scholarly journals Pathfinder

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-23
Author(s):  
Tim Naglé ◽  
Scott Bateman ◽  
Max V. Birk
Keyword(s):  
Video Games ◽  
Common Element ◽  
Instructional Software ◽  
Secondary Tasks ◽  
Single Task ◽  
Software Skills ◽  
Photo Editing ◽  
Gamified Learning ◽  
Play Experience ◽  
Positive Effect

Designers of instructional software use gamification to help motivate and engage learners. Typically focusing on gamifying a single task, designers aim to provide a straightforward path through learning. In contrast, video games frequently provide optional secondary tasks using collectibles. Collectibles-like coins-are secondary, non-essential goals that encourage players to selectively take on additional challenges and engage more with a game. While research supports the idea that by increasing engagement learning can be improved, exactly how collectibles-an extremely common element in games-might be employed in gamified learning and how it might affect the play experience is underexplored. We present the results of a study comparing a gamified photo-editing training game that uses collectibles to one without collectibles. Our results show that learners choose to engage more when collectibles are present, and that this has a positive effect on software skills applied to a representative out-of-game challenge. Our findings provide a nuanced view of the tradeoffs in motivation and experience when collectibles are used.

scholarly journals A Context-Aware and Immersive Puzzle Game using Machine Learning and Big Data Analysis

2021 ◽  
Author(s):  
Peiyi Li ◽  
Peilin Li ◽  
John Morris ◽  
Yu Sun
Keyword(s):  
Machine Learning ◽  
Big Data ◽  
Video Games ◽  
Qualitative Evaluation ◽  
Big Data Analysis ◽  
Difficulty Level ◽  
Context Aware ◽  
Conceptual Problems ◽  
Puzzle Games ◽  
Play Experience

Recent years, video games have become one of the main forms of entertainment for people of all ages, in which millions of members publicly show their screenshots while playing games or share their experience of playing games [4]. Puzzle game is a popular game genre among various video games, it challenges players to find the correct solution by providing them with different logic/conceptual problems. However, designing a good puzzle game is not an easy task [5]. This paper designs a puzzle game for players of all age ranges with proper difficulty level, various puzzle mechanics and attractive background setting stories. We applied our games to different players to test play and conducted a qualitative evaluation of the approach. The results show that the pace of puzzle games affects play experience a lot and the difficulty level of the puzzles affects players' feelings to the game.

Utilizing a Remote LED Stimulus to Concurrently Measure Cognitive and Visual Task Demand

2018 ◽  
Vol 62 (1) ◽  
pp. 1-5
Author(s):  
Conner J. Motzkus ◽  
Douglas J. Getty ◽  
Andrea Campos ◽  
Joel M. Cooper ◽  
David L. Strayer
Keyword(s):  
Reaction Times ◽  
Cost Effective ◽  
Task Demand ◽  
Secondary Tasks ◽  
Single Task ◽  
Iso Standard ◽  
Hit Rate ◽  
Detection Response ◽  
Response Task ◽  
Sensitive Method

The ISO 17488 standard Detection Response Task (DRT) has been validated as an effective tool for measuring fluctuations in cognitive workload while driving and performing secondary tasks. This research evaluated the possibility of consolidating a dual stimulus DRT to a single remote LED stimulus to concurrently measure visual and cognitive demand. Hit rate and reaction times to a remote LED stimulus and an ISO standard vibrotactor stimulus were compared for three in-vehicles tasks: a single task baseline, a cognitively demanding task, and a visually demanding task. Analyses showed that the remote LED and vibrotactor were equally sensitive to cognitive load, while the remote LED was more sensitive to visual load. We suggest the remote LED DRT system serves as a cost-effective, practical, sensitive method to concurrently assess cognitive and visual demand.

Game-Based Learning

2012 ◽  
pp. 628-647 ◽  
Author(s):  
Sylke Vandercruysse ◽  
Mieke Vandewaetere ◽  
Geraldine Clarebout
Keyword(s):  
Instructional Technology ◽  
Video Games ◽  
Literature Search ◽  
Educational Games ◽  
Systematic Literature Search ◽  
Positive Outcomes ◽  
Game Based Learning ◽  
Games For Learning ◽  
Context Variables ◽  
Positive Effect

A new interest in the use of video games for learning has emerged, and a number of claims are made with respect to the effectiveness of games in education. These educational games are considered as new instructional technology with great potential. The suggested positive outcomes and effects have been mentioned repeatedly. In this review, the learning effects of educational games are studied in order to gain more insights into the conditions under which a game may be effective for learning. A systematic literature search in three databases was conducted. Some studies reported a positive effect on learning and motivation, but this is moderated by different learner variables and depends on different context variables. Next to this, the effectivity research on game-based learning is highly susceptible to a muddle of approaches, methodologies, and descriptions of gaming for educational purposes.

