Group items tagged

"the aim of this study has been to explore the value of digital games, their significance in our culture, and the current status of their preservation. Investigating the relationship of games to culture; reviewing current preservation activities and drawing conclusions about the value of digital games and the significance of their preservation were the study s objectives. These have been achieved through interviews with key stakeholders the academic community, as potential users of collections; memory institutions, as potential keepers of collections; fan-based game preservation experts; and representatives from the games industry. In addition to this, case studies of key game preservation activities were explored. Through this research, a clearer picture of attitudes towards digital games and opinions on the need for preservation of these cultural products has been established. It has become apparent that there is a need for more coherent and collaborative efforts to ensure the longevity of these important aspects of digital heritage. "

"Abstract: Digital games have the potential to create active and engaging environments for learning, supporting problem-solving, communication and group activities, as well as providing a forum for practice and learning through failure. The use of game techniques such as gradually increasing levels of difficulty and contextual feedback support learning, and they can motivate users, using challenges and rewards, competition and mystery. Above all, computer games provide safe spaces in which learners can play, explore, experiment, and have fun. However, finding appropriate games for specific educational contexts is often problematic. Commercial entertainment games are designed for enjoyment, and may not map closely to desired learning outcomes, and the majority of educators do not have the time or specialist expertise to create their own games. Computer games are expensive to purchase or produce, and learners, particularly busy adult learners, need to be convinced of their effectiveness. So while there are many theoretical benefits to the use of computer games for learning, it given the increasing economic constraints in education, their use may simply not be practical. This paper presents three alternative ways in which the theory and practice of computer games can be applied to education, without the expense. First, the option of developing simple and cost-effective games with low technical specifications, such as alternate reality games, or using virtual worlds or one of the growing number of accessible game-builder toolkits to create educational games, will be explored. Second, learning from games rather than with them is discussed, examining game techniques that naturally enhance learning, and embedding those elements in traditional teaching practices. Third, the paper presents the option of giving learners agency as game creators rather than simply players, so that it becomes the process, not the product, which facilitates learning. The advantages and drawbacks

From the introduction: "In this paper, we focus on theorizing the design of digital games to support the learning of core scientific concepts and representational practices. Theoretically, we consider two frameworks: Knowledge in Pieces (or KiP) (diSessa 1993; Hammer 1996; Sherin 2001; Clark et al. 2009) and Science as Practice (or SaP) (Pickering 1995; Lehrer and Schauble 2006a; Duschl et al. 2007). While KiP is a theory about the structure of human knowledge, SaP is a theoretical perspective about the development of scientific expertise. Grounded in the history of science, SaP argues that the development of scientific concepts is deeply intertwined with the development of epistemic and representational practices (e.g., modeling). We report how these theoretical frameworks have shaped the design of our digital games for learning Newtonian dynamics across an extended design experiment. We show how shifting from KiP to SaP as the underlying theoretical anchor has ena bled a shift from designing games that focus on conceptual integration (Clark and Martinez-Garza 2012) to games that focus on disciplinary integration. Whereas conceptually integrated games integrate the targeted conceptual relationships directly into the mechanics of the core game environment, disciplinary integration extends conceptual integration by incorporating disciplinary practices as well as conceptual relationships into the mechanics of interacting with, manipulating, or navigating the core game environment. "

A great selection of gaming articles including one on digital-only games, bringing creativity back to role-playing games, "social networking's connection with gaming," and 38 studios failure and its implications for the gaming industry.

Information on the Foundations of Digital Games conference to be held in Raleigh, NC, May 29 - June 1, 2012. "a focal point for academic efforts in all areas of research and education involving games, game technologies, gameplay, and game design. The goal of the conference is the advancement of the study of digital games, including new game technologies, capabilities, designs, applications, educational uses, and modes of play"

"This article concerns the design of self-contained digital games for the life-long learning context. Although the potential of games for teaching and learning is undisputed, two main barriers hamper its wide introduction. First, the design of such games tends to be complex, laborious and costly. Second, the requirements for a sensible game do not necessarily coincide with the requirements for effective learning. To solve this problem, we propose a methodology to the design of learning games by using game design patterns and matching these with corresponding learning functions, which is expected to reduce design effort and help determining the right balance between game elements and learning. First empirical results indicate that such a methodology actually can work."

