Supporting conceptual understanding of the associative and distributive properties through digital gameplay

There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging and educationally viable. Those in the game‐based learning community contend the solution is to tightly integrate instructional objective(s) within the game's mechanics. In order to investigate whether or not intrinsic integration would aid in game design, an experimental study was conducted with 111 fourth and fifth graders in which three versions of a game were designed in order to determine which approach would have a more significant impact on conceptual understanding of the associative and distributive properties. It was found that those who played the intrinsic version of the game (properties mapped to game mechanics) had significant learning gains compared with those who played the extrinsic version. Perceptions of the game are also discussed, along with future directions.     

Serious games for higher education: a framework for reducing design complexity

Abstract Serious games open up many new opportunities for complex skills learning in higher education. The inherent complexity of such games, though, requires large efforts for their development. This paper presents a framework for serious game design, which aims to reduce the design complexity at conceptual, technical and practical levels. The approach focuses on a relevant subset of serious games labelled as scenario‐based games. At the conceptual level, it identifies the basic elements that make up the static game configuration; it also describes the game dynamics, i.e. the state changes of the various game components in the course of time. At the technical level, it presents a basic system architecture, which comprises various building tools. Various building tools will be explained and illustrated with technical implementations that are part of the Emergo toolkit for scenario‐based game development. At the practical level, a set of design principles are presented for controlling and reducing game design complexity. The principles cover the topics of game structure, feedback and game representation, respectively. Practical application of the framework and the associated toolkit is briefly reported and evaluated.     

The Design is the Game: Writing Games, Teaching Writing

This article makes both conceptual and empirical arguments for why composition scholars and teachers ought to take notice of how video games are designed and developed in such a way as to make them so compelling. Thinking about games’ design principles as an analogy for composition curricula, I argue that video game designers and developers discuss and approach their design processes in many of the same ways writing teachers do. Data presented are taken from several years’ worth of ethnographic interviews, observations, and artifact analyses from within the game design and development community. This paper demonstrates how one of the designers from this ongoing study builds on his knowledge of games as distinctly interactive meaning-making spaces, noting that this approach to game design fits well with a re-thinking of the task of designing writing and learning spaces.     

SCRUMIA—An educational game for teaching SCRUM in computing courses

Due to the increasing use of agile methods, teaching SCRUM as an agile project management methodology has become more and more important. In order to teach students to be able to apply SCRUM in concrete situations, often educational (simulation) games are used. However, most of these games have been developed more for professional trainings than taking into consideration typical restrictions of university courses (such as, class duration and low financial resources for instructional materials). Therefore, we present a manual paper and pencil game to reinforce and teach the application of SCRUM in undergraduate computing programmes complementing theoretical lectures. The game has been developed following a systematic instructional design process and based on our teaching experience. It has been applied several times in two undergraduate project management courses. We evaluated motivation, user experience and the game's contribution to learning through case studies on Kirkpatrick's level one based on the perception of the students. First results indicate the potential of the game to contribute to the learning of SCRUM in an engaging way, keeping students immersed in the learning task. In this regard, the game offers a low-budget alternative to complement traditional instructional strategies for teaching SCRUM in the classroom.     

Developing and evaluating dialogue games for collaborative e–learning

Abstract This paper argues that developments in collaborative e-learning dialogue should be based on pedagogically sound principles of discourse, and therefore, by implication, there is a need to develop methodologies which transpose — typically informal — models of educational dialogue into cognitive tools that are suitable for students. A methodology of 'investigation by design' is described which has been used to design computer-based dialogue games supporting conceptual change and development in science — based on the findings of empirical studies. An evaluation of two dialogue games for collaborative interaction, a facilitating game and an elicit-inform game, has shown that they produce significant improvements in students conceptual understanding, and they are differentially successful — depending on the nature of the conceptual difficulties experienced by the learners. The implications this study has for the role of collaborative dialogue in learning and designing computer-based and computer–mediated collaborative interaction are discussed.     

Exploring different technological platforms for supporting co-located collaborative games in the classroom

Computer Supported Collaborative Learning is a pedagogical approach that can be used for deploying educational games in the classroom. However, there is no clear understanding as to which technological platforms are better suited for deploying co-located collaborative games, nor the general affordances that are required. In this work we explore two different technological platforms for developing collaborative games in the classroom: one based on augmented reality technology and the other based on multiple-mice technology. In both cases, the same game was introduced to teach electrostatics and the results were compared experimentally using a real class.     

A Content-Centric Development Process Model

Working from the belief that when content is king, content experts should lead, a storyboard-driven approach provides a sound methodology for developing educational games that helps ensure that no good storyboard becomes a bad game. The storyboard-driven approach provides a sound methodology for developing games that have as their keystone the final product's content. Adventure games focus on content. When we add the educational goal into the mix, this becomes even more relevant. From this notion, instead of adapting the content to fit the technology, we adapt the technology to fit the content. Even though the resulting process might seem burdensome compared to more streamlined processes, this approach has a specific focus that ensures that no good storyboard becomes a bad game.     

