Creating scalable location-based games: lessons from Geocaching

Location-based games seek to move computer gaming out from behind the PC and into the “real world” of cities, streets, parks, and other locations. This real-world physicality makes the experience fun for game players, yet it brings the unique challenge of creating and orchestrating such a game. That is, location-based games are often difficult to create, grow, and maintain over long periods of time. Our research investigates how location-based games can be designed to overcome this challenge of scalability. We studied the well-established location-based game of Geocaching through active participation and an online survey to better understand how it has succeeded in maintaining user involvement and growth over the last decade. Findings show that Geocaching benefits by having players directly create game content, including both lightweight and elaborate creations. Geocaching has also made it simple for players to perform game orchestration by monitoring game content, other players, and even non-players. We then characterize location-based games according to various attributes and suggest how the lessons learned from Geocaching could be applied more generally to the design of other location-based games and in which cases they should not be applied.     

Entertainment capture through heart rate activity in physical interactive playgrounds

An approach for capturing and modeling individual entertainment (“fun”) preferences is applied to users of the innovative Playware playground, an interactive physical playground inspired by computer games, in this study. The goal is to construct, using representative statistics computed from children’s physiological signals, an estimator of the degree to which games provided by the playground engage the players. For this purpose children’s heart rate (HR) signals, and their expressed preferences of how much “fun” particular game variants are, are obtained from experiments using games implemented on the Playware playground. A comprehensive statistical analysis shows that children’s reported entertainment preferences correlate well with specific features of the HR signal. Neuro-evolution techniques combined with feature set selection methods permit the construction of user models that predict reported entertainment preferences given HR features. These models are expressed as artificial neural networks and are demonstrated and evaluated on two Playware games and two control tasks requiring physical activity. The best network is able to correctly match expressed preferences in 64% of cases on previously unseen data (p−value 6 · 10⁻⁵). The generality of the methodology, its limitations, its usability as a real-time feedback mechanism for entertainment augmentation and as a validation tool are discussed.     

Reaching pareto-optimality in prisoner’s dilemma using conditional joint action learning

We consider the learning problem faced by two self-interested agents repeatedly playing a general-sum stage game. We assume that the players can observe each other’s actions but not the payoffs received by the other player. The concept of Nash Equilibrium in repeated games provides an individually rational solution for playing such games and can be achieved by playing the Nash Equilibrium strategy for the single-shot game in every iteration. Such a strategy, however can sometimes lead to a Pareto-Dominated outcome for games like Prisoner’s Dilemma. So we prefer learning strategies that converge to a Pareto-Optimal outcome that also produces a Nash Equilibrium payoff for repeated two-player, n-action general-sum games. The Folk Theorem enable us to identify such outcomes. In this paper, we introduce the Conditional Joint Action Learner (CJAL) which learns the conditional probability of an action taken by the opponent given its own actions and uses it to decide its next course of action. We empirically show that under self-play and if the payoff structure of the Prisoner’s Dilemma game satisfies certain conditions, a CJAL learner, using a random exploration strategy followed by a completely greedy exploitation technique, will learn to converge to a Pareto-Optimal solution. We also show that such learning will generate Pareto-Optimal payoffs in a large majority of other two-player general sum games. We compare the performance of CJAL with that of existing algorithms such as WOLF-PHC and JAL on all structurally distinct two-player conflict games with ordinal payoffs.     

Game feature and expertise effects on experienced richness, control and engagement in game play

The extent to which game play is experienced as engaging is an important criterion for the playability of video games. This study investigates how video games can be designed towards increased levels of experienced engagement over time. For this purpose, two experiments were conducted in which a total of 35 participants repeatedly played a video game. Results indicate that experienced engagement is based on the extent to which the game provides rich experiences as well as by the extent to which the game provides a sense of control. In view of the influence of both game features and players’ expertise on the levels of experienced richness and control, it is concluded that game features should be modified over time to maintain optimal levels of engagement.     

Dynamic Bayesian approach for detecting cheats in multi-player online games

Massively multi-player games hold a huge market in the digital entertainment industry. Companies invest heavily in game developments since a successful online game can attract millions of users, and this translates to a huge investment payoff. However, multi-player online games are also subjected to various forms of “hacks” and “cheats”. Hackers can alter the graphic rendering to reveal information otherwise be hidden in a normal game, or cheaters can use software robots to play the game automatically and thus gain an unfair advantage. To overcome these problems, some popular online games release software patches constantly to block “known” hacks or incorporate anti-cheating software to detect “known” cheats. This not only creates deployment difficulty but new cheats will still be able to breach the normal game logic until software patches or updates of the anti-cheating software are available. Moreover, the anti-cheating software themselves are also vulnerable to hacks. In this paper, we propose a “scalable” and “efficient” method to detect whether a player is cheating or not. The methodology is based on the dynamic Bayesian network approach. The detection framework relies solely on the game states and runs in the game server only. Therefore, it is invulnerable to hacks and it is a much more deployable solution. To demonstrate the effectiveness of the proposed method, we have implemented a prototype multi-player game system to detect whether a player is using any “aiming robot” for cheating or not. Experiments show that the proposed method can effectively detect cheaters on a first-person shooter game with extremely low false positive rate. We believe the proposed methodology and the prototype system provide a first step toward a systematic study of cheating detection and security research in the area of online multi-player games.     

