Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659124
Linlin Shui
This paper presents a computer-aided learning software for senior high school students to study chemistry while playing games. Students can collect chemical equations, necessary reactants and experiment devices in the game world and carry out chemical experiments under step-by-step instructions in the virtual lab. The game system not only provides students an immersive context to learning by playing, but also a virtual space to implement chemical experiments with fancy visual effects and without physical danger.
{"title":"A serious game designed for senior high school students chemistry study","authors":"Linlin Shui","doi":"10.1109/IGIC.2013.6659124","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659124","url":null,"abstract":"This paper presents a computer-aided learning software for senior high school students to study chemistry while playing games. Students can collect chemical equations, necessary reactants and experiment devices in the game world and carry out chemical experiments under step-by-step instructions in the virtual lab. The game system not only provides students an immersive context to learning by playing, but also a virtual space to implement chemical experiments with fancy visual effects and without physical danger.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124805175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659170
Elizabeth S. Veinott, James Leonard, E. Papautsky, B. Perelman, A. Stankovic, Jared Lorince, Jared M. Hotaling, Travis L. Ross, P. Todd, Edward Castronova, J. Busemeyer, C. Hale, R. Catrambone, E. Whitaker, Olivia Fox, J. Flach, R. Hoffman
In this paper, we examine the effects of three video game variables: camera perspective (1st person versus 3rd person), session duration, and repeated play on training participants to mitigate three cognitive biases. We developed a 70 minute, 3D immersive video game for use as an experimentation test bed. One-hundred and sixty three participants either watched an instructional decision video or played one of the four versions of the game. Each participant's learning was assessed by comparing his or her post-test scores and pre-test scores for knowledge of the biases and ability to mitigate them. Results indicated that repeated game play across two sessions produced the largest improvement in learning, and was more effective than the instructional decision video and single session game for mitigating biases. Surprisingly, session duration did not improve learning, and results were mixed for the third person perspective improved learning. Overall, the video game did improve participant's ability to learn and to mitigate three cognitive biases. Implications for training using video game are discussed.
{"title":"The effect of camera perspective and session duration on training decision making in a serious video game","authors":"Elizabeth S. Veinott, James Leonard, E. Papautsky, B. Perelman, A. Stankovic, Jared Lorince, Jared M. Hotaling, Travis L. Ross, P. Todd, Edward Castronova, J. Busemeyer, C. Hale, R. Catrambone, E. Whitaker, Olivia Fox, J. Flach, R. Hoffman","doi":"10.1109/IGIC.2013.6659170","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659170","url":null,"abstract":"In this paper, we examine the effects of three video game variables: camera perspective (1st person versus 3rd person), session duration, and repeated play on training participants to mitigate three cognitive biases. We developed a 70 minute, 3D immersive video game for use as an experimentation test bed. One-hundred and sixty three participants either watched an instructional decision video or played one of the four versions of the game. Each participant's learning was assessed by comparing his or her post-test scores and pre-test scores for knowledge of the biases and ability to mitigate them. Results indicated that repeated game play across two sessions produced the largest improvement in learning, and was more effective than the instructional decision video and single session game for mitigating biases. Surprisingly, session duration did not improve learning, and results were mixed for the third person perspective improved learning. Overall, the video game did improve participant's ability to learn and to mitigate three cognitive biases. Implications for training using video game are discussed.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121846873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659162
F. Lu, Kei Turner
We present the tests results of the first phase of a multi-phase study to combat deteriorating adolescent fitness, reflected in the growth in adolescent obesity rates, by creating a fitness game deployed on mobile devices. The objective of this first phase was to test an initial mobile fitness prototype's efficacy in generating positive attitudinal changes towards fitness activity using strong socialization components within the game. The basic premise being that game play with a strong social aspect is an attractive support mechanism for sustained interest and providing positive reinforcement to users within our fitness application. Such sustained interest and positive reinforcement is vital for producing long-term fitness improvements. Our mobile fitness game prototype included 13 exercises with functionality to socialize with friends regarding exercise progress and collaboration. A subject pool of 12 adolescents aged 15 to 17 used the prototype for a six week period. Results indicate that the application's socialization features were able to improve subjects' views on fitness activities. Increasing online social networking tendency correlated with improving views on the fitness exercises that were most often engaged in with the application.
