866,043 research outputs found
10 simple rules to create a serious game, illustrated with examples from structural biology
Serious scientific games are games whose purpose is not only fun. In the
field of science, the serious goals include crucial activities for scientists:
outreach, teaching and research. The number of serious games is increasing
rapidly, in particular citizen science games, games that allow people to
produce and/or analyze scientific data. Interestingly, it is possible to build
a set of rules providing a guideline to create or improve serious games. We
present arguments gathered from our own experience ( Phylo , DocMolecules ,
HiRE-RNA contest and Pangu) as well as examples from the growing literature on
scientific serious games
Playing popular science
Popular science is a critical form of science communication and dissemination. While scientific journals and detailed textbooks are well suited to dissemination of detailed theories and findings within academic communities, there is a definitive need to inform the general public of key scientific concepts and challenges. Indeed, this is increasingly seen as a central part of any research project or funding bid: in the United Kingdom, the Research Councils stipulate a need to consider public engagement and outreach in research proposals For scientists, the popular science book has long been a medium of choice, primarily because they already have a great deal of experience in writing. But in recent years scientific researchers have been increasingly engaged with other forms of popular science communication, including radio and television broadcasting. Early careers researchers are now provided with training in these areas, including guidance on how to develop programme proposals and how to write, present, direct, and edit materials for print, the airwaves, and screen. In effect, today’s scientists are expected to engage directly with popular science journalism not merely as scientific advisors, but as the writers, directors, and broadcasters.This event involved an exhibition and discussion of four popular science games, co-designed by scientific experts and designed and developed by students at Abertay University. The four games were: (1) Namaka by Crowbar Games Co-designed by Ecotoxicologist Dr Brian Quinn (2) Tides: A Shark Tale by Benthos Games Co-designed by Immunologist and sharks expert Dr Helen Dooley (3) Orbs by Quantessential Games Co-designed by Quantum Physicist Dr Erik Gauger (4) Cell Cycle by Type 3 Games Co-designed by Cell Biologist and cancer researcher Dr Adrian Sauri
Playing Smart - Artificial Intelligence in Computer Games
Abstract: With this document we will present an overview of artificial intelligence in general and artificial intelligence in the context of its use in modern computer games in particular. To this end we will firstly provide an introduction to the terminology of artificial intelligence, followed by a brief history of this field of computer science and finally we will discuss the impact which this science has had on the development of computer games. This will be further illustrated by a number of case studies, looking at how artificially intelligent behaviour has been achieved in selected games
On The Foundations of Digital Games
Computers have lead to a revolution in the games we play, and, following this, an interest for computer-based games has been sparked in research communities. However, this easily leads to the perception of a one-way direction of influence between that the field of game research and computer science. This historical investigation points towards a deep and intertwined relationship between research on games and the development of computers, giving a richer picture of both fields. While doing so, an overview of early game research is presented and an argument made that the
distinction between digital games and non-digital games may be counter-productive to game research as a whole
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Gender Differences and Digital Learning Games – One Size Does not fit all
The intrinsic motivation demonstrated towards digital games provides the opportunity for its use as a learning tool irrespective of gender differences. This has resulted in the combination of the motivation of games with curricular content referred to as Digital Game-Based Learning.
While some related studies have argued that there are no gender differences in the motivational appeal of digital educational games, others present an opposing view.
This paper reports the result of an investigation into the motivational appeal of digital educational games for 11-14 years old girls and boys. There is evidence that this age group is pivotal to the shrinking pipeline phenomenon in which fewer females progressively engage with computer science education and careers.
The investigation involved a two stage study composed of a qualitative exploratory study, which identified the key criteria for the successful appeal of some digital entertainment games to young girls and boys and a main study. The main study generate both qualitative and quantitative data to further investigate the motivational appeal of digital educational games for learning basic computer science concepts for both girls and boys of age 11-14 years old. For the main study, two experimental games for learning basic computer science concepts were created based on the key criteria identified from the exploratory study.
The first included the game characteristics that appeared to support the motivational appeal of the girls. The second game was antithetical to the first. Both genders from the participating population engaged with both games and online questionnaires were used to capture data on their perception of both games.
The outcome of the investigation which involved 304 participants (girls = 152 and boys =152) from Southeast England, United Kingdom provided the empirical evidence in support of the argument that there are gender differences in the motivational appeal of digital educational game characteristics which can either support or thwart motivation i.e. one size does not fit all.
The result of this investigation should support educationists, researchers and digital educational game designers in having an inclusive approach towards the creation of digital educational games for learning
A Parameterisation of Algorithms for Distributed Constraint Optimisation via Potential Games
This paper introduces a parameterisation of learning algorithms for distributed constraint optimisation problems (DCOPs). This parameterisation encompasses many algorithms developed in both the computer science and game theory literatures. It is built on our insight that when formulated as noncooperative games, DCOPs form a subset of the class of potential games. This result allows us to prove convergence properties of algorithms developed in the computer science literature using game theoretic methods. Furthermore, our parameterisation can assist system designers by making the pros and cons of, and the synergies between, the various DCOP algorithm components clear
Compositional game theory
We introduce open games as a compositional foundation of economic game
theory. A compositional approach potentially allows methods of game theory and
theoretical computer science to be applied to large-scale economic models for
which standard economic tools are not practical. An open game represents a game
played relative to an arbitrary environment and to this end we introduce the
concept of coutility, which is the utility generated by an open game and
returned to its environment. Open games are the morphisms of a symmetric
monoidal category and can therefore be composed by categorical composition into
sequential move games and by monoidal products into simultaneous move games.
Open games can be represented by string diagrams which provide an intuitive but
formal visualisation of the information flows. We show that a variety of games
can be faithfully represented as open games in the sense of having the same
Nash equilibria and off-equilibrium best responses.Comment: This version submitted to LiCS 201
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