A research methodology for evaluating location aware experiences

Research field trials of fully functional prototypes of location-based games are an effective way to test game designs and develop an understanding of what makes games compelling. They may also expose emergent behaviors or facets of the game which were not predicted in the design. Experiments are a good way to explore these emergent behaviors in a rigorous way. We describe an emergence-driven research methodology that formalizes this process of using emergent phenomena from research field trials to drive experiments. We also describe a range of techniques that can be used to evaluate location aware experiences.     

Performance analysis in soccer: a Cartesian coordinates based approach using RoboCup data

In soccer, like in business, results are often the best indicator of a team’s performance in a certain competition but insufficient to a coach to asses his team performance. As a consequence, measurement tools play an important role in this particular field. In this research work, a performance tool for soccer, based only in Cartesian coordinates is presented. Capable of calculating final game statistics, suisber of shots, the calculus methodology analyzes the game in a sequential manner, starting with the identification of the kick event (the basis for detecting all events), which is related with a positive variation in the ball’s velocity vector. The achieved results were quite satisfactory, mainly due to the number of successfully detected events in the validation process (based on manual annotation). For the majority of the statistics, these values are above 92% and only in the case of shots do these values drop to numbers between 74 and 85%. In the future, this methodology could be improved, especially regarding the shot statistics, integrated with a real-time localization system, or expanded for other collective sports games, such as hockey or basketball.     

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

To date the most popular and sophisticated types of virtual worlds can be found in the area of video gaming, especially in the genre of Massively Multiplayer Online Role Playing Games (MMORPG). Game developers have made great strides in achieving game worlds that look and feel increasingly realistic. However, despite these achievements in the visual realism of virtual game worlds, they are much less sophisticated when it comes to modeling face-to-face interaction. In face-to-face, ordinary social activities are “accountable,” that is, people use a variety of kinds of observational information about what others are doing in order to make sense of others’ actions and to tightly coordinate their own actions with others. Such information includes: (1) the real-time unfolding of turns-at-talk; (2) the observability of embodied activities; and (3) the direction of eye gaze for the purpose of gesturing. But despite the fact that today’s games provide virtual bodies, or “avatars,” for players to control, these avatars display much less information about players’ current state than real bodies do. In this paper, we discuss the impact of the lack of each type of information on players’ ability to tightly coordinate their activities and offer guidelines for improving coordination and, ultimately, the players’ social experience. “They come here to talk turkey with suits from around the world, and they consider it just as good as a face-to-face. They more or less ignore what is being said—a lot gets lost in translation, after all. They pay attention to the facial expressions and body language of the people they are talking to. And that’s how they know what’s going on inside a person’s head—by condensing fact from the vapor of nuance.” —Neal Stephenson, Snow Crash, 1992     

Implementing digital game-based learning in schools: augmented learning environment of ‘Europe 2045’

It is widely agreed that the traditional process of schooling can benefit from the usage of computers as supportive tools. Of various approaches using computers in education over the last decade, e-learning and edutainment have become the most prominent. Recently, a number of authors have criticised these approaches arguing that they conserve traditional ‘drill and practice’ behaviouristic methods of teaching instead of enhancing and augmenting them. It has been proposed that a ‘paradigm shift’ is needed and that this shift may come through utilizing all the advantages of full-fledged video games, so-called digital game-based learning (DGBL). However, several case studies reported serious problems with the DGBL. Among the most notable issues are the lack of acceptance of games as an educational tool, problems with integration of games into formal schooling environments, and the so-called transfer problem, which is the problem of the inherent tension between game play and learning objectives, the tension that mitigates the ability of students to transfer knowledge gained in the video game to the real-world context. Here, we present a framework for an augmented learning environment (ALE), which verbalises one way of how these problems can be challenged. The ALE framework has been constructed based on our experience with the educational game, Europe 2045, which we developed and which has been implemented in a number of secondary schools in the Czech Republic during 2008. The key feature of this game is that it combines principles of on-line multi-player computer games with social, role-playing games. The evaluation which we present in this paper indicates the successful integration of the game and its acceptance by teachers and students. The ALE framework isolates key principles of the game contributing to this success, abstracts them into theoretical entities we call action-based spaces and causal and grounding links, and condenses them in a coherent methodological structure, which paves the way for further exploitation of the DGBL by educational game researchers and designers.     