An inclusive design approach for developing video games for children with Autism Spectrum Disorder

The efficacy of therapeutic treatments for Autism Spectrum Disorder is mainly associated with the treatment's intensity in terms of weekly hours. This has led mental health professionals to explore the use of video games to complement traditional treatments. However, major weaknesses have been found due to poor game design, which has failed to fulfill therapeutic objectives or to properly engage children. These weaknesses are typically characterized by the poor integration of knowledge from mental health experts, children's interests and designers' expertise. Starting from this necessity, we propose an inclusive design approach to develop therapeutic games. The method presents strategies to integrate the expertise of clinicians, contributions of children and experience of designers through a set of elicitation and merging techniques. The goal of this method is to design games that are effective in terms of therapeutic objectives and that are enjoyable for children. To describe this method, we present its application in the design and development of a Kinect-based game for high-functioning children with ASD called “Pico's Adventures”. This game aims at promoting social initiation in young children with autism. Findings from a first exploratory study with 10 children with ASD showed the effectiveness of the game in eliciting social initiation behaviors. This provides a first validation of the method. An essential aspect of the game's success was the use of elements and mechanics that were appealing for the children. As a result, we have identified effective design concepts and paths for further research on games for children with ASD.     

A narrative metaphor to facilitate educational game authoring

In this paper we present WEEV (Writing Environment for Educational Video games), a methodology for educational point-and-click adventure game authoring. Our approach aims to allow educators to actively collaborate in the educational game development process, using a narrative-based representation. WEEV is based on a pragmatic reinterpretation of previous works on narrativity and video games, enhanced by the use of a novel visual language to represent the flow of the story or narrative. The WEEV methodology has been implemented into an actual tool based on the already established <e-Adventure> platform for educational games. This tool was improved with feedback gathered from formative evaluation, end-users testing (i.e. educators), and actual use in the development of an educational game. The system, still under development, presents some user-interaction problems along with a need for the educational effectiveness of the resulting games to be further analyzed. However, this paper highlights that, according to the qualitative results of evaluations, WEEV can indeed be successfully applied to simplify the game creation process and that by using representations of games that educators can understand, WEEV can help provide educational value to games.     

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.     

Serious games for emergency preparedness: Evaluation of an interactive vs. a non-interactive simulation of a terror attack

Emergency preparedness is a relevant emerging application of serious games. A general issue in exploiting such approach concerns the breadth of the population that can be reached by serious games. Indeed, serious games need to be actively played and this can restrict their user population, because there are people who have no experience with video games or do not like them or do not have the proper hardware to play them. Moreover, there are organizational contexts in which a non-interactive presentation is preferred because it can be given in a more convenient and less costly way with simple traditional media, i.e., printed materials, slides or videos. This paper deals with the possibility of generating and using a non-interactive version of the experience provided by serious games. First, we propose a serious game that simulates a mass emergency caused by a terror attack in a train station. To obtain design guidance, we explore psychological models that explain how people are motivated to protect themselves from danger. Then, we generate the non-interactive version of the terror attack simulation and we contrast it with the interactive version. Results of our study show that both versions of the simulation can provide positive outcomes in learning, risk severity perception and self-efficacy, but they differ in how much they affect user’s threat appraisal and emotional response.     

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.     

Predicting students' knowledge after playing a serious game based on learning analytics data: A case study

Serious games have proven to be a powerful tool in education to engage, motivate, and help students learn. However, the change in student knowledge after playing games is usually measured with traditional (paper) prequestionnaires–postquestionnaires. We propose a combination of game learning analytics and data mining techniques to predict knowledge change based on in-game student interactions. We have tested this approach in a case study for which we have conducted preexperiments–postexperiments with 227 students playing a previously validated serious game on first aid techniques. We collected student interaction data while students played, using a game learning analytics infrastructure and the standard data format Experience API for Serious Games. After data collection, we developed and tested prediction models to determine whether knowledge, given as posttest results, can be accurately predicted. Additionally, we compared models both with and without pretest information to determine the importance of previous knowledge when predicting postgame knowledge. The high accuracy of the obtained prediction models suggests that serious games can be used not only to teach but also to measure knowledge acquisition after playing. This will simplify serious games application for educational settings and especially in the classroom easing teachers' evaluation tasks.     

A graph-based representation of game scenarios; methodology for minimizing anomalies in computer game

When we design the computer games, new concepts are hard to communicate because the development of the new computer games is far less formalized compared with other software. However, the creative processing additionally has the benefit if the new concepts of the computer games are widely used and discussed. We focus on understanding the ideas to be shared between the game designer and the game programmer in the game design. The research defines a graph-based representation of game scenarios is in terms of Event graph, State graph, and Action graph forms in order to minimize anomalies of game flow design. This method in our research can reduce unexpected and undesirable game situations. Also it reduces the mismatched information between the game designer and the game programmer in game-playing. Compared with the existing method such as storyboard, flowchart, and SSM, we demonstrate the viability of our game design methodology.     

