Wearable Sensors Based on Force-Sensitive Resistors for Touch-Based Collaborative Digital Gaming

We report new classes of wearable sensors that monitor touch between fully-abled and disabled players in order to empower collaborative digital gaming between the two. Our approach relies on embroidered force-sensitive resistors (FSRs) embedded into armbands, which outperform the state-of-the-art in terms of sensitivity to low applied forces (0 to 5 N). Such low forces are of key significance to this application, given the diverse physical abilities of the players. With a focus on effective gameplay, we further explore the sensor’s touch-detection performance, study the effect of the armband fabric selection, and optimize the sensor’s placement upon the arm. Our results: (a) demonstrate a 4.4-times improvement in sensitivity to low forces compared to the most sensitive embroidered FSR reported to date, (b) confirm the sensor’s ability to empower touch-based collaborative digital gaming for individuals with diverse physical abilities, and (c) provide parametric studies for the future development of diverse sensing solutions and game applications.

Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

A Methodological Approach to Analyzing Digital Game-Based FL Use and Learning

The potential of digital gaming to facilitate foreign language (FL) learning has been established in many empirical investigations; however, the pedagogical implications of these investigations remain rather limited. A potential reason for this limitation is that the FL learning potential of digital games is embedded in the gaming ecology and shaped by different forces in that ecology. However, to date most empirical studies in the field have focused primarily on the linguistic behavior of gamers rather than the gaming ecology. A potential reason for this is the lack of a robust methodological approach to examining game-based language use as an ecological, multidimensional activity. To address this research gap, this chapter proposes the diamond reconstruction model, a dynamic, multidimensional, and ecology-sensitive approach to de- and re-constructing game-based FL use. Grounded in theories of gameplay, and informed by a conceptual model of game-based FL use, the model reconstructs gameplay episodes by gathering detail-rich data on social, cognitive, and virtual dimensions.

The Relationship Between the Digital Game Addiction Levels of Secondary and High School Students and Their Motivation for Participation in Physical Activity During the Pandemic Process

This study aims to determine the relationship between the digital game addiction levels of secondary and high school students and their motivation for participation in physical activity during the pandemic process. the study participants include a total of 322 students, 227 males, and 95 females, aged between 11 and 18. the game addiction scale for adolescents and the motivation scale for participation in physical activity were used as data collection tools in the study. in the statistical method of the study, descriptive statistics (frequency, arithmetic mean, standard deviation), t-test, one-way analysis of variance (ANOVA), Tukey multiple comparisons, and Pearson correlation tests were used. In the research findings, it has been determined that there is a negative and low-level significant relationship between the individual reasons and causelessness sub-dimensions of the motivation scale for participation in physical activity and digital game addiction. there was a significant difference in the game addiction scale and sub-dimensions of the motivation for participation in physical activity according to the duration of digital gaming of the students and their education levels. A significant difference was determined in the motivation scale for participation in physical activity according to the branch variable, and in the scale of game addiction according to the situation of the parents’ setting limits on the duration of digital gaming. A significant difference was not found in either scale according to gender. As a result, it was observed that the more the motivation for participation in physical activity, the lower the digital game addiction.

Grand Theft Terra Firma: Relationships and Cross-Cultural Art Production

Artists David Campion and Sandra Shields reflect on the role that relationships with Indigenous people played in shaping their installation Grand Theft Terra Firma which uses digital gaming to reframe the settlement of Canada as a heist perpetuated by the usual cast of colonial characters reimagined as villains. The artists provide a detailed account of the collaborative practice that became the means of co-creating photos with Stó:lō friends and neighbors as ‘actors.’ They share how relationships that grew over many years of time spent together were central to the understanding that became the foundation for the work as well as to the process of conceptualizing and executing the project.

Teachers' Perceptions of Using Digital Gaming in Classrooms

Digital gaming is a widespread activity in our society; more than 45 million homes have video-game consoles. Mostly, educators see this as a waste of valuable time that could be used for learning instead. Thus, the purpose of this qualitative study is to understand teachers' perspectives on using digital gaming among their students at Northern Illinois University in the state of Illinois. The main findings of this study discovered that most of the teachers who were interviewed have a positive attitude toward digital gaming and they think it that has a number of benefits that should not be ignored. Moreover, the results of this study revealed that teachers noted that using digital games increased students' engagement as well as improved students' skills, such as critical thinking, self- directed learning, technological skills, and self- motivation. This study has showed that indeed digital games have a bright future as a tool used at various stages of learning for different levels of students. Consequently, the educational policy makers should to embrace digital gaming as a learning tool.

The Relationship Between the Digital Game Addiction Levels of Secondary and High School Students and Their Motivation for Participation in Physical Activity During the Pandemic Process

This study aims to determine the relationship between the digital game addiction levels of secondary and high school students and their motivation for participation in physical activity during the pandemic process. the study participants include a total of 322 students, 227 males, and 95 females, aged between 11 and 18. the game addiction scale for adolescents and the motivation scale for participation in physical activity were used as data collection tools in the study. in the statistical method of the study, descriptive statistics (frequency, arithmetic mean, standard deviation), t-test, one-way analysis of variance (ANOVA), Tukey multiple comparisons, and Pearson correlation tests were used. In the research findings, it has been determined that there is a negative and low-level significant relationship between the individual reasons and causelessness sub-dimensions of the motivation scale for participation in physical activity and digital game addiction. there was a significant difference in the game addiction scale and sub-dimensions of the motivation for participation in physical activity according to the duration of digital gaming of the students and their education levels. A significant difference was determined in the motivation scale for participation in physical activity according to the branch variable, and in the scale of game addiction according to the situation of the parents’ setting limits on the duration of digital gaming. A significant difference was not found in either scale according to gender. As a result, it was observed that the more the motivation for participation in physical activity, the lower the digital game addiction.

Computer Games as Social Sculptures

By drawing on Joseph Beuys's notion of "social sculpture" and bringing together the discussions on participation from participatory art, participatory design, and game design, this paper seeks to expand the notion of participation in digital play. The expansive definition of participation allows us to better grasp computer games as a critical platform for dialogue and action, and computer gameplay as a transformative process of sculpting social fabric. By analyzing existing games in light of the concept of social sculpture, this paper explores how Beuys's central tenet-the discourse of participation-can "politicize" the practice of digital gaming and game design. Furthermore, the paper proposes a participation-centered game design approach that is politically responsible and engaging, attempting to arrive at new knowledge that will help to make games that can function as a platform for participation and social commentary.

Gaming as Family Time

The role of digital gaming on parenthood and parent-child relationships is a common research interest in HCI and CHI PLAY. Yet, how technology co-use, such as co-playing digital games, affords and impacts parent-child relationships is still understudied. Using 20 in-depth interviews of adults who had co-played modern digital games with their parents and/or children, in this paper we investigate parent-child relationships mediated by co-playing modern digital games. We update prior HCI and CHI PLAY research on game-mediated parent-child relationships by suggesting a "democratized" family life and a fading digital divide for families with favorable digital game co-play experiences. We also contribute to HCI and CHI PLAY by providing new perspectives of technology co-use in the context of gaming, such as an important relational tool that parents can use to promote conversations with their child(ren). These insights can further inform the design of future play to better support parent-child interactions during digital game co-play.