Trajectory solutions for a game-playing robot using nonprehensile manipulation methods and machine vision

The need for autonomous systems designed to play games, both strategy-based and physical, comes from the quest to model human behaviour under tough and competitive environments that require human skill at its best. In the last two decades, and especially after the 1996 defeat of the world chess champion by a chess-playing computer, physical games have been receiving greater attention. Robocup TM, i.e. robotic football, is a well-known example, with the participation of thousands of researchers all over the world. The robots created to play snooker/pool/billiards are placed in this context. Snooker, as well as being a game of strategy, also requires accurate physical manipulation skills from the player, and these two aspects qualify snooker as a potential game for autonomous system development research. Although research into playing strategy in snooker has made considerable progress using various artificial intelligence methods, the physical manipulation part of the game is not fully addressed by the robots created so far. This thesis looks at the different ball manipulation options snooker players use, like the shots that impart spin to the ball in order to accurately position the balls on the table, by trying to predict the ball trajectories under the action of various dynamic phenomena, such as impacts. A 3-degree of freedom robot, which can manipulate the snooker cue on a par with humans, at high velocities, using a servomotor, and position the snooker cue on the ball accurately with the help of a stepper drive, is designed and fabricated. [Continues.

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

Learning in Repeated Games: Human Versus Machine

While Artificial Intelligence has successfully outperformed humans in complex combinatorial games (such as chess and checkers), humans have retained their supremacy in social interactions that require intuition and adaptation, such as cooperation and coordination games. Despite significant advances in learning algorithms, most algorithms adapt at times scales which are not relevant for interactions with humans, and therefore the advances in AI on this front have remained of a more theoretical nature. This has also hindered the experimental evaluation of how these algorithms perform against humans, as the length of experiments needed to evaluate them is beyond what humans are reasonably expected to endure (max 100 repetitions). This scenario is rapidly changing, as recent algorithms are able to converge to their functional regimes in shorter time-scales. Additionally, this shift opens up possibilities for experimental investigation: where do humans stand compared with these new algorithms? We evaluate humans experimentally against a representative element of these fast-converging algorithms. Our results indicate that the performance of at least one of these algorithms is comparable to, and even exceeds, the performance of people