Bespoke controllers and their impact on game feel

This project explores the role and effect of bespoke game controllers on game feel and accessibility. The project aims to develop a range of custom controllers and associated games, designed to tightly couple the user interaction with the game execution. Player analytics will be collected to quantify, explore and improve the user experience.Game feel encompasses a wide range of definitions including intuitive controls, physical interaction with virtual objects, and the appeal of playing. Game feel is subjective and therefore challenging to quantify, but something every player instinctively recognises. There is a growing niche of games utilising bespoke hardware to deliver a unique player experience, such as games played with Unicorn horns or by shouting, rather than the traditional controller. The project seeks to push the boundaries of games and explore how game design, user experience and accessibility are affected when the limitation of traditional input systems is removed. The project has developed four bespoke controllers, utilising creative technologies and physical sensors. The controllers are based on inputs using force sensitive sensors, flex sensors, distance sensor and orientation sensors. Prototype games have been developed for each controller designed to exploit the controllers unique form of user interaction. The next steps are to evaluate the player experience and explore how the various controllers are utilised using a data-driven approach.The project proposes that the bespoke controller could widen engagement and improve the user experience by delivering a more intuitive interface and improving game feel. The project will provide insights and design guidelines for both of the development of the custom game controllers and how they can be linked to certain game mechanics in the associated games

GEMINI: A Generic Multi-Modal Natural Interface Framework for Videogames

In recent years videogame companies have recognized the role of player engagement as a major factor in user experience and enjoyment. This encouraged a greater investment in new types of game controllers such as the WiiMote, Rock Band instruments and the Kinect. However, the native software of these controllers was not originally designed to be used in other game applications. This work addresses this issue by building a middleware framework, which maps body poses or voice commands to actions in any game. This not only warrants a more natural and customized user-experience but it also defines an interoperable virtual controller. In this version of the framework, body poses and voice commands are respectively recognized through the Kinect's built-in cameras and microphones. The acquired data is then translated into the native interaction scheme in real time using a lightweight method based on spatial restrictions. The system is also prepared to use Nintendo's Wiimote as an auxiliary and unobtrusive gamepad for physically or verbally impractical commands. System validation was performed by analyzing the performance of certain tasks and examining user reports. Both confirmed this approach as a practical and alluring alternative to the game's native interaction scheme. In sum, this framework provides a game-controlling tool that is totally customizable and very flexible, thus expanding the market of game consumers.Comment: WorldCIST'13 Internacional Conferenc

Me, us and them: evaluation of cooperation and competition in a location-based serious game design

