Pub Date : 2025-01-30DOI: 10.1016/j.entcom.2025.100928
Sweeney Jing Li, Zeph M.C. van Berlo
Many victims of gendered violence suffer from systematic stigmatization. A novel approach to reduce the negative bias toward victims of gendered violence is the use of video games. In this study, we explore how playing video games can contribute to fostering empathy and reducing bias toward victims of gendered violence. To test our hypotheses, we conducted a lab experiment (N = 166). The result showed that taking the perspective of a gendered violence victim in a video game increases players’ embodiment of the game character and in turn increases player’s empathy toward gendered violence victims. No moderation was found for gender and also no relationship between empathy and implicit bias was found. All in all, the study demonstrates the potential of video games to be an empathy intervention tool for increasing empathy toward gendered violence victims.
{"title":"Video games for good: Active perspective-taking fosters empathy and reduces implicit bias toward gendered violence victims","authors":"Sweeney Jing Li, Zeph M.C. van Berlo","doi":"10.1016/j.entcom.2025.100928","DOIUrl":"10.1016/j.entcom.2025.100928","url":null,"abstract":"<div><div>Many victims of gendered violence suffer from systematic stigmatization. A novel approach to reduce the negative bias toward victims of gendered violence is the use of video games. In this study, we explore how playing video games can contribute to fostering empathy and reducing bias toward victims of gendered violence. To test our hypotheses, we conducted a lab experiment (<em>N</em> = 166). The result showed that taking the perspective of a gendered violence victim in a video game increases players’ embodiment of the game character and in turn increases player’s empathy toward gendered violence victims. No moderation was found for gender and also no relationship between empathy and implicit bias was found. All in all, the study demonstrates the potential of video games to be an empathy intervention tool for increasing empathy toward gendered violence victims.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"53 ","pages":"Article 100928"},"PeriodicalIF":2.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-28DOI: 10.1016/j.entcom.2025.100926
Hunida Gindil Abu Backer , Ibaa Awad
This study investigated the effects of extensive social media use on Arab university students, focusing on gratification, impact, and risk. An online survey was conducted with 536 students from three universities in the UAE, Saudi Arabia, and Egypt. The results showed that 68% of the students used social media for more than 60 h per week. While 81% of the students acknowledged the lack of credibility and 77% recognized social media’s tendency to ignore important issues, they continued to use it extensively for entertainment (95%), global cultural exposure (94%), and sharing thoughts (94%). Researchers found a moderate negative correlation (−0.47, p = 0.007) between the number of daily hours spent on social media and the level of satisfaction attained. According to this study, excessive use reduces attention to local and global issues, while exposing users to misinformation risks. Despite awareness of these negative consequences, students remain heavily engaged because of perceived benefits such as freedom of expression and networking opportunities. This study recommends implementing awareness and educational campaigns in Arab universities to promote an understanding of the risks associated with excessive reliance on social media. Additionally, it suggests that relevant ministries in developing countries should initiate projects to channel youth energy into productive fields, supporting activities that help students achieve their goals, while contributing positively to societal development.
