The Gamification Framework of Military Flight Simulator for Effective Learning and Training Environment

The purpose of this thesis is to develop a framework for the gamification of flight simulators to provide an active learning and training environment for military jet pilots. Currently, with the development of visual displays and computer processing capabilities, the modern simulator has made great progress in visual and auditory terms that is incomparable to the past. In addition, functions that were previously implemented through supercomputers and complex hardware devices are now available through desktop computers at an affordable cost. Despite these advances, the simulators so far are thought to have been negligent in building an active learning and training environment for users, focusing only on such things as sound and visual immersion and training requirements. On top of that, misbelief in the effectiveness of pilots\u27 flight simulators, old paradigms failing to keep up with computer technology, and lack of instructor manpower have not led to the progress of simulator training programs. Meanwhile, studies show that the gamified system, which has become an increasingly hot topic in business, health care, and education over the past decade, has made users more motivated and actively engaged in the use of specific platforms. And the resulting effect was also positive. This Research aimed: (1) to examine a research-based Gamification Framework to understand the concept of a gamified system, (2) to identify pilots\u27 flight training needs and motivations, (3) and finally to suggest evaluation tool with example. The Gamification Framework of Flight Simulator(GFFS) was designed on the basis of research and a survey conducted for Korean Air Force fighter pilots for detailed Gamified Flight Simulator(GFS) evaluation tool. GFFS was modified and applied from Kim\u27s gamification framework and the Octalysis framework was used to identify and compare pilots\u27 needs and motivation factors

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

DESIGNING BETTER EXERGAMES: APPLICATION OF FLOW CONCEPTS AND THE FITT PRINCIPLE TO FULL BODY EXERTION VIDEO GAMES AND FLEXIBLE CHALLENGE SYSTEMS

Exercise video games have a recognized potential for widespread use as tools for effective exercise. Current exergames do not consistently strike a successful balance between the “fun gameplay” and “effective exercise” aspects of the ideal exergame. Our research into the design of better exergames applies existing gameflow research and established exercise guidelines, such as those published by the American College of Sports Medicine, to a collection of four custom exergames: Astrojumper, Washboard, Sweet Harvest and Legerdemain implement full-body motion mechanics that support different types of exercise, and vary in intended duration of play, game complexity, and level of physical challenge. Each game also implements a difficulty adjustment system that detects player performance from in-game data and dynamically adjusts game difficulty, in order to balance between a player’s fitness level and the physical challenge presented by the game. We have evaluated the games produced by our design approach through a series of user studies on players’ physiological and psychological responses to gameplay, finding that balance between challenge types (cognitive or physical) is an important consideration along with challenge-skill balance, and further, that game mechanics able to support creativity of movement are an effective means of bridging between gameplay and exercise in order to improve the player experience

Virtual Reality Interactive Learning Environment

Open Building Manufacturing (ManuBuild) aims to promote the European construction industry beyond the state of the art. However, this requires the different stakeholders to be well informed of what ‘Open Building Manufacturing’ actually entails with respect to understanding the underlying concepts, benefits and risks. This is further challenged by the ‘traditional ways of learning’ which have been predominantly criticised for being entrenched in theories with little or no emphasis on practical issues. Experiential learning has long been suggested to overcome the problems associated with the traditional ways of learning. In this respect, it has the dual benefit of appealing to adult learner's experience base, as well as increasing the likelihood of performance change through training. On-the-job-training (OJT) is usually sought to enable ‘experiential’ learning; and it is argued to be particularly effective in complex tasks, where a great deal of independence is granted to the task performer. However, OJT has been criticised for being expensive, limited, and devoid of the actual training context. Consequently, in order to address the problems encountered with OJT, virtual reality (VR) solutions have been proposed to provide a risk free environment for learning without the ‘do-or-die’ consequences often faced on real construction projects. Since ManuBuild aims to promote the EU construction industry beyond the state of the art; training and education therefore needs also to go beyond the state of the art in order to meet future industry needs and expectations. Hence, a VR interactive learning environment was suggested for Open Building Manufacturing training to allow experiential learning to take place in a risk free environment, and consequently overcome the problems associated with OJT. This chapter discusses the development, testing, and validation of this prototype