Introduction Parallel to the growing interest in the deployment of digital games as an instructional tool for educational and social purposes and their theoretical underpinning and viability (Egenfeldt-Nielsen, 2006), the social aspect of gaming itself has also gained interest as in how various forms of human interaction in digital games and game play manifest. For example, Zagal, Nussbaum and Rosas (2002) developed a model for multiplayer game design to support initial steps in the design process of multiplayer games, proposing that social interaction depends on elements of the game (i.e. player(s), rules and goals, and props and tools) and characteristics of a multiplayer game. Moreover, mobile technologies offer new opportunities to embed and exploit multiplayer game and/or game features to various contexts, potentially adding an extra element to the human interaction and digital games, such as the spatial environment in which the digital game is played). For instance, due to GPS integration in mobile devices, game play progression in so called location-based games is based on players’ interaction with certain game features in a predefined physical location. For example, Huizinga, Admiraal, Akkerman and Dam (2009) developed a mobile city game for students from secondary education to acquire historical knowledge and motivation for history. Likewise, Facer et al. (2004) developed a mobile game experience to encourage the development of children’s conceptual understanding of animal behavior in a direct physical interaction with space and with other players. Due to new game formats, new media and technology opportunities, the social aspect of multiplayer digital gaming the complexity of optimizing game design and eventually game play rises. This paper therefore aims to further explore the competition and cooperation elements (Zagal et al, 2002) for a location-based serious game. This study was part of a larger study aimed to design and develop a game-based road safety campaign from a user-centered design perspective using several mixed methods throughout the game development process (Pagulayan, Keeker, Wixon, Romero, & Fuller, 2003). The goal was to develop a serious game to enhance the awareness of road safety and to stimulate safe behavior on the road among adolescents. In the first part of the game development process a literature review, interviews and focus groups with relevant stakeholders resulted in a game design concept. [Reference removed to protect anonymity] involved stakeholders in a co-design sessions to gather input on the perception and needs of the target group on several game mechanics. Insights obtained in part one led to the creation of a beta version of the game ‘City Jam’. The game’s goal is to become the most popular band of the city by collecting virtual items spread throughout the city center and therefore competing against one another in teams (four > team < ten); each team consists of two to four players and players have the option to cooperate given the game mechanics and features. In order to evaluate the results we considered a social hourglass shaped framework as to describe cooperation and competition during game play (see figure 1). Methodology Three field tests were deployed during the game development process of the beta version of the location-based serious game ‘City Jam’ with roughly one and a half month between each test. A total of 43 adolescents from the third cycle of secondary education were recruited from eight schools (see table 1). Field test Game testers (N=41) Number of teams Age range (years) Gender M F 1 18 4 14-18 15 3 2 7 3 14-17 6 1 3 16 5 15-17 8 8 Table 1. demographics of game testers in the iterative testing phase. Each field test consisted of two parts: the game test and a focus group held directly afterwards to evaluate the game play and experience among the target group. In preparation for each field test a checklist with predefined and/or adjusted goals to optimize game experience were established in collaboration with the game developer. Game mechanics throughout the development process were subject to adjustment based on the insights and results obtained in the test phase. In the game test audio and video recordings were gathered with a Go Pro camera with head mount and audio recordings and survey data were collected in focus groups sessions with (a selection of) the game testers. A semi structured list was used as guidance throughout the focus group. Survey field test included game experience. However, given that the full final version of the game was developed after field test three, researchers evaluated the value of the Likert scale survey on its contribution and decided to reduce survey to open questions only: game testers were asked to write down the 3 most positive and 3 most negative experiences during game play. The field tests were held after school time in the low traffic city center. Each game test was approximately two hours and focus group sessions were around one hour. Results Our preliminary results from field test one showed that on the competitive level sabotaging other teams (dropping virtual bombs to steal points) was considered one of the most positive aspects of overall game play. Also, the menu function ‘newsfeed’ was also received positive as to obtain knowledge on the movements and actions of other teams (although not all teams used this function). Although game testers enjoyed the location based game (good concept), they stated that the game was seen as an individual rather than a team game. Discussing strategy, explaining game features was mixed from team to team and testers addressed that they were not always involved in the game given the restriction of game play on one tablet (size, visibility and walking makes cooperation difficult). Additional physical maps with information on items and scores for non-tablet holders for each team were often neglected during game play. Four promo actions (e.g. taking group pictures with virtual fans) were integrated as to promote cooperation and interaction, however, actual interaction with these elements were considered as mildly interactive. When players were asked during the focus group which elements they would add to improve game experience, several suggestions were made to interact with other groups (via chat) and to expand options and scores of sabotaging other teams. Furthermore suggestions were made to improve cooperation (extra tablet or sync with mobile devices). Field test two results strengthened the positive game experience of sabotaging other teams as it was a recurrent topic of discussion in the focus group. In focus groups, teams addressed that city maps were not used during game play although a game element was changed so that pubs were removed from the tablet map and only shown on the physical city map in order to stimulate cooperation within teams. Traffic questions implemented in the game with the purpose to stimulate cooperation and discussion resulted in mixed results; some teams negotiate and in other teams the tablet holder made decisions and proceeded without mentioning or providing team members with information. Some game testers addressed that the game was not that difficult and in another team the switching of tablet was a considerable issue, which influenced negative game experience on an individual level and resulted in minimal cooperation within the team. In field test three, new game mechanics were integrated and introduced to game testers as to improve cooperation (and to a lesser extent competition, hence it was evaluated based on the previous field tests that this game dynamic was working to expectations in line with the expectations and goals of the game). Results showed that sabotaging was again one of the top positively received game mechanics. The role of a bodyguard was implemented to safeguard that the game was played in a safe manner; hence tablet usage can lead to a decrease in situational awareness due to attention shift. However, all game testers were confused on the extra roles implemented in the game, given the initial role of ‘musician on tour’ and traffic participant. Furthermore, go pro results obtained showed that although interaction during game play is obvious, game related cooperation was mild. As in previous field tests, the improvement in theory did not match expectations on cooperation improvement; decisions and strategy for game play were mainly discussed among two players who were directly into contact with the tablet. The other team member(s) were seldom involved and often not aware of their status in the game. Traffic questions were mostly discussed together which influenced cooperation positively and promo actions were received as positive. A full analysis on the extensive audio and video data will be conducted as to evaluate how to optimize cooperation and competition considering the hourglass social framework in a location-based serious game

