Computer games technology and higher education

The motivation of this paper is to debate the issue of how we should treat computer games technology in higher education. Certainly it is the case that computer games technology is a new and demanding profession. It is also the case that there has been a slow realisation within the academic community of both the depth and the importance of the topic. The issues are obvious. What exactly comprises computer games technology and should it be considered as a separate academic topic for a degree course or be a set of options within an established undergraduate degree structure? And who is responsible for pushing forward research in the subject? Within the framework of this debate we will present our work at the University of Sheffield.     

Making friends in online games: gender differences and designing for greater social connectedness

ABSTRACT

While online multiplayer games provide an opportunity for players to both maintain and establish new connections, male and female players have been found to experience these environments differently. Interviews (n?=?22) and focus groups (n?=?14) were used to explore these differences as they impact on creating new social connections, as well as to provide recommendations for the development of new social tools and features that account for these differences. While all participants experienced toxicity and performance pressure as barriers to forming new connections, female players uniquely reported the impacts of misogynistic targeting and stereotype threat. In turn, female players wishing to avoid these stresses would often mask their gender. The common practice of gender misrepresentation by both male and female players impacted female players’ ability to create social connections through voice technology, as well as building their distrust of unknown others. Recommendations are made to build social connectedness between players taking into account the specific constraints faced by female players. These include establishing mentoring opportunities as well as profiling players beyond their immediate skill or rank. Additionally, the desire for control of one’s online identity presents practical challenges that may be overcome through thoughtful design.     

The role of Game Discourse Analysis and curiosity in creating engaging and effective serious games by implementing a back story and foreshadowing

A challenge for serious games designers is to integrate learning with entertainment. For this purpose, the generation of curiosity using the foreshadowing/back story technique is promising. To implement this technique we propose the Game Discourse Analysis (GDA) which discerns between information flow (i.e. the sequence of information elements in a chronological order) and game discourse (i.e. the manipulation of the information flow to make the game more engaging and effective). We elaborate on the GDA and describe how two of the authors applied it in order to implement foreshadowing/back story in the game ReMission. The GDA was found to have potential as a communication tool for multidisciplinary design teams. Also, two problems were signaled: (1) creating an information flow is laborious and designers may benefit from automating parts of the GDA; (2) substantial deviations from the optimal information flow by players’ actions may interfere with the intention of the game discourse. Additionally, in an experiment we tested the impact of this GDA supported manipulation on engagement (curiosity) and learning. We found that the GDA-supported foreshadowing/back story yielded more curiosity, but that it did not yield learning.     

Students' attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands

Games-based learning has captured the interest of educationalists and industrialists who seek to exploit the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning there is a dearth of empirical evidence supporting the validity of the approach covering the wider context of gaming and education. This study presents a large scale gaming survey, involving 887 students from 13 different Higher Education (HE) institutes in Scotland and the Netherlands, which examines students' characteristics related to their gaming preferences, game playing habits, and their perceptions and thoughts on the use of games in education. It presents a comparison of three separate groups of students: a group in regular education in a Scottish university, a group in regular education in universities in the Netherlands and a distance learning group from a university in the Netherlands. This study addresses an overall research question of: Can computer games be used for educational purposes at HE level in regular and distance education in different countries? The study then addresses four sub-research questions related to the overall research question:

• •What are the different game playing habits of the three groups?
• •What are the different motivations for playing games across the three groups?
• •What are the different reasons for using games in HE across the three groups?
• •What are the different attitudes towards games across the three groups?

To our knowledge this is the first in-depth cross-national survey on gaming and education. We found that a large number of participants believed that computer games could be used at HE level for educational purposes and that further research in the area of game playing habits, motivations for playing computer games and motivations for playing computer games in education are worthy of extensive further investigation. We also found a clear distinction between the views of students in regular education and those in distance education. Regular education students in both countries rated all motivations for playing computer games as significantly more important than distance education students. Also the results suggest that Scottish students aim to enhance their social experience with regards to competition and cooperation, while Dutch students aim to enhance their leisurely experience with regards to leisure, feeling good, preventing boredom and excitement.     