Geogames: Designing Location-Based Games from Classic Board Games

The traditional image of interactive entertainment - games that reduce players' physical involvement to moving a joy stick - is obsolete. Games researchers and designers are already integrating complex movement into games. Location-based games involve body movements beyond figural space - that is, beyond the space of computer screens and small 3D objects. They focus on locomotion in vista space, typically a single room or sports field, or in environmental space, such as a neighborhood or city. Several location-based games have been designed for environmental space using localization technologies such as GPS. Some are adaptations of popular computer games, and others are rather straightforward chase games. A third type of game - what we call challenging location-based games - combines the intellectual and strategic appeal of classic board games with the real-time locomotion and physical involvement of location-based games. Furthermore, a straightforward approach to the spatial mapping of classic board games doesn't work. Instead, we developed the Geogames framework, which uses search techniques to identify a single temporal parameter for balancing sportive versus strategic elements     

Living virtual history

Mondial pervasive games feature the earth’s surface as the game board with players traveling around the world like virtual pawns in the game. ContextKing is a game that makes extensive use of sensory inputs from the real world to create a whole new game experience within a user’s social network. We discuss the management and utilization of context data, the principal game concept and its adoption and usage within the community.     

Efficiency analysis of load balancing games with and without activation costs

In this paper, we study two models of resource allocation games: the classical load-balancing game and its new variant involving resource activation costs. The resources we consider are identical and the social costs of the games are utilitarian, which are the average of all individual players’ costs.     

Approximating power indices: theoretical and empirical analysis

Many multiagent domains where cooperation among agents is crucial to achieving a common goal can be modeled as coalitional games. However, in many of these domains, agents are unequal in their power to affect the outcome of the game. Prior research on weighted voting games has explored power indices, which reflect how much “real power” a voter has. Although primarily used for voting games, these indices can be applied to any simple coalitional game. Computing these indices is known to be computationally hard in various domains, so one must sometimes resort to approximate methods for calculating them. We suggest and analyze randomized methods to approximate power indices such as the Banzhaf power index and the Shapley–Shubik power index. Our approximation algorithms do not depend on a specific representation of the game, so they can be used in any simple coalitional game. Our methods are based on testing the game’s value for several sample coalitions. We show that no approximation algorithm can do much better for general coalitional games, by providing lower bounds for both deterministic and randomized algorithms for calculating power indices. We also provide empirical results regarding our method, and show that it typically achieves much better accuracy and confidence than those required.     

Gaming on the move: urban experience as a new paradigm for mobile pervasive game design

In this paper, we describe a pervasive treasure hunting game: “Team exploration” based on the Transhumance mobile ad-hoc network platform. The testers of this game came up with innovative suggestions that combined the technical features of the platform with their urban experience. They pointed to specific aspects of urban mobility that influence pervasive game design and contribute to the user’s pleasure. These tests show that the notion of space (geometrical organization) is not enough to characterize and organize pervasive games and that four main anthropological features have to be taken into consideration: the concrete city (physical organization), the imaginary city (narratives), the functional city (services) and the city events. The multilayered urban experience is also defined by our schedules (including repetitive or exceptional events) and by our assessment of other users (the distance or proximity as they are felt). These diverse aspects and qualifications of urban experience provide an interesting framework for the understanding of pervasive game experimentations, as well as point to new directions in pervasive game design. Our paper advocates that further anthropological observations are part of the pervasive game design methodology.     

The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game

Computer games that adaptively adjust difficulty are used to continuously challenge players according to their abilities. The adjustment of difficulty occurs automatically in response to a game's ongoing assessment of a player's performance. This approach to difficulty adjustment is likely to be of value in educational computer games as a means of scaffolding learning for students. However, there is limited research evaluating the effectiveness of educational computer games with adaptive difficulty adjustment when compared to non-adaptive difficulty adjustment. To expand on this research a quasi-experimental study was designed to isolate the impact of the difficulty adjustment game element on motivation and learning. A total of 234 secondary school students were allocated to one of three activities involving learning about Spanish cognates: an adaptive difficulty adjustment game, an incremental difficulty adjustment game that was non-adaptive, and a written activity. The three learning activities were designed following the same learning and motivation theories. The two games were identical apart from the difficulty adjustment mechanism. The results for motivation indicated that all students experienced high levels and there was no significant difference between the three learning activities. The pre- and post-tests results for learning indicated that significantly higher learning outcomes were achieved by students who played the adaptive game. Analysis of a game log recording the correctness of students' responses indicated that the adaptive difficulty adjustment game, in contrast to the non-adaptive incremental difficulty adjustment game, provided a scaffolding structure to enhance student learning.     

