scholarly journals Using video games for volcanic hazard education and communication

2016 ◽  
Author(s):  
L. Mani ◽  
P. D. Cole ◽  
I. Stewart
Keyword(s):  
Video Games ◽  
Video Game ◽  
Volcanic Hazard ◽  
Pyroclastic Flows ◽  
Concept Design ◽  
Game Development ◽  
Ash Fall ◽  
Post Test ◽  
Hazard Education ◽  
Sound Foundation

Abstract. This paper aims to understand whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game – St. Vincent’s Volcano – for use in volcano education and outreach sessions, aimed at improving resident’s knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars). Here, we discuss the process of game development including concept design, game development through to final implementation on St. Vincent. Preliminary results for game implementation (obtained through pre and post-test knowledge quizzes) for both student and adult participants suggest that a video game of this style can be effective in improving learner’s knowledge. Both groups of participants demonstrated an increase in score percentage (9.3 % for adults and 8.3 % for students) and when plotted as learning gains (0.11 for adults and 0.09 for students). This preliminary data could provide a sound foundation for the increased integration of emerging technologies within traditional education sessions.

scholarly journals Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results

2016 ◽  
Vol 16 (7) ◽  
pp. 1673-1689 ◽  
Author(s):  
Lara Mani ◽  
Paul D. Cole ◽  
Iain Stewart
Keyword(s):  
Video Games ◽  
Video Game ◽  
Volcanic Hazard ◽  
Pyroclastic Flows ◽  
Concept Design ◽  
Preliminary Results ◽  
Ash Fall ◽  
Post Test ◽  
Hazard Education ◽  
Sound Foundation

Abstract. This paper presents the findings from a study aimed at understanding whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game – St. Vincent's Volcano – for use in existing volcano education and outreach sessions. Its twin aims are to improve residents' knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars) and to integrate traditional methods of education in a more interactive manner. Here, we discuss the process of game development including concept design through to the final implementation on St. Vincent. Preliminary results obtained from the final implementation (through pre- and post-test knowledge quizzes) for both student and adult participants provide indications that a video game of this style may be effective in improving a learner's knowledge. Both groups of participants demonstrated a post-test increase in their knowledge quiz score of 9.3 % for adults and 8.3 % for students and, when plotted as learning gains (Hake, 1998), show similar overall improvements (0.11 for adults and 0.09 for students). These preliminary findings may provide a sound foundation for the increased integration of emerging technologies within traditional education sessions. This paper also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study.

The Effect of Using Video Games on EFL Learners' Acquisition of Speech Acts of Apology and Request

2016 ◽  
Vol 6 (5) ◽  
pp. 1019 ◽  
Author(s):  
Mahshid Shirazi ◽  
Seyyed Dariush Ahmadi ◽  
Ali Gholami Mehrdad
Keyword(s):  
Video Games ◽  
Video Game ◽  
Speech Acts ◽  
Pragmatic Competence ◽  
Placement Test ◽  
Efl Learners ◽  
Post Test ◽  
Competence Test

This article presents a discussion about the inclusion of video game based pragmatic competence instruction as a facilitative tool to develop interlanguage pragmatic competence of Iranian EFL learners' acquisition of speech acts of apology and request. The question this article is intended to answer includes: whether using video game as a facilitative tool for developing interlanguage pragmatic competence have any effect on EFL learners’ acquisition of speech acts of apology and request or not. To answer this question, 40 Iranian intermediate EFL learners were selected via administering the Oxford Placement Test (OPT). Following the Jianda Liu pragmatic competence test (2004) that made test of apology and request speech acts were administered as the pre-test before the targeted speech acts were instructed to them for 8 sessions. The post-test of apology and request speech acts were then administered and data were analyzed via calculating ANCOVA and Mann-Whitney U test. The results indicated that the video game-based instructed EFL classroom showed positive progress in acquisition of apology and request speech acts.

scholarly journals Volcanoes in video games: The portrayal of volcanoes in Commercial-Off-The-Shelf (COTS) video games and their learning potential

2020 ◽  
Author(s):  
Edward George McGowan ◽  
Jazmin Paris Scarlett
Keyword(s):  
Video Games ◽  
Video Game ◽  
Real World ◽  
General Public ◽  
Active Volcano ◽  
Educational Systems ◽  
Ash Fall ◽  
Severe Burns ◽  
Commercial Off The Shelf ◽  
Negative Impacts

