面向机器博弈的即时差分学习研究

以六子棋机器博弈为应用背景,实现了基于即时差分学习的估值函数权值调整自动化.提出了一种新的估值函数设计方案,解决了先验知识与多层神经元网络结合的问题.结合具体应用对象的特性,提出了对即时差分序列进行选择性学习的方法,在一定程度上避免了无用状态的干扰.经过10020盘的自学习训练,与同一个程序对弈,其胜率提高了8%左右,具有良好的效果.     

Immersive Multiplayer Games With Tangible and Physical Interaction

In this paper, we present a new immersive multiplayer game system developed for two different environments, namely, virtual reality (VR) and augmented reality (AR). To evaluate our system, we developed three game applications-a first-person-shooter game (for VR and AR environments, respectively) and a sword game (for the AR environment). Our immersive system provides an intuitive way for users to interact with the VR or AR world by physically moving around the real world and aiming freely with tangible objects. This encourages physical interaction between players as they compete or collaborate with other players. Evaluation of our system consists of users' subjective opinions and their objective performances. Our design principles and evaluation results can be applied to similar immersive game applications based on AR/VR.     

Relations Between the Tendency to Invest in Virtual Presence,Actual Virtual Presence,and Learning Outcomes in Educational Computer Games

This study examines whether the effect of virtual presence on learning is influenced by learner characteristics. More specifically, the focus is on how the variation in the actual experience of virtual presence and learning is related to learners' individual tendency to invest in virtual presence for educational computer games. According to these tendencies, 59 eighth graders were divided into 2 groups (high vs. low tendency) and performed a computer-based learning game. Virtual presence and learning outcomes were measured by means of a questionnaire. Correlation and regression analyses were used, and a moderation model was structured to analyze the relationship between the variables. Whereas the tendency to invest in virtual presence does not moderate the positive interaction between virtual presence and learning, correlation and regression results between both groups show that a stronger tendency to invest in virtual presence increases virtual presence and both, trivial- and nontrivial learning outcomes were evinced. In the eyes of learners, interestingly, their tendency to invest in virtual presence for educational computer games was significantly lower than for conventional entertainment games.     

Visual Effects in Computer Games

Computer game players have already set the agenda for future visual effects and techniques: One group seeks to enjoy movie-quality photorealistic games, while another seeks maximum freedom of interaction in an open, self-evolving, persistent virtual world.     

Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP): An Introduction

The dramatic increase in distance learning (DL) enrollments in higher education is likely to continue. However, research on DL that includes psychomotor, cognitive, and affective skills is virtually non-existent. Indeed, DL for psychomotor skills has been viewed as impossible. Laboratory coursework, which we define as including the acquisition of psychomotor, cognitive, and affective skills, has become a limiting factor in the growth of DL. What is needed is a synergistic integration of technologies and Human-Computer Interface (HCI) principles from Computer Supported Collaborative Learning (CSCL), collaborative learning systems, and immersive presence technologies to enable achievement of psychomotor learning objectives. This paper defines the Computer Supported Collaborative Learning requiring Immersive Presence (CSCLIP) research area, and introduces this special issue of Information Systems Frontiers on CSCLIP and the six papers contained herein.This revised version was published online in March 2005 with corrections to the cover date     

A Wireless Instructor System for Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP)

The Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP) concept has been established with the objective of extending and enhancing thee-learning experience of distance education, especially for classes that involve laboratory (lab) experiments. The CSCLIP concept defines immersive presence as an inherent requirement that enables cognitive, affective, and most importantly psychomotor learning objectives to integrate into designs and concepts for next generation e-learning systems (Sharda et~al., 2003). Within the CSCLIP architectural framework, the Wireless Instructor (WI) system has been conceptualized and developed as an essential device to effectively support teaching while roaming instructional features for both local and distance students. The WI system provides cost effective means to establish a real-time immersive presence for the distance learning (DL) student and his/her lab group peers. The technical design and system architecture to create a WI system are introduced in this paper. The objective of the WI system is to make the learning experience more vivid and interactive by enabling the DL students, as well as the local students that are not in the same room with the instructor(s) at the same time, to be able to flexibly interact with the instructor(s) in real-time. With this system the students can experience real-time or non-real-time virtual tours with the instructor(s), enabling the students to visit places that may not be easily accessible due to distance, limited space and/or time, cost, or possible danger. The WI system consists of two major sub-components. First is a wireless audio and video (AV) system, which transfers real-time AV signals to and from the instructor(s) to all students. Second is the wireless instructor locator & data assistant system. These two systems can be combined into one WI unit, but as the applied development technologies are somewhat distinct, their features and architectural designs will be described separately throughout this paper. Integration of the two systems will enable further capabilities.This revised version was published online in March 2005 with corrections to the cover dateThis project was funded by the U.S. Department of Education (DoE) award no. P116Z020042 project titled Telecommunications Virtual Laboratory Development.     

