestions
progress  that
and  provides 
consider being convenient to reinforce the subjects addressed in the games. In particular, high
suggestions  that  consider  being  convenient  to  reinforce  the  subjects  addressed  in  the  games.  In  school
students’ skills in basic mathematical operations with fractions are used for testing experimentally
particular, high school students’ skills in basic mathematical operations with fractions are used for 
the approach.
testing experimentally the approach. 

 
Figure 1. Model of the proposed system.
Figure 1. Model of the proposed system. 

 
Sustainability 2020, 12, 3573 3 of 14

2.2. Choice of Videogames

To choose a videogame for study, a range of factors are taken into account, such as the type
of game, difficulty, duration, aesthetics, and competitiveness. Table 1 summarizes the videogames
selection analysis.
Educational electronic games that focused on mathematics incorporating essential subjects, such as
the basic operations of integers and fractional numbers, are reviewed. 2D-linear videogames are used
to provide quick and accurate results. Such type of games allows capturing more quickly the user data
in each game and controlling the actions of people in its use.

Table 1. Choice of mathematical videogames.

Type of Video
No. Name Difficulty Time (Sec) Aesthetics Competitive Fun
Game
1 What’s your sign? Linear - 2D Hard 60 OK - -
2 Monkey Math Balance Linear - 2D Easy 120 OK - OK
Speedway Fractions Adding
3 Linear - 2D Medium 64 OK OK OK
Fractions
4 Compare Fractions Linear - 2D Easy 65 OK OK -
5 SnowSprint Multiply Fractions Linear - 2D Medium 64 OK OK OK
6 Sowing Grass Linear - 2D Medium - OK - -
7 Fraction Matcher Linear - 2D Medium - OK - OK
8 Number climb Linear - 2D Hard - OK - -
Martian Hoverboards Algebra
9 Linear - 2D Medium 81 OK OK OK
Evaluating Expressions
10 Puppy Chase Fractions To Decimals Linear - 2D Medium 64 OK OK OK

The difficulty of the topics addressed in the electronic games must vary according to the age of
the users. For this reason, videogames that can adapt to the learning speed of the current user should
be used.
Duration is a key element for each game, as it is linked to multiple factors, including the ability to
capture data and user attention. The latter is important because the performance of multiple repetitions
in an extensive game can cause user fatigue. Therefore, videogames are chosen with an average
playtime between 60 and 85 s.
Each videogame is required to have a user-friendly design and color scheme. At the same time,
the games are required to be competitive to ensure a positive experience among the users and to result
in a desire to play again.
According to the above, the following videogames were selected:

2.2.1. SpeedWay Fractions (Adding Fractions)

This is a mathematical racing videogame where users operate a car that continues to move forward
so long as the questions shown on the screen are correctly answered (see Figure 2A). If a question is
incorrectly answered, the vehicle slows down. The questions consist of basic operations related to the
addition and subtraction of homogeneous fractions. Users who respond correctly to more questions
will be in a better position than opposing users.

2.2.2. SnowSprint (Multiply Fractions)

This is a mathematical videogame where correct answers to on-screen fractional number
multiplication questions propel the user’s vehicle (see Figure 2B). The higher the number of correct
responses, the more likely it is that the user finishes the game.

2.2.3. Puppy Chase (Fractions to Decimals)

This is a competitive videogame in which users convert mixed numbers into decimals (see
Figure 2C). As the player correctly solves the questions shown on the screen, the character within
 This  is  a  mathematical  videogame  where  correct  answers  to  on‐screen  fractional  number 
multiplication questions propel the user’s vehicle (see Figure 2B). The higher the number of correct 
responses, the more likely it is that the user finishes the game. 

2.2.3. Puppy Chase (Fractions to Decimals) 
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This  is  a  competitive  videogame  in  which  users  convert  mixed  numbers  into  decimals  (see 
Figure 2C). As the player correctly solves the questions shown on the screen, the character within the 
the videogame
videogame  moves moves forward
forward  at higher
at  higher  and
and  higher
higher  speed,
speed,  ultimatelyovertaking 
ultimately  overtakingthe 
theopponents 
opponentsand 
and
taking a top position in the game.
taking a top position in the game. 