{"title":"Improving adolescent fitness attitudes with a mobile fitness game to combat obesity in youth","authors":"F. Lu, Kei Turner","doi":"10.1109/IGIC.2013.6659162","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659162","url":null,"abstract":"We present the tests results of the first phase of a multi-phase study to combat deteriorating adolescent fitness, reflected in the growth in adolescent obesity rates, by creating a fitness game deployed on mobile devices. The objective of this first phase was to test an initial mobile fitness prototype's efficacy in generating positive attitudinal changes towards fitness activity using strong socialization components within the game. The basic premise being that game play with a strong social aspect is an attractive support mechanism for sustained interest and providing positive reinforcement to users within our fitness application. Such sustained interest and positive reinforcement is vital for producing long-term fitness improvements. Our mobile fitness game prototype included 13 exercises with functionality to socialize with friends regarding exercise progress and collaboration. A subject pool of 12 adolescents aged 15 to 17 used the prototype for a six week period. Results indicate that the application's socialization features were able to improve subjects' views on fitness activities. Increasing online social networking tendency correlated with improving views on the fitness exercises that were most often engaged in with the application.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121019447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659130
M. Quinn, C. Symborski, Meg Barton, James Korris, Travis Falstad, Stephani Granato
This paper describes a case study using a mixed method approach to playtesting a serious computer game designed to identify and mitigate cognitive bias. This approach incorporated in-depth data collection through the use of recordings of the screen and voice of the player while testing, a detailed survey, and a follow-up focus group. The data collection methodology served to provide detailed feedback from playtesters that was analyzed and used to make continuous and timely changes to the game.
{"title":"Methodology for playtesting serious games A case study using a mixed method approach","authors":"M. Quinn, C. Symborski, Meg Barton, James Korris, Travis Falstad, Stephani Granato","doi":"10.1109/IGIC.2013.6659130","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659130","url":null,"abstract":"This paper describes a case study using a mixed method approach to playtesting a serious computer game designed to identify and mitigate cognitive bias. This approach incorporated in-depth data collection through the use of recordings of the screen and voice of the player while testing, a detailed survey, and a follow-up focus group. The data collection methodology served to provide detailed feedback from playtesters that was analyzed and used to make continuous and timely changes to the game.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126584196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659126
Michael G. Christel, S. Stevens, Matt Champer, J. Balash, S. Brice, Bryan Maher, Daniel Hausmann, N. Bastida, Chandana Bhargava, Weiwei Huo, Xun Zhang, S. Collier, V. Aleven, K. Koedinger, Steven W. Dow, C. Rosé, J. Sewall, Mitra Fathollahpour, Chris Reid, Julia Brynn Flynn, A. Glenn, Erik Harpstead
Beanstalk is an educational game for children ages 6-10 teaching balance-fulcrum principles while folding in scientific inquiry and socio-emotional learning. This paper explores the incorporation of these additional dimensions using intrinsic motivation and a framing narrative. Four versions of the game are detailed, along with preliminary player data in a 2×2 pilot test with 64 children shaping the modifications of Beanstalk for much broader testing.
{"title":"Beanstalk: A unity game addressing balance principles, socio-emotional learning and scientific inquiry","authors":"Michael G. Christel, S. Stevens, Matt Champer, J. Balash, S. Brice, Bryan Maher, Daniel Hausmann, N. Bastida, Chandana Bhargava, Weiwei Huo, Xun Zhang, S. Collier, V. Aleven, K. Koedinger, Steven W. Dow, C. Rosé, J. Sewall, Mitra Fathollahpour, Chris Reid, Julia Brynn Flynn, A. Glenn, Erik Harpstead","doi":"10.1109/IGIC.2013.6659126","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659126","url":null,"abstract":"Beanstalk is an educational game for children ages 6-10 teaching balance-fulcrum principles while folding in scientific inquiry and socio-emotional learning. This paper explores the incorporation of these additional dimensions using intrinsic motivation and a framing narrative. Four versions of the game are detailed, along with preliminary player data in a 2×2 pilot test with 64 children shaping the modifications of Beanstalk for much broader testing.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114630219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659168
Heber F. Amaral, José L. Braga, Aziz Galvão
Educational games are important tools to assist the process of teaching and learning as they allow simulating concepts in a virtual environment and foster collaboration and communication among students. The rural management education is a subject where you can explore games as teaching tools due to their complexity. This article proposes an educational game architecture for constructing games aimed at helping teachers in their tasks. We also describe an experience of developing a game about rural management using the proposed architecture.
{"title":"Game Architecture for teaching-learning process: An application on an undergraduate course","authors":"Heber F. Amaral, José L. Braga, Aziz Galvão","doi":"10.1109/IGIC.2013.6659168","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659168","url":null,"abstract":"Educational games are important tools to assist the process of teaching and learning as they allow simulating concepts in a virtual environment and foster collaboration and communication among students. The rural management education is a subject where you can explore games as teaching tools due to their complexity. This article proposes an educational game architecture for constructing games aimed at helping teachers in their tasks. We also describe an experience of developing a game about rural management using the proposed architecture.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133363891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659155
Mei Si
Social facilitation refers to the phenomenon that the presence of others can improve one's performance in simple tasks. This work investigates whether/how we can achieve the same effect using virtual characters. In particular, we want to study the difference among using a digital character, a cognitive robot, and a real person to achieve this effect. We also want to investigate the importance of feeling being evaluated for social facilitation to take place.
