Procedural Content Generation: Using A.I. to Generate Playable Content

This thesis is about using Artificial Intelligence in regards to Procedural Content Generation to help try and avoid a deadlock scenario in a hypothetical dungeon exploring game. The deadlock scenario is essentially having a key being placed in a room that’s inaccessible to the player. An example of such a scenario would be if the key to room A being in Room B, the key to room B was in room A, and the player was in room C. The program generates the dungeon world with a random number of rooms inside it, each room also having a random number of generated sub-rooms or no sub-rooms at all, and then will place the rooms’ respective keys somewhere in the world, so long as whatever arrangement occurs in the end will allow the player to explore the entire dungeon world if they desire or need to. The entire program was written in Java, and the dungeon world’s rooms are arranged into a tree data structure to represent each room’s relationship to one another

Web-based System for Designing Game-based Evacuation Drills

A game-based evacuation drill (GBED) using the program Real-World Edutainment is effective disaster education. For the successful GBED, an evacuation scenario and digital materials are important. We are developing a web-based system to design GBEDs through community survey, digital material creation and evacuation scenario composition. This system works with a standard web browser and allows a wide range of people to participate in the GBED design process through simple operations

Assessing context-based learning: Not only rigorous but also relevant

Economic factors are driving significant change in higher education. There is increasing responsiveness to market demand for vocational courses and a growing appreciation of the importance of procedural (tacit) knowledge to service the needs of the Knowledge Economy; the skills in demand are information analysis, collaborative working and 'just-in-time learning'. New pedagogical methods go some way to accommodate these skills, situating learning in context and employing information and communications technology to present realistic simulations and facilitate collaborative exchange. However, what have so far proved resistant to change are the practices of assessment. This paper endorses the case for a scholarship of assessment and proposes the development of technology-supported tools and techniques to assess context-based learning. It also recommends a fundamental rethink of the norm-referenced and summative assessment of propositional knowledge as the principal criterion for student success in universities

rTisane: Externalizing conceptual models for data analysis increases engagement with domain knowledge and improves statistical model quality

Statistical models should accurately reflect analysts' domain knowledge about variables and their relationships. While recent tools let analysts express these assumptions and use them to produce a resulting statistical model, it remains unclear what analysts want to express and how externalization impacts statistical model quality. This paper addresses these gaps. We first conduct an exploratory study of analysts using a domain-specific language (DSL) to express conceptual models. We observe a preference for detailing how variables relate and a desire to allow, and then later resolve, ambiguity in their conceptual models. We leverage these findings to develop rTisane, a DSL for expressing conceptual models augmented with an interactive disambiguation process. In a controlled evaluation, we find that rTisane's DSL helps analysts engage more deeply with and accurately externalize their assumptions. rTisane also leads to statistical models that match analysts' assumptions, maintain analysis intent, and better fit the data

Real-Time Storytelling with Events in Virtual Worlds

We present an accessible interactive narrative tool for creating stories among a virtual populace inhabiting a fully-realized 3D virtual world. Our system supports two modalities: assisted authoring where a human storyteller designs stories using a storyboard-like interface called CANVAS, and exploratory authoring where a human author experiences a story as it happens in real-time and makes on-the-fly narrative trajectory changes using a tool called Storycraft. In both cases, our system analyzes the semantic content of the world and the narrative being composed, and provides automated assistance such as completing partially-specified stories with causally complete sequences of intermediate actions. At its core, our system revolves around events -â?? pre-authored multi-actor task sequences describing interactions between groups of actors and props. These events integrate complex animation and interaction tasks with precision control and expose them as atoms of narrative significance to the story direction systems. Events are an accessible tool and conceptual metaphor for assembling narrative arcs, providing a tightly-coupled solution to the problem of converting author intent to real-time animation synthesis. Our system allows simple and straightforward macro- and microscopic control over large numbers of virtual characters with diverse and sophisticated behavior capabilities, and reduces the complicated action space of an interactive narrative by providing analysis and user assistance in the form of semi-automation and recommendation services

Measuring quality of grammars for procedural level generation

Grammar-based procedural level generation raises the productivity of level designers for games such as dungeon crawl and platform games. However, the improved productivity comes at cost of level quality assurance. Authoring, improving and maintaining grammars is difficult because it is hard to predict how each grammar rule impacts the overall level quality, and tool support is lacking. We propose a novel metric called Metric of Added Detail (MAD) that indicates if a rule adds or removes detail with respect to its phase in the transformation pipeline, and Specification Analysis Reporting (SAnR) for expressing level properties and analyzing how qualities evolve in level generation histories. We demonstrate MAD and SAnR using a prototype of a level generator called Ludoscope Lite. Our preliminary results show that problematic rules tend to break SAnR properties and that MAD intuitively raises flags. MAD and SAnR augment existing approaches, and can ultimately help designers make better levels and level generators

A review of interactive narrative systems and technologies: a training perspective

As an emerging form of digital entertainment, interactive narrative has attracted great attention of researchers over the past decade. Recently, there is an emerging trend to apply interactive narrative for training and simulation. An interactive narrative system allows players to proactively interact with simulated entities in a virtual world and have the ability to alter the progression of a storyline. In simulation-based training, the use of an interactive narrative system enables the possibility to offer engaging, diverse and personalized narratives or scenarios for different training purposes. This paper provides a review of interactive narrative systems and technologies from a training perspective. Specifically, we first propose a set of key requirements in developing interactive narrative systems for simulation-based training. Then we review nine representative existing systems with respect to their system architectures, features and related mechanisms. To examine their applicability to training, we investigate and compare the reviewed systems based on the functionalities and modules that support the proposed requirements. Furthermore, we discuss some open research issues on future development of interactive narrative technologies for training applications

A review of interactive narrative systems and technologies: a training perspective

As an emerging form of digital entertainment, interactive narrative has attracted great attention of researchers over the past decade. Recently, there is an emerging trend to apply interactive narrative for training and simulation. An interactive narrative system allows players to proactively interact with simulated entities in a virtual world and have the ability to alter the progression of a storyline. In simulation-based training, the use of an interactive narrative system enables the possibility to offer engaging, diverse and personalized narratives or scenarios for different training purposes. This paper provides a review of interactive narrative systems and technologies from a training perspective. Specifically, we first propose a set of key requirements in developing interactive narrative systems for simulation-based training. Then we review nine representative existing systems with respect to their system architectures, features and related mechanisms. To examine their applicability to training, we investigate and compare the reviewed systems based on the functionalities and modules that support the proposed requirements. Furthermore, we discuss some open research issues on future development of interactive narrative technologies for training applications