浅谈电脑游戏与娱乐教育

当电脑游戏问世的时候,人们可能意识不到它所带来的社会影响。随着上个实际最后10年互联网迅速的发展,网络游戏也随之风靡全球。这带来了种种问题,广大教育工作者必须正视这些问题。而近几年来,娱乐教育的提出和发展,使教育工作者们的目光又聚焦到电脑游戏之上。电脑游戏的娱乐性如果能和教育应用结合起来,将极大地激发学习者的学习兴趣,提高学习效率和效果。电脑游戏这把双刃剑如果能被我们所掌握,将能改变其"电子海洛英"的恶名,而成为新的教学手段。     

浅谈游戏教学法在中职计算机教学中的运用

在中职学校,计算机是一门很重要的学科。由于中职学生基础参差不齐,学习的积极性普遍不高,热衷网络游戏,加上计算机学科内容繁多,教师教学中很难充分调动他们的学习积极性,要想取得理想的教学效果是十分不容易的。因而,在中职计算机的教学过程中,教师应当将中职学生们所钟情的游戏环节运用到教学过程中,提升学生的学习能力和职业能力。本文针对中职学生的学习能力和计算机教学的现状,以实践教学为依据,对游戏教学法的定义、分类和意义进行介绍,并探索了游戏教学法的实施和运用。     

Gore Galore: Literary Theory and Computer Games

Computer games have not beenadequately theorized within the humanities. Inthis paper a brief history of computer games ispresented as a starting point for developing atopology of games and a theory of computergames as rhetorical artifacts suitable forcritical study. The paper addresses thequestion of why games should be treatedseriously and suggests a theoretical approachbased on Bakhtin's poetics of the novel wherethe experience of time and space (thechronotope) provides a framework of questionsfor discussing computer games.     

游戏中解读计算机的自动工作原理

现代计算机技术发展迅猛,但其基本的存储程序工作原理始终没有改变,这种自动工作原理也是非计算机专业本科学生最感神秘的重要内容之一.本文探究一种互动教学模式,提出以游戏的方式解读计算机自动工作原理,以尽可能短的时间使学生对此有比较深刻的理解,留下难以磨灭的印象.文章详细介绍了教学的整个过程.     

Gender and Computer Games: Exploring Females' Dislikes

On average, girls and women are less involved with video games than are boys and men, and when they do play, they often prefer different games. This article reports two studies that investigated the dislikes of German females with regard to video games. Study 1 applied conjoint analysis to female respondents' ( N = 317) ratings of fictional video games and demonstrated that lack of meaningful social interaction, followed by violent content and sexual gender role stereotyping of game characters, were the most important reasons why females disliked the games. Study 2, an online survey ( N = 795), revealed that female respondents were less attracted to competitive elements in video games, suggesting an explanation for gender-specific game preferences. These findings are discussed with respect to communication theory on interactive entertainment and their implications for applied video game design.     

Spatiotemporal Input Control: Leveraging Temporal Variation in Network Dynamics

The number of available control sources is a limiting factor to many network control tasks.A lack of input sources can result in compromised controllability and/or sub-optimal network performance,as noted in engineering applications such as the smart grids.The mechanism can be explained by a linear timeinvariant model,where structural controllability sets a lower bound on the number of required sources.Inspired by the ubiquity of time-varying topologies in the real world,we propose the strategy of spatiotemporal input control to overcome the source-related limit by exploiting temporal variation of the network topology.We theoretically prove that under this regime,the required number of sources can always be reduced to 2.It is further shown that the cost of control depends on two hyperparameters,the numbers of sources and intervals,in a trade-off fashion.As a demonstration,we achieve controllability over a complex network resembling the nervous system of Caenorhabditis elegans using as few as 6%of the sources predicted by a static control model.This example underlines the potential of utilizing topological variation in complex network control problems.     