2.2.4. Martian Hoverboards (Algebra Evaluating Expressions)

2.2.4. Martian Hoverboards (Algebra Evaluating Expressions) 
In this 
In  this game, 
game, the 
the user 
user must 
must solve 
solve a 
a combination 
combination of of addition, 
addition, subtraction, 
subtraction, and 
and multiplication 
multiplication
problems presented by the videogame (see Figure 2D). For correct user responses, the characters are
problems presented by the videogame (see Figure 2D). For correct user responses, the characters are 
propelled faster in a competition for the first position.
propelled faster in a competition for the first position. 
All videogames 
All  videogames used 
used in 
in this 
this research 
research can 
can be 
be found 
found on 
on the 
the Internet 
Internet and 
and are 
are produced 
produced by 
by
Arcademics [9].
Arcademics [9]. 

 
Figure 2. Selected videogames in this approach.
Figure 2. Selected videogames in this approach. 
2.3. Intelligent System
2.3. Intelligent System 
This is a trained system that can solve problems without the need for human supervision.
Intelligent
This  is systems exhibit
a  trained  behavior
system  similar
that  can  solve to human intelligence
problems  without  the [10].
need They are characterized
for  human  by
supervision. 
the representation, processing, and modification of a problem’s information and the consequent
Intelligent systems exhibit behavior similar to human intelligence [10]. They are characterized by the 
improvement ofprocessing, 
representation,  their reasoning
and through their experience.
modification  As the information 
of  a  problem’s  system has newand experiences, it can
the  consequent 
interact with different environments and adapts to novel situations.
There are a variety of ways of developing computational intelligence. For this study, fuzzy logic
and case-based reasoning (CBR) are considered.

2.3.1. Fuzzy Logic

Fuzzy logic makes it possible to produce a quick response despite blurred or inaccurate information.
This approach imitates the decision-making procedures employed by a person seeking to obtain accurate
results from ambiguous data.
Sustainability 2020, 12, 3573 5 of 14

This technique can use data that is less precise than that which could be used by conventional
logic, which requires accurate and complete data. The advantage of fuzzy logic is that it allows for
formalizing expressions with a high degree of ambiguity through membership functions [11].

• Membership Functions: The variables for correct answers, incorrect answers, and playtime
obtained for these games are taken as fuzzy entries, where their respective membership functions
are created. To obtain a metric in which the user’s knowledge can be classified, using the values
obtained in the input variables, a membership function called Performance is created.
• Correct Fuzzy Set: To create membership functions, it is necessary to make games with different
users and classify the results. Figure 3A shows the ranges of correct answers obtained through
experimentation: 0–10 (poor), 9–15 (medium), and 14 or more (good) questions.
• Incorrect Fuzzy Set: The membership function for questions incorrectly answered is classified
into the following ranges: 0–5 (good), 3–11 (medium), and 10 or more (poor) (see Figure 3B).
• Time Fuzzy Set: This membership function for playtime is classified by the following ranges: 0–58
(good), 58–64 (medium), and 64 or more (poor) seconds (see Figure 3C).
• Performance Fuzzy Set: The membership function for the response variable is defined by the
ranges 0–5 (beginner), 5–10 (medium), and 10 or more (pro) (see Figure 3D).
• Fuzzy Rules: The fuzzy rules are created from expert knowledge in the study topics. The fuzzy
rules are elaborated using the Mamdani method, which allows the creation of a condition for a
direct relation of the inputs with the output of the system. If one or more additional inputs exist,
they can be associated with logical operators and can be related to the output variable.

So that for a system to make decisions based on fuzzy rules, the membership degree of the
fuzzy set must be examined [12]. The value of the system response variable is determined through
defuzzification, that is, by converting the values from the linguistic variables into numerical values.
Each fuzzy rule generates a set that relates to the membership function for each element. All output
sets coming from the rules are combined into a single set, where the value of the response variable
corresponds to the centroid value of the figure obtained [12].
With the fuzzy sets established in inputs and outputs, fuzzy rules can be created. Rules for
which a relationship could not be created are eliminated. Tables 2 and 3 present the rules obtained for
system functioning.