{"title":"The extensive use of social media by Arab university students (gratifications, impact, and risks)","authors":"Hunida Gindil Abu Backer , Ibaa Awad","doi":"10.1016/j.entcom.2025.100926","DOIUrl":"10.1016/j.entcom.2025.100926","url":null,"abstract":"<div><div>This study investigated the effects of extensive social media use on Arab university students, focusing on gratification, impact, and risk. An online survey was conducted with 536 students from three universities in the UAE, Saudi Arabia, and Egypt. The results showed that 68% of the students used social media for more than 60 h per week. While 81% of the students acknowledged the lack of credibility and 77% recognized social media’s tendency to ignore important issues, they continued to use it extensively for entertainment (95%), global cultural exposure (94%), and sharing thoughts (94%). Researchers found a moderate negative correlation (−0.47, p = 0.007) between the number of daily hours spent on social media and the level of satisfaction attained. According to this study, excessive use reduces attention to local and global issues, while exposing users to misinformation risks. Despite awareness of these negative consequences, students remain heavily engaged because of perceived benefits such as freedom of expression and networking opportunities. This study recommends implementing awareness and educational campaigns in Arab universities to promote an understanding of the risks associated with excessive reliance on social media. Additionally, it suggests that relevant ministries in developing countries should initiate projects to channel youth energy into productive fields, supporting activities that help students achieve their goals, while contributing positively to societal development.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"53 ","pages":"Article 100926"},"PeriodicalIF":2.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-16DOI: 10.1016/j.entcom.2025.100921
Claudia Gómez Llanez , Paola Vallejo , Jose Aguilar
Serious Games are gaining recognition as a powerful tool to promote education, specifically in organizational training processes, to achieve effective learning. In these learning processes, individuals must acquire specific cognitive and affective capacities depending on the organization’s objectives, which should be acquired through serious games. However, creating games that effectively train cognitive and affective skills requires a methodological approach to seamlessly integrate specific educational content, game mechanics, story, aesthetics, technology, and assessment tools, among other things. This paper presents a cognitive-affective model for conceptualizing the design of serious games. The model comprises cognitive and affective dimensions, each with its graphical notation, components, and behaviour. The cognitive dimension is based on neuroscience and game mechanics research, while the affective dimension is drawn from affective computing. This paper shows how the cognitive-affective model can guide the development of games that facilitate continuous training and generate cognitive/emotional experiences in specific situations. A case study highlights the model’s effectiveness in a gas explosion simulation explicitly designed for the mining sector. The model enables designers to create games that train users in risky situations, improving their behaviour in simulated dangerous situations in a safe environment. The model’s effectiveness was validated in two ways: 1) with a virtual SG and 2) through competition questions, which showed promising results.
{"title":"Specification of users’ cognitive functions and emotions to promote their training through Serious games","authors":"Claudia Gómez Llanez , Paola Vallejo , Jose Aguilar","doi":"10.1016/j.entcom.2025.100921","DOIUrl":"10.1016/j.entcom.2025.100921","url":null,"abstract":"<div><div>Serious Games are gaining recognition as a powerful tool to promote education, specifically in organizational training processes, to achieve effective learning. In these learning processes, individuals must acquire specific cognitive and affective capacities depending on the organization’s objectives, which should be acquired through serious games. However, creating games that effectively train cognitive and affective skills requires a methodological approach to seamlessly integrate specific educational content, game mechanics, story, aesthetics, technology, and assessment tools, among other things. This paper presents a cognitive-affective model for conceptualizing the design of serious games. The model comprises cognitive and affective dimensions, each with its graphical notation, components, and behaviour. The cognitive dimension is based on neuroscience and game mechanics research, while the affective dimension is drawn from affective computing. This paper shows how the cognitive-affective model can guide the development of games that facilitate continuous training and generate cognitive/emotional experiences in specific situations. A case study highlights the model’s effectiveness in a gas explosion simulation explicitly designed for the mining sector. The model enables designers to create games that train users in risky situations, improving their behaviour in simulated dangerous situations in a safe environment. The model’s effectiveness was validated in two ways: 1) with a virtual SG and 2) through competition questions, which showed promising results.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"53 ","pages":"Article 100921"},"PeriodicalIF":2.8,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100890
Akça Okan Yüksel , Bilal Atasoy , Selçuk Özdemir
This study aims to examine the effects of educational robotics activities on students’ 21st century skills. In the study, explanatory mixed method design was used. As a quantitative data collection tool, the 21st century skills scale was utilized [47]. In addition to quantitative data, qualitative data were collected from the teachers and students through semi-structured interviews. Within the scope of the research, students participated in robotic design courses with Arduino over the learning management system for ten weeks and participated in a competition with their products at the end of the activity. The activity was held with the participation of 62 students and 10 teachers. The findings of the study showed that educational robotic activities caused a significant increase in the affective domain of the students. While it did not cause any significant increase in the cognitive and sociocultural domains, the average scores of students increased on post-tests compared to the pretests for these two domains. In addition, students’ 21st century skills did not differ according to gender. Although there is no statistically significant difference in pretest–posttest results due to grade level, an increase was observed in posttest averages at each grade level. The observed increase in the post-tests, although not statistical, reveals the positive effect of educational robotic coding in terms of students’ 21st century skills. To support the results of the quantitative data, the analysis of the qualitative data revealed a consensus of both teachers and students on the contribution of such applications to the advancement of contemporary skills. In conclusion, the results of this study show that educational robotic coding can be used to develop 21st century skills of elementary school students.
