Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p

Modeling economic systems as locally-constructive sequential games

Real-world economies are open-ended dynamic systems consisting of heterogeneous interacting participants. Human participants are decision-makers who strategically take into account the past actions and potential future actions of other participants. All participants are forced to be locally constructive, meaning their actions at any given time must be based on their local states; and participant actions at any given time affect future local states. Taken together, these essential properties imply real-world economies are locally-constructive sequential games. This paper discusses a modeling approach, Agent-based Computational Economics, that permits researchers to study economic systems from this point of view. ACE modeling principles and objectives are first concisely presented and explained. The remainder of the paper then highlights challenging issues and edgier explorations that ACE researchers are currently pursuing

Heuristic Evaluation for Serious Immersive Games and M-instruction

© Springer International Publishing Switzerland 2016. Two fast growing areas for technology-enhanced learning are serious games and mobile instruction (M-instruction or M-Learning). Serious games are ones that are meant to be more than just entertainment. They have a serious use to educate or promote other types of activity. Immersive Games frequently involve many players interacting in a shared rich and complex-perhaps web-based-mixed reality world, where their circumstances will be multi and varied. Their reality may be augmented and often self-composed, as in a user-defined avatar in a virtual world. M-instruction and M-Learning is learning on the move; much of modern computer use is via smart devices, pads, and laptops. People use these devices all over the place and thus it is a natural extension to want to use these devices where they are to learn. This presents a problem if we wish to evaluate the effectiveness of the pedagogic media they are using. We have no way of knowing their situation, circumstance, education background and motivation, or potentially of the customisation of the final software they are using. Getting to the end user itself may also be problematic; these are learning environments that people will dip into at opportune moments. If access to the end user is hard because of location and user self-personalisation, then one solution is to look at the software before it goes out. Heuristic Evaluation allows us to get User Interface (UI) and User Experience (UX) experts to reflect on the software before it is deployed. The effective use of heuristic evaluation with pedagogical software [1] is extended here, with existing Heuristics Evaluation Methods that make the technique applicable to Serious Immersive Games and mobile instruction (M-instruction). We also consider how existing Heuristic Methods may be adopted. The result represents a new way of making this methodology applicable to this new developing area of learning technology

Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Video Game Development in a Rush: A Survey of the Global Game Jam Participants

Video game development is a complex endeavor, often involving complex software, large organizations, and aggressive release deadlines. Several studies have reported that periods of "crunch time" are prevalent in the video game industry, but there are few studies on the effects of time pressure. We conducted a survey with participants of the Global Game Jam (GGJ), a 48-hour hackathon. Based on 198 responses, the results suggest that: (1) iterative brainstorming is the most popular method for conceptualizing initial requirements; (2) continuous integration, minimum viable product, scope management, version control, and stand-up meetings are frequently applied development practices; (3) regular communication, internal playtesting, and dynamic and proactive planning are the most common quality assurance activities; and (4) familiarity with agile development has a weak correlation with perception of success in GGJ. We conclude that GGJ teams rely on ad hoc approaches to development and face-to-face communication, and recommend some complementary practices with limited overhead. Furthermore, as our findings are similar to recommendations for software startups, we posit that game jams and the startup scene share contextual similarities. Finally, we discuss the drawbacks of systemic "crunch time" and argue that game jam organizers are in a good position to problematize the phenomenon.Comment: Accepted for publication in IEEE Transactions on Game

Exploratory Study of the Privacy Extension for System Theoretic Process Analysis (STPA-Priv) to elicit Privacy Risks in eHealth

Context: System Theoretic Process Analysis for Privacy (STPA-Priv) is a novel privacy risk elicitation method using a top down approach. It has not gotten very much attention but may offer a convenient structured approach and generation of additional artifacts compared to other methods. Aim: The aim of this exploratory study is to find out what benefits the privacy risk elicitation method STPA-Priv has and to explain how the method can be used. Method: Therefore we apply STPA-Priv to a real world health scenario that involves a smart glucose measurement device used by children. Different kinds of data from the smart device including location data should be shared with the parents, physicians, and urban planners. This makes it a sociotechnical system that offers adequate and complex privacy risks to be found. Results: We find out that STPA-Priv is a structured method for privacy analysis and finds complex privacy risks. The method is supported by a tool called XSTAMPP which makes the analysis and its results more profound. Additionally, we learn that an iterative application of the steps might be necessary to find more privacy risks when more information about the system is available later. Conclusions: STPA-Priv helps to identify complex privacy risks that are derived from sociotechnical interactions in a system. It also outputs privacy constraints that are to be enforced by the system to ensure privacy.Comment: author's post-prin

Entanglements of creative agency and digital technology : a sociomaterial study of computer game development

Digital technology, with its distinctive characteristics that result from the fundamental process of digitalization that underpins it, is seen as fundamentally altering processes of creativity. However, we currently have limited understanding of creativity in relation to the development of digital technology. Computer game development, with its combination of esthetic, affective and cultural use features and highly sophisticated digital technologies, is a valuable setting for investigating these issues. In this paper, we explore how computer games are shaped through the interplay between the creative intentions of developers and the digital technologies involved in their production and playing. Drawing on in-depth studies conducted at three leading computer game development studios and a leading producer of the software system used in game development, this paper shows how the game developers' creative ideas for imagined novel game-playing experiences relate to a) the development of relevant digital technologies, and b) the emergence of new game development practices. The article goes on to propose a view of creativity as an on-going flow that, following an initial ‘creative impulse’, ripples through the sociomaterial entanglements of a particular setting, reconfiguring them in the process and spreading out in time and space in often unexpected ways