Playful public participation in urban planning: A case study for online serious games

The aim of this paper is to study the implementation of online games to encourage public participation in urban planning. Its theoretical foundations are based on previous work in public participatory geographical information systems (PP GISs), play and games, with a special focus on serious games. Serious games aim to support learning processes in a new, more playful way. We developed the concept of playful public participation in urban planning, including playful elements such as storytelling, walking and moving, sketching, drawing, and games. A group of students designed an online serious public participatory game entitled NextCampus. The case study used in NextCampus was taken from the real-world question of a possible move of a university campus to a new location in the city of Hamburg, Germany. The development of the serious public participatory game NextCampus resulted in a physical prototype, user interface design, and a computational model of the game. The NextCampus game was tested with the help of two groups of urban planning students and presented to three external experts who provided valuable recommendations for further development. The critical comments questioned the level of complexity involved in such games. The positive comments included recognition of the potential for joy and the playfulness a game like NextCampus could evoke.     

A systematic literature review of empirical evidence on computer games and serious games

This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area.     

A social scientific framework for social systems in online video games: Building a better looking for raid loot system in World of Warcraft

This paper examines social behavior in the online video game World of Warcraft. Specifically focusing on one element of social design: the behavior of players in the first release of Looking-for-Raid (LFR) loot system of World of Warcraft. It uses lens of economic game theory, combined with Williams (2010) mapping principle and a modern theoretical account of human decision-making, to explore how theory about individual interactions in well-defined contexts (games) can explain collective behavior. It provides some support for this theoretical approach with an examination of data collected as part of an ethnographic study, through focus groups, and a survey distributed to 333 World of Warcraft players. It concludes with a discussion of the results and some guidelines for predicting collective outcomes in certain types of online games using the introduced framework.     

Play games or study? Computer games in eBooks to learn English vocabulary

This study investigated how Chinese undergraduate college students studying English as a foreign language learned new vocabulary with inference-based computer games embedded in eBooks. The investigators specifically examined (a) the effectiveness of computer games (using inferencing) in eBooks, compared with hardcopy booklets for vocabulary retention, and (b) the relationship between students' performance on computer games and performance on a vocabulary test. A database recorded students' game playing behaviors in the log file. Students were pre- and post-tested on new vocabulary words with the Vocabulary Knowledge Scale. Participants learned significantly more vocabulary (p < .0005) in the computer game condition (web-based text and computer games) than in the control condition (their usual study method, hardcopy text, lists of words and multiple-choice questions). Students' scores in the games correlated significantly with their vocabulary post-test scores (r = .515, p < .01).     

Solutions and properties of multi-stage stackelberg games

The inducible region concept is used to solve multistage, deterministic Stackelberg games, and to study properties of the solutions. We first delineate the inducible region by using a process similar to dynamic programming. A desired outcome is then selected from the region. To construct a Stackelberg strategy, we move forwards in time to cover various contingent situations. This approach gives a distinct picture about the nature of the problem. In particular, two aspects of the principle of the optimality are discussed. A design procedure is presented to construct a relatively robust Stackelberg strategy. The issue of credibility is also addressed.     

A Synthetic Actor model for long-term computer games

Virtual Reality and Artificial Intelligence provide suitable techniques to improve computer games quality. While the former offers mechanisms to model environment and characters' physical features, the latter provides models and tools for building characters, namely Synthetic Actors or Believable Agents, which can exhibit intelligent social behaviour and express personality and emotions. The current architecture proposals for Synthetic Actors do not fully meet the requirements for long-term games development, such as strategy and adventure ones, it is necessary to guarantee both personality stability and reactive emotional responses, which may be contradictory. In this work, we propose a new Synthetic Actor model that tightly connects emotions and social attitudes to personality, providing a long-term coherent behaviour. This model has been applied to two games presented here as case studies.     

A concept of cooperative equilibrium for dynamic games

The paper proposes an equilibrium solution concept for dynamic games where players can communicate with one another, but cannot make contractual agreements. In such games, unlike the static problems without contracting possibilities, the cooperation between players is possible due to the fact that the realization of negotiated agreements can be enforced by suitably-defined strategies. The definition presented combines dynamic programming, the theory of bargaining and the notion of enforceable agreements to produce a class of cooperative solutions defined in the form of memory Nash equilibria satisfying the principle of optimality along the equilibrium trajectory. The choice of a particular solution in this class depends on players' expected actions in case of disagreement, and on an adopted negotiation scheme formalized in the form of a bargaining model. Possible formulations of disagreement policies and bargaining models are discussed in some detail.     

