5 TECHNICAL FIELD

This invention generally relates to a Learning Management System (LMS), specifically to a learning management system and method based on immersive gamification.

BACKGROUND ART

Learning Management System (LMS) is software used to create web-based online lecture materials and manage learning activities.

Currently, LMS technology continues to be developed so as to make the learning management system more efficient and innovative. One way is to integrate a learning management system with a gamification platform which makes the learning system interesting5 and interactive, as disclosed in the United States patent publication number US20140272886A1, with applicant VANE PATRICK H [US], entitled "System and Method for Gamefied Rapid Application Development Environment", published on September 18, 2014. The Patent publication of US20140272886A1 discloses a Gamified Rapid Application Development Environment (GRADE) for quickly creating or creating games that can be used, among others, as0 teaching and learning tools. Animated and hyperlinked educational game disclosed. This game has a series of animations that serve to "gamify" traditional teaching pedagogy to support and illustrate the teaching points of the game. The invention of patent publication US20140272886A1 only reveals examples of conventional learning in the form of gamification, and the learning content is still not interactive.

Another patent publication is United States Patent Number US 2019/0043380 Al with applicant TOOLWIRE, INC [US], entitled "Methods and systems for improving the learning experience in gamification platform", published on February 7, 2019, discloses a system and methods of platform gamification. The system turns client training materials into interactive gamification programs. The system includes at least one processor configured to access client0 training materials provided by the client from external sources, and integrates the client training materials into an interactive gamification program. The gamification program includes a number of learning modules that include a training material subset of the client training materials; user interface to access a number of learning modules; a test module configured to assess user proficiency of each subset of training materials among the client's training materials; storyline consisting of story chapters that are gradually unfolded by the user based on the user's increasing proficiency in each subset of the training material provided by the client; and an achievement module consisting of user-acquired achievement records to demonstrate proficiency for each subset of the training material; and produce user interface displays to enable interaction with gamification programs. The invention from US 2019/0043380 Al only focuses on learning experiences in gamification platforms, is not intended for Learning Management Systems (LMS), and is still less interactive.

Therefore it is felt necessary to develop a gamification platform-based learning management system to be more interesting and interactive by incorporating Virtual Reality (VR) and Augmented Reality (AR) technology into the gamification platform. In addition, it is also necessary to develop a gamification-based learning management system that is connected to the job seeker system.

SUMMARY OF INVENTION

In order to overcome the above problems, the present invention aims to provide interactive learning based on a gamification platform.

Another aim of the invention is to provide interactive learning by incorporating a gamification platform with immersive technology.

The technical solution to achieve the objective of the present invention is as follows:

In one aspect, the invention provides an immersive gamification-based learning management system consisting of a server connected via the Internet with a number of user devices, studio/content creator devices, educator tools, and job hunters tools.

Preferably, the server consists of a gamification module, a learning materials module, a student personality cluster module, a course auto-determination smart module, a community hub module, a skillcard module, and an immersive module.

Preferably, the course auto-determining smart module will automatically provide suitable courses for each student.

Preferably, the community hub module creates a community hub where students can come together and work on missions together for a cause.

Preferably, the skillcard module is connected to the job seeker's toolkit so that the job seeker can view the student competencies provided by the skillcard module.

Preferably, such immersive modules incorporate Virtual Reality (VR) and Augmented Reality (AR) technologies into the gamification platform.

In another aspect, the present invention provides a learning management method based on immersive gamification. BRIEF DESCRIPTION OF THE DRAWINGS

Furthermore, the embodiment of the invention is explained in detail with reference to the attached drawings, which:

Figure 1 is the configuration of an immersive gamification-based learning management system according to this invention

Figure 2 is a functional block diagram of the immersive gamification-based learning management server of the immersive gamification based learning management system according to this invention

Figure 3 is a diagram showing the features of an immersive gamification-based learning management system according to the invention.

Figure 4 is a diagram showing one of the job hunters features of an immersive gamification-based learning management system according to this invention.

Figure 5 is a diagram showing content creation (learning materials) based on an immersive gamification platform by studio/content creators.

Figure 6 is a flowchart of the learning management method based on immersive gamification according to this invention.

Figure 7 is a flowchart that describes in detail the creation of personality clusters from an immersive gamification-based learning management method according to this invention.

Figure 8 is a flowchart that describes in detail the creation of an LMS skillcard for recruitment from an immersive gamification-based learning management method according to this invention.

Figure 9 is a flowchart that describes in detail the creation of an LMS skill card to determine the strengths and weaknesses of the immersive gamification-based learning management method according to this invention.

Figure 10 is a flow chart that describes in detail the creation of a community hub (faction) from an immersive gamification-based learning management method according to this invention.

Figure 11 is a flowchart that describes in detail the integration of immersive technology from an immersive gamification-based learning management method according to this invention

DETAILED DESCRIPTION

The invention is explained more easily understood by explaining in detail below along with the attached drawings. Those skilled in the art understand that the description below is used only to illustrate the invention and is not intended to limit the scope of the invention in any way.

