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

Skills for creativity in games design

This paper reports on an experimental study to understand further the extent to which academics may differ to practitioners in their conception of skills relevant to creativity within a specific design related subject: in this instance, Games Design. Ten academics, sampled from BA Hons games courses in the UK, participated in identifying what factors they each considered important to creativity in games design, and how, collectively, they rated particular skills, knowledge, talents and abilities relevant to creativity in games design. With the same research methodology, theoretical framework and procedures, the focus was placed on ten games design practitioners’ conceptions of skills for creativity in games design. A detailed comparison is made between the findings from both groups

Video summarisation: A conceptual framework and survey of the state of the art

This is the post-print (final draft post-refereeing) version of the article. Copyright @ 2007 Elsevier Inc.Video summaries provide condensed and succinct representations of the content of a video stream through a combination of still images, video segments, graphical representations and textual descriptors. This paper presents a conceptual framework for video summarisation derived from the research literature and used as a means for surveying the research literature. The framework distinguishes between video summarisation techniques (the methods used to process content from a source video stream to achieve a summarisation of that stream) and video summaries (outputs of video summarisation techniques). Video summarisation techniques are considered within three broad categories: internal (analyse information sourced directly from the video stream), external (analyse information not sourced directly from the video stream) and hybrid (analyse a combination of internal and external information). Video summaries are considered as a function of the type of content they are derived from (object, event, perception or feature based) and the functionality offered to the user for their consumption (interactive or static, personalised or generic). It is argued that video summarisation would benefit from greater incorporation of external information, particularly user based information that is unobtrusively sourced, in order to overcome longstanding challenges such as the semantic gap and providing video summaries that have greater relevance to individual users

Towards a narrative-oriented framework for designing mathematical learning

This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are - - If, and how, can mathematical meaning be expressed in narrative forms - without compromising rigour? - What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? - How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described

Analysing user physiological responses for affective video summarisation

This is the post-print version of the final paper published in Displays. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2009 Elsevier B.V.Video summarisation techniques aim to abstract the most significant content from a video stream. This is typically achieved by processing low-level image, audio and text features which are still quite disparate from the high-level semantics that end users identify with (the ‘semantic gap’). Physiological responses are potentially rich indicators of memorable or emotionally engaging video content for a given user. Consequently, we investigate whether they may serve as a suitable basis for a video summarisation technique by analysing a range of user physiological response measures, specifically electro-dermal response (EDR), respiration amplitude (RA), respiration rate (RR), blood volume pulse (BVP) and heart rate (HR), in response to a range of video content in a variety of genres including horror, comedy, drama, sci-fi and action. We present an analysis framework for processing the user responses to specific sub-segments within a video stream based on percent rank value normalisation. The application of the analysis framework reveals that users respond significantly to the most entertaining video sub-segments in a range of content domains. Specifically, horror content seems to elicit significant EDR, RA, RR and BVP responses, and comedy content elicits comparatively lower levels of EDR, but does seem to elicit significant RA, RR, BVP and HR responses. Drama content seems to elicit less significant physiological responses in general, and both sci-fi and action content seem to elicit significant EDR responses. We discuss the implications this may have for future affective video summarisation approaches

Undercurrents – A Computer-Based Gameplay Tool to Support Tabletop Roleplaying

This paper introduces Undercurrents, a computer-based gameplay tool for providing additional communication and media streams during tabletop roleplaying sessions. Based upon a client-server architecture, the system is intended to unobtrusively support secret communication, timing of audio and visual presentations to game events, and real-time documentation of the game session. Potential end users have been involved in the development and the paper provides details on the full design process

Knowledge Cartography for Open Sensemaking Communities

Knowledge Cartography is the discipline of visually mapping the conceptual structure of ideas, such as the connections between issues, concepts, answers, arguments and evidence. The cognitive process of externalising one's understanding clarifies one's own grasp of the situation, as well as communicating it to others as a network that invites their contributions. This sensemaking activity lies at the heart of the Open Educational Resources movement's objectives. The aim of this paper is to describe the usage patterns of Compendium, a knowledge mapping tool from the OpenLearn OER project, using quantitative data from interaction logs and qualitative data from knowledge maps, forums and blog postings. This work explains nine roles played by maps in OpenLearn, and discusses some of the benefits and adoption obstacles, which motivate our ongoing work

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