Group items matching

in title, tags, annotations or url

When writer Brendan Keogh first reached out to us about a piece he was writing on 48-hour game development, we were a bit skeptical. Can a story about people sitting at computers be engaging? Does it fit in with the rest of our game coverage? Will readers want to stick around for something so massive?

Incubator at a Canadian college

All Things Considered interview with scientists and makers of FoldIt used to solve protein structure problem

SEATTLE - Two HASTAC scholars doing research in video games studies at the University of Washington (UW) were recently sponsored by UW's Simpson Center for the Humanities to attend this year's Serious Play Conference. Edmond Chang and Theresa Horstman, graduate students in English and Education, respectively, took part in the conference, which was held at the DigiPen Institute of Technology in Redmond, Washington.

Discusses Turtle Boy Games, a venture to help game design students enter the game industry, in the context of the Mass Digi and statewide efforts to increase collaboration between game companies and academia to create industry and job growth.

Quotes Becker's Timothy Loew saying there are 24 schools offering video game design courses

Report of a session from the Connected Health Symposium hosted by Partners Healthcare in Boston this week

"Training was accomplished using a videogame paradigm that emphasizes associations among sound categories, visual information, and players' responses to videogame characters"

A Few Things Artists Can Learn From Indie Game Developers

Announced at the New Game Conference on Wednesday, a library of sound files to help improve problems with web games

University of Minnesota librarians deliver an engaging slide presentation with creative ideas for initiating a video game culture in libraries, noting the many educational applications.

An interactive sci tech oriented video project at Queensland University of Technology

"The University of California, Santa Barbara (UCSB) has launched the Center for Digital Games Research to study digital media and games from a multidisciplinary approach. Launched with seed funding from the Robert Wood Johnson Foundation, the center brings together 30 faculty members with expertise in "human-computer interaction, virtual environments, simulations, social networks, data mining, interactive storytelling and narrative, media neuroscience and behavioral health," among others, according to a news release."

A compilation of articles previously published on Chronicle of Higher Ed website on teaching with games, education and play, gamification, game software

Abstract: "This paper introduces Rank-based Interactive Evo- lution (RIE) which is an alternative to interactive evolution driven by computational models of user preferences to generate personalized content. In RIE, the computational models are adapted to the preferences of users which, in turn, are used as fitness functions for the optimization of the generated content. The preference models are built via ranking-based preference learning, while the content is generated via evolutionary search. The proposed method is evaluated on the creation of strategy game maps, and its performance is tested using artificial agents. Results suggest that RIE is both faster and more robust than standard interactive evolution and outperforms other state-of- the-art interactive evolution approaches"

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. "