Group items tagged

Abstract: "We introduce Mechanic Miner, an evolutionary system for discovering simple two-state game mechanics for puzzle platform games. We demonstrate how a re ection-driven generation technique can use a simulation of gameplay to select good mechanics, and how the simulation- driven process can be inverted to produce challenging levels specic to a generated mechanic. We give examples of levels and mechanics generated by the system, summarise a small pilot study conducted with example levels and mechanics, and point to further applications of the technique, including applications to automated game design."

"This project involves developing an action-platformer game for the Flash platform. The user controls a character who must progress through levels, while avoiding obstacles, collecting items and fighting many types of enemies. Role-playing game elements such as equipment and upgrades support user customization and varied battle strategies. Developing a successful Flash game involves several factors. Flash games must be simple to get into, yet rewarding to play in both short and long sessions. Flash games must be accessible to a wide audience; both in terms of user preferences and technical limitations. Finally, Flash games must offer something unique to stand out from the crowd, in a market where hundreds of free games are published every month. This report covers the research, design and implementation done to achieve these requirements, in terms of game mechanics, interface, level design, visual design, accessibility options, and replay value. Technical challenges include building, testing and optimizing a game engine and interface from scratch, balancing the game mechanics and difficulty, and structuring the whole development process in a way that enables easy creation of new content. In addition to game design and development, this project also deals with the business aspects of developing online games; how games generate revenue, how they are marketed and distributed, and developing trends in the consumer market. Project success in different areas has been evaluated through usability studies, user ratings and reviews, and vast quantities of usage and distribution statistics. Overall, the project has been a success in terms of user reception and generated revenue, and the final section of this report includes plans for a second game, utilizing and building upon the same game engine and mechanics."

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. "

Abstract: "The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and feedback mechanism are taken into consideration while constructing the system. The system contains screens of Log-in, Game lobby, Waiting room, Player's room, Question & Answer, and Scoring. After the system was established, it was implemented in a 10 week teaching experiment. A total of 35 junior high school students participated in this teaching experiment. Both pre-test and post-test were administered and analyzed. A 5-point Likert scale questionnaire, containing domains of system operation, learning effectiveness, competition and incentive, and training room learning was also included to assess user's satisfaction. Descriptive analysis and independent t test were used to analyze the collected data. The findings of the study show that most students are satisfied with the four domains of the freeware constructed online competitive game-based learning system. Meanwhile, the online competitive game-based learning system is effective for junior high school students' learning."

Abstract: "Immanuel Kant's categorical imperative, stating (in one for- mulation) that one ought to always act according to a maxim that can be made universal law, is tempting to procedural- ize, in the form of a game that literally turns actions into universal laws. This paper explores diculties that initially arise in translating that idea to a game design: some of which been covered in the philosophy literature, and others of which relate to the diculties in dening what constitutes a proper rule induction. Then, it discusses several much less lofty, but ppractical, prototypes that explore what I take to be the formal game mechanics underpinning the idea: re ex- ive game mechanics where breaking a rule implies the free breaking of that rule for the rest of the game. By analyzing these prototypes, I attempt to determine if these prototypes result in either an interesting game mechanics (taken on its own) on the one hand, or a compelling representation of Kantian morality on the other hand, reaching mixed con- clusions."

Abstract: "Lifespan is an Interactive Media and Game Development Major Qualifying P roject developed in the Unity game engine over the course of one year by six students. Lifespan is a first - person puzzle game in which the player affects objects in the environment by using a time - manipulation device. Designed with a unique spin on standar d puzzle games, Lifespan seeks to add realism, science, and nature to the environment with new and interesting mechanics."

"Driven by an initiative of the Adult & Paediatric Diabetes Psychology Service of New Zealand, research has been performed to develop new mechanisms, in the form of computer games, to educate children and teenagers about living with diabetes. Aimed at achieving maximum education effectiveness, the ultimate goal of our research is to develop innovative machine learning algorithms that can be used in games to improve their ability to learn about the changing needs of children and to incorporate this intelligence into the game interface. We also plan to collect and report on the information collected from testing our computer games within a small group of children who have been diagnosed with type I diabetics. "

Abstract: "This paper describes the design and evaluation of Zoo U, a novel computer game to assess children's social skills development. Zoo U is an innovative product that combines theory-driven content and customized game mechanics. The game-like play creates the opportunity for stealth assessment, in which dynamic evidence of social skills is collected in real time and players' choices during gameplay provide the needed data. To ensure the development of an engaging and valid game, we utilized an iterative datadriven validation process in which the game was created, tested, revised based on student performance and feedback, and retested until game play was statistically matched to independent ratings of social skills. We first investigated whether the data collected through extensive logging of student actions provided information that could be used to improve the assessment. We found that detailed game logs of socially relevant player behavior combined with external measures of player social skills provided an efficient vector to incrementally improve the accuracy of the embedded assessments. Next, we investigated whether the game performance correlated with teachers' assessments of students' social skills competencies. An evaluation of the final game showed (a) significant correlations between in-game social skills assessments and independently obtained standard psychological assessments of the same students and (b) high levels of engagement and likeability for students. These findings support the use of the interactive and engaging computer game format for the stealth assessment of children's social skills. The created innovative design methodologies should prove useful in the design and improvement of computer games in education."

"paper discusses the question of how game designers can keep their games fair when adding collaborative content and rewards. The paper presents findings from World of Warcraft in-game chat transcripts and data gathered through an online survey that was placed online for approximately 9 months during 2010. From the chat transcripts, we find that players sometimes do abuse mechanisms for collaborative content, which displeases the other players involved. We also find that players believe that there needs to be some kind of sanctioning mechanism to players that abuse grouping mechanisms. Finally we present suggestions to game designers on how to create sanctioning mechanisms based on human cooperation research."

