Group items tagged

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

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. "

"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."

"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

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"

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: "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

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.

Abstract: "In this paper, the researchers use an educational technology and instructional design framework to explore key aspects of game design used by educators and university students to teach road safety rules in general. The use of a framework is inspired by the game design literature and graduate students' prior domain experience in their respective fields of teaching. The study also looks at whether student-collaborated game design can lead to more effective learning and/or teaching constructs. Finally, the study explores the steps involved in game design and development, and through student interviews the researchers explain how collaboration plays a major role. To evaluate the proposed framework, a study was conducted with the participation of 6 graduate students using four phases: brainstorming, design, prototyping, and implementation. The students were then interviewed on their goal setting and design methodologies and shared their perspectives on whether these games provided a more creative setting for road safety learning. The study indicated that the proposed framework may simplify the game design process with effective and efficient collaborative design sessions in an educational setting."

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: "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"

"Keywords for Video Game Studies Colloquium Saturday, May 19, 2012 8 AM to 4 PM Communication 202 University of Washington, Seattle" "The Keywords for Video Game Studies colloquium invites game scholars, artists, designers, developers, and enthusiasts to participate in roundtable discussions, presentations of individual and collaborative work, scholarship, and play. This year's colloquium, broadly themed by the keywords "research/design," is the capstone event to a year-long series of workshop sessions on democracy, time, altplay/fandom, gold farming, and hack/mod. The colloquium, now in its second year, hopes to foster the growing engagement with what it means to study or make or play digital games."

abstract: "We present the second iteration of the Family Hedge, a tangible digital artifact that was re-designed to elicit enjoyment using principles of game design. The initial aim was to create a device crafted for a family to explore the rich social and relational aspects of their lives by making connections between people, objects and stories. The second iteration facilitated more open interaction and playfulness in its role as an artifact for school children. We examine the key role a game design approach played in its iterative development and a key element in this was ensuring any user, or "gamer", could appropriate the device for personal expressive use."

"We present the second iteration of the Family Hedge, a tangible digital artifact that was re-designed to elicit enjoyment using principles of game design. The initial aim was to create a device crafted for a family to explore the rich social and relational aspects of their lives by making connections between people, objects and stories. The second iteration facilitated more open interaction and playfulness in its role as an artifact for school children. We examine the key role a game design approach played in its iterative development and a key element in this was ensuring any user, or "gamer", could appropriate the device for personal expressive use."

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: "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"

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."

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."

"This project created an Application Programming Interface (API) for a simulated modular digital game system. Each module consists of a triangle that displays colors at the center and edges, monitors an input and signals from the surrounding modules, and communicates with a computer controller. The API allows users to develop game programs for the system. The simulation runs the game files and displays the results. The focus was on practical coding and design of an instructional game system. The challenges in creating such a system provided a valuable learning environment for us in the areas of user interface design, system tool management and design, human computer interaction, and designing educational platforms"