{"title":"Transformation of labor: Educational robotics coding in elementary schools for 21st century skills","authors":"Akça Okan Yüksel , Bilal Atasoy , Selçuk Özdemir","doi":"10.1016/j.entcom.2024.100890","DOIUrl":"10.1016/j.entcom.2024.100890","url":null,"abstract":"<div><div>This study aims to examine the effects of educational robotics activities on students’ 21st century skills. In the study, explanatory mixed method design was used. As a quantitative data collection tool, the 21st century skills scale was utilized <span><span>[47]</span></span>. In addition to quantitative data, qualitative data were collected from the teachers and students through semi-structured interviews. Within the scope of the research, students participated in robotic design courses with Arduino over the learning management system for ten weeks and participated in a competition with their products at the end of the activity. The activity was held with the participation of 62 students and 10 teachers. The findings of the study showed that educational robotic activities caused a significant increase in the affective domain of the students. While it did not cause any significant increase in the cognitive and sociocultural domains, the average scores of students increased on post-tests compared to the pretests for these two domains. In addition, students’ 21st century skills did not differ according to gender. Although there is no statistically significant difference in pretest–posttest results due to grade level, an increase was observed in posttest averages at each grade level. The observed increase in the post-tests, although not statistical, reveals the positive effect of educational robotic coding in terms of students’ 21st century skills. To support the results of the quantitative data, the analysis of the qualitative data revealed a consensus of both teachers and students on the contribution of such applications to the advancement of contemporary skills. In conclusion, the results of this study show that educational robotic coding can be used to develop 21st century skills of elementary school students.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100890"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100913
Chengjie Liu, Hongbing Liu
Tactical training for football players involves ground-level goal concentration, player passing, etc., as features. Tactical training is mandatory to improve the skills of a player in terms of performance and reasoning ability for goals. This work describes a performance-focused strategic training module (PFSTM) that uses a concatenated learning network. The performance-focused player features are identified via different stats from those used in the previous games. The lagging features toward in-ground performance are identified via concatenated outcomes to provide specific tactical training. In such training sessions, the tactical training features are determined via recurrent learning based on the maximum achievable training outcomes. The concatenation between the features overlaps under multiple strategy evaluation sessions to maximize player performance. In this case, the concatenation of performance features is segmented and released after their improvements. Thus, the proposed module is designed to fit tactical training and in-ground application of football players irrespective of the sessions and strategies. From previous training, this module identifies various performance features, such as ball passing accuracy, awareness of handling the ball, and strategies made by the players. Players with better fitness levels will quickly improve skills such as ball passing and reaching target accuracy. The results demonstrate an accuracy of 95 % and an RMSE of 0.15, indicating strong predictive capabilities.
