Using virtual worlds for online role-play

The paper explores the use of virtual worlds to support online role-play as a collaborative activity. This paper describes some of the challenges involved in building online role-play environments in a virtual world and presents some of the ideas being explored by the project in the role-play applications being developed. Finally we explore how this can be used within the context of immersive education and 3D collaborative environments

Planning Based System for Child-Robot Interaction in Dynamic Play Environments

This paper describes the initial steps towards the design of a robotic system that intends to perform actions autonomously in a naturalistic play environment. At the same time it aims for social human-robot interaction~(HRI), focusing on children. We draw on existing theories of child development and on dimensional models of emotions to explore the design of a dynamic interaction framework for natural child-robot interaction. In this dynamic setting, the social HRI is defined by the ability of the system to take into consideration the socio-emotional state of the user and to plan appropriately by selecting appropriate strategies for execution. The robot needs a temporal planning system, which combines features of task-oriented actions and principles of social human robot interaction. We present initial results of an empirical study for the evaluation of the proposed framework in the context of a collaborative sorting game

RISKY PLAY IN OUTDOOR ENVIRONMENTS

Risky play can be defined as thrilling and exciting forms of children’s play that involve a risk of harm. Risky play is natural during children’s play, and taking risks is an important and necessary part of outdoor play. Outdoor environments provide an excellent opportunity for children to be more physically active and less sedentary, which is important for their development and health. Additionally, outdoor spaces afford some risk of physical injury, and the risks of playing outdoor provide unique opportunities for physical, cognitive, and social development. During risky play, children experience increasing challenges and perceive opportunities for action or affordances for different elements. This chapter explores the concept of risky play and its categorization, the emotions and feelings experienced by children when engaging in risky play, the affordances and perception of affordances for risky play, and risky play and children’s safety

Making Room for Risk in Play Environments and Play Standards

Over the past few decades, concerns about safety and liability have led to the elimination of features considered to be “risky” from many play environments. In response to this trend, some researchers are using a mix of a priori reasoning and empirical studies to make the case that risk is an integral part of challenging play, and that certain types of risky play are associated with health benefits and learning. New research and criticism of existing standards and research has encouraged the adoption of new regulatory language in the United Kingdom that acknowledges the value of risk in children’s play environments. This paper introduces the current debate over rethinking American play environments and playground standards to allow for beneficial risks. The authors presented on this topic at the Council of Educators in Landscape Architecture conference in March 2016 in an effort to engage academics and researchers in the field of landscape architecture. The paper reviews how concerns about safety and liability have and are influencing play environments in the United States. It critically examines the way that the U.S. Consumer Product Safety Commission collects data on injuries related to play environments and suggests a more holistic approach to collecting and reporting data is needed to inform regulatory and design decisions. Finally, it discusses how landscape architecture academics may contribute to policy debates about risk in play environments, through research and participatory design studios. Some opportunities for future research are discussed

BOLLOCKS!! Designing pervasive games that play with the social rules of built environments

We propose that pervasive games designed with mechanics that are specifically in opposition with, or disruptive of, social rules of the environment in which they are played, have unique potential to provide interesting, provocative experiences for players. We explore this concept through the design and evaluation of an experimental game prototype, Shhh!, inspired by the juvenile game Bollocks, and implemented on Android mobile devices, which challenges players to make loud noises in libraries. Six participants played the game before engaging in semi-structured interviews, explored through inductive thematic analysis. Results suggest that the game provoked in players a heightened awareness of social rules, as well as a complex social dilemma of whether or not to act. We conclude by presenting a model for designing games that play with the social, as well as physical, rules of the environments in which they are set

Echo's body: play and representation in interactive music software

This paper examines Hans Georg Gadamer's theory of play (as it is presented in Truth and Method) and adapts it to the context of interactive music software. I aim to show that interactive technological environments afford play in ways which, because they relate to truth and selfhood, are cognitively and philosophically significant and are not 'merely' playful

Is play disappearing? Instances of no-play in children\u27s neighbourhoods: Implications for learning, development and curriculum

This paper presents data from the Irish Neighbourhood Play Study that explored children’s engagement in play. The data raises concerns around recorded instances of no-play in play environments. The instances of no-play were recorded during peak play time periods including weekend and afterschool hours. This data raises the critical question: Are today’s children being afforded sufficient time to play? Both the quality of opportunity to play and the quantity of time afforded to children to engage in play are important factors in children’s learning and development (Fisher, Hirsh-Pasek, Golinkoff, Singer & Berk, 2011; Whitebread, 2012). The data from the Irish Neighbourhood Play Study indicates that children may not be spending enough time playing in their neighbourhoods. In discussing the data, this paper evolves to explore the thesis that schools should attend to this absence of play by providing play-based education. A justification for play-based approaches within the school experience is underpinned by an evidence-based defense of the centrality of play within children’s academic and holistic development