Abstract: "Reality-based interfaces bring new design opportunities to social games. These novel game interfaces, exemplified by Wii, Kinect, and Smart phones, leverage players' existing physics, bodily, environmental, and social skills. Moreover, they enable a shared hybrid physical-digital space in which the players' co-presence can be enhanced by their physical and digital co-location. However, many digital social games occupy players' attention with the digital display and content, reducing their attention spent on one another and limiting the synchronization of actions and emotions among players. How do we design technologies that do not interfere with social play but enhance and innovate it? In this thesis work, I focus on one particular kind of reality-based interfaces, Handheld Augmented Reality (HAR), to extend players' interaction from the small mobile devices to the shared hybrid space around a computationally trackable surface. This thesis explores how to encourage social play with HAR interfaces, which brings in challenges of designing with the affordances and constraints of the HAR interface, understanding the complicated phenomenon of social play, and integrating these understandings in multiplayer HAR game design. Adopting Research-through Design as the overarching research method, I collaborate with multiple teams, design and study three multiplayer HAR game prototypes. I present four main contributions. First, this work yields design artifacts and examples of social games with HAR interfaces. I communicate to the game design and Augmented Reality communities through these prototypes, including BragFish, ARt of Defense, and NerdHerder. Second, I provide empirical findings on social play in a shared hybrid space. Through lab-based user studies, observation, video analysis, interviews, and surveys, I collect and analyze interpersonal play behaviors and emotions in the shared hybrid space enabled by the HAR interface. Third, I adopt and adapt sociologic

Abstract: Joseph Campbell's Monomyth not only provides a well-proven pattern for successful storytelling, it may also help to guide teams and team leaders through the challenges of change and innovation processes. In project "HELD: Innovationsdramaturgie nach dem Heldenprinzip" researchers of the University of the Arts Berlin and the Berlin Gameslab, part of the University of Applied Sciences HTW-Berlin, team up to examine the applicability of the Hero's Journey to change management using an adaptation of Campbell's pattern called „Heldenprinzip®". The project's goal is not to teach the stages of the Monomyth as mere facts but to enable participants of training courses and interventions to actually experience its concepts using a portfolio of creative and aesthetic methods. While a pool of aesthetic methods - like drawing, performing or role-playing - is already being used, the Gameslab subproject qualitatively researches the potentials for enriching and complementing these methods with interactive digital media and games. This paper discusses three types of game based learning treatments to be used in training and intervention sessions as well as teaching the Monomyth in a game based learning university course. The first option is providing participants with a game that follows the Hero's Journey and inducing them to reflect on the experience and its relation to the learning goal. An alternative strategy is to make participants go through a game sequence broaching issues that are relevant for a stage or the journey of change in general. Last but not least, digital equivalents of the non-digital aesthetic methods can be constructed using digital games or digitally enhanced set-ups for playful interactions. All three treatments have their merits and pitfalls, which are discussed in relation to the identified game-based learning scenarios: self-study, blended game-based learning and face-to-face sessions"

(all information is from the publisher's page) The first title in Continuum's Approaches to Game Studies series, *Dungeons, Dragons, and Digital Denizens The Digital Role-Playing Game* is a collection of scholarly essays that seeks to represent the far-reaching scope and implications of digital role-playing games as both cultural and academic artifacts.