Table 2. Fuzzy rules for playtime and correct answers.

Correct
Inputs
Poor Medium Good
poor beginner beginner beginner
Time medium beginner medium medium
good - pro pro

Table 3. Fuzzy rules for playtime and incorrect answers.

Incorrect
Inputs
Poor Medium Good
poor beginner beginner -
Time medium beginner beginner medium
good - medium pro
 Incorrect 
Inputs 
poor  medium  good 
poor  beginner  beginner  ‐ 
Time  medium  beginner  beginner  medium 
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good  ‐  medium  pro 

 
Figure 3. Membership functions for the user’s knowledge evaluation.
Figure 3. Membership functions for the user’s knowledge evaluation. 

• Fuzzy Profiles: To ensure optimum representation of user performance, a minimum number of

 Fuzzy Profiles: To ensure optimum representation of user performance, a minimum number of 
games are played by each user. The fuzzy system requires a minimum of 10 games played per
games are played by each user. The fuzzy system requires a minimum of 10 games played per 
pair of videogames, i.e., five games per game. The videogame pairs are as follows: 1. SpeedWay –
pair of videogames, i.e., five games per game. The videogame pairs are as follows: 1. SpeedWay 
SnowSprint. 2. Puppy Chase – Martian Hoverboards.
– SnowSprint. 2. Puppy Chase – Martian Hoverboards. 
After the required number games are completed, the system calculates the performance for
After the required number games are completed, the system calculates the performance for each 
each
game  and  and
game averages
averages  the  the most
most  recent
recent  five
five  records.
records.  Twofuzzy 
Two  fuzzyresponses 
responsesfor 
for each 
each videogame 
videogame are
are 
calculated. These final variables enable us to classify the user in the following profiles:  
calculated. These final variables enable us to classify the user in the following profiles: 
a. a. Beginner: This profile is obtained when the category calculated by the system for the user in 
Beginner: This profile is obtained when the category calculated by the system for the
user in bothis videogames
both  videogames  is Beginner,
Beginner,  implying  that implying
the  user that
does the user
not  does
meet  not meet
minimum  minimum
performance 
performance expectations.
expectations. 
b. Medium: This profile is divided into two, Medium 1 and Medium 2. For Medium 1, the user
b. Medium: This profile is divided into two, Medium 1 and Medium 2. For Medium 1, the user 
performs better in SpeedWay or Puppy Chase than in the paired game SnowSprint or Martian
performs  better  in  SpeedWay  or  Puppy  Chase  than  in  the  paired  game  SnowSprint  or  Martian 
Hoverboards. For Medium 2, the user performs better in SnowSprint or Martian Hoverboards
Hoverboards. For Medium 2, the user performs better in SnowSprint or Martian Hoverboards than 
than in the paired game SpeedWay or Puppy Chase.
in the paired game SpeedWay or Puppy Chase.   
c. Pro: This profile is obtained when the outputs for both games are advanced.
c. Pro: This profile is obtained when the outputs for both games are advanced. 
Tables 4 and 5 present the game profiles according to the fuzzy logic results.
Tables 4 and 5 present the game profiles according to the fuzzy logic results. 
Sustainability 2020, 12, 3573 7 of 14

Table 4. Profiles obtained according to performances on SpeedWay and SnowSprint.

SpeedWay SnowSprint Profile

Beginner Beginner Beginner
Pro Medium Medium 1
Pro Beginner Medium 1
Medium Beginner Medium 1
Medium Pro Medium 2
Beginner Pro Medium 2
Beginner Medium Medium 2
Medium Medium Medium 2
Pro Pro Pro

Table 5. Profiles obtained according to performances on Puppy Chase and Martian Hoverboards.