“Level Up”: Leveraging Skill and Engagement to Maximize Player Game-Play in Online Video Games

2019 ◽  
Vol 30 (3) ◽  
pp. 927-947 ◽  
Author(s):  
Yan Huang ◽  
Stefanus Jasin ◽  
Puneet Manchanda
Keyword(s):  
Video Games ◽  
Game Play ◽  
Data Set ◽  
Second Stage ◽  
Player Game ◽  
Multiplayer Video Games ◽  
High Engagement ◽  
Online Video Games ◽  
The Relationship ◽  
Play Experience

We propose a novel two-stage data-analytic modeling approach to gamer matching for multiplayer video games. In the first stage, we build a hidden Markov model to capture how gamers' latent engagement state evolves as a function of their game-play experience and outcome and the relationship between their engagement state and game-play behavior. We estimate the model using a data set containing detailed information on 1,309 randomly sampled gamers' playing histories over 29 months. We find that high-, medium-, and low-engagement-state gamers respond differently to motivations, such as feelings of achievement and need for challenge. For example, a higher per-period total score (achievement) increases the engagement of gamers in a low or high engagement state but not those in a medium engagement state; gamers in a low or medium engagement state enjoy within-period score variation (challenge), but those in a high engagement state do not. In the second stage, we develop a matching algorithm that learns (predicts) the gamer's current engagement state on the fly and exploits that learning to match the gamer to a round to maximize game-play. Our algorithm increases gamer game-play volume and frequency by 4%–8% conservatively, leading to economically significant revenue gains for the company.

Modern Means of Communication and Their Impact on the Social, Cultural and Intellectual Development of a Child

2019 ◽  
Vol 7 (3) ◽  
pp. 31-36
Author(s):  
Хосе Колома ◽  
Hose Koloma ◽  
Дебора Гарсия ◽  
Debora Garsiya
Keyword(s):  
Video Games ◽  
Intellectual Development ◽  
Negative Impact ◽  
Training And Education ◽  
The Social ◽  
Different Types ◽  
Teachers And Parents ◽  
Positive Effect ◽  
Development Of Students

The article of American colleagues reveals the role of modern means of communication in the process of training and education of children of primary school and adolescence. Primary attention is paid to video games, the characteristics of their different types, including educational orientation. With concrete examples, the possible positive effect of the use of video games by teachers for the intellectual development of students, as well as the risks of uncontrolled use by children, are considered. Recommendations are given to teachers and parents to control the play activities of younger schoolchildren and adolescents in order to prevent the negative impact of video games on the health and mental state of a child.

Effect of Adding Cognitively Demanding Tasks on Soccer Skill Performance

1992 ◽  
Vol 75 (3) ◽  
pp. 955-961 ◽  
Author(s):  
Matthew D. Smith ◽  
Craig J. Chamberlin
Keyword(s):  
Motor Task ◽  
Experimental Conditions ◽  
Secondary Tasks ◽  
Soccer Ball ◽  
Geometric Shapes ◽  
Functional Interference ◽  
Skill Performance ◽  
Dual Task Performance ◽  
Main Effects ◽  
Positive Effect

The effect of adding cognitively demanding elements to the performance of a real-world motor task in which functional interference among the elements in performance existed was investigated across level of expertise. The primary task involved running as quickly as possible through a 15.25-m slalom course. Two secondary tasks were used, dribbling of a soccer ball and identification of geometric shapes projected on a screen located at the end of the slalom course. 4 novice, 5 intermediate, and 5 expert female soccer players served as subjects and performed three trials each of three experimental conditions: running through the slalom course, running through the slalom course while dribbling a soccer ball, and running through the slalom course while dribbling a soccer ball and identifying geometric shapes. Analysis of variance using a 3 (experimental condition) × 3 (level of expertise) design gave significant main effects and a significant interaction. The latter indicated that, although the addition of cognitively demanding elements caused a decrement in performance, the amount of decrement decreased as level of expertise increased. It was concluded that structural interference between elements of performance decreased the positive effect of automation of one element on dual task performance.

