34,051 research outputs found
Truck, barter and exchange versus the endowment effect: virtual field experiments in an online game environment.
We examine the feasibility of using a massively multiplayer online role-playing game (MMORPG) to test economic theories. As a test vehicle we use the well-known hypothesis about the relationship between market experience and the endowment effect. Our results confirm earlier field experiments that individuals with more trading experience are less likely to exhibit status quo behaviour in trade. However, we also find evidence that highly experienced individuals are more likely to swap the item rather than keep it â i.e. there appears to be a propensity to âtruck, barter and exchangeâ. A further experiments suggests that this feature is robust and is unlikely to be due to subject misperception or experimenter demand effects. We conclude that virtual economies may be a useful venue for field experiments.Endowment effect; virtual field experiment; Runescape; MMORPG
Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis
Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from â4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group Ă time ANOVA revealed that experts had less EQ before
backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from â1.5 to 1 s (rs = â.48 - â.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = â.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills
Digital game-based learning: effects on students' perceptions and achievements in a business process management course
For the Degree of MCom by Dissertation in the Field of Information SystemsThe study aimed to investigate the impact of the introduction of digital game-based
learning (DGBL) and its effect on studentsâ perceptions of competence, usefulness,
and enjoyment, as well as their achievement. The context of the study was a third
year Business Process Management (BPM) module, within an information systems
course at the University of the Witwatersrand. Eight research questions were
formulated and ten hypotheses were derived. The study was underpinned by Deci
and Ryan (2002)âs self-determination theory (SDT) of human motivation, which
included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and
organismic interaction theory (OIT), as well as Ryan et al. (2006)âs adaptation of the
construct of presence into SDT.
The study adopted a single group natural experiment pre-post design and a
longitudinal relational design. The study was conducted with a sample of 24
students. Three baseline surveys were used to measure studentsâ levels of intrinsic
motivation, perceived competence and perceived usefulness. This was done prior to
the introduction of IBMâs Innov8 2.0, which was the digital learning game used in the
study. The baseline surveys were administered one week apart, prior to the
introduction of the game. After the game was introduced, an endline survey was
used to capture studentsâ levels of intrinsic motivation, perceived competence,
perceived usefulness and presence with the game. Learning achievement was
measured through the use of three assessments conducted one week, one month
and two months after the end of the BPM course.
Hypothesis testing was conducted using t-tests, correlation, and PLS regression
techniques. Results confirmed significant effects of the digital game to decrease
perceived competence, a positive relationship between intrinsic motivation and
achievement, and a positive relationship between presence and intrinsic motivation.
As a result of the study, we now know that DGBL effects achievement through
intrinsic motivation when in close proximity to the assessments. DGBL can appear to
decrease perceived competence as it appears to be a feedback mechanism, which
should be seen as a positive rather than negative effect. Certain DGBL
characteristics such as presence increase intrinsic motivation perceptions.MT201
Thereâs an App for That: Foreign Language Learning Through Mobile- and Social Media-Based Video Games
There is no doubt that the video game industry is undergoing a major upheaval, yet in spite of the recent reconceptualization of video games, educational games as a whole remain the pariah of the industry. Very little has been done in the wake of recent social and industry trends to adapt instruction of academic subjects, especially foreign language, for delivery through video games. Prior studies discussing the potential of games developed specifically for language learning have focused primarily on general principles and have offered no recommendations for platform, genre, or other aspects of design. Through an online survey as well as qualitative analysis of gaming forum discussions and student evaluations of an existing educational language game, this study goes straight to the learners and players themselves in order to determine the opinions and behavioral intentions of potential customers. By synthesizing these insights into consumer demand with theory and industry trends, this study argues that mobile or casual games that are intrinsically social and communicative hold the most potential for success, both in academia and in the industry
Student attitudes to games-based skills development: learning from video games in higher education
Qualitative interview data is presented in support of previously-published quantitative evidence that suggests commercial video games may be used to develop useful skills and competencies in undergraduate students. The purpose of the work described here was to document the attitudes of those students involved in the quantitative study and to explore how the game-based intervention was perceived. To this end, student attitudes to the use of specified games to develop communication skill, resourcefulness and adaptability are examined. A broadly positive perception of the games' efficacy for skills development is revealed, and the aspects of game play that students believe contribute to skills development are discussed. These aspects include the need to communicate with team mates in order to succeed, and the fluid, unpredictable nature of in-game challenges. It is suggested that while the games played an important role in skills development, interaction between students, facilitated by game play, was also a significant factor
Automated Game Design Learning
While general game playing is an active field of research, the learning of
game design has tended to be either a secondary goal of such research or it has
been solely the domain of humans. We propose a field of research, Automated
Game Design Learning (AGDL), with the direct purpose of learning game designs
directly through interaction with games in the mode that most people experience
games: via play. We detail existing work that touches the edges of this field,
describe current successful projects in AGDL and the theoretical foundations
that enable them, point to promising applications enabled by AGDL, and discuss
next steps for this exciting area of study. The key moves of AGDL are to use
game programs as the ultimate source of truth about their own design, and to
make these design properties available to other systems and avenues of inquiry.Comment: 8 pages, 2 figures. Accepted for CIG 201
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Exploration and Skill Acquisition in a Major Online Game
Using data from a major commercial online game, Destiny, we track the development of player skill across time. From over 20,000 player record we identify 3475 players who have played on 50 or more days. Our focus is on how variability in elements of play affect subsequent skill development. After validating the persistent influence of differences in initial performance between players, we test how practice spacing, social play, play mode variability and a direct measure of game-world exploration affect learning rate. These latter two factors do not affect learning rate. Players who space their practice more learn faster, in line with our expectations, whereas players who coordinate more with other players learn slower, which contradicts our initial hypothesis. We conclude that not all forms of practice variety expedite skill acquisition. Online game telemetry is a rich domain for exploring theories of optimal skill acquisition
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