Group items tagged

Abstract: Children with Fetal Alcohol Spectrum Disorder (FASD) may suffer numerous cognitive impairments, including significant problems with executive functioning, language, attention, and memory [40]. It is estimated that two to five percent of children born in the U.S. are affected by FASD [34]. It has been shown that training improvements can be made in working memory and attention in children with ADHD [25]. Computerized training with game elements enhances not only motivation but training efficacy of these interventions [38]. This thesis examines the creation of two suites of serious games, Cognitive Carnival and Caribbean Quest, intended to improve working memory aspects of attention with the assistance of a trained psychology interventionist in a therapeutic setting. A game-based approach is chosen to provide motivation to children for sustained cognitive challenges presented by cognitive exercises built into the gameplay. Cognitive Carnival was shown by interventionists to have positive effects in neuropsychological studies of populations of children with epilepsy and FASD [33, 30].

Abstract: "There have been tremendous ways of developing creativity, yet instead of traditionally formal instruction, games are the best media to spur creativity, as creativity can easily and spontaneously be evoked through games. On the other hand, metacognition is a good way to promote creative thinking, as metacognition which contains the abilities such as self-planning, self-monitoring, and self-evaluation can foster creative-relevant cognitive processes. Games are exactly the ideal platform that provides a playful context for metacognitive awareness prompting creative processes. Based on the advantages of games and that design is a creativity-relevant cognitive and constructive process, this research adopts the means of digital game-based learning (DGBL) to propose a metacognitive approach to inspiring creativity through a creativity game of players as game story designers."

"Without achieving a clear understanding of the learning domain, it is difficult to develop a successful serious game that enables users to achieve the desired learning outcomes. Thus, the first step in serious game design is to establish an understanding of the particular learning domain, usually through consultation with domain experts. Whilst game design is inherently a creative process, we believe the capturing of the knowledge domain can be systematised and we present a structured approach to knowledge elicitation and representation as a basis for serious game design. We have adapted and extended the applied cognitive task analysis (ACTA) method and have combined it with additional knowledge representation frameworks. We explain how the outputs of this approach can inform the game mechanic and the development of non-player characters, and apply it to the design of a serious game aimed at reducing time-tocompetence in soft project management skills for professionals working in corporate environments. A total of 26 domain experts from five different countries were involved in a two-stage interview process. The interviews yielded more than 300 task elements, and information about the cognition underlying the more challenging tasks. This data was incorporated into several representation frameworks and used to indicate features to be implemented in the game and the game mechanics of the supported features."

"This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes."

Abstract: "In 2010, the authors (Jacobs, a game design professor, Sugarman, a pediatrician, and Rice, a psychotherapist ) started meeting to brainstorm design and play concepts for a therapeutic, physiologically-controlled videogame intended for use by people diagnosed with anxiety and/or autism spectrum disorder (ASD). The goal was to combine cognitive behavioral therapy (CBT), narrative therapy (NT) and biofeedback supported psychophysiological selfregulation (PSR) into a game that would engage adolescents and provide hard data on a player's physical and emotional states during a therapy session. The game concept that emerged is "MindGamersTM in School" (MG), a therapeutic game prototype being developed and tested across two 6-month sessions by the authors and two teams of undergraduate game design and development students at the Rochester Institute of Technology. Pursuing the design required half the team to learn principles, terms and methods of strength-based, client-centered psychotherapy and their application to psychophysiological selfregulation and biofeedback theory and practice. The other half of the team needed to engage in understanding the current state of role-playing videogames, avatar creation systems and game design/development processes. This paper will describe the current game prototype and then focus on MG's design and development process by looking at how the initial design period brought the game design to its current state and how it has continued to influence the production process."

Abstract: "This paper presents a review of practical research papers on augmented reality games for learning. The study evaluates how these games may impact motivation (affective learning outcomes) and knowledge gain (cognitive learning outcomes). For the analysis, we use game design patterns for mobile games and Bloom's taxonomy of educational objectives. Our study results substantiate the generally assumed motivational potential of augmented reality games. Also, they indicate that augmented reality games may have the potential to bring about cognitive learning outcomes."

From the summary: "This thesis reviews and utilizes concepts from cognitive psychology, developmental psychology and game design to bring forth a number of design principles for educational games that may improve students' motivation to learn. The main contribution of this thesis is a novel approach to serious game design, namely envisioning play and learning as a restructuring practice. This change of perspective, from a formal game design approach (focused on rules and regulations) towards a more activity centered approach (focused on process and style), may help designers to leverage the motivational potential of games, in order to make education more engaging to students."

