![]() ![]() A tal efecto se describe un ecosistema digital construido como plataforma de soporte al proceso de enseñanza y de aprendizaje de las técnicas que sustancian el razonamiento artificial en el contexto de su aplicación a los juegos. Este artículo presenta un modelo didácti-co que busca favorecer la enseñanza de Inte-ligencia Artificial haciendo uso de una meto-dología lúdica y creativa, en la que los conoci-mientos relativos a la construcción de agentes inteligentes sean transmitidos mediante una experiencia activa y lúdica de los estudiantes. En este contexto se plantea la necesidad de avanzar en la definición de modelos didácti-cos y plataformas tecnológicas que faciliten la enseñanza y el aprendizaje de la Inteligen-cia Artificial. Por tratarse de unáreaunárea emergente en ma-teria de avances y estratégica respecto a sus implicancias futuras, resulta cada vez más necesario considerar su incorporación en los planes de estudio. ![]() Resumen Comprender el funcionamiento de los sis-temas inteligentes resulta esencial para el de-senvolvimiento y la comprensión de un mun-do donde los agentes inteligentes comienzan a ganar presencia y relevancia en múltiples procesos. The results are encouraging: students declare they felt highly motivated in studying AI algorithms and techniques, and they have been stimulated in autonomously search for extensions and new solutions not deeply investigated during traditional lessons. The significance and the impact of this approach, from the educational point of view, have been assessed through two questionnaires, a first one focused on the technical aspects, and a second one on the students’ opinions about the initiative. The game has been chosen to let the students deepen the knowledge about AI techniques in solving games, and to apply it in a real, not trivial setting. Students of the course of Fundamentals of AI at the University of Bologna have been challenged (on a voluntary base) to develop an AI software able to play the game of Nine Men’s Morris: at the end of the course, the software players have been compared within a tournament, so as to establish the competition winner. ![]() This paper reports about teaching Artificial Intelligence (AI) by applying the experiential approach called “learning by doing”, where traditional, formal teaching is integrated with a practical activity (a game competition, in our case), that is relevant for AI discipline and allows for an active and playful participation of students. These results help pave the way to cheaper CCG development with more compelling A.I opponents. The balancer system also demonstrates an ability to automatically balance several types of cards against a wide variety of parameters. The submissions to the A.I competition include one that plays substantially better than the existing Fifth Aeon A.I with a higher winrate across multiple game formats. The second is an automatic balancing system capable of helping a designer create new cards that do not upset the balance of an existing collectible card game. The first application is an artificial intelligence competition run on the Fifth Aeon game. This paper presents Fifth Aeon a novel and open source CCG built to run in browsers and two A.I applications built upon Fifth Aeon. Despite their popularity, there is a great deal of room for exploration into the application of artificial intelligence in order to enhance CCG gameplay and development. Collectible Card Games (CCG) are one of the most popular types of games in both digital and physical space. ![]()
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