Referring to Figure 1, the configuration of an immersive gamification-based learning management system according to this invention is shown. The system includes servers (100) connected via the Internet with a number of user devices (200), studio/content creator devices (300), educator tools (400) and job hunters tools (500). User devices (100) are devices owned by each student which can be smart phones, laptop computers, or desktop computers. User devices (200) will later be installed with an immersive gamification based learning application from this invention so that each student can take part in immersive gamification based learning which makes learning more interesting and more interactive. Studio/content creator devices (300) are devices owned by studio/content creators, which can be smartphones, laptop computers, or desktop computers. Educator equipment (400) is a device owned by educators, namely teachers or lecturers, and can be in the form of smart phones, laptop computers, or desktop computers. Tool for job seekers (500) is a device owned by workers to get employees according to the desired standard, which can be in the form of smartphones, laptop computers, or desktop computers.

Referring to Figure 2, a functional block diagram of the immersive gamification based learning management server (100) of the immersive gamification based learning management system according to the invention is shown. The server (100) consists of a gamification module (101), a learning materials module (102), a student personality cluster module (103), a smart module for automatic determination of courses (104), a community hub module (105), a skillcard module (106), and an immersive module (107). These modules (105-107) are interconnected and interact according to their respective functions. The Gamification module (101) provides a gamification platform. Learning materials module (102) to integrate learning modules and content provided by studio/content creation tools (200) with a gamification platform. Student personality cluster module (103) to cluster (divide) students based on their personality through the Personality Cluster test. Course auto-determination smart module (104) to automatically determine which course is most suitable for each student. Community hub module (105) to create a community hub where students can gather and work on missions together for a purpose. Skillcard module (106) recommends which jobs are suitable for each student according to their competence. The immersive module (107) incorporates Virtual Reality (VR) and Augmented Reality (AR) technologies into a gamification platform.

Referring to Figure 3, the features of an immersive gamification-based learning management system according to this invention are shown. In the figure, it is shown that the main users (main users) consist of students (students/leamers). Secondary users are job seekers (head hunters). Content creators are educators (teachers/educators) and studio/content creators. The core features provided by the system are game-based learning (gamified education), assessment through Virtual Reality (VR), measurement, and skill development. The second level of features are community hubs (fractions) and networking, personal learning based on student data and job hunting and job posting. Reward tier features consist of avatar and custom 3D avatar rewards, custom 3D living and room rewards, monthly and temporary competencies, achievement badges. This figure also explains that with an immersive gamification-based learning management system according to this invention, students will play, learn and be assessed by the presence of game-based learning features. Students take exams and are assessed using VR and AR technology as well as educational content provided by the system. The results of this assessment will be used to measure and develop skills. With this skill measurement, the system can suggest what subjects/courses each student should take. This skill measurement will be highly correlated with job search. Educators will work with studio/content creators to create new content based on immersive gamification.

Referring to Figure 4, a diagram showing one of the features of job seekers from an immersive gamification-based learning management system according to this invention is shown. In the figure, it can be seen those job seekers (job hunters), through the job search tool (500) will look for students who have competencies according to the desired standards. This competency is generated from the skillcard module (106).

Referring to Figure 5, a diagram shows the creation of content (learning material) based on an immersive gamification platform by studio/content creators (content creators). The studio/content creation kit (300) provides a number of learning modules/materials that are integrated with the gamification platform on the server (100). Furthermore, studio/content makers (300) also provide Virtual Reality assessments (VR assessments) and educational content (educative contents). Furthermore, studio/content creators (300) also analyze user personal learning data to determine what is the best trending for the content to be created.

Referring to Figure 6, a flowchart of the immersive gamification-based learning management method according to this invention is shown. The immersive gamification-based learning management method consists of providing, by the gamification module (101), a gamification platform; integrating, by the learning materials module (102), the learning modules and contents provided by the studio/content creation kit (200) with the gamification platform; clustering, by the student personality cluster module (103), students based on their personality through the Personality Cluster test; determining automatically, by the course auto-determination smart module (104), which course is most suitable for each student; creating, by the community hub module (105), a community hub where students can gather and work on missions together for a cause; recommending, by the skillcard module (106), which job is considered very suitable for each student according to their competence; and incorporating, by immersive module (107), Virtual Reality (VR) and Augmented Reality (AR) technologies into a gamification platform. Referring to Figure 7, a flow chart is shown which describes in detail the creation of personality clusters from an immersive gamification-based learning management method according to this invention. The personality cluster is the division of students based on their personality through the Personality Cluster Test. The personality test is carried out by asking students to answer questions that will divide them into 9 personality groups obtained from grouping student results from 13 main competencies:

1. The Scholar : Growth , Self-Evaluation, Teamwork

2. The Ambassador : Managing Emotion , Humility, Communication

3. The Director : Creativity & Innovation , Leadership, Communication

4. The Strategist: Truth / Spirituality, Administration, Integrity

5. The Warrior : Communication, Leadership, Teamwork

6. The Healer : Managing Emotion, Creativity & Innovation, Integrity

7. The Counselor : Truth / Spirituality, Love, Interpersonal Relations

8. The Steward : Managing Emotion, Leadership, Communication

9. The Sage : Truth / Spirituality, Humility, Love.

Every question answered by students in the personality test will give them points in the 13 main competencies where after students answer all the questions, the 3 dominant traits they have will determine their Personality Cluster.

