Video Game Technology and Training Research

Author(s):  
C. Heaton
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.


Author(s):  
Jan Cannon-Bowers

Despite the fact that people have been playing games since before recorded history, the field of Serious Games—as a scientifically valid and viable area of investigation and application—is really in its infancy. In fact, the rise in availability and popularity of video games is a relatively recent phenomenon and actual applications of video game technology to serious pursuits are relatively rare. That said, I believe that Serious Games are coming into their own, and predict that the next few years will witness an explosion of new games, design features and guidelines, success stories, and scientific findings regarding their effectiveness. How quickly and fruitfully this happens depends, in part, on how well the community of researchers, designers, developers, evaluators, and end users can come together to systematically conceive of, and deploy games for serious purposes. Haphazard attempts—i.e., those that do not build on the findings of others’ experiences—will retard the speed at which viable games are consistently produced. Likewise, rigorous evaluation of those games that are developed cannot be neglected or future developers will likely fall prey to the same problems and pitfalls as their predecessors.


Author(s):  
Frank Bünning ◽  
Ulrike Schmidt

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.


Author(s):  
Darryl Charles ◽  
Colin Fyfe ◽  
Daniel Livingstone ◽  
Stephen McGlinchey

This book centres on biologically inspired machine learning algorithms for use in computer and video game technology. One of the important reasons for employing learning in computer games is that there is a strong desire by many developers and publishers within the industry to make games adaptive. For example, Manslow (2002) states, ‘The widespread adoption of learning in games will be one of the most important advances ever to be made in game AI. Genuinely adaptive AIs will change the way in which games are played by forcing each player to continually search for new strategies to defeat the AI, rather than perfecting a single technique.’ However, the majority of learning techniques to date that have been used in commercial games have employed an offline learning process, that is, the algorithms are trained during the development process and not during the gameplay sessions after the release of the game. Online learning—that is, learning processes that occur during actual gameplay—has been used in only a handful of commercial games, for example, Black and White, but the use of learning online within games is intrinsically linked to adaptivity and the use of the algorithms in this way needs to be explored more fully.


Author(s):  
Jonathan Sykes

Video-games, like movies, music and storybooks are emotional artifacts. We buy media to alter our affective state. Through consumption they impact our physiology and thus alter our affective world. In this chapter the authors review the ways in which playing games can elicit emotion. This chapter will discuss the increased power of video-game technology to elicit affect, and show how the mash-up of traditional and interactive techniques have delivered a richness of emotion that competes with film and television. They then conclude by looking forward to a time when video-games become the dominant medium, and the preferred choice when seeking that emotional fix.


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