"The UT^2 game bot, created by computer scientists Jacob Schru, Igor Karpov and Risto Miikkulainen, won the Humanlike Bot Competition at the IEEE World Congress on Computational Intelligence (WCCI 2012). "The idea of the competition is to evaluate how we can make game bots, non-player characters (NPCs) controlled by AI algorithms, appear as human as possible," explains Miikkulainen, professor of computer science in the College of Natural Sciences. "It is generally recognized that NPCs are relatively weak in most video games: their behavior is predictable and mechanical, and they often make mistakes that human players would be unlikely to make. Players often enjoy playing against other humans, because it provides a more interesting game experience. The goal of the competition is to promote more research in human-like bots, as well as evaluate how well we are currently doing in this area."

Developing educational games with a look towards employing game mechanics in educational settings

Published 2013 and excerpted in Google Books. From the description: "In Honoring the Code: Conversations with Great Game Designers, 16 groundbreaking game developers share their stories and offer advice for anyone aspiring to a career in the games industry. You'll learn from their triumphs and failures and see how they dealt with sweeping changes in technology, including critical paradigm shifts from CD-ROMs and 3D graphic cards to the Internet and mobile revolution. The book presents in-depth interviews with a diverse mix of game professionals, emphasizing the makers of adventure games, role-playing games, and real-time strategies. It focuses on developers who have contributed to multiple eras or genres as well as those who have hired, taught, or mentored newcomers. Since the mobile revolution has opened up new demographics and new gameplay mechanics, the book features current developers of games for mobile devices. It also explores how indie game developers are making commercial-quality games with a small team mostly using free tools and funded with crowdsourcing applications."

"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."

Abstract: "Persuasive games are an effective approach for motivating health behavior, and recent years have seen an increase in games designed for changing human behaviors or attitudes. However, these games are limited in two major ways: first, they are not based on theories of what motivates healthy behavior change. This makes it difficult to evaluate why a persuasive approach works. Second, most persuasive games treat players as a monolithic group. As an attempt to resolve these weaknesses, we conducted a large-scale survey of 642 gamers' eating habits and their associated determinants of healthy behavior to understand how health behavior relates to gamer type. We developed seven different models of healthy eating behavior for the gamer types identified by BrainHex. We then explored the differences between the models and created two approaches for effective persuasive game design based on our results. The first is a one-size-fits-all approach that will motivate the majority of the population, while not demotivating any players. The second is a personalized approach that will best motivate a particular type of gamer. Finally, to make our approaches actionable in persuasive game design, we map common game mechanics to the determinants of healthy behavior."

"This paper describes the creation of the game Endless Web, a 2D platforming game in which the player's actions determine the ongoing creation of the world she is exploring. Endless Web is an example of a PCG-based game: it uses procedural content generation (PCG) as a mechanic, and its PCG system, Launchpad, greatly influenced the aesthetics of the game. All of the player's strategies for the game revolve around the use of procedural content generation. Many design challenges were encountered in the design and creation of Endless Web, for both the game and modifications that had to be made to Launchpad. These challenges arise largely from a loss of fine-grained control over the player's experience; instead of being able to carefully craft each element the player can interact with, the designer must instead craft algorithms to produce a range of content the player might experience. In this paper we provide a definition of PCG-based game design and describe the challenges faced in creating a PCG-based game. We offer our solutions, which impacted both the game and the underlying level generator, and identify issues which may be particularly important as this area matures."

Abstract: "A recent trend within computational intelligence and games research is to investigate how to affect video game players' in-game experience by designing and/or modifying aspects of game content. Analysing the relationship between game content, player behaviour and self-reported affective states constitutes an important step towards understanding game experience and constructing effective game adaptation mechanisms. This papers reports on further refinement of a method to understand this relationship by analysing data collected from players, building models that predict player experience and analysing what features of game and player data predict player affect best. We analyse data from players playing 780 pairs of short game sessions of the platform game Super Mario Bros, investigate the impact of the session size and what part of the level that has the major affect on player experience. Several types of features are explored, including item frequencies and patterns extracted through frequent sequence mining."

A white paper outlining "functions of games for learning, game design patterns, learning mechanics, assessment mechanics, and next steps."

Abstract: "Cinematography is a key aspect in the development of mod- ern computer games. The quality of the visuals depends, not only on the accuracy of the rendering, but on the way that the scene is presented to the player. Which element should be included in the frame, from which point of view and in which positions are all aspects that have been widely stud- ied in classical cinematography. However, it is still unclear how the principles developed for the lm medium are ap- plicable to an interactive medium such as computer games. This article presents a study, which explores the interplay between cinematography and player experience. The results of the experiment demonstrate the existence of an impact of the cinematographic behaviour of camera on both player's aect and her in-game behaviour. Furthermore, this impact is dependent on the game mechanics highlighting once more the dierence between classic cinematography and game cin- ematography"

Abstract: "Serious games have proven to be a useful instrument to engage learners and increase motivation. Nevertheless, a broadly accepted, practical instructional design approach to serious games does not exist. In this paper, we introduce the use of an instructional design model that has not been applied to serious games yet, and has some advantages compared to other design approaches. We present the case of mechanics mechatronics education to illustrate the close match with timing and role of knowledge and information that the instructional design model prescribes and how this has been translated to a rigidly structured game design. The structured approach answers the learning needs of applicable knowledge within the target group. It combines advantages of simulations with strengths of entertainment games to foster learner's motivation in the best possible way. A prototype of the game will be evaluated along a well-respected evaluation method within an advanced test setting including test and control group."

"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."