{"title":"The application of artificial intelligence technology in the tactical training of football players","authors":"Chengjie Liu, Hongbing Liu","doi":"10.1016/j.entcom.2024.100913","DOIUrl":"10.1016/j.entcom.2024.100913","url":null,"abstract":"<div><div>Tactical training for football players involves ground-level goal concentration, player passing, etc., as features. Tactical training is mandatory to improve the skills of a player in terms of performance and reasoning ability for goals. This work describes a performance-focused strategic training module (PFSTM) that uses a concatenated learning network. The performance-focused player features are identified via different stats from those used in the previous games. The lagging features toward in-ground performance are identified via concatenated outcomes to provide specific tactical training. In such training sessions, the tactical training features are determined via recurrent learning based on the maximum achievable training outcomes. The concatenation between the features overlaps under multiple strategy evaluation sessions to maximize player performance. In this case, the concatenation of performance features is segmented and released after their improvements. Thus, the proposed module is designed to fit tactical training and in-ground application of football players irrespective of the sessions and strategies. From previous training, this module identifies various performance features, such as ball passing accuracy, awareness of handling the ball, and strategies made by the players. Players with better fitness levels will quickly improve skills such as ball passing and reaching target accuracy. The results demonstrate an accuracy of 95 % and an RMSE of 0.15, indicating strong predictive capabilities.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100913"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100867
Xiao Han
With the rapid development of digital technology, online education has gradually become the mainstream learning mode, and the traditional E-learning mode often lacks interaction and participation, resulting in learners’ enthusiasm and learning effect being affected. Therefore, this study aims to explore E-learning English online teaching mode based on digital entertainment and gamification experience, with a view to improving learners’ interactive teaching experience, learning effect and learning motivation. This study adopts a hybrid approach, summarizes the application of existing digital entertainment and gamification technologies in education, and designs an online English learning platform integrating game elements. Through case study and questionnaire survey, feedback data of students in the process of using this platform is collected, and their interactive experience and learning effectiveness are analyzed. The results show that the online teaching model based on digital entertainment and gamification experience significantly improves learners’ participation and learning enthusiasm. Learners’ academic performance improved significantly in the interactive environment, and feedback showed a significant increase in their satisfaction with the course content and the attractiveness of gamified elements.
{"title":"Research on english E-learning teaching model based on digital entertainment and gamification experience: Interactive teaching experience","authors":"Xiao Han","doi":"10.1016/j.entcom.2024.100867","DOIUrl":"10.1016/j.entcom.2024.100867","url":null,"abstract":"<div><div>With the rapid development of digital technology, online education has gradually become the mainstream learning mode, and the traditional E-learning mode often lacks interaction and participation, resulting in learners’ enthusiasm and learning effect being affected. Therefore, this study aims to explore E-learning English online teaching mode based on digital entertainment and gamification experience, with a view to improving learners’ interactive teaching experience, learning effect and learning motivation. This study adopts a hybrid approach, summarizes the application of existing digital entertainment and gamification technologies in education, and designs an online English learning platform integrating game elements. Through case study and questionnaire survey, feedback data of students in the process of using this platform is collected, and their interactive experience and learning effectiveness are analyzed. The results show that the online teaching model based on digital entertainment and gamification experience significantly improves learners’ participation and learning enthusiasm. Learners’ academic performance improved significantly in the interactive environment, and feedback showed a significant increase in their satisfaction with the course content and the attractiveness of gamified elements.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100867"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141947898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100897
Hyeon Jo
This study investigates the influence of video game genres on adolescent behavior, focusing on tolerance, withdrawal symptoms, and impaired control. With the increasing prevalence of gaming among adolescents, understanding the specific impacts of game genres becomes crucial. This research aims to identify how different genres affect adolescent gamers and to provide insights for educators, parents, and policymakers on managing gaming-related behaviors. Using ANOVA and Sidak post-hoc test to analyze responses from a sample size of 60,029 adolescents, the study found significant differences in tolerance, withdrawal symptoms, and impaired control across various game genres. RPG and AOS games were associated with higher levels of tolerance and withdrawal symptoms compared to sports and casual games, suggesting a genre-specific influence on these behaviors. The findings underscore the need for targeted strategies in educational and parental guidance to address game genre-related issues among adolescents. The implications of this research are vital for developing effective interventions and supports that cater to the specific needs of adolescent gamers, aiming to foster healthier gaming habits and mitigate potential negative outcomes.