Puppy Chase Martian H. Profile

Beginner Beginner Beginner
Pro Medium Medium 1
Pro Beginner Medium 1
Medium Beginner Medium 1
Medium Pro Medium 2
Beginner Pro Medium 2
Beginner Medium Medium 2
Medium Medium Medium 2
Pro Pro Pro

After the profile classification is completed, the system saves the game information with the
defuzzified values (performance) for each videogame to the database. The maximum value of the
defuzzified output according to the configuration established in the fuzzy logic of the Python library
used is 13.27. Equation (1) presents the performance value to the user in the range of 0–100%.

f uzzy value ∗ 100%

Per f ormance = , (1)
13.27

2.3.2. Case-Based Reasoning

CBR has high similarity to human problem-solving reasoning, because the methodology it uses to
solve new cases is based on its previous experiences. If the experience recovered does not fit the case,
the system must propose new solutions to solve the problem.
A case is described as an approach to a problem with a range of factors and the solution to that
problem. In this sense, the case base relates to the set of all previous cases stored in the system that
features a given solution to multiple problems.
The CBR analyzes the case and chooses the solution that would adapt better to the proposed
problem. If no solution is found, it seeks another from its base of cases that better matches the problem.
To update the system, the CBR stores useful data and solutions for the current cases [13,14]. Here,
the CBR consists of a cycle called the four Rs [15]:

• Retrieve: To retrieve the nearest case, it is necessary to know the performance value of the fuzzy
system for the user (V). The system retrieves the closest cases (Ci ) using the upper limit (S)
(Equation (2)) and the lower limit (L) (Equation (3)) with a range of 10%. Then all yields are
searched within the limits found.

S = V + (V ∗ 10%), (2)

L = V − (V ∗ 10%), (3)
Sustainability 2020, 12, 3573 8 of 14

Equation (4) is used to select the retrieved cases.

Ci = L < V < S, (4)

After calculating the number of cases within the limits, the closest case (M) is identified. For this,
Equation (5) is evaluated.
M = min(V − Ci ). (5)
• Reuse: After M is found, the information stored in the system database is retrieved. The case
is composed of the following variables: case number, user profile, user performance, and user
improvement recommendation.
• Revise: At this stage, it is verified that the recommendation matched the user need. Additionally,
other backup recommendations are presented if the first does not satisfy the user. For cases
where the user does not accept the recommendation, the CBR withdraws all the suggestions and
replaces them with new ones. This process is repeated until the problem is solved or the number
of recommendations is exhausted, and the initial suggestions are then shown again.
• Retain: Where users report that the case is a solution to the problem, the system remains the case,
and the case base is not updated. Otherwise, the CBR continues to send recommendations until
the user decides that it has already solved the issue. The CBR automatically stores a new case,
taking as information the performance of the user and the recommended suggestion. In this way,
the system is updated to be able to respond to future problems.
The CBR makes recommendations to the user depending on the profile obtained from the games
played. These suggestions include external didactic material, such as web pages and tutorial videos,
to provide to people to reinforce mathematical topics with a deficiency.
• Recommendations: The material to be recommended consists of interactive websites and didactic
videos accessible through the YouTube platform, where mathematical topics related to each
videogame are discussed. The external material has 40 recommendations, divided among the
following topics: eight (8) for the addition of fractions, eight (8) for the subtraction of fractions,
eight (8) for multiplication of fractions, eight (8) for combinations of addition, subtraction,
and multiplication of fractions, four (4) for basic operations of integers, and four (4) for the
conversion of mixed numbers to decimals.
The CBR presents different recommendations depending on the given user’s profile. For example,
users with a Medium 1 profile, that is, who has better performance in SpeedWay than in SnowSprint,
receives recommendations for multiplication of fractions. Table 6 shows which topics should be
suggested, depending on the profile obtained.

Table 6. Recommendations according to the user’s profile.

Video Game Profile Recommendations

Beginner Addition, subtraction, multiplication of fractions
Medium 1 Multiplication of fractions
SpeedWay/SnowSprint
Medium 2 Addition and subtraction of fractions
Pro None
Beginner Basic operations and fraction conversion
Medium 1 Basic operations
Puppy Chase/Martian Hoverboards
Medium 2 Fraction conversion
Pro None

