Entertaining situated messaging at home

Leisure and entertainment-based computing has been traditionally associated with interactive entertainment media and game playing, yet the forms of engagement offered by these technologies only support a small part of how we act when we are at leisure. In this paper, we move away from the paradigm of leisure technology as computer-based entertainment consumption, and towards a broader view of leisure computing. This perspective is more in line with our everyday experience of leisure as an embodied, everyday accomplishment in which people artfully employ the everyday resources in the world around them in carrying out their daily lives outside of work. We develop this extended notion of leisure using data from a field study of domestic communication focusing on asynchronous and situated messaging to explore some of these issues, and develop these findings towards design implications for leisure technologies. Central to our discussion on the normal, everyday and occasioned conduct of leisure lie the notions of playfulness and creativity, the interweaving of the worlds of work and leisure, and in the creation of embodied displays of affect, all of which may be seen manifested in the use of messaging artefacts. This view of technology in support of leisure-in-the-broad is strongly divergent from traditional entertainment computing models in its coupling of the mechanics of the organisation of everyday life to the ways that we make entertainment for ourselves. This recognition allows us to draw specific implications for domestic situated messaging technologies, but also more generally for technology design by tying activities that we tend to regard as purely functional to other multifaceted and leisure-related purposes

Automated state of play: rethinking anthropocentric rules of the game

Automation of play has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. This article proposes to look at AI-driven non-human play and, what follows, rethink digital games, taking into consideration their cybernetic nature, thus departing from the anthropocentric perspectives dominating the field of Game Studies. A decentralised post-humanist reading, as the author argues, not only allows to rethink digital games and play, but is a necessary condition to critically reflect AI, which due to the fictional character of video games, often plays by very different rules than the so-called “true” AI

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Make-Believe in Gameful and Playful Design

Gameful and playful design aspire to make existing activities and systems more engaging by infusing them with the engaging qualities of games and toys. One such quality is make-believe, the constitution of fictional “as ifs”. While frequently evoked, actual work on make-believe in gameful and playful design has remained quite scarce and scattered. This chapter therefore draws on neighbouring fields to break out five major design aspects of make-believe: theming; storification; scripting, ruling, and framing; role-play; and their integration in unified experiences. For each, the chapter presents explanatory theories; psychological and behavioural effects; design elements and strategies used to evoke said effects; and existing empirical studies. The chapter closes in summarizing how and why playful make-believe design differs from current gamification in form (often artistic one-offs) and technology (often audio); and what limitations future research should try to overcome

User Experience Evaluation in BCI: Filling the Gap

Brain-computer interface (BCI) systems can improve the user experience (UX) when used in entertainment technologies. Improved UX can enhance user acceptance, improve quality of life and also increase the system performance of a BCI system. Therefore, the evaluation of UX is essential in BCI research. However, BCI systems are generally evaluated according to the system aspect only so there is no methodology to evaluate UX in BCI systems. This paper gives an overview of such methods from the human-computer interaction field and discusses their possible uses in BCI research

The drift table: designing for ludic engagement

The Drift Table is an electronic coffee table that displays slowly moving aerial photography controlled by the distribution of weight on its surface. It was designed to investigate our ideas about how technologies for the home could support ludic activities-that is, activities motivated by curiosity, exploration, and reflection rather than externally-defined tasks. The many design choices we made, for example to block or disguise utilitarian functionality, helped to articulate our emerging understanding of ludic design. Observations of the Drift Table being used in volunteers' homes over several weeks gave greater insight into how playful exploration is practically achieved and the issues involved in designing for ludic engagement