{"title":"Do I need a body to encourage you? The effect of embodiment on social facilitation","authors":"Mei Si","doi":"10.1109/IGIC.2013.6659155","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659155","url":null,"abstract":"Social facilitation refers to the phenomenon that the presence of others can improve one's performance in simple tasks. This work investigates whether/how we can achieve the same effect using virtual characters. In particular, we want to study the difference among using a digital character, a cognitive robot, and a real person to achieve this effect. We also want to investigate the importance of feeling being evaluated for social facilitation to take place.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117300530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659144
Toyohide Watanabe
Computer-supported learning environments have been equipped in a wide range, and advanced e-Learning systems are available. However, it is not easy to promote more effectual learning activities even if the systems and/or environments were sufficiently developed. The paradigm that learners study actively with their motivations should be naturally applicable to such advanced environments. In this paper, we focus on how to realize pleasant learning for learners. Our approach is to first analyze the engaging features in the computer-games, second compare the learning process with the computer-games by the analyzed engaging features, and then find out the means which makes learners satisfy with pleasure in the learning process.
{"title":"Feature analysis of computer-game to make learning process pleasant","authors":"Toyohide Watanabe","doi":"10.1109/IGIC.2013.6659144","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659144","url":null,"abstract":"Computer-supported learning environments have been equipped in a wide range, and advanced e-Learning systems are available. However, it is not easy to promote more effectual learning activities even if the systems and/or environments were sufficiently developed. The paradigm that learners study actively with their motivations should be naturally applicable to such advanced environments. In this paper, we focus on how to realize pleasant learning for learners. Our approach is to first analyze the engaging features in the computer-games, second compare the learning process with the computer-games by the analyzed engaging features, and then find out the means which makes learners satisfy with pleasure in the learning process.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133016656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-11-11DOI: 10.1109/IGIC.2013.6659127
Aaron May, Amber Choo, Carman Neustaedter, A. Antle
In order to explore the benefits of communication in complex settings such as work and home environments, it is important to have a firm understanding of how communication operates in a relatively controllable system, such as video games. This paper aims to evaluate the impact of nonverbal communication on success during collaborative gameplay using both qualitative observations of and quantitative gameplay data from players of the custom-designed application TeamWyrm. In so doing, it encourages a discussion of nonverbal communication's role in gameplay, the forms of nonverbal communication displayed during gameplay, and how the availability of nonverbal communication affects player performance.
{"title":"A mixed-methods evaluation of nonverbal communication in collaborative video games","authors":"Aaron May, Amber Choo, Carman Neustaedter, A. Antle","doi":"10.1109/IGIC.2013.6659127","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659127","url":null,"abstract":"In order to explore the benefits of communication in complex settings such as work and home environments, it is important to have a firm understanding of how communication operates in a relatively controllable system, such as video games. This paper aims to evaluate the impact of nonverbal communication on success during collaborative gameplay using both qualitative observations of and quantitative gameplay data from players of the custom-designed application TeamWyrm. In so doing, it encourages a discussion of nonverbal communication's role in gameplay, the forms of nonverbal communication displayed during gameplay, and how the availability of nonverbal communication affects player performance.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121859025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-09-23DOI: 10.1109/IGIC.2013.6659143
Daniel M. Johnson, Peta Wyeth, P. Sweetser
Given the increasing popularity of videogames, understanding when, how and for whom they have a positive or negative impact on wellbeing is critical. We propose a model for exploring these questions based on existing literature and our own research. The People-Game-Play model identifies player characteristics, game features and the experience of play as key determinants of the impact of videogame play on wellbeing. We propose research exploring the relationships within and between each of these key factors is needed and identify some examples of future research in this space.
{"title":"The People-Game-Play model for understanding videogames' impact on wellbeing","authors":"Daniel M. Johnson, Peta Wyeth, P. Sweetser","doi":"10.1109/IGIC.2013.6659143","DOIUrl":"https://doi.org/10.1109/IGIC.2013.6659143","url":null,"abstract":"Given the increasing popularity of videogames, understanding when, how and for whom they have a positive or negative impact on wellbeing is critical. We propose a model for exploring these questions based on existing literature and our own research. The People-Game-Play model identifies player characteristics, game features and the experience of play as key determinants of the impact of videogame play on wellbeing. We propose research exploring the relationships within and between each of these key factors is needed and identify some examples of future research in this space.","PeriodicalId":345745,"journal":{"name":"2013 IEEE International Games Innovation Conference (IGIC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122041070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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