Effects of Category and Rhyme Decisions on Sentence Production

2002 ◽  
Vol 45 (5) ◽  
pp. 844-857 ◽  
Author(s):  
Hans-Georg Bosshardt ◽  
Waltraud Ballmer ◽  
Luc F. de Nil
Keyword(s):  
Dual Task ◽  
Speech Rate ◽  
Sentence Production ◽  
Experimental Conditions ◽  
Sentence Generation ◽  
Secondary Tasks ◽  
Single Task ◽  
Dependent Variables ◽  
Dual Versus ◽  
Task Conditions

The aim of the present experiment was to investigate differences between persons who stutter and persons who do not stutter during the production of sentences in a single task versus two dual-task conditions. Participants were required to form a sentence containing 2 unrelated nouns. In dual-task conditions, rhyme and category decisions were used as secondary tasks. The results for 14 adults who stutter and 16 adults who do not stutter are reported. Dependent variables were the number of correct rhyme and category decisions, decision latencies, length, number of propositions, sentence latency, speech rate of sentences, disfluencies, and stuttering rates. The results indicated that both groups reduced the average number of correct rhyme and category decisions when this task was performed concurrently with sentence generation and production. Similarly, the 2 groups of participants did not differ with respect to the correctness and latency of their decisions. Under single-task conditions the sentences of both groups had a comparable number of propositions. But under dual- as compared with singletask conditions persons who stutter significantly reduced the number of propositions whereas persons who do not stutter did not show a significant dual- versus single-task contrast. Experimental conditions did not significantly influence stuttering rates. These results suggest that persons who stutter require more processing capacity for sentence generation and articulation than persons who do not stutter and that both groups keep stuttering rates at a constant level by adjusting the number of propositional units of their linguistic productions. The results support the view that the organization of the speech-production system of persons who stutter makes it more vulnerable to interference from concurrent attention-demanding semantic tasks.

scholarly journals Gamification of Professional Development for First Year Engineering Students

2015 ◽  
Author(s):  
Jason Bazylak
Keyword(s):  
Professional Development ◽  
Video Games ◽  
Video Game ◽  
Engineering Students ◽  
Grade System ◽  
First Year ◽  
Point System ◽  
Oral Presentations ◽  
Positive Effect ◽  
Standard Grade

Approximately 1.23 billion people play video games. Gamification is the study of what motivates gamers to invest thousands of hours into these games, and more importantly attempts to derive principles of gamification that can be applied to motivate people to participate in non-video game tasks with equal zeal. Education is one area where gamification is being explored.One gamification principle is to give participants a clear indication of their progress. In video games this is often depicted as ‘points’. The typical grade system could be interpreted as a type of point system, but one without much flexibility. Implementation of a bonus point system as an overlay to the standard grade system may allow for more flexibility.In this study this gamification principle was used to motivate students in a first year design course to participate in optional professional development activities and to foster an active online peer feedback and instruction community. With relatively minor modifications and repackaging of an existing evaluation methods students were motivated to give optional oral presentations, attend optional skill development workshops, and to contribute extensively to an online learning community.This implementation of gamification was found to have a net positive effect on student participation in Professional Development activities. Where it succeeded and where it failed will be explored.

scholarly journals Thinking and Doing: Challenge, Agency, and the Eudaimonic Experience in Video Games

2019 ◽  
pp. 155541201988153 ◽  
Author(s):  
Tom Cole ◽  
Marco Gillies
Keyword(s):  
Video Games ◽  
Video Game ◽  
Emotional Experiences ◽  
Avant Garde ◽  
Play Experience ◽  
New Framework

The nascent growth of video games has led to great leaps in technical understanding in how to create a functional and entertaining play experience. However, the complex, mixed-affect, eudaimonic entertainment experience that is possible when playing a video game—how it is formed, how it is experienced, and how to design for it—has been investigated far less than hedonistic emotional experiences focusing on fun, challenge, and “enjoyment.” Participants volunteered to be interviewed about their mixed-affect emotional experiences of playing avant-garde video games. New conceptions of agency emerged (actual, interpretive, fictional, mechanical) from the analysis of transcripts and were used to produce a framework of four categories of agency. This new framework offers designers and researchers the extra nuance in conversations around agency and contributes to the discussion of how we can design video games that allow for complex, reflective, eudaimonic emotional experiences.

Sign in / Sign up

Export Citation Format

Share Document