Developing a distributed electronic health-record store for India

The DIGHT project is addressing the problem of building a scalable and highly available information store for the Electronic Health Records (EHRs) of the over one billion citizens of India

A Digital Game Maturity Model

Game development is an interdisciplinary concept that embraces artistic, software engineering, management, and business disciplines. Game development is considered as one of the most complex tasks in software engineering. Hence, for successful development of good-quality games, the game developers must consider and explore all related dimensions as well as discussing them with the stakeholders involved. This research facilitates a better understanding of important dimensions of digital game development methodology. The increased popularity of digital games, the challenges faced by game development organizations in developing quality games, and severe competition in the digital game industry demand a game development process maturity assessment. Consequently, this study presents a Digital Game Maturity Model to evaluate the current development methodology in an organization. The objective is first to identify key factors in the game development process, then to classify these factors into target groups, and eventually to use this grouping as a theoretical basis for proposing a maturity model for digital game development. In doing so, the research focuses on three major stakeholders in game development: developers, consumers, and business management. The framework of the proposed model consists of assessment questionnaires made up of key identified factors from three empirical studies, a performance scale, and a rating method. The main goal of the questionnaires is to collect information about current processes and practices. This research contributes towards formulating a comprehensive and unified strategy for game development process maturity assessment. The proposed model was evaluated with two case studies from the digital game industry

Knowledge Acquisition Analytical Games: games for cognitive systems design

Knowledge discovery from data and knowledge acquisition from experts are steps of paramount importance when designing cognitive systems. The literature discusses extensively on the issues related to current knowledge acquisition techniques. In this doctoral work we explore the use of gaming approaches as a knowledge acquisition tools, capitalising on aspects such as engagement, ease of use and ability to access tacit knowledge. More specifically, we explore the use of analytical games for this purpose. Analytical game for decision making is not a new class of games, but rather a set of platform independent simulation games, designed not for entertainment, whose main purpose is research on decision-making, either in its complete dynamic cycle or a portion of it (i.e. Situational Awareness). Moreover, the work focuses on the use of analytical games as knowledge acquisition tools. To this end, the Knowledge Acquisition Analytical Game (K2AG) method is introduced. K2AG is an innovative game framework for supporting the knowledge acquisition task. The framework introduced in this doctoral work was born as a generalisation of the Reliability Game, which on turn was inspired by the Risk Game. More specifically, K2AGs aim at collecting information and knowledge to be used in the design of cognitive systems and their algorithms. The two main aspects that characterise those games are the use of knowledge cards to render information and meta-information to the players and the use of an innovative data gathering method that takes advantage of geometrical features of simple shapes (e.g. a triangle) to easily collect players\u2019 beliefs. These beliefs can be mapped to subjective probabilities or masses (in evidence theory framework) and used for algorithm design purposes. However, K2AGs might use also different means of conveying information to the players and to collect data. Part of the work has been devoted to a detailed articulation of the design cycle of K2AGs. More specifically, van der Zee\u2019s simulation gaming design framework has been extended in order to account for the fact that the design cycle steps should be modified to include the different kinds of models that characterise the design of simulation games and simulations in general, namely a conceptual model (platform independent), a design model (platform independent) and one or more implementation models (platform dependent). In addition, the processes that lead from one model to the other have been mapped to design phases of analytical wargaming. Aspects of game validation and player experience evaluation have been addressed in this work. Therefore, based on the literature a set of validation criteria for K2AG has been proposed and a player experience questionnaire for K2AGs has been developed. This questionnaire extends work proposed in the literature, but a validation has not been possible at the time of writing. Finally, two instantiations of the K2AG framework, namely the Reliability Game and the MARISA Game, have been designed and analysed in details to validate the approach and show its potentialities

Cultural literacy acquisition through video game environments of a digitally born generation