博弈树并行搜索算法

本文分析了博弈树并行搜索算法中的主变量分裂算法的同步开锁问题。     

Computerized notation analysis in field games

Abstract

Notation analysis can enhance the coaching process, and can provide information for virtually all decisions made with respect to long term and short term strategies, training, selection and scouting for talent. This applies to analysis of movement, actions and skills of individuals and teams.

Notation systems in sport developed rapidly from racket games to team sports. Initially all systems were manual. The development and growth in power and sophistication, together with a decrease in cost, of the micro-computer in the early 1980s has enabled sports analysts to use this tool to simplify data handling. Far greater amounts of data can now be handled, processed and analysed in a fraction of the time taken previously.

Computerized systems, for analysing team games, from Canada and Britain are described. Applications to association football, hockey, Rugby Union and American football have provided insights into successful patterns of play in these games. Recent work, in both these countries, gives a clear indication of likely trends in sport notation systems, given the pace of developments within the microelectronics industry. These may be extended to include applications to areas outside sport.     

Machine learning in digital games: a survey

Artificial intelligence for digital games constitutes the implementation of a set of algorithms and techniques from both traditional and modern artificial intelligence in order to provide solutions to a range of game dependent problems. However, the majority of current approaches lead to predefined, static and predictable game agent responses, with no ability to adjust during game-play to the behaviour or playing style of the player. Machine learning techniques provide a way to improve the behavioural dynamics of computer controlled game agents by facilitating the automated generation and selection of behaviours, thus enhancing the capabilities of digital game artificial intelligence and providing the opportunity to create more engaging and entertaining game-play experiences. This paper provides a survey of the current state of academic machine learning research for digital game environments, with respect to the use of techniques from neural networks, evolutionary computation and reinforcement learning for game agent control.     

The effect of violent and non-violent computer games on cognitive performance

Two studies were conducted in order to determine the impact computer games had on the cognitive performance. Study 1 evaluated a measure of cognition, which incorporates aspects of short-term working memory, visual attention, mathematical decision making, and auditory perception. Study 2 measured the cognitive performance between those who did not play video games versus those who played either a violent or non-violent video game. Results from Study 1 indicate participants needed approximately four trials to reach asymptotic performance on the cognitive measure. Results of Study 2 showed that participants who did not play any video game did not have a change in their cognitive performance, while those who played either a violent or non-violent video game had an increase in their cognitive performance.     

A metric for positional games

We define an extended real-valued metric, ρ, for positional games and prove that this class of games is a topological semigroup. We then show that two games are finitely separated iff they are path-connected and iff two closely related Conway games are equivalent. If two games are at a finite distance then this distance is bounded by the maximum difference of any two atoms found in the games. We may improve on this estimate when two games have the same form, as given by a form match. Finally, we show that if ρ(G,H)=∞ then for all X we have G+X H+X, a step towards proving cancellation for positional games.     

Implicit learning as a design strategy for learning games: Alert Hockey

Concussion education and prevention for youth hockey players has been an issue of recent concern amongst sport medicine practitioners and hockey’s administrative bodies. This article details the assessment of a sports-action hockey video game that aims to reduce the aggressive and negligent behaviours that can lead to concussions. The game, termed Alert Hockey, was designed to modify game playing behaviour by embedding an implicit teaching mechanism within the gameplay. In Alert Hockey, participants were expected to learn by simply playing to win, in contrast to playing to learn. We studied learning in an experimental simulated environment where the possibility to win the game was exaggerated as a consequence of desirable safety behaviours (positive learning group) and effectively reduced as a consequence of undesirable (negative learning group) behaviour. The positive learning group significantly improved their mean score on a composite behavioural indicator compared with no significant change amongst control group participants. The results demonstrate that implicit learning embedded in a sports-action game can lead to changes in game-play behaviour.     

An activity theory-based model for serious games analysis and conceptual design

There are currently a number of models, frameworks and methodologies for serious games analysis and design that provide useful interpretations of the possibilities and limitations offered by serious games. However, these tools focus mostly on high-level aspects and requirements and do not help understand how such high-level requirements can be concretely satisfied. In this paper, we present a conceptual model, called Activity Theory-based Model of Serious Games (ATMSG), that aims to fill this gap. ATMSG supports a systematic and detailed representation of educational serious games, depicting the ways that game elements are connected to each other throughout the game, and how these elements contribute to the achievement of the desired pedagogical goals. Three evaluation studies indicate that ATMSG helped participants, particularly those with gaming experience, identify and understand the roles of each component in the game and recognize the game's educational objectives.