Examining The Implications Of Tabletop Roleplaying Games For Use In Leadership Development: An Integrative Review

Role-playing games are frequently used within the social sciences to study several aspects of the human experience and development. Existing research suggests that role-playing games encourage the development of critical and strategic decision-making, teamwork, and creative thinking, all behaviors integral to the development of lasting leadership competencies. This integrative review theorizes using TRPG roleplay games as unconventional tools for skill development and examines the implications for leadership applications. This inductive approach revealed a comprehensive picture of the importance of TRPGs integration into leadership development programs. It is at the intersection between creativity and leadership where organizational leaders have the potential to develop creativity training interventions to enhance and increase leaders’ creative potential and emotional creativity. Keywords: Dungeons and Dragons, leadership development, change management, TRPGs, creativity

Hybrid board game: Possibilities and implications from an interaction design perspective

In a context of continuous miniaturization and technological advancement, the combination of digital and analog media is becoming an element of increasing importance. The so called “IoT revolution” represents one of the major technological breakthroughs of our times that re-framed the way we interact with our surroundings, now becoming data-rich and sensor-infused environments. The boardgames field, however, appears untouched by this revolution, even though an object- based system such as a tabletop offers an interesting scenario for smart interactions. The research in the field and the development of a prototype lead to a series of ground rules, best practices and problematics related to operations of hybridisation of digital means in an analog play experience

GOLIAH: A Gaming Platform for Home-Based Intervention in Autism – Principles and Design

Meeting the required intensive intervention hour for treating children with autism is challenging in terms of trained manpower needed and costs. Advances in Information Communication Technology and computer gaming may help in this respect by creating a nomadically deployable closed loop intervention system involving the child and active participation of parents and therapists.An automated serious gaming platform enabling intensive intervention in nomadic settings has been developed by mapping two pivotal skills in autism spectrum disorder: Imitation and Joint Attention (JA). Eleven games – seven Imitation and four JA – were derived from the Early Start Denver Model. The games involved application of visual and audio stimuli with multiple difficulty levels and a wide variety of tasks and actions pertaining to the Imitation and JA. The platform runs on mobile devices and allows the therapist to (1) characterize the child’s initial difficulties/strengths, ensuring tailored and adapted intervention by choosing appropriate games and (2) investigate and track the temporal evolution of the child’s progress through a set of automatically extracted quantitative performance metrics. The platform allows the therapist to change the game or its difficulty levels during the intervention depending on the child’s progress. Performance of the platform was assessed in a 3-month open trial with 10 children with autism. The children and the parents participated in 80% of the sessions both at home (77.5%) and at hospital (90%). All children went through all games but, given the diversity of the games and the heterogeneity of children profiles and abilities, for a given game the number of sessions dedicated to the game varied and could be tailored through automatic scoring. Parents (N = 10) highlighted enhancement in the child’s concentration, flexibility and self-esteem in 78%, 89% and 44% of the cases respectively and 56% observed an enhanced parents-child relationship. This pilot study shows the feasibility of using the developed gaming platform for home-based intensive intervention. However, the overall capability of the platform in delivering intervention needs to be assessed in a bigger open trial

Designing performance systems for audience inclusion

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2012.Cataloged from PDF version of thesis.Includes bibliographical references (p. 154-168).We define the concept of the Hyperaudience and a unique approach towards designing real-time interactive performance systems: the design of these systems encourages audience participation and augments the experience of audience members through interconnected networks. In doing so, it embraces concepts found in ubiquitous computing, affective computing, interactive arts, music, theatrical tradition, and pervasive gaming. In addition, five new systems are demonstrated to develop a framework for thinking about audience participation and orchestrating social co-presence in and beyond the performance space. Finally, the principles and challenges that shaped the design of these five systems are defined by measuring, comparing, and evaluating their expressiveness and communicability.by Akito Van Troyer.S.M

Climate Change Games as Boundary Objects: Fostering Dialogic Communication within Stakeholder Engagement