[ES] Los videojuegos modernos son complejos, diversos, inmersivos y muy extendidos, y su influencia en la sociedad y en las personas es muy profunda. Al principio, los videojuegos y sus impactos fueron demonizados, pero con el tiempo los estudios empezaron a evaluar sus efectos positivos en las competencias y habilidades relacionadas con las destrezas del siglo XXI, entre las que se encuentra la alfabetización cultural. Esta tesis sigue esta tendencia y examina el modo en que los juegos de entretenimiento comerciales, los juegos serios, los juegos educativos y las simulaciones pueden ayudar a los jugadores en su aprendizaje y en la adquisición de destrezas que mejoran su alfabetización cultural. Un análisis de las tendencias comunes en las destrezas y competencias necesarias para tener éxito en el siglo XXI (estudiadas por la UNESCO, el British Council, IBM, Google, LinkedIn y el Foro Económico Mundial) reveló que para vivir en un mundo VUCA (volátil, incierto, complejo y ambiguo) hace falta un modelo nuevo y actualizado de la alfabetización cultural. Esta tesis propone tal modelo. Se hizo una revisión de la literatura reciente sobre el impacto y los resultados de los videojuegos. Dicha revisión mostró que los videojuegos pueden reforzar o debilitar los estereotipos, que ayudan a adquirir conocimientos culturales y a desarrollar la alfabetización intercultural, la alfabetización sociocultural, la conciencia cultural, la autoconciencia y el entendimiento cultural de diferentes espacios geopolíticos, y que hasta cierto punto facilitan el desarrollo de las habilidades interculturales. El corazón de la tesis es una investigación sobre la efectividad de los videojuegos en el abordaje de problemas sociales difíciles como son los movimientos migratorios y la crisis de refugiados. Se realizaron dos estudios, uno cuantitativo y otro cualitativo, que obtuvieron resultados alentadores para los creadores de videojuegos de empatía. Muchos participantes informaron que sintieron más empatía y menos rechazo hacia los migrantes y refugiados, así como una mayor motivación para ayudar de forma activa a gente necesitada. Se hizo, además, una encuesta amplia que dio a conocer los géneros de entretenimiento AAA, los personajes, los elementos de juego y las características que los nativos digitales encuentran atractivos, así como los que echan en falta y que les gustaría ver en el futuro. Los hallazgos también confirmaron que los juegos no son solamente una fuente de diversión, sino también de mucho aprendizaje. El inglés, las bases de la informática, el pensamiento estratégico, la geografía y la historia, el trabajo en equipo, conocimientos culturales, el cambio de perspectiva y la creatividad... todo esto se aprende y refuerza con los videojuegos. Las evidencias presentadas en esta tesis sugieren que hay una demanda para herramientas que faciliten la educación intercultural. El punto culminante de esta tesis es el diseño de Chuzme, un juego educativo digital que pretende elevar la autoconciencia (cultural) y el reconocimiento del sesgo cultural con el fin de generar actitudes positivas hacia los migrantes, refugiados y expatriados. En resumen, esta tesis apoya la idea de que los videojuegos facilitan la adquisición de la alfabetización cultural y aporta pruebas de que los videojuegos proporcionan beneficios culturales, sociales y comunicativos que espere animen a los profesores a integrar activamente los videojuegos en su práctica docente. Descriptores: investigación sobre videojuegos, impacto de los videojuegos, comunicación intercultural, aprendizaje basado en juegos, alfabetización cultural[CA] Els videojocs moderns són complexos, diversos, immersius i molt estesos, i la seva influència en la societat i en les persones és molt profunda. Al principi, els videojocs i els seus impactes van ser demonitzats però amb el temps els estudis van començar a avaluar els seus efectes positius en les competències i habilitats relacionades amb les destreses del segle XXI, entre les quals es troba l'alfabetització cultural. Aquesta tesi segueix aquesta tendència i examina la manera en què els jocs d'entreteniment comercials, els jocs seriosos, els jocs educatius i les simulacions poden ajudar els jugadors en el seu aprenentatge i en l'adquisició de destreses que milloren la seva alfabetització cultural. Una anàlisi de les tendències comunes en les destreses i competències necessàries per tenir èxit en el segle XXI (estudiades per la UNESCO, el British Council, IBM, Google, LinkedIn i el Fòrum Econòmic Mundial) va revelar que per viure en un món VUCA (volàtil , incert, complex i ambigu) cal un model nou i actualitzat de l'alfabetització cultural. Aquesta tesi proposa aquest model. Es va fer una revisió de la literatura recent sobre l'impacte i els resultats dels videojocs. La dita revisió va mostrar que els videojocs poden reforçar o debilitar els estereotips, que ajuden a adquirir coneixements culturals i a desenvolupar l'alfabetització intercultural, l'alfabetització sociocultural, la consciència cultural, l'autoconsciència i l'enteniment cultural de diferents espais geopolítics, i que fins a cert punt faciliten el desenvolupament de les habilitats interculturals. El cor de la tesi és una