109,949 research outputs found
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
Mobile learning: benefits of augmented reality in geometry teaching
As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the
field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio
Virtual Reality Games for Motor Rehabilitation
This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion
Tabletop prototyping of serious games for ‘soft skills’ training
Serious games offer a relatively low cost, highly
engaging alternative to traditional forms of soft skills
training. The current paper describes an approach taken to
designing a serious game for the training of soft skills. A
tabletop prototype of the game was created and evaluated
with a group of 24 participants. Initial findings suggest that the game successfully created an environment in which it was advantageous to engage in appropriate collaborative
decision making behaviors, as well as providing built-in
opportunities for a tutor to guide under-performing groups
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