Abstract. Volcanoes are a very common staple in mainstream video games. Particularly within the action/adventure genres, entire missions (e.g. Monster Hunter: Generation Ultimate) or even full storylines (e.g. Spyro: The Reignited Trilogy) can require players to traverse an active volcano. With modern advancements in video game capabilities and graphics, many of these volcanic regions contain a lot of detail. Most video games nowadays have gameplay times in excess of 50 hours. The Legend of Zelda: Breath of the Wild for example brags a minimum of 60 hours to complete. Therefore, players can spend a substantial amount of time immersed within the detailed graphics, and unknowingly learn about volcanic traits while playing. If these details are factually accurate to what is observed in real world volcanic systems, then video games can prove to be a powerful learning tool. However, inaccurate representations could instil a false understanding in thousands of players worldwide. Therefore, it is important to assess the accuracies of volcanology portrayed in mainstream video games and consider whether they can have an educational impact on the general public playing such games. Or, whether these volcanic details are overlooked by players as they focus solely on the entertainment factor provided. We have therefore reviewed several popular commercial video games that contain volcanic aspects and evaluated how realistic said aspects are when compared to real-world examples. It was found that all the games reviewed had a combination of accurate and inaccurate volcanic features and each would vary from game to game. The visual aesthetics of these features are usually very realistic, including lava, ash-fall and lahars. However, the inaccuracies or lack of representation of hazards that come with such features, such as ash-related breathing problems or severe burns from contact with molten lava, could have great negative impacts on a player's understanding of these deadly events. With further investigations assessing the direct impact on the general public, there is the opportunity to correctly assess how to incorporate the use of mainstream video games in educational systems and outreach.

scholarly journals Assistive Technologies for Brain-Injured Gamers

Gamification ◽  
2015 ◽  
pp. 1113-1141
Author(s):  
Jason Colman ◽  
Paul Gnanayutham
Keyword(s):  
Brain Injury ◽  
Video Games ◽  
Video Game ◽  
Best Practice ◽  
Ethical Issues ◽  
Therapeutic Potential ◽  
Assistive Technologies ◽  
Game Development ◽  
Brain Injured ◽  
Accessibility Guidelines

This chapter surveys assistive technologies which make video games more accessible for people who have an Acquired Brain Injury (ABI). As medical care improves, an increasing number of people survive ABI. Video games have been shown to provide therapeutic benefits in many medical contexts, and rehabilitation for ABI survivors has been shown to be facilitated by playing some types of video game. Therefore, technologies which improve the accessibility of games have the potential to bring a form of therapy to a larger group of people who may benefit. Hardware technologies which may make games more accessible for brain injury survivors are considered. Complementing these devices is the inclusion of accessibility features into games during the development process. The creation of best practice accessibility guidelines among game development practitioners is a nascent field, considered important by the authors. Play testing is common practice during game development. We consider the ethical issues involved when the play testers are brain injury survivors. Overall, the aim of this chapter is to improve the accessibility of future games, and thus their therapeutic potential, for brain injured and other disabled gamers.

Investigating the Impact of Integrating Vocabulary Exercises Into an Adventure Video Game on Second Vocabulary Learning

2020 ◽  
pp. 073563312096375
Author(s):  
Hao-Jan Howard Chen ◽  
Hsiao-Ling Hsu ◽  
Zhi-Hong Chen ◽  
Andrew G. Todd
Keyword(s):  
Video Games ◽  
Learning Environment ◽  
Video Game ◽  
Computer Games ◽  
Vocabulary Learning ◽  
New Words ◽  
Adventure Game ◽  
Post Test ◽  
Game Developers ◽  
The Impact

Many studies have found that computer video games can offer a facilitative vocabulary learning environment. Among different types of computer games, adventure games have received much attention because of their rich input and immersive learning environment. However, some researchers have indicated that because of the characters’ fast-talking speed and many new vocabulary, more lexical supports should be provided in the games. This study thus developed an adventure game with two versions. One version was an adventure game and the other was the same game supported with vocabulary exercises. Two classes were randomly assigned to play two versions of the game and to take a pre-test, post-test, and delayed post-test. A survey was also conducted to investigate the participants’ perceptions. The results showed that both groups acquired new words, but the experimental group performed significantly better in both the immediate and delayed post-tests. These findings indicated that the adventure game alone can help participants acquire new words. However, the inclusion of word-focused exercises further helped learners retain more new words. Thus, it is suggested that game developers can incorporate word-focused exercises into video games. The additional exercise can allow learners to benefit from both implicit and explicit vocabulary learning.

EXPLORATION VS. EXPLOITATION AND HOW VIDEO GAME DEVELOPERS ARE ABLE TO COMBINE THE TWO

2016 ◽  
Vol 20 (06) ◽  
pp. 1650045
Author(s):  
BJÖRN REMNELAND WIKHAMN ◽  
ALEXANDER STYHRE ◽  
JAN LJUNGBERG ◽  
ANNA MARIA SZCZEPANSKA
Keyword(s):  
Video Games ◽  
Qualitative Study ◽  
Video Game ◽  
Creative Work ◽  
Game Development ◽  
Video Game Industry ◽  
Video Game Development ◽  
Game Industry ◽  
Game Developers ◽  
Suitable Case

This paper reports an in-depth qualitative study about innovation work in the Swedish video game industry. More specifically, it focuses on how video game developers are building ambidextrous capabilities to simultaneously addressing explorative and exploitative activities. The Swedish video game industry is a particularly suitable case to analyze ambidexterity, due to it’s extreme market success and continuous ability to adapt to shifts in technologies and demands. Based on the empirical data, three ambidextrous capabilities are pointed out as particularly valuable for video game developers; (1) the ability to separate between a creative work climate and the effectiveness in project organizing; (2) the balancing of inward and outward ideation influences, and (3) the diversity in operational means and knowledge paired with shared goals and motivations, derived from the love of video games and video game development.

