Differentiable Game Mechanics

Deep learning is built on the foundational guarantee that gradient descent on an objective function converges to local minima. Unfortunately, this guarantee fails in settings, such as generative adversarial nets, that exhibit multiple interacting losses. The behavior of gradient-based methods in games is not well understood -- and is becoming increasingly important as adversarial and multi-objective architectures proliferate. In this paper, we develop new tools to understand and control the dynamics in n-player differentiable games. The key result is to decompose the game Jacobian into two components. The first, symmetric component, is related to potential games, which reduce to gradient descent on an implicit function. The second, antisymmetric component, relates to Hamiltonian games, a new class of games that obey a conservation law akin to conservation laws in classical mechanical systems. The decomposition motivates Symplectic Gradient Adjustment (SGA), a new algorithm for finding stable fixed points in differentiable games. Basic experiments show SGA is competitive with recently proposed algorithms for finding stable fixed points in GANs -- while at the same time being applicable to, and having guarantees in, much more general cases.Comment: JMLR 2019, journal version of arXiv:1802.0564

A Study Exploring Different Modalities to Integrate Learning Objectives in Games

This research aims to provide further insight on how to design effective educational games by exploring whether the integration of educational content through game mechanics, text, or a combination of both text and game mechanics is more effective in teaching the learning outcomes in games. The results of the study show that all three methods led to information assimilation. The study showed that the participants did not necessarily learn better through a combination of text and game mechanics as compared with those who were exposed to learning objectives integrated into the game only through text or game mechanics. Some learning objectives were better learned when they were integrated through text while others through game mechanics

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience

Games and rules: game mechanics for the "Magic Circle"

Why do we play games and why do we play them on computers? The contributors of "Games and Rules" take a closer look at the core of each game and the motivational system that is the game mechanics. Games are control circuits that organize the game world with their (joint) players and establish motivations in a dedicated space, a "Magic Circle", whereas game mechanics are constructs of rules designed for interactions that provide gameplay. Those rules form the base for all the excitement and frustration we experience in games. This anthology contains individual essays by experts and authors with backgrounds in Game Design and Game Studies, who lead the discourse to get to the bottom of game mechanics in video games and the real world - among them Miguel Sicart and Carlo Fabricatore

Video games in the English subject: An exploration of video games for teaching about narratives

This study looks at video games as a way of teaching about narratives in English. More specifically, this study is going to answer to what extent What Remains of Edith Finch is a suitable video game for teaching about narrative perspectives in the English subject, and to what extent Thomas Was Alone is a suitable video game for teaching about character archetypes in the English subject. In addition, the study investigates how the game mechanics in What Remains of Edith Finch and Thomas Was Alone influence the students’ gaming experience when learning about narrative topics in the English subject, and how video games suitable for teaching about narrative topics in the English subject can be found. The study concludes that What Remains of Edith Finch is a suitable video game to teach about narrative perspectives because of how the narrative and game mechanics of the video game complement each other. Thomas Was Alone was found to be less suitable to teach about character archetypes in narratives because of the difficult game mechanics, and how the game mechanics overshadowed the narrative of the video game. Finally, the study presents an example of a process for finding video games suitable for teaching about narrative topics, which needs to be further developed

On Effective Integration of Educational Content in Serious Games Text vs. Game Mechanics

As serious games are emerging as a new educational paradigm, it is increasingly important to understand how to integrate educational content into the games, and what elements of the game make learning more effective. This research proposes to add to the work in the area by examining whether learning objectives delivered through the game narratives as text, or learning objectives delivered through game mechanics provide a more effective way of integrating educational content in a game. In order to investigate this question, we designed a study to evaluate two types of participants that were divided into two groups to take part in complementary versions of the game. Participants are asked to play a game in which learning objectives are delivered either through text or game mechanics. An evaluation was performed with 60 participants. The results show that for one of the learning objectives, the participants learn more when the educational content was integrated through the game mechanics and that the difference between the group that learns through text and the one that learned through the game mechanics is statistically significant. For the rest of the learning objectives covered, no statistically significant difference was obtained between the two ways of integrating the learning objectives

On Effective Integration of Educational Content in Serious Games Text vs. Game Mechanics

As serious games are emerging as a new educational paradigm, it is increasingly important to understand how to integrate educational content into the games, and what elements of the game make learning more effective. This research proposes to add to the work in the area by examining whether learning objectives delivered through the game narratives as text, or learning objectives delivered through game mechanics provide a more effective way of integrating educational content in a game. In order to investigate this question, we designed a study to evaluate two types of participants that were divided into two groups to take part in complementary versions of the game. Participants are asked to play a game in which learning objectives are delivered either through text or game mechanics. An evaluation was performed with 60 participants. The results show that for one of the learning objectives, the participants learn more when the educational content was integrated through the game mechanics and that the difference between the group that learns through text and the one that learned through the game mechanics is statistically significant. For the rest of the learning objectives covered, no statistically significant difference was obtained between the two ways of integrating the learning objectives