Towards motivation modelling within a computer game based learning environment: an empirical study

This thesis addresses the issue as to how to model a student’s motivation when using a learning environment. Currently, this is considered as an important topic since a) motivation is regarded as key to successful learning by educationalists, b) those building computer-based learning environments are attempting to design in features that will assist in motivating learners while using their systems, c) researchers in the areas of intelligent learning environments (ILEs) and intelligent tutoring systems (ITSs) are looking for methods to detect a student’s motivation during their interaction with an adaptive system, and d) researchers in ITSs are looking for strategies that a learning environment could use to motivate a student or to scaffold his/her motivation. A well-founded model that partially explains the way in which motivation changes during an interaction with an ILE is potentially very valuable to these different goals. In particular, the model should prove to be of great benefit when creating learning environments that take into account the motivational aspects of the learners since it represents the process of how they are motivated through the use of an ILE. In this thesis the focus is on the construction of a learner’s motivational structure for an ILE grounded in the context of an educational game. The thesis reports the development of a qualitative model of the motivation of learners during their interaction with the ILE. One of the main issues is the specification of the context as the motivational structure of learners cannot be assumed to be the same in different contexts. A preliminary causal model showing the relationships between a learner’s motivational characteristics and features of the ILE was developed. Two computer-based research instruments were then built: a game prototype aiming to teach some concepts in databases (Alex’s Adventure) and a computer program (MoRes). Alex’s Adventure was developed in such a way that it included all features of the ILE presented in the model whereas the other parts of the model were implemented through MoRes. Six detailed case studies were performed in order to validate the preliminary model. The validation resulted in changes to the preliminary model which are believed to produce an improved model. The analysis also resulted in a number of key points and condition–action rules which are considered to be of use for the implementation of future adaptive computer systems that could manage and support learners. The thesis makes an original contribution to the Artificial Intelligence in Education (AIED) community, particularly in terms of the method of case study analysis and the new model of motivation

An exercise in learning what "they" don't say when they speak

Abstract Artificial Intelligence (AI) will surpass human intelligence significantly in less than 50 years if the trend of exponential growth of its computing power holds true. AI’s ability to process trillions of gbs of data patterns within hours and to predict outcomes with increasing accuracy has made it the most sought-after technology of the 21st Century. Its use by governments and multinational corporations without gathering much attention has radically impacted all aspects of human life. AI technologies have maintained complete invisibility yet are omnipresent, precisely the reason for the illusion of absence of their political and material effects. AI machines are modeled after the human brain and much like the latter they create learning methodologies (algorithms) on their own in their digital computational space to handle complexities that only the human brain could have dealt with previously. The evolution of these machines into entities that can soon match the complexity of thought of a human brain has raised multiple philosophical and ethical questions. Amongst these is the classic conundrum of machines becoming conscious and developing emotions and intentionality of their own. How should humans treat such entities and how will such entities treat humans? Can they co-exist? A new paradigm of cognitive, imaginative and physical change awaits us. In order to reconfigure our agency in a world run by AI it is crucial to understand the technology we are dealing with. For this purpose, the thesis adopts a methodology which splits in two. The thesis work for its first part employs textual research based argumentative analysis of the origination of Artificial Intelligence and the developing concerns regarding machine consciousness. The work also identifies and deconstructs the functioning and effects of systems employed by owners of AI for computation and control of society. The work utilizes its findings to suggest installation of ethical codes in the AI and testing of these technologies in Virtual Reality (VR). Such an experiment promises to disclose secrets about human consciousness itself and also enrich the developing field of ethics. The second part of the thesis adapts the Truing test format to engage with an actual AI in a game of Chinese whispers instead of a direct recursive interrogation of AI. Through feeding non-language sounds as inputs to the AI the work excites and reveals the imagination of AI which remains locked in its computational space otherwise. The project is presented as a Video Artwork and supplements the learnings from the textual part of the thesis. The thesis work in its entirety is not an attempt to further an agenda against AI technologies but rather encourages investigation of this technology through the lenses of Art and Philosophy. These fields are perhaps better equipped to understand the abstractions of a technology that mimics its complex human creators

Autonomous characters in virtual environments: The technologies involved in artificial life and their affects on perceived intelligence and playability of computer games