Abstract: "Brain Quest is an active smart phone game designed to promote both physical activity and executive function in 10-11 year old children. This paper describes the user centred design process which involved a team of psychologists, HCI experts, physical activity specialists and thirty four children over a period of 18 months. Results of two preliminary studies are promising, suggesting that BrainQuest is enjoyable, promotes moderate physical activity and has the potential to provide cognitive scaffolding of the key executive function (EF) skill of multitasking."

"User centric gaming experiences with organic movement"

Abstract: "Twenty three interviews and four surveys were conducted as case studies investigating the perceptions of expertise, expertise acquisition, and gaps in employment readiness for novice game developers. Participants were primarily game development production staff and educators involved in game related programs. Research results were compared to employability skills research. The findings indicated that there is a great deal of alignment between them, but employability skills may be insufficient on their own to be a reliable standalone source for curriculum development in the game development field because of the industry's unique characteristics. Implications from the research results, and insights from the in-depth interviews, that may be relevant to curriculum developers include evidence for a mismatch of the values, needs, and expectations of stakeholders; and a delineation of key characteristics of expertise and long-term success that may be valuable for inclusion in curriculum outcomes and measures. Two of the key characteristics identified were goal-focused passion, and holistic perspectives. Holistic perspectives included an awareness of heuristic use of tacit knowledge. The model of an expert learner was supported as a potential curriculum outcome focus that encapsulated the main characteristics of expertise that novices or advanced beginners could acquire. Another implication is that there may be a relation between expert characteristics and characteristics of functional behaviours that are related to positive psychology and cognitive behavioural therapy."

"effect of game reviews on player experience and perceptions of quality. We show that negative reviews cause a significant effect on how players perceive their in-game experience, and that this effect is a post-play cognitive rationalization of the play experience with the previously-read review text. To address this effect we designed and deployed a new heuristic evaluation technique that specifically uses game reviews to create a fine-grained prioritized list of usability problems based on the frequency, impact, and persistence of each problem. By using our technique we are able to address the most common usability problems identified by game reviews, thus reducing the overall level of negativity found within the review text. Our approach helps to control and eliminate the snowballing effect that can be produced by players reading reviews and subsequently posting their own reviews, and thus improve the commercial success of a game."

IARPA contract to Raytheon, videogames developed for training, emphasis on cognitive bias in decision making

Abstract: :In this paper, I draw on an embodied cognition approach todescribe how sound mediates our identification with andempathy for video game characters. This identification isdiscussed in terms of mirror neurons and body schema, drawingon theoretical and empirical research to explore ways in whichidentity is created from our embodied interaction with sound. Iconclude by suggesting ways in which sound designers andcomposers can use this information to create more empathy andidentification between players and their game characters."

From the abstract: "Here we demonstrate for the first time the iterative development of agent behaviour for a real-time strategy game (here StarCraft) utilising Behaviour Oriented Design (BOD) [7]. BOD provides focus on the robust creation and easy adjustment of modular and hierarchical cognitive agents. We demonstrate BOD's usage in creating an AI capable of playing the StarCraft character the Zerg hive mind, and document its performance against a variety of opponent AI systems. In describing our tool-driven development process, we also describe the new Abode IDE, provide a brief literature review situating BOD in the AI game literature, and propose possible future work."

From the abstract: "This paper presents a design project of a computer game for integration in multisensory stimulation environments, to be played by children with intellectual disability. The LED-ME prototype is based on accessible technological solutions and dispenses the manipulation of peripheral devices resorting to Camspace® software. The different stages of the project are presented, from the design problem, to the definition of design guidelines, the pilot test and discussion of results. The LED-ME game is suitable for use in multisensory environments, enabling moments of play that require basic cognitive and motor skills."

Abstract: "This thesis aims to study the design possibilities for supporting explorative form-finding in 3D modeling applications. For today's many design professions, 3D forms are achieved partly in engagement with digital environments. Use of software has far exceeded final idea execution, extending to the early phases of design work in which the outcome is not predetermined. This insight led designers of interactive systems support sketching and ideating activities by reducing the risk of experimentation and cognitive effort demanded from user. Yet, there has been less emphasis on traditional design and craft practice that acknowledges engagement with materials and effort spent on work as an integral part of creative process. The notion of exploration in the scope of this thesis attempts to incorporate such aspects. Relevant literature about workshop practice in design and craft has been reviewed, as well as examples of CAD technologies that aid designers. In this light, HCI perspectives on the design of creativity support tools and games have been discussed. The thesis work aimed to concretize this background by building a design strategy and an interactive artifact. A 3D form-finding application concept using objects in modeling space to indirectly manipulate geometry, "kfields", has been developed and evaluated with users at various stages. The thesis concludes by reflecting on the findings of different design stages and proposing further directions for design. Keywords: 3D Modeling, CAD, digital material, form"