New algorithms for approximate Nash equilibria in bimatrix games

We consider the problem of computing additively approximate Nash equilibria in non-cooperative two-player games. We provide a new polynomial time algorithm that achieves an approximation guarantee of 0.36392. We first provide a simpler algorithm, that achieves a 0.38197-approximation, which is exactly the same factor as the algorithm of Daskalakis, Mehta and Papadimitriou. This algorithm is then tuned, improving the approximation error to 0.36392. Our method is relatively fast and simple, as it requires solving only one linear program and it is based on using the solution of an auxiliary zero-sum game as a starting point. Finally we also exhibit a simple reduction that allows us to compute approximate equilibria for multi-player games by using algorithms for two-player games.     

Exploring the effectiveness of commercial and custom-built games for cognitive training

There is increasing interest in quantifying the effectiveness of computer games in non-entertainment domains. We have explored general intelligence improvements for participants using either a commercial-off-the-shelf (COTS) game, a custom do-it-yourself (DIY) training system for a working memory task or an online strategy game to a control group (without training). Forty university level participants were divided into four groups (COTS, DIY, Gaming, Control) and were evaluated three times (pre-intervention, post-intervention, 1-week follow-up) with three weeks of training. In general intelligence tests both cognitive training systems (COTS and DIY groups) failed to produce significant improvements in comparison to a control group or a gaming group. Also neither cognitive training system produced significant improvements over the intervention or follow-up periods.     

Dependence in games and dependence games

In the multi-agent systems community, dependence theory and game theory are often presented as two alternative perspectives on the analysis of agent interaction. The paper presents a formal analysis of a notion of dependence between players, given in terms of standard game-theoretic notions of rationality such as dominant strategy and best response. This brings the notion of dependence within the realm of game theory providing it with the sort of mathematical foundations which still lacks. Concretely, the paper presents two results: first, it shows how the proposed notion of dependence allows for an elegant characterization of a property of reciprocity for outcomes in strategic games; and second, it shows how the notion can be used to define new classes of coalitional games, where coalitions can force outcomes only in the presence of reciprocal dependencies.     

A review of immersive virtual reality serious games to enhance learning and training

Multimedia Tools and Applications - The merger of game-based approaches and Virtual Reality (VR) environments that can enhance learning and training methodologies have a very promising future,...     

Multimedia and its impact on training engineers

This article presents empirical research conducted on the effectiveness of the Advanced Technology Classroom (a computer‐integrated, multimedia learning environment) on engineering‐based curriculum. Multimedia offers the opportunity to enhance learning through greater audiovisual perceptions and interactive participation. Effectiveness of the ATC multimedia system was determined through a series of empirical studies that compared instruction with multimedia to traditional instruction methods. Courses in production/operations management and mechanics of materials were chosen for examination using undergraduate engineering students. The research findings suggest that multimedia is an applicable, pedagogical tool for use in training engineers.     

Instructional mechanisms in immersive virtual reality serious games: Earthquake emergency training for children

Children are vulnerable in earthquakes, but they are also essential to foster earthquake-resilient communities. It is critical to enhance the preparedness of children against earthquakes through effective education and training. Immersive virtual reality (IVR) and serious games (SGs) are innovative digital technologies that enable realistic and engaging training environments. However, little research has been made on the applications of IVR SGs for earthquake training targeting children. In order to fill this gap, this paper presents an IVR SG training system based on a problem-based gaming framework. Three instructional mechanisms within the training system, namely prior instruction, immediate feedback, and post-game assessment, were investigated to promote learning through effective reflection. A controlled experiment involving 125 secondary school students aged from 11 to 15 years old was undertaken, using leaflets as a traditional training approach for the control group and the IVR SG training system as the main intervention. Results revealed that the IVR SG training system with post-game assessment was the most effective way to train children, with greater knowledge acquisition and self-efficacy improvement observed. Possible improvements, such as increasing the time for reflection and differentiating the stimulation between positive and negative feedback, are suggested for further research.     

