Designing multiplayer games to facilitate emergent social behaviours online

This paper discusses an exploratory case study of the design of games that facilitate spontaneous social interaction and group behaviours among distributed individuals, based largely on symbolic presence 'state' changes. We present the principles guiding the design of our game environment: presence as a symbolic phenomenon, the importance of good visualization and the potential for spontaneous self-organization among groups of people. Our game environment, comprising a family of multiplayer 'bumper-car' style games, is described, followed by a discussion of lessons learned from observing users of the environment. Finally, we reconsider and extend our design principles in light of our observations

Interaction-based group identity detection via reinforcement learning and artificial evolution

We present a computational framework capable of inferring the existence of group identities, built upon social networks of reciprocal friendship, in Complex Adaptive Artificial Societies (CAAS) by solely observing the flow of interactions occurring among the agents. Our modelling framework infers the group identities by following two steps: first, it aims to learn the ongoing levels of cooperation among the agents and, second, it applies evolutionary computation, based on the learned cooperation values, to partition the agents into groups and assign group identities to the agents. Experimental investigations, based on CAAS of agents who interact with each other by means of the Ultimatum (or Bargain) Social Dilemma Game, show that a cooperation learning phase, based on Reinforcement Learning, can provide highly promising results for minimising the mismatch between the existing and the inferred group identities. The proposed method appears to be robust independently of the size and the ongoing social dynamics of the societies.peer-reviewe

Games for learning: creating a level playing field or stacking the deck?

Advocates of digital game-based learning make the case that games can support inclusivity and equality in education because they motivate non-traditional students, promote wider access, and engage learners who are disengaged from formal education. This article will argue that this is a limited analysis which – by the very nature of its inherent assumptions – propagates stereotypical notions of the role of games in learning and could actually reduce social equality. Assumptions about and demographics of computer game players are discussed, as are issues of gaming literacy, differences between education and entertainment games and the impact of these on learner motivation, gender issues of game choice, and accessibility considerations. The article also addresses the methodological challenge of giving a voice to those who are disengaged in research, a particular issue in the field of games and learning. Finally, four ways in which games have the potential to promote inclusion and equality are presented and discussed, drawing on recent examples of projects carried out at the Education and Social Research Institute (ESRI) at Manchester Metropolitan University. First, the use of non-digital games and playful activities; second, informal learning through commercial games, such as massively multiplayer online role-playing games; third, giving learners agency as game creators; and finally, the growing movement of games for good, such as games to support campaigning and fundraising activities

PLATO: A Coordination Framework for Designers of Multi-Player Real-Time Games

Player coordination is a key element in many multi-player real-time digital games and cooperative real-time multi-player modes are now common in many digital-game genres. Coordination is an important part of the design of these games for several reasons: coordination can change the game balance and the level of difficulty as different types and degrees of coordination can make the game easier or more difficult; coordination is an important part of ‘playing like a team’ which affects the quality of play; and coordination as a shared activity is a key to sociality that can add to the sociability of the game. Being able to exercise control over the design of these coordination requirements is an important part of developing successful games. However, it is currently difficult to understand, describe, analyze or design coordination requirements in game situations, because current frameworks and theories do not mesh with the realities of video game design. I developed a new framework (called PLATO) that can help game designers to understand, describe, design and manipulate coordination episodes. The framework deals with five atomic aspects of coordinated activity: Players, Locations, Actions, Time, and Objects. PLATO provides a vocabulary, methodology and diagram notation for describing and analyzing coordination. I demonstrate the framework’s utility by describing coordination situations from existing games, and by showing how PLATO can be used to understand and redesign coordination requirements

CASE STUDY Designing Multiplayer Games to Facilitate Emergent Social Behaviours Online

This paper discusses an exploratory case study of the design of games that facilitate spontaneous social interaction and group behaviours among distributed individuals, based largely on symbolic presence ‘state ’ changes. We present the principles guiding the design of our game environment: presence as a symbolic phenomenon, the importance of good visualization and the potential for spontaneous self-organization among groups of people. Our game environment, comprising a family of multiplayer ‘bumper-car ’ style games, is described, followed by a discussion of lessons learned from observing users of the environment. Finally, we reconsider and extend our design principles in light of our observations