Computer games are viewed by academics as un֊grounded hack and patch experiments. "The industry lacks the formalism and requirement for a "perfect" solution often necessary in the academic world " [Woob]. Academic Artifical Intelligence (AI) is often viewed as un-implementable and narrow minded by the majority of ทon-AI programmer. "Historically, AI tended to be focused, containing detailed problems and domain-specific techniques. This focus makes for easier study - or engineering - of particular solutions. " [СһаОЗ .By implementing several well known AI techniques into the same gaming environment and judging users reactions this project aims to make links between the academic nature of AI, as well as investigate the nature of practical implementation in a gaming environment. An online Java implemented version of the 1970'ร classic Space Invaders has been developed and tested, with the Aliens being controlled by 6 different approaches to modelling AI functions. In total information from 334 individuals games was recorded. Different types of games AI can create highly varied gaming experience as highlighted by the range of values and high standard deviation values seen in the results. The link between complex behaviour, complex control systems and perceived intelligence was not supported. A positive correlation identified between how fun the users found the game and how intelligent they perceived the Aliens to be, would seem to be logical. As games get visually more and more impressive, the need for intelligent characters cannot be denied because it is one of the few way in which games can set themselves apart from the competition. Conclusions identified that computer games must remain focussed on their end- goal, that of producing a fun game. Whilst complex and clever AI can help to achieve it, the AI itself can never overshadow the end result

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Video Game Music and Cultural Dissemination

As the internationally one of the most-played multiplayer online battle arena (MOBA) game, Honour of Kings (HoK) has created a unique cultural phenomenon apart from its gaming appeal. HoK weaves its aesthetically-pleasing game character, plot, scene, background, and music with Chinese traditional culture (CTC) elements. This contributes to popularise CTC across the world and Chinese music works, accordingly. Therefore, this article starts with the CTC elements and music works in HoK and explores the effect of Video Game Music (VGM) on cultural dissemination. Further, it explores the new ways and trends of traditional culture transmission. Lastly, this article comprehensively discusses the current problems and solutions of cultural and musical promulgation in games. It can be explained that the effort in terms of VGM composition would contribute to the HoK game develop better. These findings can also provide research ideas for developing VGM in Chinese style

USING SERIOUS GAMES DESIGNED THROUGH THE GAME ELC+ FRAMEWORK TO ENHANCE DEEP LEARNING IN HUMAN RESOURCES DEVELOPMENT

The traditional method of learning has been widely criticised for its limitations and inflexibility to application in non-educational settings. These observations about the traditional modes of learning have necessitated the contemplation and discovery of new approaches embracing technological tools that advances better learning experiences. Hence, new technological innovations, such as Stronger Game or Serious Games (SGs) have been embraced as more effective methods of achieving deep learning. The application of serious game has indeed, gained traction in both the formal educational and human resource (HR) settings, especially for employees’ training and development. Thus, the core question of this PhD research is hinged on whether the SGs are more effective in creating deep learning in adult learners, compared to the more traditional teaching methods. To respond to this query, the study examines the traditional and SGs learning approaches, in order to ascertain which is more effective in creating deep learning in adults, in addition to achieving human resource training and development. To guide the design and development of SGs to support adult DL, this research proposes a pedagogical framework referred to as the Game ELC+ framework that comprises four learning theories namely: The Game (Elements) within the Yu Kai Chou's Octalysis Framework; Bloom Taxonomy’s Player (Learning) Levels; (Cognitive) Theory of Multimedia Learning; and the Ruskov’s four evidence of Deep Learning (+). This framework provides the standard for measuring DL in the design of SGs. The research instruments developed include a traditional andragogical test which uses e-Learning materials containing ten different learning scenarios in the context of workplace HR scenarios, and a digital Serious Game using exactly the same content and scenarios with the traditional andragogical test. ANOVA was utilized as the data analytical approach for comparing the mean score of learners using serious games and the tradition eLearning platforms. The study hypothesised that deep learning can be achieved through the SGs and that it is more effective than the traditional andragogy. It further asserts that participants who used the SGs achieved a higher learning outcome than participants in traditional process. Participant observation during the testing phase suggests that the participants interacting with the SGs demonstrated high level of engagement and curiosity, when compared to participants who used the traditional eLearning platform. The study findings validate the hypotheses. By implication, the SGs designed according to the Game ELC+ framework results in improved learning outcomes. In summary, the findings claim that incorporating SG elements in HR training and development can improve professional practices and mitigate some of the challenges experienced by human resource in the traditional learning environment