{"title":"How do different game genres impact adolescent players’ problematic game use?","authors":"Hyeon Jo","doi":"10.1016/j.entcom.2024.100897","DOIUrl":"10.1016/j.entcom.2024.100897","url":null,"abstract":"<div><div>This study investigates the influence of video game genres on adolescent behavior, focusing on tolerance, withdrawal symptoms, and impaired control. With the increasing prevalence of gaming among adolescents, understanding the specific impacts of game genres becomes crucial. This research aims to identify how different genres affect adolescent gamers and to provide insights for educators, parents, and policymakers on managing gaming-related behaviors. Using ANOVA and Sidak post-hoc test to analyze responses from a sample size of 60,029 adolescents, the study found significant differences in tolerance, withdrawal symptoms, and impaired control across various game genres. RPG and AOS games were associated with higher levels of tolerance and withdrawal symptoms compared to sports and casual games, suggesting a genre-specific influence on these behaviors. The findings underscore the need for targeted strategies in educational and parental guidance to address game genre-related issues among adolescents. The implications of this research are vital for developing effective interventions and supports that cater to the specific needs of adolescent gamers, aiming to foster healthier gaming habits and mitigate potential negative outcomes.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100897"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100903
Jaehyuk Choi , Younkeun Choi
The purpose of the present study was to examine the relationships between game use negative motivation factors and interpersonal competency and explore the moderating effect of social distance on those relationships. For this, the present study collected data from 228 college students in South Korea through a survey method and used hierarchical multiple regression analyses. In the results, first, the more manipulation, customization, or immersion/escape participants pursue in gameplay, the more they decrease interpersonal competency. Second, a positive relationship between immersion/escape motivation and interpersonal competency is weaker for participants with more social exclusion experience rather than low. However, social exclusion was found to have no significance in the relationship between other motivators and interpersonal competency.
{"title":"The influence of social distance perception among gamers on relationships between game motivation and interpersonal competency","authors":"Jaehyuk Choi , Younkeun Choi","doi":"10.1016/j.entcom.2024.100903","DOIUrl":"10.1016/j.entcom.2024.100903","url":null,"abstract":"<div><div>The purpose of the present study was to examine the relationships between game use negative motivation factors and interpersonal competency and explore the moderating effect of social distance on those relationships. For this, the present study collected data from 228 college students in South Korea through a survey method and used hierarchical multiple regression analyses. In the results, first, the more manipulation, customization, or immersion/escape participants pursue in gameplay, the more they decrease interpersonal competency. Second, a positive relationship between immersion/escape motivation and interpersonal competency is weaker for participants with more social exclusion experience rather than low. However, social exclusion was found to have no significance in the relationship between other motivators and interpersonal competency.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100903"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100899
Tamal Pal, Sipra Das Bit
Recently due to high popularity of video games, Procedural Content Generation (PCG) becomes an approach for automatically creating levels in game with balanced difficulty. The PCG is a solution towards automatic creation of levels with balanced difficulty. Among the existing works, not only very few recent PCG-based difficulty balancing solutions is found, but algorithms are also computationally intensive due to the presence of complex techniques like evolutionary computing, graph algorithms etc. In this paper, we develop a low overhead mathematical model based PCG scheme with the rule of variation and curve fitting. Firstly, relationship between difficulty and performance parameters of the game is setup using this model. Then, to make the model more reliable, difficulty parameters are adjusted to cope with the real performance of a player. Finally, the proposed scheme is tested on a survival game ‘Helip’ developed by us. The game shows satisfactory performance in response time, user friendliness, visual aesthetics and innovation based on opinion of the players. Moreover, the proposed difficulty balancing scheme is evaluated in terms of opinion score and player’s performance to be more balanced compared to state-of-the-art techniques. Our balancing scheme also has the lowest overhead in terms of running time.