The impact of social network embeddedness on mobile massively multiplayer online games play

Social factors play a critical role in motivating player participation and commitment to online multiplayer games. Many popular mobile massively multiplayer online games (MMOGs) adopt social network embeddedness (SNE) functions to optimise players' social play experience. SNE changes the traditional pattern of MMOG social play by porting acquaintance relationships (e.g., Facebook friends) from social networking sites to the virtual game world. However, little understanding exists on how SNE impacts mobile MMOG players' game participation results such as play performance and play frequency. Drawing on the affordance framework and social capital literature, this research proposes a theoretical model that integrates the factors of SNE technology affordance (identity transparency and information transparency), players' social experience (social interaction, social support, shared vision, and social pressure), plus affordance effects (play performance and play frequency). The model was validated through a longitudinal field study, in which both subjective and objective data were collected from Game for Peace players. Our findings indicate that identity transparency and information transparency positively correlate with social interaction, social support, shared vision, and social pressure, which, taken together, significantly affect play frequency. The results also show that social interaction and shared vision positively impact players' play performance. The study enhances the theoretical understanding of social relationships in players' game participation results from the SNE aspect. Finally, we lend insights on how game operators can improve player game experience and stickiness.     

Playful training with augmented reality games: case studies towards reality-oriented system design

In this paper, we propose a reality-oriented augmentation approach to support training activities. The approach aims at adding new value and playful features to traditional training environments with keeping their original look-and-feel. For example, a game monitoring service enables to automatically record game events so that players can review a gaming process and strategy for soul-searching, or replay most impressive scenes to share the experience with others after the game finishes. Even several services are running on background, digital devices and services are seamlessly integrated to the game environment in unobtrusive way so that players can concentrate on training as usual. The concept can be applied to both traditional games (e.g., poker and the game of Go) and non-gaming activities (e.g., calligraphy and drumming). We developed four case studies on the concept: Augmented Reality Go, EmoPoker, Augmented Calligraphy and AR Drum Kit. We discuss design issues in the reality-oriented augmentation process based on user study results.     

The ethics of video games: Mayhem,death, and the training of the next generation

There is a significant and previously unidentified ethics problem with many e-games; many of them are designed in such a way that they encourage and train game players to follow a narrow and dangerous model of decision making. It is argued that extending this model of decision making beyond an e-game’s virtual reality has significant negative societal consequences. Unfortunately most e-game courses focus primarily on game engine design and other technical issues. E-game curricula and e-game designers need to follow standards which recognize this ethical concern and recognize that their work is not independent from the societal impacts of the technology they develop. Modifying design approaches can reduce the problems caused by the ethical decision making model.     

Investigating the impact of video games on high school students’ engagement and learning about genetics

The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed.     

The impact of synchronous inter-networked teacher training in Information and Communication Technology integration

This paper summarises the outcomes of research that recorded and interpreted change in pre-service teachers’ pedagogical beliefs when immersed in unique synchronous networked collaboration. The pre-service teachers were involved in the design and implementation of synchronous networked tasks, supported by the theoretical and pragmatic application of ‘informed’ Information and Communications Technology (ICT) integration. The pre-service teachers’ use of digital technology graduated from a didactic, broadcast delivery of information to more constructivist strategies that involved interaction, collaboration and ‘good’ learning. Moreover, the pre-service teachers gained competencies during a 12-week programme that led to the development of a suggested framework for ICT task development able to effectively promote and support improvements in learning.     

Crew resource management training for surgeons: feasibility and impact

This paper describes a prospective, within-subjects study to measure the before-after effect of training five general surgery attendings on crew resource management (CRM) strategies on the resultant use and perceived utility of those strategies. Subjects were trained via a 1-h lecture on seven CRM skills after their second observed case, and participated in a 15 min debriefing with the trainers immediately following their fourth through sixth observed cases. These interventions led to a significant increase in frequency (by 26–70%) of preoperative briefing elements over baseline. There was a significant correlation between the use of CRM practices and their perceived utility in improving team coordination and reducing error.     

The impact of Web3D technologies on medical education and training

This paper provides a survey of medical applications that make use of Web3D technologies, covering the period from 1995 to 2005. We assess the impact that Web3D has made on medical education and training during this time and highlight current and future trends. The applications identified are categorized into: general education tools; tools for diagnosis; procedures training; and collaborative training. A summary of work that has been carried out to validate these tools is also included in the survey.     

The impact of coupled games on the learning experience of learners at-risk: An empirical study

Offering pervasive game-based learning scenarios to at-risk learners is considered effective and motivating. This experimental study offers a detailed example of an educational setting that couples a mobile game with a PC browser game. It evaluates how this coupling supports engagement and learning for the target group. Nineteen participants aged between 17 and 21 years played and explored the game. The findings through seven-week gaming indicate that coupled games have potential to increase learners’ interest in a topic and can support learning activities.     

Video games and queerness in California

Abstract

This text offers a brief review of a recent conference held at the University of California Berkeley, in the Fall 2013, titled Queerness and Games.