3. Results
SpeedWay, SnowSprint, Puppy Chase, and Martian Hoverboards are racing games in which the
user must answer a series of basic math operations questions. The precise questions vary randomly
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Although the user indeed wins when he or she achieves first place in a competition, each particular 
in each game, such that the user is not likely to be exposed to the same conditions in two games.
play session is better than another when a greater number of correct responses are reported, fewer 
Although the user indeed wins when he or she achieves first place in a competition, each particular
incorrect answers are given, and less time is taken. Taking into account this idea, intelligent systems 
play session is better than another when a greater number of correct responses are reported, fewer
are integrated to achieve improvements in user performance. Thus, the videogames are evaluated 
incorrect answers are given, and less time is taken. Taking into account this idea, intelligent systems
using different variables, such as the time at the end of the race, rate of questions per minute, and 
are integrated to achieve improvements in user performance. Thus, the videogames are evaluated
accuracy, among others. However, another variable, called performance, is created to be used by the 
using different variables, such as the time at the end of the race, rate of questions per minute, and
intelligent system. This variable integrates time data, the number of correct answers and the number 
accuracy, among others. However, another variable, called performance, is created to be used by the
of  incorrect  answers. 
intelligent system. This In  this  way, 
variable the  system 
integrates assesses 
time data, the  same 
the number information 
of correct for  all 
answers and the the  tested 
number of
videogames. 
incorrect answers. In this way, the system assesses the same information for all the tested videogames.
The method of evaluation to measure user performance is initially related to a preliminary test 
The method of evaluation to measure user performance is initially related to a preliminary test at
at the moment of registering in the platform (see Figure 4). 
the moment of registering in the platform (see Figure 4).  

 
Figure 4. Developed platform.
Figure 4. Developed platform. 

The results are stored in the database after the videogame is played to be analyzed and evaluated
The results are stored in the database after the videogame is played to be analyzed and evaluated 
by the intelligent system. Once this is completed, the intelligent system recommends possible
by  the  intelligent  system.  Once  this  is  completed,  the  intelligent  system  recommends  possible 
improvement actions according to the profile obtained and the previous experiences with similar
improvement  actions  according  to  the  profile  obtained  and  the  previous  experiences  with  similar 
performance. The system then provides statistics on the progress achieved by the user through the
performance. The system then provides statistics on the progress achieved by the user through the 
games stored in the database.
games stored in the database. 
The tests were carried out on high school students from Colegio del Sagrado Corazón, Calle 74
The tests were carried out on high school students from Colegio del Sagrado Corazón, Calle 74 
(see Figure 5), which is located in Barranquilla, Colombia. The platform has 206 users.
(see Figure 5), which is located in Barranquilla, Colombia. The platform has 206 users. 
Figure 6 shows a sample analysis of user performance in the games on the platform. This analysis
develops statistical data presenting user averages for the most recent five games, the general average
per game, the game average for all users, standard deviations, minimum and maximum values for
all realized yields, number of games played, and interquartile ranges. Besides, comparison charts
for videogames, game history, and system recommendations are provided. Figure 7 shows several
examples of the websites and videos that the system recommends to users.
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Figure 5. Students using the proposed platform.
Figure 5. Students using the proposed platform. 

Figure 6 shows a sample analysis of user performance in the games on the platform. This analysis 
develops statistical data presenting user averages for the most recent five games, the general average 
per game, the game average for all users, standard deviations, minimum and maximum values for 
all realized yields, number of games played, and interquartile ranges. Besides, comparison charts for 
videogames,  game  history,  and  system  recommendations  are  provided.  Figure  7  shows  several 
examples of the websites and videos that the system recommends to users. 

 
Figure 6. User statistical performance on the proposed platform.
Figure 6. User statistical performance on the proposed platform. 
  
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Figure 6. User statistical performance on the proposed platform. 