THE USERS’ VIEWS ON DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS PROVIDED IN VIRTUAL REALITY TECHNOLOGIES

Today, it is seen that developing technologies are tried to be used continuously in the learning environments. These technologies have rapidly been diversifying and changing. Recently, virtual reality technology has become one of the technologies that experts have often been dwelling on. The present research tries to determine users’ opinions and preferences on the utilization of different kinds of multimedia items (pictures, videos and games) in virtual reality goggles. In this context, participants' opinions were taken through semi-structured interview forms within this research, which is designed as a case study. The data were subjected to content analysis. It is observed that participants liked and preferred virtual reality technologies. The features of the sense of reality, feeling the ambience and providing the possibility of having a tour in this ambience presented by the technologies can be listed as determinants in participants’ preferences. In addition to this, it can be said that especially the game type contents of the virtual reality technologies are preferred more than the photos and videos. It is thought that interaction and entertainment factors have a significant role in suck kind of preferences. Moreover the participants have also indicated that the use of virtual reality technologies, especially in social studies classes, may be beneficial. Besides, it is thought that virtual reality technologies can be more useful than in-class methods in the sciences and other fields and the VR technologies will increase permanence by creating active learning environments.  Article visualizations

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning

Conceptualizing the Co-Existence of Formal and Informal Institutions Within Planning Hazem Abu-Orf Faculty of Applied Engineering and Urban Planning, University of Palestine, Gaza, PalestineThe background to this study is addressing how formal and informal institutions might intersect in planning. This article has at its aim addressing not only the effects that formal and/or informal institutions have but also how both shape each other. In fulfilling this aim, analysis in this study adopts qualitative research methods, including qualitative interviewing, direct observation and archival records, which are applied to the Nicosia Master Plan that is considered in this study as a particular case study because it arguably helps this study to fulfill its aims. The perspective of formal/informal ‘dialectics’, marked by a ‘mutual-shaping’ exercise, is applied to this case study. Its application reveals several arguments as follow. First, formal institutions are found in this study to be blocked from mobilizing any development, however, remain the key determinant. The second argument concerns informal institutions that have been found to adopt strategies capable of mobilizing development, nevertheless, these strategies could not obviate the central role of formal institutions. Thirdly, formal institutions formalize informal institutions by ‘absorbing’ the latter into their hierarchy while equally denying any degree of autonomy, nor a role assigned, to informal institutions. Altogether, the findings revealed in this study stress the importance of the political and economic contexts of power that are key to how the formal/informal ‘dialectics’ occur.University of Palestine, www.up.edu.p

User experience of mixed reality applications for healthy ageing : A systematic review

Mixed reality (MR) technologies are being used increasingly to support healthy ageing, but past reviews have concentrated on the efficacy of the technology. This systematic review provides a synthesis of recent experimental studies on the instrumental, emotional and non-instrumental aspects of user experience of healthy older adults in relation to MR-related applications. The review was listed on PROSPERO, utilised a modified PICOS framework, and canvassed all published work between January 2010 to July 2021 that appeared in major databases (Scopus, PubMed, CINAHL, Web of Science, and the Cochrane Library). The literature search revealed 15 eligible studies. Results indicated that all included studies measured the instrumental quality of their applications, all but two studies measured the emotional reactions triggered by gameplay, and only six studies examined participants’ perception of non-instrumental quality of the applications. All included studies focused on improving a health domain such as cognitive or physical training. This suggests that the instrumental quality of the MR applications remains the focus of user experience studies, with far fewer studies examining the non-instrumental quality of the applications. Implications for game design and future research are discussed

“LET’S GO GREEN” MOBILE GAME/APPLICATION FOR GLOBAL WARMING AWARENESS

The objective of the project is to create an interactive game which can create awareness of the carbon footprint and the effect of global warming at an individual level. The game is aimed to be used on mobile platforms such as Android devices including tablets, due to the current population trend with smartphones and the like. The game would comprise of 2 main working parts, the game itself, and the carbon calculator which calculates ones carbon footprint based on the input received during the course of the game. The concept for this kind of awareness tool is taken from the availability of many carbon calculators out there, and the global warming phenomenon. Alone, the carbon calculator is a very useful tool but it is often treated like the traditional calculator, where it is only used when needed. A different approach must be used to penetrate the current generation’s mindset to raise awareness of global warming. The project was initiated by analysis of the main problem and the objectives of the project. Further research was done on articles and online resources related to the problem; a literature review was therefore derived. Other materials were researched, online Android developing kits and carbon footprint formula’s which is crucial to the project. To create the embedded calculator, the formula would be needed and for the game/interface, Android development must be researched to be able to create the game itself. It is important to fully understand what is need to create a good carbon footprint calculator, and how it should be demographically customized. How the calculator is customized also contributes to the build of the game because the game will be designed to accept inputs that would be used in the calculator to produce an individual’s carbon footprint. The methodology for this project would be Rapid Application Development (RAD) methodology, since the project is expected to be result-oriented and would require the repetition of certain phases to come up with a workable prototype of the game