Referring to Figure 8, a flow chart is shown which describes in detail the creation of an LMS skill card for recruitment from an immersive gamification-based learning management method according to this invention. After students work on the various available gamificationbased modules, students will get a cumulative score which will be the value of 13 key skills according to competence. Values from students will be collected in a feature called Skillcard which is a feature of this invention to show student competence and abilities that can be accessed by job seekers. Job seekers have several capabilities such as:

1. Open job vacancies on the job board and set standards for students who can register for vacancies.

2. Get a list of the best candidate recommendations from registered students which can be filtered based on 13 competencies, skill scores, and student interests.

Students can also download skillcards as their CV and take the initiative to register for the job vacancies they want.

Referring to Figure 9, a flow chart is shown which describes in detail the creation of an LMS skill card to determine the strengths and weaknesses of the immersive gamification-based learning management method according to this invention. This section explains how an immersive gamification-based learning management system according to the invention measures the strengths and weaknesses of students working on the module. Students are categorized into 3 groups of students:

1. Students who have the same interests

2. Students who have the same Personality Cluster

3. students who are in the same field.

Where all students in each category will measure their average score in the work of each module so that we will get an average score that represents the group's score. Student scores will be compared with the average score and the results of these scores will be seen as maximum and minimum results, where the maximum result of the comparison will be the student's strength and the minimum result of the comparison will be the student's weakness.

Referring to Figure 10, a flow chart is shown which describes in detail the creation of a community hub (faction) from an immersive gamification-based learning management method according to this invention. This section explains how the Factions feature works. Factions are a feature of this invention where students can gather and work on missions together to get monthly prizes in the form of digital prizes in the form of avatars, items, and so on. When a student enters the system, the system will assess when the student last entered the system or his level of activity. When students are considered inactive for a certain period of time, the system will assign students to a faction called factionless. When students are considered active enough again, students will be assigned to one of the factions based on the faction determination algorithm. The faction determination algorithm is an algorithm that will determine student factions based on:

1. Levels,

2. Personality cluster,

3. The number of students in each faction

Referring to Figure 11 is a flowchart that describes in detail the integration of immersive technology from the immersive gamification-based learning management method according to this invention. Virtual Reality (VR) is a technology that can bring humans into a digital simulation world where in Petraverse, it will be used for practical learning training. Students can use the system of this invention to access Virtual Reality (VR) content where in Virtual Reality learning there will be several assessments in the form of:

1. Situational multiple choice where students will be asked to choose within a limited time the choice that will determine the direction of the simulation

2. Gesture detection in Virtual Reality, for example: detection of hand movements (giving hand with left or right hand, paying attention to the other person's eyes or not, and so on). The Virtual Reality (VR) module will be created using 2 methods, namely 3D or 360 where, 3D VR Modules: VR learning that uses interactive 3D models and animations so students can learn more immersively and allow students to interact with surrounding objects.

360 VR Modules: VR learning uses 360 videos where the images will feel more real, but has limited interaction where students cannot interact with surrounding objects because the modules are made in video form.

Virtual Reality (VR) modules are also differentiated for two purposes:

1. Learning: More instructions and directions when carrying out a simulation, students will be told what is wrong and what is right with the aim that students can understand the module 100%.

2. Assessment: Students are required to carry out a simulation without any direction given and grades are given at the end.

The method described here is a method with steps that are carried out in a specific order. However, the steps may occur in another order without deviating from the scope of the claim Furthermore, some of the method steps can be carried out in parallel although described are carried out sequentially. Accordingly, the steps of the method disclosed herein do not have to be carried out in the order described above, except where a step is explicitly described as following or preceding another step and/or where it is implied that a step must follow or precede another step.

It should be noted that the method described above is implemented in the form of software function modules, these software function modules can be stored in computer-readable storage media. Computer program products are stored on a storage medium and include instructions to enable electronic devices (which can be mobile phones, tablets, personal computers, personal digital assistants, navigators, digital phones, video phones, televisions, sensor devices, servers, etc.) to execute all or part of the methods described in various embodiments of this disclosure. The storage media mentioned above include hard disks, Read Only Memory (ROM), magnetic or optical discs and other media that can store program code. In this way, embodiments of the present disclosure are not limited to any particular combination of hardware and software.

Although this invention has been described in detail above, this invention is not limited to the description above. People who are experts in this field can make changes or modifications to this invention as long as it does not deviate from the scope of this invention.