scholarly journals Generating Instructions in a 3D Game Environment: Efficiency or Entertainment?

Author(s):  
Roan Boer Rookhuiszen ◽  
Mariët Theune
Keyword(s):  
3D Game ◽  
2017 ◽  
Vol 2017 ◽  
pp. 1-16 ◽  
Author(s):  
Ting Li ◽  
Jinhua Zhang ◽  
Tao Xue ◽  
Baozeng Wang

We present a methodology for a hybrid brain-computer interface (BCI) system, with the recognition of motor imagery (MI) based on EEG and blink EOG signals. We tested the BCI system in a 3D Tetris and an analogous 2D game playing environment. To enhance player’s BCI control ability, the study focused on feature extraction from EEG and control strategy supporting Game-BCI system operation. We compared the numerical differences between spatial features extracted with common spatial pattern (CSP) and the proposed multifeature extraction. To demonstrate the effectiveness of 3D game environment at enhancing player’s event-related desynchronization (ERD) and event-related synchronization (ERS) production ability, we set the 2D Screen Game as the comparison experiment. According to a series of statistical results, the group performing MI in the 3D Tetris environment showed more significant improvements in generating MI-associated ERD/ERS. Analysis results of game-score indicated that the players’ scores presented an obvious uptrend in 3D Tetris environment but did not show an obvious downward trend in 2D Screen Game. It suggested that the immersive and rich-control environment for MI would improve the associated mental imagery and enhance MI-based BCI skills.


Author(s):  
Lai Har Judy Lee ◽  
Yam San Chee

The work described in this paper is part of a design-based research involving the use of a game-based learning curriculum to foster students' understanding of physics concepts and principles governing the motion of charged particles in electric and magnetic fields. Students engaged in game-play and discussed the dynamics of the charged particles within the 3D game environment. The discussion sessions were video-recorded and an analysis was carried out on the gestures used by a group of students attempting to generalize their observations of the phenomena. The students’ gestures were analyzed to gain insights on their embodied sense-making of charged particle dynamics. The analysis showed that the students used gestures to (1) establish a shared frame of reference, (2) enact embodied game experience, and (3) enable the development of new understanding that surpasses their own existing vocabulary. Implications are discussed with regard to how teachers may take students’ gestures into account when facilitating the development of concepts with a strong visuo-spatial core.


2015 ◽  
pp. 233-256
Author(s):  
Lai Har Judy Lee ◽  
Yam San Chee

The work described in this paper is part of a design-based research involving the use of a game-based learning curriculum to foster students' understanding of physics concepts and principles governing the motion of charged particles in electric and magnetic fields. Students engaged in game-play and discussed the dynamics of the charged particles within the 3D game environment. The discussion sessions were video-recorded and an analysis was carried out on the gestures used by a group of students attempting to generalize their observations of the phenomena. The students' gestures were analyzed to gain insights on their embodied sense-making of charged particle dynamics. The analysis showed that the students used gestures to (1) establish a shared frame of reference, (2) enact embodied game experience, and (3) enable the development of new understanding that surpasses their own existing vocabulary. Implications are discussed with regard to how teachers may take students' gestures into account when facilitating the development of concepts with a strong visuo-spatial core.


2009 ◽  
Vol 1 (2) ◽  
pp. 95-104
Author(s):  
Roan Boer Rookhuiszen ◽  
Mariët Theune
Keyword(s):  
3D Game ◽  

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