Abstract: "It has been well-noted that contemporary digital games tend to design for a relatively high skill threshold engineered to appease a well-entrenched and digitally literate audience (Hayes, 2005). Such design practices, however, serve to disenfranchise new and novice players wanting to learn to play. This novice-expert divide is a significant barrier to entry for individuals wanting to play digital games, and given that digital games are seeing increased use in pedagogical contexts (Akilli, 2007; Becker, 2007; Nieborg, 2011; Shelton, Satwicz, & Caswell, 2011; Ulicsak, 2010), such skill-based barriers further complicate the seamless incorporation of digital games into the classroom. In an effort to explore how we might bridge the gap between new and weathered players, I created three tutorials for World of Warcraft (2004) in an attempt to improve the existing tutorials for newer entrants to the game. These new tutorials offered different modalities of instruction, as well as instructional strategies in assisting newer players. Tutorials were designed using the Structured Sound Functions (SSF) model of instructional design, following the Attentional Control Theory of Multimedia Learning (ACTML). The tutorials were then analyzed for their effects on play outcomes, player engagement, and player motivations using the Dick and Carey (2011) three-stage model of formative evaluation. This work thus makes two important contributions. First, this research conducts a much-needed in-depth study of game tutorials, which is an area yet to be well-charted in the disciplines of either education or games studies. Secondly, by analyzing the results of the formative evaluation, I conclude that players react favorably to a faded or "just-in-time" instructional strategy-an approach to player scaffolding which showed significantly increased motivation for play, engagement, and play mastery among novice participants. Implications for game design and future research are disc

Abstract: "A number of changes are occurring in the field of computer game development: persistent online games, digital distribution platforms, social and mobile games, and the emer- gence of new business models have pushed game development to put heavier emphasis on the live operation of games. Artificial intelligence has long been an important part of game development practices. The forces of change in the industry present an opportunity for Game AI to have new and profound impact on game development practices. Specifically, Game AI agents should act as "producers" responsible for managing a long-running set of live games, their player communities, and real-world context. We characterize a confluence of four major forces at play in the games industry today, together producing a wealth of data that opens unique research opportunities and challenges for Game AI as producers. We enumerate 12 new research areas spawned by these forces and steps toward how they can be addressed by data-driven Game AI Producers"

Abstract: "Combiform is a novel digital gaming console featuring four combinable handheld controllers. It is a new and unique tangible gaming interface that stresses the importance of co-located, co-attentive social interactions among players. In particular, multiple players may freely combine and lock together their handheld game controllers, thereby creating a very flexible collective and transformable tangible interface. Combiform emphasizes social interaction through controller-to-controller contact. The platform and its 10 games introduce novel, tangible and physical co-attentive experiences that are not found in traditional co-located gaming platforms using mimetic interfaces (e.g. Nintendo Wii and Microsoft Kinect). The project is the first game console especially designed for a new emerging digital game genre - Communal Casual Game. The new game genre captures a perspective of integrating classical folk game design approach with digital elements"

Abstract: "Player coordination is a key element in many multi-player real-time digital games and cooperative real-time multi-player modes are now common in many digital-game genres. Coordination is an important part of the design of these games for several reasons: coordination can change the game balance and the level of difficulty as different types and degrees of coordination can make the game easier or more difficult; coordination is an important part of 'playing like a team' which affects the quality of play; and coordination as a shared activity is a key to sociality that can add to the sociability of the game. Being able to exercise control over the design of these coordination requirements is an important part of developing successful games. However, it is currently difficult to understand, describe, analyze or design coordination requirements in game situations, because current frameworks and theories do not mesh with the realities of video game design. I developed a new framework (called PLATO) that can help game designers to understand, describe, design and manipulate coordination episodes. The framework deals with five atomic aspects of coordinated activity: Players, Locations, Actions, Time, and Objects. PLATO provides a vocabulary, methodology and diagram notation for describing and analyzing coordination. I demonstrate the framework's utility by describing coordination situations from existing games, and by showing how PLATO can be used to understand and redesign coordination requirements."

Abstract: "Obesity has become an outstanding public health issue in most countries around the world. Many attempts have been made to address this issue that ranges from taking medication to doing exercise to follow- ing a diet plan to playing games. Few approaches combine exercise and game to engage the obese people in playing fun-based games or pur- poseful games, also known as serious games, while monitoring their bio- signals. However, existing work hardly provides a configurable, scalable and context-aware serious game framework that can be used as a sup- port for obesity treatment. In this paper, we take an attempt to propose such a framework. The proposed framework facilitates bio-signal monitor- ing based on body sensor network, context-awareness based on perva- sive sensors, and on-the-spot activity recommendation based on current game-playing context. It uses the cloud computing platform as infrastruc- tural support that ensures the scalability of the framework. In order to demonstrate the suitability of the proposed framework, we developed a sample serious game; deploy it over a cloud platform; and experiment with it by capturing some psycho-physical data while the obese are en- gaged in game-play. We observed that the obese people were very much engaged in game-play and they had positive experience using the system"

Forthcoming, excerpted in Google Books. "Digital Games: Literacy in actionis the result of a wide-ranging investigation into the educational possibilities involved in young people's games. From their creation in the classroom to analysing games and the world of games as text, academics and teachers are now taking seriously the serious play of young people."

