Aggregate Representations of Aggregate Games

An aggregate game is a normal-form game with the property that each player’s payoff is a function only of his own strategy and an aggregate function of the strategy profile of all players. Aggregate games possess a set of purely algebraic properties that can often provide simple characterizations of equilibrium aggregates without first requiring that one solves for the equilibrium strategy profile. The defining nature of payoffs in an aggregate game allows one to project the n-player strategic analysis of a normal form game onto a lower-dimension aggregate-strategy space, thereby converting an n-player game to a simpler object – a self-generating single-person maximization program. We apply these techniques to a number of economic settings including competition in supply functions and multi-principal common agency games with nonlinear transfer functions.Aggregate games, common agency, asymmetric informa- tion, menu auctions

Aggregate Representations of Aggregate Games

An aggregate game is a normal-form game with the property that each player’s payoff is a function only of his own strategy and an aggregate function of the strategy profile of all players. Aggregate games possess a set of purely algebraic properties that can often provide simple characterizations of equilibrium aggregates without first requiring that one solves for the equilibrium strategy profile. The defining nature of payoffs in an aggregate game allows one to project the n-player strategic analysis of a normal form game onto a lower-dimension aggregate-strategy space, thereby converting an n-player game to a simpler object – a self-generating single-person maximization program. We apply these techniques to a number of economic settings including competition in supply functions and multi-principal common agency games with nonlinear transfer functions

Team reasoning and intentional cooperation for mutual benefit

This paper proposes a concept of intentional cooperation for mutual benefit. This concept uses a form of team reasoning in which team members aim to achieve common interests, rather than maximising a common utility function, and in which team reasoners can coordinate their behaviour by following pre-existing practices. I argue that a market transaction can express intentions for mutually beneficial cooperation even if, extensionally, participation in the transaction promotes each party’s self-interest

Using Gameplay Patterns to Gamify Learning Experiences

Gamification refers to the use of gaming elements to enhance user experience and engagement in non-gaming systems. In this paper we report the design and implementation of two higher education courses in which ludic elements were used to enhance the quality of the learning experience. A game can be regarded as a system of organised gameplay activities, and a course can be regarded as a system of organised learning activities. Leveraging this analogy, analysing games can provide valuable insights to organise learning activities within a learning experience. We examined a sample of successful commercial games to identify patterns of organisation of gameplay activities that could be applied to a course design. Five patterns were identified: quest structure, strategic open-endedness, non-linear progression, orientation, and challenge-based reward. These patterns were then used to define the instructional design of the courses. As a result, courses were organised as systems of quests that could be tackled through different strategies and in a non-linear way. Students received frequent feedback and were rewarded according to the challenges chosen, based on mechanics common in quest-based games. The courses involved two lecturers and 70 students. Learning journals were used throughout the term to collect data regarding student perceptions on the clarity and usefulness of the gamified approach, level of motivation and engagement in the courses, and relevance of the activities proposed. Results show that students felt challenged by the activities proposed and motivated to complete them, despite considering most activities as difficult. Students adopted different cognitive and behavioural strategies to cope with the courses’ demands. They had to define their own team project, defining the objectives, managing their times and coordinating task completion. The regular and frequent provision of feedback was highly appreciated. A sense of mastery was promoted and final achievement was positively impacted by the gamified strategy

Playing with the future: social irrealism and the politics of aesthetics

In this paper we wish to explore the political possibilities of video games. Numerous scholars now take seriously the place of popular culture in the remaking of our geographies, but video games still lag behind. For us, this tendency reflects a general response to them as imaginary spaces that are separate from everyday life and 'real' politics. It is this disconnect between abstraction and lived experience that we complicate by defining play as an event of what Brian Massumi calls lived abstraction. We wish to short-circuit the barriers that prevent the aesthetic resonating with the political and argue that through their enactment, video games can animate fantastical futures that require the player to make, and reflect upon, profound ethical decisions that can be antagonistic to prevailing political imaginations. We refer to this as social irrealism to demonstrate that reality can be understood through the impossible and the imagined

Power-Ups in Digital Games: The Rewarding Effect of Phantom Game Elementson Player Experience

Power-ups are a type of game reward that allow the player tocustomise their experience by altering gameplay for a shortperiod of time. Despite the wide use of power-ups in videogames, little is known about their effect on gaming experiences.To explore this, we conducted an experimental study that compares the experiences of players depending on their exposureto power-ups in a recreational video game. The results show that players who collected power-ups felt significantly more immersed in the game, experienced more autonomy, but didnot feel more competent or challenged than those who played the game without these collectables. Interestingly, a similareffect was observed for those players who picked up ‘placebo ’power-ups, despite the items having no effect on the gameplay. We provide a discussion of these results and their implications both for games user researchers and game designers