Representing Users in the Design of Digital Games

While economic and sociological studies have generally recognised the important explicit role that users play in shaping a technological artifact - through feedback channels after launch and market trials and studies before launch - there has been less exploration into the more implicit strategies by which designers attempt to pre-figure users prior to launch. Given that design involves making choices, and framing the choices made by users, this paper suggests that Madeline Akricha's approach (1992, 1995) may provide a constructive tool for exploring more implicit and indirect strategies of representing users in the early stages of the design process. It may also prove useful in exploring how users can be excluded or alienated through design. While acknowledging that users may actively negotiate designers' representations this paper will explore the usefulness of the Akrich approach in relation to understanding the design of digital games. A study in 2001 of production in digital games companies in Ireland found that various macro, meso and micro level factors play a role in limiting the games developed and the user groups developed for. This paper will present findings from ongoing research conducted in 2002 into the reasons which account for how one start-up company decided to design a multiplayer online game for males aged 25-40

Representing Users in the Design of Digital Games

While economic and sociological studies have generally recognised the important explicit role that users play in shaping a technological artifact - through feedback channels after launch and market trials and studies before launch - there has been less exploration into the more implicit strategies by which designers attempt to pre-figure users prior to launch. Given that design involves making choices, and framing the choices made by users, this paper suggests that Madeline Akricha's approach (1992, 1995) may provide a constructive tool for exploring more implicit and indirect strategies of representing users in the early stages of the design process. It may also prove useful in exploring how users can be excluded or alienated through design. While acknowledging that users may actively negotiate designers' representations this paper will explore the usefulness of the Akrich approach in relation to understanding the design of digital games. A study in 2001 of production in digital games companies in Ireland found that various macro, meso and micro level factors play a role in limiting the games developed and the user groups developed for. This paper will present findings from ongoing research conducted in 2002 into the reasons which account for how one start-up company decided to design a multiplayer online game for males aged 25-40

Designing information feedback within hybrid physical/digital interactions

Whilst digital and physical interactions were once treated as separate design challenges, there is a growing need for them to be considered together to allow the creation of hybrid digital/physical experiences. For example, digital games can now include physical objects (with digital properties) or digital objects (with physical properties), both of which may be used to provide input, output, or in-game information in various combinations. In this paper we consider how users perceive and understand interactions that include physical/digital objects through the design of a novel game which allows us to consider: i) the character of the space/spaces in which we interact; ii) how users perceive their operation; and iii) how we can design such objects to extend the bandwidth of information we provide to the user/player. The prototype is used as the focus of a participatory design workshop in which players experimented with, and discussed physical ways of representing the virtual in-game information. The results have been used to provide a framing for designers approaching information feedback in this domain, and highlight the requirement for further design research

Psyche as a Playable Construct in Video Games

The aim of this master’s thesis called Psyche as a Playable Construct in Video Games is to explore how the human mind is reflected in video games and how thus the psyche becomes a playable environment. This study also analyzes whether video games as a medium can promote self-reflection and empathy by portraying the psyche and developing narratives around this theme. These set objectives are achieved by performing medium-specific multimodal discourse analysis of three case studies, as well as comparative game analysis. The purpose is to discover how the psyche nowadays becomes an accessible, interactive, and embodied virtual environment through various modern modes of expression. In addition to the topic of the psyche as a game setting the research also looks at the reflection of the psyche in the theories of psychoanalysts, the principles of creating playable virtual spaces and mental landscapes, and the unique manner of video games in representing phenomena. This thesis includes a review of relevant scholarship into game studies, psychoanalysis and multimodal discourse, as well as an examination of three video games of different scales and genres, all of which render the human psyche psyche a playable construct: Nevermind (2015), When the Darkness comes (2019) and Psychonauts 2 (2021). By showing distinctive approaches to representing the psyche and interaction with it, this research highlights the enormous potential of video games to offer their users experiences that cannot be delivered through any other channel. As well, my thesis demonstrates how game design reflects scientific discoveries about the psyche to the present day: as independent but influenceable; chaotic and multi-layered but deterministic. It also proposes future research suggestions in this context on how likely are games set in the human mind to promote compassion, empathy, and self-analysis in a wide audience.Master's Thesis in Digital CultureDIKULT350MAHF-DIKU

Gathering the Voices: disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach

The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in today’s society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public

3D online spaces for teacher education: mapping the territory

[Abstract]: If familiarity with games played out in 3D online spaces is truly a defining characteristic of the emerging generations of learners then teacher educators need to attend to these environments both as venues for teacher preparation and as a subject of study for preparing teachers who will be expected to work in such environments. As an aid to investigating possible applications of 3D online spaces in teacher education some means of mapping out the territory to be explored is desirable. This paper proposes one such map and suggests examples of applications that might be explored various areas of the map

The design-by-adaptation approach to universal access: learning from videogame technology

This paper proposes an alternative approach to the design of universally accessible interfaces to that provided by formal design frameworks applied ab initio to the development of new software. This approach, design-byadaptation, involves the transfer of interface technology and/or design principles from one application domain to another, in situations where the recipient domain is similar to the host domain in terms of modelled systems, tasks and users. Using the example of interaction in 3D virtual environments, the paper explores how principles underlying the design of videogame interfaces may be applied to a broad family of visualization and analysis software which handles geographical data (virtual geographic environments, or VGEs). One of the motivations behind the current study is that VGE technology lags some way behind videogame technology in the modelling of 3D environments, and has a less-developed track record in providing the variety of interaction methods needed to undertake varied tasks in 3D virtual worlds by users with varied levels of experience. The current analysis extracted a set of interaction principles from videogames which were used to devise a set of 3D task interfaces that have been implemented in a prototype VGE for formal evaluation

Company-university collaboration in applying gamification to learning about insurance

Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning