Project:Filter - using applied games to engage secondary schoolchildren with public policy

Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement

Simulation modelling and visualisation: toolkits for building artificial worlds

Simulations users at all levels make heavy use of compute resources to drive computational simulations for greatly varying applications areas of research using different simulation paradigms. Simulations are implemented in many software forms, ranging from highly standardised and general models that run in proprietary software packages to ad hoc hand-crafted simulations codes for very specific applications. Visualisation of the workings or results of a simulation is another highly valuable capability for simulation developers and practitioners. There are many different software libraries and methods available for creating a visualisation layer for simulations, and it is often a difficult and time-consuming process to assemble a toolkit of these libraries and other resources that best suits a particular simulation model. We present here a break-down of the main simulation paradigms, and discuss differing toolkits and approaches that different researchers have taken to tackle coupled simulation and visualisation in each paradigm

Which way is up? Space and place in virtual learning environments for design

The role of ‘place’ in design education is essential in providing a structured learning experience that can be trusted and which allows dynamic social connections to emerge in the development of reflective practice. With increasing demand for distance and online learning resources, this paper considers how such a sense of place can be arrived at using ‘virtual architecture’. Analogies with physical architectural space – for example ‘homes’, ‘forums’, ‘studios’, ‘libraries’ can be useful, but in many ways the opportunities for design learning in virtual architecture go far beyond what is possible with physical architecture. We describe how the virtual architecture of an Open University course in Design Thinking has consciously tried to create place rather than space, in crafting an environment with intrinsic learning opportunities, and the benefits this has brought to students studying the course

Spurious, Emergent Laws in Number Worlds

We study some aspects of the emergence of logos from chaos on a basal model of the universe using methods and techniques from algorithmic information and Ramsey theories. Thereby an intrinsic and unusual mixture of meaningful and spurious, emerging laws surfaces. The spurious, emergent laws abound, they can be found almost everywhere. In accord with the ancient Greek theogony one could say that logos, the Gods and the laws of the universe, originate from "the void," or from chaos, a picture which supports the unresolvable/irreducible lawless hypothesis. The analysis presented in this paper suggests that the "laws" discovered in science correspond merely to syntactical correlations, are local and not universal.Comment: 24 pages, invited contribution to "Contemporary Natural Philosophy and Philosophies - Part 2" - Special Issue of the journal Philosophie

The Computability-Theoretic Content of Emergence

In dealing with emergent phenomena, a common task is to identify useful descriptions of them in terms of the underlying atomic processes, and to extract enough computational content from these descriptions to enable predictions to be made. Generally, the underlying atomic processes are quite well understood, and (with important exceptions) captured by mathematics from which it is relatively easy to extract algorithmic con- tent. A widespread view is that the difficulty in describing transitions from algorithmic activity to the emergence associated with chaotic situations is a simple case of complexity outstripping computational resources and human ingenuity. Or, on the other hand, that phenomena transcending the standard Turing model of computation, if they exist, must necessarily lie outside the domain of classical computability theory. In this article we suggest that much of the current confusion arises from conceptual gaps and the lack of a suitably fundamental model within which to situate emergence. We examine the potential for placing emer- gent relations in a familiar context based on Turing's 1939 model for interactive computation over structures described in terms of reals. The explanatory power of this model is explored, formalising informal descrip- tions in terms of mathematical definability and invariance, and relating a range of basic scientific puzzles to results and intractable problems in computability theory