Dynamic Difficulty Adjustment in Computer Games Through Real-Time Anxiety-Based Affective Feedback

A number of studies in recent years have investigated the dynamic difficulty adjustment (DDA) mechanism in computer games to automatically tailor gaming experience to individual player's characteristics. Although most of these existing works focus on game adaptation based on player's performance, affective state experienced by the players could play a key role in gaming experience and may provide a useful indicator for a DDA mechanism. In this article, an affect-based DDA was designed and implemented for computer games. In this DDA mechanism, a player's physiological signals were analyzed to infer his or her probable anxiety level, which was chosen as the target affective state, and the game difficulty level was automatically adjusted in real time as a function of the player's affective state. Peripheral physiological signals were measured through wearable biofeedback sensors and several physiological indices were explored to determine their correlations with anxiety. An experimental study was conducted to evaluate the effects of the affect-based DDA on game play by comparing it with a performance-based DDA. This is the first time, that is known, that the impact of a real-time affect-based DDA has been demonstrated experimentally.     

Composition, Computer Games, and the Absence of Writing

Computer games fundamentally incorporate composition into their game play. Highly symbolic constructs, whose photo-realistic graphical environments are often produced by combining pre-existing elements, computer games not only require players to read and to make meaning of symbols presented on the screen but to write and ultimately to revise their actions in the game relationship to these symbols. This activity, which is often constructed as “play” rather than writing, is significant in that, although its effects appear to be limited to the conversations taking place on the screen, its focus is ultimately on how players read and write (compose) themselves in relationship to the game and to the larger socio-political structures upon which the game is beholden. Computer games thus have the potential to help students not only understand the fundamentals of the compositional process and the larger socio-political structures within which this process occurs but to recognize how these socio-political structures construct reading and writing and in doing so determine the way that the individuals subject to them construct (read and write) themselves.     

Sense of Immersion in Computer Games Using Single and Stereoscopic Augmented Reality

As a novel interaction and presentation technology, Augmented Reality (AR) has been widely used in education, tourism, entertainment, psychology, and many other applications. In the game industry, this revolutionary technology has introduced a new form of interaction between players and the gaming environment. In this article, we aim to find if exploiting AR in computer games can enhance the sense of immersion, and consequently, satisfying the players. To this end, a mobile game called Ladybug is implemented using three different techniques including the regular virtual reality (VR) camera, single AR camera, and stereoscopic AR camera. The results of a comprehensive user study on these techniques showed that the single AR camera and stereoscopic AR camera can result in more sense of immersion in players in comparison to the VR camera. However, the hypothesis that the stereoscopic AR results in more sense of presence in comparison to the single AR camera is rejected. On the other hand, our findings show that the AR stereoscopic camera can lead to a better emotional involvement and enjoyment in comparison to the single AR camera and VR camera.     

浅谈严肃游戏在计算机基础课程教学中的应用

严肃游戏是不以娱乐为主要目的,而是采用寓教于乐的游戏形式,让用户在游戏过程中接受信息,并获得个性化、互动性和娱乐性极强的全新学习体验,从而激发学习者的创造力和创新意识的游戏。该文文主要从严肃游戏的趣味性、虚拟性以及多样性方面来探讨严肃游戏在计算机基础课程当中的应用。     

香蕉园土壤养分肥力时空变化研究

对香蕉园土壤养分肥力的研究是制定香蕉养分管理策略的基础。本研究采集了广东省香蕉主产区果园土壤样本110个,评价土壤养分肥力现状,并与第二次土壤普查结果相比,探讨养分肥力的时空变化。结果表明香蕉园土壤养分肥力整体上较高,缺素少,而硼是普遍缺乏的元素;与20世纪80年代初相比,香蕉园土壤养分肥力已经发生很大变化,主要表现为有机质明显下降、有效磷和速效钾的显著提高。从化肥消耗量变化、施肥结构及香蕉种植模式三方面探讨了时空变化的主要原因。     

羊草草甸草原FPAR时间变化规律分析

FPAR是植被叶子在光合有效辐射(400～700nm)波段有多少太阳光能被吸收的一个度量,表示了植被冠层能量的吸收能力,是描述植被结构以及与之相关的物质与能量交换过程的基本生理变量.FPAR模型是否能真实反映植被冠层吸收光合有效辐射状况,将直接影响遥感估算草地NPP的不确定性程度.本文通过对长生季羊草草甸草原冠层PAR各分量的观测,研究了入射PAR、冠层反射PAR及透过冠层到达地面的PAR的时间变化规律,并以观测的PAR为基础计算分析了羊草草甸草原FPAR的时间交化规律.结果表明,羊草草甸草原入射PAR及透射PAR日交化规律明显,呈较标准的正弦曲线变化;晴天FPAR的日变化呈较标准的余弦曲线交化,FPAR在早晚值较高,最高值约0.81,日平均FPAR值可以用9:30/太阳天顶角为48°时瞬时的FPAR值或14:30/太阳天顶角为30°时瞬时的FPAR值表示.