investigació sobre l'efectivitat dels videojocs en l'abordatge de problemes socials difícils com són els moviments migratoris i la crisi de refugiats. Es van realitzar dos estudis, un quantitatiu i un altre qualitatiu, que van obtenir resultats encoratjadors per als creadors de videojocs d'empatia. Molts participants van informar que van sentir més empatia i menys rebuig cap als immigrants i refugiats, així com una major motivació per ajudar de forma activa a gent necessitada. Es va fer, a més, una enquesta àmplia que va donar a conèixer els gèneres d'entreteniment AAA, els personatges, els elements de joc i les característiques que els nadius digitals troben atractius així com els que troben a faltar i que els agradaria veure en el futur. Les troballes també van confirmar que els jocs no són només una font de diversió, sinó també de molt aprenentatge. L'anglès, les bases de la informàtica, el pensament estratègic, la geografia i la història, el treball en equip, coneixements culturals, el canvi de perspectiva i la creativitat ... tot això s'aprèn i reforça amb els videojocs. Les evidències presentades en aquesta tesi suggereixen que hi ha una demanda per a eines que facilitin l'educació intercultural. El punt culminant d'aquesta tesi és el disseny de Chuzme, un joc educatiu digital que pretén elevar l'autoconsciència (cultural) i el reconeixement del biaix cultural amb la finalitat de generar actituds positives cap als migrants, refugiats i expatriats. En resum, aquesta tesi dóna suport a la idea que els videojocs faciliten l'adquisició de l'alfabetització cultural i aporta proves que els videojocs proporcionen beneficis culturals, socials i comunicatius que esperi animin els professors a integrar activament els videojocs en la seva pràctica docent. Descriptors: investigació sobre videojocs, impacte dels videojocs, comunicació intercultural, aprenentatge basat en jocs, l'alfabetització cultural[EN] Modern video games are complex, diverse, immersive and pervasive, and their influence on society and people is far-reaching. Video games and their impacts were initially demonised, but over time research started assessing the positive effects of games on competencies and abilities connected to twenty-first-century skills that include cultural literacy. In line with this trend, this thesis examines how entertaining commercial titles, serious games, educational games and simulations can support players in learning and in acquiring skills that enhance cultural literacy. An analysis of the common trends for the skills and competencies needed for success in the twenty-first century ¿studied by UNESCO, the British Council, IBM, Google, LinkedIn, and the World Economic Forum, among other,¿ revealed that living in a VUCA (volatility, uncertainty, complexity and ambiguity) world requires a new, updated model of cultural literacy. This thesis proposes such a model. A review was made of the recent literature on the impact and outcomes of video games, showing that video games can reinforce or weaken stereotypes; help to acquire cultural knowledge and develop intercultural literacy, socio-cultural literacy, cultural awareness, self-awareness, and the cultural understanding of different geopolitical spaces; and to some extent also facilitate the development of intercultural skills. The heart of the thesis is an investigation into the effectiveness of video games for tackling difficult social issues such as migratory movements and the refugee crisis. Two studies were conducted one quantitative and the other qualitative that obtained heartening results for producers of empathy video games. Many participants reported feeling more empathy and less rejection towards migrants and refugees, as well as being more motivated to actively help people in need. Additionally, a broad survey revealed the AAA entertainment game genres, characters, and in-game elements and features that digital natives find attractive and those they miss and would like in the future. The findings also confirmed that games produce not only fun but also a great deal of learning. The English language, the basics of informatics, strategic thinking, geography and history, teamwork, cultural knowledge, perspective change, and creativity are all learnt and reinforced during video game play. The evidence presented in this thesis suggests there is a demand for tools facilitating intercultural education. The high point of the thesis is the design of Chuzme, an educational digital game that focuses on raising cultural self-awareness and the acknowledgement of cultural bias in order to generate positive attitudes towards migrants, refugees and expatriates. In summary, this thesis supports the idea that video games facilitate the acquisition of cultural literacy and provides evidence on the cultural, social and communication bene¿ts of gaming that hopefully encourages scholars to actively integrate video games in their teaching practice. Keywords: games studies; intercultural communication, impact of video games, games-based learning, cultural literacyShliakhovchuk, O. (2019). Cultural literacy acquisition through video game environments of a digitally born generation [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/13084