On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE

Educational software games aim at increasing the students’ motivation and engagement while they learn. However, if software games are targeted to school classrooms they have to be usable and likeable by all students. Usability of virtual reality games may be a problem because these games tend to have complex user interfaces so that they are more attractive. Moreover, if the games acquire an educational content they may lose the attractiveness and appeal that they have on users who are familiar with commercial games. Consequently, likeability may also be questioned. In this paper, we address the issue of usability and likeability of a virtual reality game that is meant to teach students geography. We describe the evaluation experiments conducted, which involved three categories of students in terms of their level of game-playing expertise: novice, intermediate and expert game players. The evaluation results showed that the game was indeed usable and likeable but there was scope for usability and likeability improvement so that the educational benefits may be maximised for all categories of students. The evaluation studies reported in this paper, revealed important issues about further research on virtual reality educational games.     

Modeling the efficacy of persuasive strategies for different gamer types in serious games for health

Persuasive games for health are designed to alter human behavior or attitude using various Persuasive Technology (PT) strategies. Recent years have witnessed an increasing number of such games, which treat players as a monolithic group by adopting a one-size-fits-all design approach. Studies of gameplay motivation have shown that this is a bad approach because a motivational approach that works for one individual may actually demotivate behavior in others. In an attempt to resolve this weakness, we conducted a large-scale study on 1,108 gamers to examine the persuasiveness of ten PT strategies that are commonly employed in persuasive game design, and the receptiveness of seven gamer personalities (gamer types identified by BrianHex) to the ten PT strategies. We developed models showing the receptiveness of the gamer types to the PT strategies and created persuasive profiles, which are lists of strategies that can be employed to motivate behavior for each gamer type. We then explored the differences between the models and, based on the results, proposed two approaches for data-driven persuasive game design. The first is the one-size-fits-all approach that will motivate a majority of gamers, while not demotivating any player. The second is the personalized approach that will best persuade a particular type of gamer. We also compiled a list of the best and the worst strategies for each gamer type. Finally, to bridge the gap between game design and PT researchers, we map common game mechanics to the persuasive system design strategies.     

3D billiards game with haptic interface

Intuitive human‐computer interaction has been an active research area with the participation of both academic and industrial groups. It is an important technical and psychological element in computer games, digital product design, cybersports, etc. In this paper, we present our work on a 3D billiards game featuring a haptic interface. Most of the existing games available today concentrate on the development of sophisticated physics engines to obtain realistic motion of billiards balls or of sound engines for realistic sound effect. Our focus in this work is on the improved realism on the hitting action of the game with the aid of haptic device. We do so by computing accurate feedback force on the haptic handle, considering the exact point of contact and physically faithful collision response. Also presented is the physically based modeling of the game environment, including the collision interaction among billiards balls, and between the table and billiards balls. As a result, the players can enjoy a more realistic and pleasurable game compared to other existing 3D billiards games. Copyright © 2010 John Wiley & Sons, Ltd.     

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.     

Iterative ADP learning algorithms for discrete-time multi-player games

Adaptive dynamic programming (ADP) is an important branch of reinforcement learning to solve various optimal control issues. Most practical nonlinear systems are controlled by more than one controller. Each controller is a player, and to make a tradeoff between cooperation and conflict of these players can be viewed as a game. Multi-player games are divided into two main categories: zero-sum game and non-zero-sum game. To obtain the optimal control policy for each player, one needs to solve Hamilton–Jacobi–Isaacs equations for zero-sum games and a set of coupled Hamilton–Jacobi equations for non-zero-sum games. Unfortunately, these equations are generally difficult or even impossible to be solved analytically. To overcome this bottleneck, two ADP methods, including a modified gradient-descent-based online algorithm and a novel iterative offline learning approach, are proposed in this paper. Furthermore, to implement the proposed methods, we employ single-network structure, which obviously reduces computation burden compared with traditional multiple-network architecture. Simulation results demonstrate the effectiveness of our schemes.     

Bounded budget betweenness centrality game for strategic network formations

In computer networks and social networks, the betweenness centrality of a node measures the amount of information passing through the node when all pairs are conducting shortest path exchanges. In this paper, we introduce a strategic network formation game in which nodes build connections subject to a budget constraint in order to maximize their betweenness in the network. To reflect real world scenarios where short paths are more important in information exchange in the network, we generalize the betweenness definition to only count shortest paths with a length limit ? in betweenness calculation. We refer to this game as the bounded budget betweenness centrality game and denote it as ?- B³C game, where ? is the path length constraint parameter.We present both complexity and constructive existence results about Nash equilibria of the game. For the nonuniform version of the game where node budgets, link costs, and pairwise communication weights may vary, we show that Nash equilibria may not exist and it is NP-hard to decide whether Nash equilibria exist in a game instance. For the uniform version of the game where link costs and pairwise communication weights are one and each node can build k links, we construct two families of Nash equilibria based on shift graphs, and study the properties of Nash equilibria. Moreover, we study the complexity of computing best responses and show that the task is polynomial for uniform 2- B³C games and NP-hard for other games (i.e. uniform ?- B³C games with ?≥3 and nonuniform ?- B³C games with ?≥2).