{"title":"Design and implementation of a survival game towards achieving user’s satisfaction by providing balanced difficulty","authors":"Tamal Pal, Sipra Das Bit","doi":"10.1016/j.entcom.2024.100899","DOIUrl":"10.1016/j.entcom.2024.100899","url":null,"abstract":"<div><div>Recently due to high popularity of video games, Procedural Content Generation (PCG) becomes an approach for automatically creating levels in game with balanced difficulty. The PCG is a solution towards automatic creation of levels with balanced difficulty. Among the existing works, not only very few recent PCG-based difficulty balancing solutions is found, but algorithms are also computationally intensive due to the presence of complex techniques like evolutionary computing, graph algorithms etc. In this paper, we develop a low overhead mathematical model based PCG scheme with the rule of variation and curve fitting. Firstly, relationship between difficulty and performance parameters of the game is setup using this model. Then, to make the model more reliable, difficulty parameters are adjusted to cope with the real performance of a player. Finally, the proposed scheme is tested on a survival game ‘Helip’ developed by us. The game shows satisfactory performance in response time, user friendliness, visual aesthetics and innovation based on opinion of the players. Moreover, the proposed difficulty balancing scheme is evaluated in terms of opinion score and player’s performance to be more balanced compared to state-of-the-art techniques. Our balancing scheme also has the lowest overhead in terms of running time.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100899"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-01DOI: 10.1016/j.entcom.2024.100873
Lian Sun
Recently, a widely developed technology in the field of tactile interactive human–computer interaction has been widely applied in various fields. However, there is currently a lack of application of somatosensory interaction technology in children’s music enlightenment products. To broaden the research scope of the field of sensory interaction products, this study first analyzes music enlightenment games based on game elements to obtain the needs of children in music education; Secondly, this study utilizes fuzzy judgment matrices and purpose chains to conduct research based on user psychology, in order to capture the product’s focus during the design process. Finally, the research designs Gesture recognition algorithm and children’s somatosensory interaction music enlightenment system on the basis of somatosensory interaction. The research results indicate that the age range of users is between 28 and 45 years old, and 88 % of respondents have no or limited experience in early music education for children. When the Gesture recognition algorithm iterates to about 4000 times, it can reach the convergence state, and the loss value fluctuates around 0.1. In addition, the running time of Gesture recognition algorithm in simple background and complex background is 0.089 s and 0.083 s respectively. And the average accuracy of this algorithm is 98.81 %, with an average recall rate of 93.38 %. Finally, the vast majority of participants expressed their willingness to continue using the children’s sensory interaction music enlightenment system in view of sensory interaction and game elements, with a higher proportion of medium to low difficulty participants willing to continue. In summary, the children’s somatosensory interactive music enlightenment system proposed in the study has better performance and is widely used by users.
{"title":"Children’s sensory interaction music enlightenment system based on sensory interaction and game elements","authors":"Lian Sun","doi":"10.1016/j.entcom.2024.100873","DOIUrl":"10.1016/j.entcom.2024.100873","url":null,"abstract":"<div><div>Recently, a widely developed technology in the field of tactile interactive human–computer interaction has been widely applied in various fields. However, there is currently a lack of application of somatosensory interaction technology in children’s music enlightenment products. To broaden the research scope of the field of sensory interaction products, this study first analyzes music enlightenment games based on game elements to obtain the needs of children in music education; Secondly, this study utilizes fuzzy judgment matrices and purpose chains to conduct research based on user psychology, in order to capture the product’s focus during the design process. Finally, the research designs Gesture recognition algorithm and children’s somatosensory interaction music enlightenment system on the basis of somatosensory interaction. The research results indicate that the age range of users is between 28 and 45 years old, and 88 % of respondents have no or limited experience in early music education for children. When the Gesture recognition algorithm iterates to about 4000 times, it can reach the convergence state, and the loss value fluctuates around 0.1. In addition, the running time of Gesture recognition algorithm in simple background and complex background is 0.089 s and 0.083 s respectively. And the average accuracy of this algorithm is 98.81 %, with an average recall rate of 93.38 %. Finally, the vast majority of participants expressed their willingness to continue using the children’s sensory interaction music enlightenment system in view of sensory interaction and game elements, with a higher proportion of medium to low difficulty participants willing to continue. In summary, the children’s somatosensory interactive music enlightenment system proposed in the study has better performance and is widely used by users.</div></div>","PeriodicalId":55997,"journal":{"name":"Entertainment Computing","volume":"52 ","pages":"Article 100873"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142191075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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