Action Learning with Second Life - A Pilot Study

Virtual worlds, computer-based simulated environments in which users interact via avatars, provide an opportunity for the highly realistic enactment of real life activities online. Unlike computer games, which have a pre-defined purpose, pay-off structure, and action patterns, virtual worlds can leave many of these elements for users to determine. One such world, Second Life (SL), is frequently used as platform for revenue generation, information and knowledge sharing, and learning. As a learning environment, Second Life appears to be particularly amenable to action learning, where learners are not simply observers, but plan, implement, observe, and draw conclusions from their actions. We tested the usefulness of SL as an action learning environment in a senior course for management information systems students. The findings demonstrate learning in the SL environment contributes to the students’ perceived value of learning through the Action Learning steps

Student participation in serious games design

Serious games can be defined simply as games with an educational intent. These games are regularly positioned within a curriculum as simple teaching agents and often lack meaningful participation from learners in their development. In 1992, Roger Hart proposed a model for the roles children play in participatory projects with adults. ‘Hart’s Ladder’ presents eight levels of children’s participation moving from tokenistic manipulation of children at the base of this ladder to ‘citizenship’ at the top where children can initiate and share activities with adults. This research contributes to knowledge on methods of integrating serious games into formal educational settings by investigating how children, as participants, can work with their educators, as facilitators, to create serious games for use by their peers. Exploratory field studies have worked with secondary school children (11-16 years) to evaluate the hypothesis that higher levels of participation of children in making serious games will produce more effective educational artefacts. Educational artefacts are context specific to each study but encompass the product and accreditation of the process by participants, facilitators and all stakeholders involved

Format-independent and metadata-driven media resource adaptation using semantic web technologies

Adaptation of media resources is an emerging field due to the growing amount of multimedia content on the one hand and an increasing diversity in usage environments on the other hand. Furthermore, to deal with a plethora of coding and metadata formats, format-independent adaptation systems are important. In this paper, we present a new format-independent adaptation system. The proposed adaptation system relies on a model that takes into account the structural metadata, semantic metadata, and scalability information of media bitstreams. The model is implemented using the web ontology language. Existing coding formats are mapped to the structural part of the model, while existing metadata standards can be linked to the semantic part of the model. Our new adaptation technique, which is called RDF-driven content adaptation, is based on executing SPARQL Protocol and RDF Query Language queries over instances of the model for media bitstreams. Using different criteria, RDF-driven content adaptation is compared to other adaptation techniques. Next to real-time execution times, RDF-driven content adaptation provides a high abstraction level for the definition of adaptations and allows a seamless integration with existing semantic metadata standards

There’s an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games

There is no doubt that the video game industry is undergoing a major upheaval, yet in spite of the recent reconceptualization of video games, educational games as a whole remain the pariah of the industry. Very little has been done in the wake of recent social and industry trends to adapt instruction of academic subjects, especially foreign language, for delivery through video games. Prior studies discussing the potential of games developed specifically for language learning have focused primarily on general principles and have offered no recommendations for platform, genre, or other aspects of design. Through an online survey as well as qualitative analysis of gaming forum discussions and student evaluations of an existing educational language game, this study goes straight to the learners and players themselves in order to determine the opinions and behavioral intentions of potential customers. By synthesizing these insights into consumer demand with theory and industry trends, this study argues that mobile or casual games that are intrinsically social and communicative hold the most potential for success, both in academia and in the industry

Scalable Resource and QoS Brokering Mechanisms for Massively Multiplayer Online Games

Multiplayer online games have become an increasingly integral part of online entertainment. With advances in social media, the number of players of these games is increasing at a very rapid rate, which in some cases has been observed to be exponential. This is when resource becomes a concern. In this thesis, I investigated several challenges in developing and maintaining multiplayer games such as hotspots, genrespeci c limitations, unpredictable quality of service and rigidity in resource availability. I showed that these issues can be solved by adopting mechanisms for separation of resource concerns from functional concerns and coordination of resources. To support resource coordination, I divided the ownership of resources among three partiesgame owner, resource owner and game player. I developed the CyberOrgs-MMOG API, which supports Massively Multiplayer Online Game (MMOG) platforms capable of resource sharing among multiple peers, through mechanisms for acquiring these resources dynamically. I showed that dynamic acquisition of resources can solve the resource questions mentioned above. The API was evaluated using a 2D game with up to 250 simulated players. I also showed, how the game's responsiveness can be dynamically adjusted in a scalable way. This thesis presents the design and implementation of the CyberOrgs-MMOG API, interfaces provided to the interacting agents representing di erent parties. I integrated a 2D multiplayer game with the API and evaluated the mechanisms supported by the API