Directing the students’ mind games : A game theoretical view of the learning process

Experimental data consistently shows that the students’ beliefs about their own academic ability have a significant effect on their performance and their level of engagement. The aim of this paper is to offer an original game-theoretical model that supports and explains such empirical data: the student is modelled as being engaged in a game, in which his/her decisions on how much to study are affected by his/her self-efficacy beliefs or self-confidence. It is argued that if game theory is used to analyse such games, it is possible to gain insights that might otherwise be missed. One of the implications for practice is that the tutor is in a position to intervene in the interaction involving the student and the student’s own beliefs. Attempting to enhance the student’s self-confidence levels through feedback is likely to result in greater engagement and better performance, even in cases where the student’s current performance does not inspire very encouraging feed-backPeer reviewedFinal Published versio

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

Multi-Layer Cyber-Physical Security and Resilience for Smart Grid

The smart grid is a large-scale complex system that integrates communication technologies with the physical layer operation of the energy systems. Security and resilience mechanisms by design are important to provide guarantee operations for the system. This chapter provides a layered perspective of the smart grid security and discusses game and decision theory as a tool to model the interactions among system components and the interaction between attackers and the system. We discuss game-theoretic applications and challenges in the design of cross-layer robust and resilient controller, secure network routing protocol at the data communication and networking layers, and the challenges of the information security at the management layer of the grid. The chapter will discuss the future directions of using game-theoretic tools in addressing multi-layer security issues in the smart grid.Comment: 16 page

Another experimental look at reciprocal behavior: indirect reciprocity

This paper highlights a new social motivation, the indirect reciprocity, through a three-player dictator-ultimatum game. Player 2 has the opportunity to reward or punish indirectly the player 1 by inciting – with her offer - player 3 to accept or to reject the division. We implement three treatments: in the first two we vary player 2’s available information whereas in treatment 3, players take part in a dictator game - as proposers - before being player 2s in the dictator-ultimatum game. Results show that 55% of subjects in treatment 2 and 28% in treatment 3 behave as indirect reciprocity predicts. Another reciprocal behavior - the generalized reciprocity - is investigated through a three-player dictator game. Our data show that 80% of players 2 act according to this reciprocal behavior. Finally, our findings confirm that the more complex the strategic interaction becomes the more self-regarding behavior is likely and the less other-regarding behaviors, such as reciprocity, dominate.indirect reciprocity; generalized reciprocity; dictator game; ultimatum game; individual behavior

Power Explorer – a casual game style for encouraging long term behavior change among teenagers

When it comes to motivating teenagers towards energy awareness, new approaches need to be considered. One such is the use of pervasive games connected to the players own energy consumption. Earlier work has confirmed this to be a highly effective approach. The question however remains if post game effects on behavior can be achieved. In this paper we try to answer this by trying out a slightly different design compared to previous work. The hypothesis is that a more casual game play and a richer learning interaction enabled by building the game on a real time sensor system could stimulate more lasting effects. Electric consumption data after the 7 days evaluation on a test group of 15 players shows tentative indications for a persistent post game effect compared to the control group of 20 households. Findings also show a statistically significant positive change in the players’ attitude towards saving energy compared to the same group. Findings, at the same time, also indicate a negative effect on the player’s attitude toward environmental questions in general