Multiplayer Game Development Approaches for Student Integration in Universities

Tese de Mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto. 201

Serious gama for integration in higher education

Tese de mestrado integrado. Engenharia Informática e Computação. Universidade do Porto. Faculdade de Engenharia. 201

A three person poncho and a set of maracas:designing Ola De La Vida, a co-located social play computer game

Events that bring people together to play video games as a social experience are growing in popularity across the western world. Amongst these events are ‘play parties,’ temporary social play environments which create unique shared play experiences for attendees unlike anything they could experience elsewhere. This paper explores co-located play experience design and proposes that social play games can lead to the formation of temporary play communities. These communities may last for a single gameplay session, for a whole event, or beyond the event. The paper analyses games designed or enhanced by social play contexts and evaluates a social play game, Ola de la Vida. The research findings suggest that social play games can foster community through the design of game play within the game itself, through curation which enhances their social potential, and through design for ‘semi-spectatorship’, which blurs the boundaries between player and spectator thus widening the game’s magic circle

Leveraging Asymmetry and Interdependence to Enhance Social Connectedness in Cooperative Digital Games

Play is a fundamental component of human development and is an important means of forming healthy relationships throughout life. Research has shown that the types of digital games people play, how they play them, and who they play them with can have significant impacts on players' social and psychological well-being. Playing games with preexisting social relations, such as family and friends, has been shown to help strengthen relationships, but it can be difficult to find games that provide both enriching social interactions and are able to accommodate the wide variety of player types, ability levels, genre preferences, and social roles that each player brings to the group dynamic. Asymmetric cooperative games---games that present their players with sharply contrasting aesthetic experiences in the same shared play space---are a unique but relatively understudied style of game that is well-positioned to tackle this multi-faceted problem by providing different players with different interfaces, challenges, abilities, and information while tightly coupling their interactions through shared goals and feedback. My research focuses on better understanding the design of asymmetric cooperative games and how they can leverage interdependence to enhance players' perceptions of social connectedness. Based on a review of existing asymmetric cooperative games and related literature, I developed an initial conceptual framework that identified several mechanical forms of asymmetry common to these games. I adopted a ``research through design'' approach to then apply several forms of mechanical asymmetry to the iterative design of two prototype asymmetric cooperative games, “Goombagrams” and “Beam Me ‘Round, Scotty!” (BMRS). I then conducted a series of focused player experience studies examining and refining different aspects of the conceptual framework using the most promising of those prototypes, BMRS. The first study established several characteristic dynamics of asymmetric cooperative play including considerations of directional dependence, synchronicity, necessity, leadership and primacy. These insights were used to evolve the BMRS prototype and mount a second study demonstrating that, even when controlling for visual and narrative aesthetic details, asymmetric cooperative play is perceived as more socially engaging than symmetric cooperative play. My third and final study closed the theoretical loop between the mechanical design elements identified in my framework and the socially enriching effects of interdependence by demonstrating how deliberately increasing the mechanical coupling between players could generate corresponding increases in perceptions of social connectedness. Collectively, my research contributions can help both game developers and researchers to design more effective asymmetric cooperative experiences through a better understanding of this uniquely social style of game

Thereʼs no ʻIʼ in ʻEmergency Management Team:ʼ designing and evaluating a serious game for training emergency managers in group decision making skills

Serious games are games that are designed to educate rather than entertain. The game outlined and evaluated here was commissioned and designed as a tool to improve the group decision making skills of people who manage real-world emergencies such as floods, fires, volcanoes and chemical spills. The game design exploits research on decision making groups and applies pedagogically sound games design principles. An evaluation of the game design was carried out based on a paper prototype. Eight participants were recruited and assigned to two groups of four participants each. These groups were video recorded while playing the game and the video was analysed in terms of game actions and member participation. Results indicate that the group who behaved in a more appropriate manner for a decision making group were rewarded with more positive feedback from the game state. These findings suggest that the game itself delivers appropriate feedback to players on their collaborative behaviour and is thus fit for the purposes intended in the current project

Design Thinking for Training with Serious Games: A Systematic Literature Review

Serious Games use game strategies to encourage participants to make decisions and face challenges in a training environment; the more interactive the game, the more engaged the participants are with the content. Moreover, the best way to train is to simulate and identify scenarios for decision making, recreating situations, and strategies for learning. The Serious Games for training have this purpose. A Serious Game for Training can be refined with a game narrative, a methodology centered on the player to present independent and straightforward scenarios, giving solutions through the game story. The challenge is to rethink a unique narrative according to the individual player\u27s experience. The present systematic literature review aims to answer which are the benefits of using Design Thinking for serious game narratives; the benefits of learning theories; the Design Thinking benefits for innovative solutions; and how game design elements can create an engaging Serious Game experience

Serious Game Design Principles: The Impact of Game Design on Learning Outcomes

This dissertation examines the research question How do video game design principles affect learning outcomes in serious games? This research first develops a theoretical foundation concerning the meaning of the terms game and serious game . This conceptual clarification is broken down into analytic propositions, which state that games have participants, rules, goals and challenges, and synthetic propositions, which state that the games should be intrinsically compelling, provide meaningful choices, and be self encapsulated. Based on these synthetic propositions, three hypotheses were developed. The hypotheses are that games with an enhanced aesthetic presentation, more meaningful choices, or provide player competition will elicit higher learning outcomes than identical games without these factors. These hypotheses were tested via a quantitative experiment involving 172 undergraduate students in the Old Dominion University Chemistry Department. The students were asked to play a chemistry-oriented serious game entitled Element Solitaire©, which was created by the research author. The students were randomly given different treatments of the Element Solitaire© game to play, and the difference between their learning outcomes were compared. The experimental results demonstrated that the aesthetic presentation of a game can have a significant impact upon the learning outcome. The experiment was not able to discern significant effects from the choice or competition conditions, but further examination of the experimental data did reveal some insight into these aspects of serious game design. Choices need to provide the player with options that have a sufficient value that they will be considered and the application of competition within games needs to be judiciously implemented to promote a positive affect for all players. The results of the theoretical foundations and empirical evidence were then combined with additional theoretical research to develop a set of design principles and a proposed serious game development process. These guidelines were researched and examined via the design and development process of several serious game prototypes and the examination of a large body of existing serious games. The end result is a practical procedure that is rooted in theory and quantitative experimentation