Rising waters and the increasing devastation of flood events make coastal resilience a significant issue in the Hampton Roads region of Virginia, particularly in the city of Norfolk. Enhancing resilience requires ongoing stakeholder engagement designed to invite dialogue while encouraging cross-jurisdictional collaboration and comprehensive problem-solving. Climate change games have been employed to support these endeavors. This dissertation provides a response to the following research questions: 1) What is the origin of the climate change game genre? 2) Why are key stakeholders in coastal resilience using climate change games? And 3) how do these games operate for these key stakeholders? To answer these questions, I focused on two games used in resilience-related stakeholder engagement workshops in 2018 in Coastal Virginia: the Multi-hazard Tournament (MHT) and the Game of Floods. I conducted semistructured observational field notes and survey research, including interview and questionnaires, followed by thematic analysis according to notions of Susan Leigh Star and James Griesemer’s (1989) boundary objects. Designed for a wide range of contexts, including public outreach, education, training, and stakeholder engagement, I found that the CC game genre emerges from (and is a manifestation of) a number of related traditions: technical communication, urban planning, modeling and simulation, and game studies—fields that are, themselves, intertwined with a broad array of disciplines. These games are complex and idiosyncratic; while no one disciplinary tradition can adequately explain their work, the notion of boundary objects can. These games are boundary objects (a manifestation of a range of disciplinary traditions), and they operate as boundary objects for these key stakeholders (encouraging dialogic communication among diverse audiences). I merge multidisciplinary scholarship with data from survey research to generate a rhetorical boundary work heuristic that articulates the goals of these games: foster boundary work for varied audiences within intense design periods using charrette and game design strategies. I analyze the MHT and the Game of Floods according to this heuristic, demonstrating that, while both games work toward these goals, more could be done to enhance their boundary work, and I close with key takeaways for practitioners to use as they continue developing and employing CC games

Exploring Direct Communication and Manipulation on Interactive Surfaces to Foster Novelty in a Creative Learning Environment

[EN] Information technology has supported learning in many different ways as improvements in communication, virtual environment embodiment and even mobility has allowed remote discussion and collaboration in exploring topics and developing ideas. However, learning environments often lack validation studies related to the grounding technology being used and do not consider creativity as a factor despite being essential for ideas generation and innovation processes which push human development. Moreover, computer-mediated communication quite often limits the effective expression of ideas between peers because technology may be a barrier rather than an aid. Taking this into consideration, this paper proposes the use of interactive surfaces as a promising technology to develop future creative learning environments. An exploratory experiment with 22 teenagers has been conducted. The experiment consisted of reflection, discussion and creation processes in which participants created entities with basic building blocks. The environment based on the interactive surface was compared to a completely tangible approach based on a tabletop with wooden blocks. A creativity model is used in the evaluation in terms of novelty, flexibility and fluency of thinking and motivation. The results showed that creations' novelty is significantly higher in the digital environment and also higher collaboration degree was observed so that this technology should be considered in the development of future learning environments to support creativity.This work was funded by the Spanish Ministry of Education under project TSI2010-20488. Our thanks to the Alaquas city council, the clubhouse’s managers, and also to Polimedia for the support in computer hardware. A. Catalá is supported by a FPU fellowship with reference AP2006-00181.Catalá Bolós, A.; García Sanjuan, F.; Azorín Vicente, JP.; Jaén Martínez, FJ.; Mocholi Agües, JA. (2012). Exploring Direct Communication and Manipulation on Interactive Surfaces to Foster Novelty in a Creative Learning Environment. International Journal of Computer Science Research and Application. 2(1):15-24. http://hdl.handle.net/10251/35236S15242

Social gaming: A systematic review

Digital games often constitute a shared activity where people can spend time together, communicate and socialize. Several commercial titles place social interaction at the center of their design. Prior works have investigated the social outcomes of gaming, and factors that impact the experience. Yet, we lack a comprehensive understanding of how social gaming has been approached and explored before. In this work, we present a systematic review covering 263 publications, gathered in February 2021, that study gaming experiences involving more than one person, with a focus on the social element that emerges among partakers (players and/or spectators). We contribute with a systematized understanding of (1) how the topic is being defined and approached, (2) what facets (mainly in terms of outcomes and determinants of the experience) are being acknowledged and (3) the methodologies leveraged to examine these. Our analysis, based on mixed deductive and inductive coding, reveals relevant gaps and tendencies, including (1) the emphasis in novel technologies and unconventional games, (2) the apparent negligence of player diversity, and (3) lower ecological validity associated with totally mediated evaluations and a lack of established constructs to assess social outcomes