标题： 正在处理：通过人工智能驱动的同伴代理增强基于游戏的学习 显示英文标题

标题： WIP: Enhancing Game-Based Learning with AI-Driven Peer Agents

摘要： 这项正在进行中的论文介绍了SPARC（面向儿童的系统性问题解决与算法推理），这是一个游戏化的学习平台，旨在增强K-12阶段STEM教育中的参与度和知识保留。 传统方法往往难以激发学生的学习动力或促进对复杂科学概念的深入理解。 SPARC通过将互动的、以叙事驱动的游戏玩法与基于大语言模型的人工智能同伴代理相结合，解决了这些挑战。 该代理不是简单地提供答案，而是与学生进行对话和探究，促使他们解释概念并协作解决问题。 该平台的设计基于教育理论，并与州学习标准紧密一致。 初步的课堂试点采用了一种多方法评估框架，结合了前后测、游戏内分析以及学生和教师的定性反馈。 初步结果表明，SPARC显著提高了学生的参与度，大多数参与者表示对STEM学科的兴趣增加，后测结果中观察到概念理解有适度提升。 持续开发工作集中在优化AI代理、扩展课程整合和提高可访问性上。 这些早期结果展示了将AI驱动的同伴支持与基于游戏的学习相结合的潜力，以创造包容、有效且吸引人的K-12学习体验。 显示英文摘要

摘要： This work-in-progress paper presents SPARC (Systematic Problem Solving and Algorithmic Reasoning for Children), a gamified learning platform designed to enhance engagement and knowledge retention in K-12 STEM education. Traditional approaches often struggle to motivate students or facilitate deep understanding, especially for complex scientific concepts. SPARC addresses these challenges by integrating interactive, narrative-driven gameplay with an artificial intelligence peer agent built on large language models. Rather than simply providing answers, the agent engages students in dialogue and inquiry, prompting them to explain concepts and solve problems collaboratively. The platform's design is grounded in educational theory and closely aligned with state learning standards. Initial classroom pilots utilized a multi-method assessment framework combining pre- and post-tests, in-game analytics, and qualitative feedback from students and teachers. Preliminary findings indicate that SPARC significantly increases student engagement, with most participants reporting greater interest in STEM subjects and moderate gains in conceptual understanding observed in post-test results. Ongoing development focuses on refining the AI agent, expanding curriculum integration, and improving accessibility. These early results demonstrate the potential of combining AI-driven peer support with game-based learning to create inclusive, effective, and engaging educational experiences for K-12 learners.