Interaction Design Applied to the Design of Sensory Integration Experiences

Therapies and treatments for autistic children have always been a challenging to set up due to the difficulty of diagnosing properly their difficulties and correctly addressing these. In fact, the spectrum comprehension changed over the years to a more accurate diagnosis. Thus, nowadays, treatments are more successful. Autism Spectrum Disorder (ASD) is a complex neurological disor der that information processing, social interaction, and communication. Attending to multiple cues present in the environment is demanding and might lead to a child not responding to a stimulus which, according to some researchers, might be a central aspect of ASD. Play-based therapies (gamification) have been one of the most fortunate approaches in achieving better results in developing cognitive and motor skills. Autistic children are increasingly exposed to technology in their daily lives, and digital games have been yielding more impact in this area since the last decade. In fact, studies demonstrate that autistic children engage more easily with technology than with people because of their impairments. Designing games for autistic children can be challenging, since as users, they may process information differently compared to a typically developing child. Therefore, many factors must be considered and conceptualized with their difficulties in mind (e.g., colors, sounds, mechanics, interface, levels) to keep the user engaged in the task. Since autistic children are interested in technology, video games might be a promising way of multiple cue treatment and developing their cognitive skills.Terapias e tratamentos para crianças autistas têm sido sempre um desafio devido à natureza do problema. A compreensão do espectro mudou ao longo dos anos para um diagnóstico mais preciso. Portanto, nos dias de hoje, os tratamentos são mais bem-sucedidos. O Transtorno do Espectro Autista (TEA) é uma desordem neurológica complexa que afeta o processamento de informações, interação social e comunicação. Atender a múltiplos estímulos presentes no ambiente é exigente e pode levar a uma criança não responder a um estímulo, o que, segundo alguns investigadores, pode ser um aspecto central do TEA. Terapias baseadas em jogos (gamificação) têm sido uma das abordagens mais bem-sucedidas para desenvolver habilidades cognitivas e motoras. Crianças autistas estão cada vez mais expostas à tecnologia em suas vidas diárias, e jogos digitais têm tido mais impacto nessa área desde a última década. De fato, estudos demonstram que crianças autistas se envolvem mais facilmente com a tecnologia do que com pessoas, devido às suas limitações. O design de jogos para crianças autistas possa ser desafiador, pois são utilizadores que podem processar informação de maneira diferente comparado com outra cria com um desenvolvimento normal, por isso muitos fatores devem ser considerados e conceptualizados pensando nas suas dificuldades (por exemplo, cores, sons, mecânicas, interface, níveis) para manter o usuário envolvido na tarefa. Visto que as crianças autistas têm interesse na tecnologia, os videojogos podem ser uma forma promissora de tratamento com múltiplos estímulos e desenvolvimento de suas habilidades cogniti vas