From the introduction::"The main objective of this chapter is focused on how to exploit the evolution of technology to improve user interaction in game environments through digitalized objects with identifi‐ cation technology (such as RFID or Near Field Communication). Digitalized objects are used as interaction resources. They are used in conjunction with mobile devices providing the performance of tasks with a simple and intuitive gesture. In the first place, mobile devices offer sophisticated methods to provide users with services to make use of information and to interact with objects in the real world. In the second place, physical objects are associated with digital information through identification technologies such as RFID. In this context, physical mobile interactions allow users to play games through natural interaction with ob‐ jects in the real world. This chapter has six sections. Section 2 describes some concepts such as: Ubiquitous Computing, the Internet of Things and the types of interaction used in games. Section 3 presents the general infrastructure of RFID systems. In section 4, we de‐ scribe the development of two RFID games. In section 5 their advantages and disadvantages are presented. Finally, conclusions are set out in Section 6."

Abstract: Video games are no longer a means of simple entertainment that serve as a form of escapism. They are perceived not simply as free time distractions, but as logic of engagement and platforms of creative thinking. Furthermore, online video games have taken the idea of interaction to a level no any other media has ever achieved. Online video games known as virtual world or MMO (massively multiplayer online) are a mega interaction platform that attract millions of players across the globe. They are the ultimate goal that all architects have ever dreamed of, i.e. to create an interactive space that satis es the needs of users. This thesis research will tend to examine a variety of video games from 3 perspectives: space, structure and interactivity, with a view to understanding and exploring the behaviour of players in video games, as known as, virtual stages. In recognizing and articulating such behaviour, followed by exploring the relationship between architects, users and spaces, the interpretation of architectural languages can then be translated into physical spatial form. This research then questions the possibilities of promoting the gaming industry in South Africa. In the current digital era, the IT (information and technology) industry is a main stream profession that helps with the growth of a country as a whole. The role of the gaming industry therefore cannot be ignored in this instance. The gaming industry is a rapid growing profession that comprises a lot of speci c professionals. SA does not offer nor focus on the video game eld and as a result, we are experiencing a shortage of professionals in this eld. This thesis proposes a facility to facilitate current and future game industry related professionals, on the same time, providing a playful environment that integrates the building and local context, allowing deeper engagement for those who haven t been exposed to the real meaning behind video games.

Sales of physical games on decrease compared with digital games

From the abstract: "we present Bubble Popper, an exertion game that considers and facilitates body contact. Bubble Popper, which uses very simple technology, also demonstrates that considering and facilitating body contact can be achieved without t he need to sense body contact. Through reflecting on our design and analyzing observations of play , we are able to articulate what impact physical space layout in relation to digital game elements, and physical disparity between input and digital display c an have on body contact. Our results aid game designers in creat ing engaging exertion game s by guiding them when considering body contact, ultimately helping players benef it more from engaging exertion games."

Abstract: "In recent years, there has been a dramatic proliferation of research concerned with game based learning and intelligent system s . Although the intelligent agent bas ed system has existed for many years, only recently its surge of mainstream popularity motivated researchers to acknowledge its educational value. With the increasing usage of game based learning, reliability requirements for intelligent system s or multi - a gent system s have become more critical. Quiz game is one of the game types which is easy to develop and not restrict ed by any specific subject and any people . And the m ulti - agent based system is flexible and saving resource . Hence we integrate the quiz gam e into multi - agent system s , we called it m ulti - agent based quiz game and also d evelop a framework to build personalized assessment game . For the instructor, they can understand student's playing situation and experience . For the students, they have p ersona lized assessment game . In this paper, we proposed a framewor k of multi - agent based Quiz - MASter , and describe each service from each agent briefly."