Interactive story authoring: A viable form of creative expression for the classroom

The unprecedented growth in numbers of children playing computer games has stimulated discussion and research regarding what, if any, educational value these games have for teaching and learning. The research on this topic has primarily focused on children as players of computer games rather than builders/constructors of computer games. Recently, several game companies, such as BioWare Corp. and Bethesda Softworks, have released game story creation tools to the public, along with their games. However, a major obstacle to using these commercial tools is the level of programming experience required to create interactive game stories. In this paper, we demonstrate that a commercial game story construction tool, BioWare Corp.’s Aurora Toolset, can be augmented by our new tool, ScriptEase, to enable students in two grade ten English classes to successfully construct interactive game stories. We present evidence that describes the relationship between interactive story authoring and traditional story authoring, along with a series of factors that can potentially affect success at these activities: gender, creativity, intellectual ability, previous experiences with programming, time playing computer games, and time spent online. Results indicate that students can successfully construct sophisticated interactive stories with very little training. The results also show no gender differences in the quality of these interactive stories, regardless of programming experience or the amount of time per week playing computer games or participating in general online activities, although a subset of female students did show a slightly higher level of performance on interactive story authoring. In the educational context of this study, we show that ScriptEase provides an easy-to-use tool for interactive story authoring in a constructionist learning environment.     

Design for emergence: experiments with a mixed reality urban playground game

In this paper we present our work in the design of ubiquitous social experiences, aiming to foster group participation and spontaneous playful behaviours in a city environment. We outline our approach of design for emergence: to provide just enough of a game context and challenge for people to be creative, to extend and enrich the experience of play through their interaction in the real world. CitiTag is our mixed reality testbed, a wireless location-based multiplayer game based on the concept of playground ‘tag’. We describe the design and implementation of CitiTag and discuss results from two user studies.     

The Cooperative Work of Gaming: Orchestrating a Mobile SMS Game

This paper focuses on orchestration work in the first iteration of a mobile game called Day Of The Figurines, which explores the potential to exploit text messaging as a means of creating an engaging gaming experience. By focusing on orchestration we are especially concerned with the ‘cooperative work that makes the game work’. While the assemblage or family of orchestration practices uncovered by our ethnographic study are specific to the game – including the ways in which behind the scenes staff make sense of messages, craft appropriate responses, and manage and track the production of gameplay narratives as the game unfolds – orchestration work is of general significance to our understanding of new gaming experiences. The focus on orchestration work reveals that behind the scenes staff are co-producers of the game and that the playing of games is, therefore, inseparably intertwined with their orchestration. Furthermore, orchestration work is ‘ordinary’ work that relies upon the taken for granted skills and competences of behind the scenes staff; ‘operators’ and ‘authors’ in this case. While we remain focused on the specifics of this game, explication of the ordinary work of orchestration highlights challenges and opportunities for the continued development of gaming experiences more generally. Indeed, understanding the specificities of orchestration work might be said to be a key ingredient of future development.     

The multivoicedness of game play: Exploring the unfolding of a student’s learning trajectory in a gaming context at school

The purpose of this article is to gain knowledge about how interactions in a gaming context become constituted as effective resources for a student’s learning trajectory. In addition, this detailed study of a learning trajectory documents how a computer game becomes a learning resource for working on a specific topic in school. The article reports on a qualitative study of students at an upper secondary school who have played the computer game Global Conflicts: Palestine to learn about the complexity of the Israeli-Palestinian conflict. A sociocultural and dialogic approach to learning and meaning-making is employed as an analytical framework. Analyzing different interactional episodes, in which important orientations and reorientations are located, documents how the student’s learning trajectory developed and changed during the project. When engaged in game play in educational settings, experiences with playing computer games outside of school can relevantly be invoked and become part of the collaborative project of finding out how to play the game. However, these ways of engaging with a computer game might not necessarily facilitate a subtle understanding of the specific topic that is addressed in the game. The findings suggest that the constitution of a computer game as a learning resource is a collaborative project, in which multiple resources for meaning-making are in play, and for which the teacher has an important role in facilitating student’s adoption of a multiperspective on the conflict. Furthermore, the findings shed light on what characterizes student-teacher interactions that contribute to a subtle understanding, and offer a framework for important issues upon which to reflect in game-based learning (GBL).