 
Figure 7. Examples of external material suggested to the users.
Figure 7. Examples of external material suggested to the users. 
Table 7 shows the results (mean and standard deviation) from 140 users for the SpeedWay
Table  7 The
videogame. shows  the performance
initial results  (mean 
(theand 
firststandard  deviation) 
five games) is 32.7%.from 
After140  users 
using thefor  the  SpeedWay 
platform (45 days)
videogame. The initial performance (the first five games) is 32.7%. After using the platform (45 days) 
taking the intelligent system recommendations, the most recent five games are taken as a measure and
taking the intelligent system recommendations, the most recent five games are taken as a measure 
the group average is then 41.03% (an increase in performance of 8.3%). Table 8 shows that the students’
and the group average is then 41.03% (an increase in performance of 8.3%). Table 8 shows that the 
progress is 8.01% for the SnowSprint videogame. Table 9 shows the best performance achieved (an
studentsʹ 
increase ofprogress 
14.83%)is  8.01% 
for for  the Chase
the Puppy SnowSprint  videogame. 
videogame. Table 10Table 
shows9  shows  the  best 
an increase performance 
of 6.07% for the
achieved (an increase of 14.83%) for the Puppy Chase videogame. Table 10 shows an increase of 6.07% 
Martian Hoverboards videogame. Results are then validated following the most common methods of
the state of the art [2,7,16–19].

Table 7. Result for SpeedWay in the first and final five games.

Game 1 - Speedway Fractions Adding Fractions

First (%) Last (%) Improvement (%)
Mean 32.70 41.03 8.32
Deviation 11.29 12.86
Sample 700
No. of Students 140

Table 8. Results for SnowSprint in the first and final five games.

Game 2 - SnowSprint Multiply Fractions

First (%) Last (%) Improvement (%)
Mean 68.67 76.69 8.018
Deviation 22.72 21.68
Sample 700
No. of Students 140
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Table 9. Results for Puppy Chase in the first and final five games.

Game 3 - Puppy Chase Fractions To Decimals

First (%) Last (%) Improvement (%)
Mean 69.76 75.1491 14.38
Deviation 22.861 17.7621
Sample 435
No. of Students 87

Table 10. Results for Martian in the first and final five games.

Game 4 - Martian Hoverboards Algebra Evaluating Expressions

First (%) Last (%) Improvement (%)
Mean 58.94 65.01 6.07
Deviation 23.88 23.24
Sample 480
No. of Students 96

4. Discussion
The results for each videogame show that the implementation of the intelligent system with the
two computational techniques allows the user to obtain better performance in the addressed topics.
The proposed model allows the use of the same fuzzy system structure and the same CBR scheme
for the four videogames. Then, it is possible to use the same metric for different games and perform
similar tests for the corresponding analysis. Finally, the results of the tests allow for concluding that the
combination of intelligent systems, videogames, and ICT improves learning in the users of the system.
The intelligent system takes advantage of the student’s assessed level and the previous experiences of
users stored in the case database to provide more accurate recommendations according to the current
level of the student. Videogames provide a suitable environment for interaction where students learn
in a fun and competitive way. ICTs integrate the overall system into a friendly platform accessible
from anywhere via the Internet. Thus, the objectives of this research are successfully met, and it is
found possible to implement an intelligent system that allows interactive teaching in basic education
using videogames.

5. Conclusions
A new digital platform was developed to reinforce mathematical knowledge in people through
videogames and intelligent systems. This platform was evaluated by high school students and judged
to offer a new alternative to allow users to increase their mathematical skills.
This study was focused on the development of an intelligent system according to the proposed
model. In the future, we will seek to integrate new computational techniques with complementary
information from users to bring more specific suggestions. Another goal for future work is to
increase the range of videogames to test the capabilities and characteristics of the system. Finally,
the implementation of the proposed approach in different educational institutions will benefit more
students around.

Author Contributions: Conceptualization, D.R. and C.G.Q.M.; methodology, D.R. and C.G.Q.M.; software,
D.R.; validation, D.R.; formal analysis, D.R. and C.G.Q.M.; investigation, D.R. and C.G.Q.M.; resources, D.R.;
data curation, D.R.; writing—original draft preparation, D.R. and C.G.Q.M.; writing—review and editing, D.R. and
C.G.Q.M.; visualization, D.R.; supervision, C.G.Q.M.; project administration, C.G.Q.M. All authors have read and
agreed to the published version of the manuscript.
Funding: This research received no external funding.
Sustainability 2020, 12, 3573 13 of 14

Acknowledgments: This work was supported by Universidad del Norte, Barranquilla - Colombia. Special thanks
to Colegio Del Sagrado Corazón - Calle 74 for the continuous support in this study.
Conflicts of Interest: The authors declare that there are no conflicts of interest regarding the publication of
this paper.

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