Making players care: The ambivalent cultural politics of care and video games

2021 ◽  
Vol 24 (4) ◽  
pp. 655-672
Author(s):  
Bonnie Ruberg ◽  
Rainforest Scully-Blaker
Keyword(s):  
Social Justice ◽  
Video Games ◽  
Cultural Politics ◽  
Video Game ◽  
Cultural Rhetorics ◽  
Game Development ◽  
The Walking Dead ◽  
Tend And Befriend ◽  
Video Game Development ◽  
The Relationship

The relationship between care and video games is fraught. While the medium has the potential to allow players to meaningfully express and receive care, the cultural rhetorics that connect video games to care are often problematic. Even among game designers and scholars committed to social justice, some view care with hope and others with concern. Here, we identify and unpack these tensions, which we refer to as the ambivalent cultural politics of care, and illustrate them through three case studies. First, we discuss “tend-and-befriend games,” coined by Brie Code, which we read through feminist theorists Sarah Sharma and Sara Ahmed. Second, we address “empathy games” and the worrisome implication that games by marginalized people must make privileged players care. Lastly, we turn to issues of care in video game development. We discuss Telltale Games’ The Walking Dead series (2012–18) and strikingly care-less fan responses to recent employee layoffs.

scholarly journals Towards a “Filipino” Video Game: Teaching Filipino Culture and Identity for Video Game Development

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Christoffer Mitch C. Cerda
Keyword(s):  
Video Games ◽  
Video Game ◽  
The Philippines ◽  
Game Development ◽  
Video Game Development ◽  
Game Industry ◽  
Filipino Culture ◽  
Definition Of ◽  
Game Developers

This paper uses the author’s experiences of teaching the Filipino module of a multidisciplinary video game development class as a case study in teaching Filipino culture and identity as an element of video game development. A preliminary definition of “Filipino video game” as having Filipino narratives and subject matter, made by Filipino video game developers, and catering to a Filipino audience, is proposed. The realities and limitations of video game development and the video game market in the Philippines is also discussed to show how the dominance of Western video game industry, in terms of the dominance of outsource work for Filipino video game developers and the dominance of non-Filipino video games played by Filipino players, has hindered the development of original Filipino video games. Using four Filipino video games as primary texts discussed in class, students were exposed to Filipinomade video games, and shown how these games use Filipino history, culture, and politics as source material for their narrative and design. Issues of how video games can be used to selfexoticization, and the use of propaganda is discussed, and also how video games can be used to confront and reimagine Filipinoness. The paper ends with a discussion of a student-made game titled Alibatas, a game that aims to teach baybayin, a neglected native writing system in the Philippines as a demonstration of how students can make a Filipino video game. The paper then shows the importance of student-made games, and the role that the academe plays in the critical understanding of Filipino video games, and in defining Filipino culture and identity.

scholarly journals Assistive Technologies for Brain-Injured Gamers

2014 ◽  
pp. 28-56
Author(s):  
Jason Colman ◽  
Paul Gnanayutham
Keyword(s):  
Brain Injury ◽  
Video Games ◽  
Video Game ◽  
Best Practice ◽  
Ethical Issues ◽  
Therapeutic Potential ◽  
Assistive Technologies ◽  
Game Development ◽  
Brain Injured ◽  
Accessibility Guidelines

This chapter surveys assistive technologies which make video games more accessible for people who have an Acquired Brain Injury (ABI). As medical care improves, an increasing number of people survive ABI. Video games have been shown to provide therapeutic benefits in many medical contexts, and rehabilitation for ABI survivors has been shown to be facilitated by playing some types of video game. Therefore, technologies which improve the accessibility of games have the potential to bring a form of therapy to a larger group of people who may benefit. Hardware technologies which may make games more accessible for brain injury survivors are considered. Complementing these devices is the inclusion of accessibility features into games during the development process. The creation of best practice accessibility guidelines among game development practitioners is a nascent field, considered important by the authors. Play testing is common practice during game development. We consider the ethical issues involved when the play testers are brain injury survivors. Overall, the aim of this chapter is to improve the accessibility of future games, and thus their therapeutic potential, for brain injured and other disabled gamers.

Introduction: Why Game Production Matters?

2021 ◽  
Author(s):  
Olli Sotamaa ◽  
Jan Švelch
Keyword(s):  
Video Games ◽  
Video Game ◽  
Public Awareness ◽  
Game Studies ◽  
Game Development ◽  
The Public ◽  
Production Studies ◽  
Rigorous Research ◽  
Video Game Development ◽  
Game Industry

In the introduction, the editors of this collection argue for the importance of game production studies at a point when the public awareness about the production context of video games has, arguably, never been higher. With so many accounts of video game development permeating player and developer communities, the task of game production studies is to uncover the economic, cultural, and political structures that influence the final form of games by applying rigorous research methods. While the field of game studies has developed quickly in the past two decades, the study of the video game industry and different modes of video game production have been mostly dismissed by game studies scholars and requires more attention.

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