Simulation of Massively Multiplayer Online Games Communication Using OPNET Custom Application

In recent years, there has been an important growth in online gaming. Nowadays, Massively Multiplayer Online Games (MMOGs) may involve millions of synchronous players scattered around the world and engaging with each other within a single shared game. In this paper, we propose a new technique to communicate between players and game server, and between them based on hybrid Peer-to-Peer architecture. We propose to use OPNET Modeler 18.0, and in particular the custom application to simulate the new architecture, which required the implementation of new nodes models and behaviors in the simulator to emulate correctly the new architecture. We use OPNET Modeler 18.0 to simulate the network, applying two transport protocols TCP and UDP, and with different scenarios. The scenarios include both clientserver and hybrid P2P system to evaluate the communication of games with (125, 500, and 1000) peers

Dynamic Load Balancing for Massively Multiplayer Online Games

In recent years, there has been an important growth of online gaming. Today’s Massively Multiplayer Online Games (MMOGs) can contain millions of synchronous players scattered across the world and participating with each other within a single shared game. Traditional Client/Server architectures of MMOGs exhibit different problems in scalability, reliability, and latency, as well as the cost of adding new servers when demand is too high. P2P architecture provides considerable support for scalability of MMOGs. It also achieves good response times by supporting direct connections between players. This thesis proposes a novel hybrid Peer-to-Peer architecture for MMOGs and a new dynamic load balancing for massively multiplayer online games (MMOGs) based this hybrid Peer-to-Peer architecture. We have divided the game world space into several regions. Each region in the game world space is controlled and managed by using both a super-peer and a clone-super-peer. The region's super-peer is responsible for distributing the game update among the players inside the region, as well as managing the game communications between the players. However, the clone-super-peer is responsible for controlling the players' migration from one region to another, in addition to be the super-peer of the region when the super-peer leaves the game. In this thesis, we have designed and simulated a static and dynamic Area of Interest Management (AoIM) for MMOGs based on both architectures hybrid P2P and client-server with the possibility of players to move from one region to another. In this thesis also, we have designed and evaluated the static and dynamic load balancing for MMOGs based on hybrid P2P architecture. We have used OPNET Modeler 18.0 to simulate and evaluate the proposed system, especially standard applications, custom applications, TDMA and RX Group. Our dynamic load balancer is responsible for distributing the load among the regions in the game world space. The position of the load balancer is located between the game server and the regions. The results, following extensive experiments, show that low delay and higher traffic communication can be achieved using both of hybrid P2P architecture, static and dynamic AoIM, dynamic load balancing for MMOGs based on hybrid P2P system

Spontaneous Communities of Learning: Cooperative Learning Ecosystems Surrounding Virtual Worlds

This thesis is the culmination of a five year research project exploring online gamers and the cultures they engage with, both virtually in the many massively multiplayer games and virtual worlds online, and in the physical spaces they inhabit in various play spaces around the world. The primary research questions concerned social learning in such spaces, i.e. how do players learn from one another what they need to be successful, and what are the associated norms and practices for doing so? What sorts of peripheral skills are gained, and are they applicable to physical world contexts? Finally, what does participation in such spaces mean for individuals who may have lacked other mechanisms for social learning, and what impacts might such findings have on existing educational structures? I anticipate that this thesis will generate as many questions as it will answer, and I hope, that as a snapshot of a gaming culture in time, will be looked upon as a monograph in the classic ethnographic tradition

A Taxonomy and Framework for Designing Educational Games to Promote Problem Solving

Problem solving is often discussed as one of the benefits of games and game-based learning, yet little empirical research exists to support this assertion. It will be critical to establish and validate models of problem solving in games, but this will be difficult if not impossible without a better understanding of problem solving than currently exists in the field of serious games. Problem solving and problem-based learning (PBL) have been studied intensely in both Europe and the United States for more than 75 years. Any models and research on the relation of games and problem solving must build on the existing research base in problem solving and PBL rather than unwittingly covering old ground in these areas. In this paper, we present an overview of the dimensions upon which different problems vary as well as their associated learning outcomes. We also propose a classification of gameplay (as opposed to game genre) that accounts for the cognitive skills encountered during gameplay, relying in part on previous classification systems, Mark Wolf\u27s concept of grids of interactivity (which we call iGrids), and our own cognitive analysis of gameplay. We then briefly describe eleven different types of problems, the ways in which they differ, and the gameplay types most likely to support them using our gameplay topology. We believe that this approach can guide the design of games intended to promote problem solving and that it points the way toward future research in problem solving and games

More than Just a Game: Ethical Issues in Gamification

Gamification is the use of elements and techniques from video game design in non-game contexts. Amid the rapid growth of this practice, normative questions have been under-explored. The primary goal of this article is to develop a normatively sophisticated and descriptively rich account for appropriately addressing major ethical considerations associated with gamification. The framework suggests that practitioners and designers should be precautious about, primarily, but not limited to, whether or not their use of gamification practices: (1) takes unfair advantage of workers (e.g., exploitation); (2) infringes any involved workers’ or customers’ autonomy (e.g., manipulation); (3) intentionally or unintentionally harms workers and other involved parties; or (4) has a negative effect on the moral character of involved parties

Aligning Problem Solving and Gameplay : A Model for Future Research and Design

Problem solving is often discussed as one of the benefits of games and game-based learning (e.g., Gee, 2007a, Van Eck 2006a), yet little empirical research exists to support this assertion. It will be critical to establish and validate models of problem solving in games (Van Eck, 2007), but this will be difficult if not impossible without a better understanding of problem solving than currently exists in the field of serious games. While games can be used to teach a variety of content across multiple domains (Van Eck, 2006b, 2008), the ability of games to promote problem solving may be more important to the field of serious games because problem solving skills cross all domains and are among the most difficult learning outcomes to achieve. This may be particularly important in science, technology, engineering, and math (STEM), which is why serious game researchers are building games to promote problem solving in science (e.g., Gaydos & Squire, this volume; Van Eck, Hung, Bowman, & Love, 2009). This is perhaps why serious game researchers are building games to promote problem solving in science Current research and design theory in serious games are insufficient to explain the relationship between problem solving and games, nor do they support the design of educational games intended to promote problem solving. Problem solving and problem-based learning (PBL) have been studied intensely in both Europe and the United States for more than 75 years, and while the focus of that study and conceptualization of problem solving have evolved during that time, there is a tremendous body of knowledge to draw from. Most recently, researchers (e.g., Jonassen, 1997, 2000, & 2002; Hung, 2006a; Jonassen & Hung, 2008) have made advances in both the delineation and definition of problem types and models for designing effective problems and PBL. Any models and research on the relation of games and problem solving must build on the existing research base in problem solving and PBL rather than unwittingly covering old ground in these areas. In this chapter, the authors present an overview of the dimensions upon which different problems vary, including domain knowledge, structuredness, and their associated learning outcomes. We then propose a classification of gameplay (as opposed to game genre) that accounts for the cognitive skills encountered during gameplay, relying in part on previous classifications systems (e.g., Apperley, 2006), Mark Wolf’s (2006) concept of grids of interactivity (which we call iGrids), and our own cognitive analysis of gameplay. We then use this classification system, the iGrids, and example games to describe eleven different types of problems, the ways in which they differ, and the gameplay types most likely to support them. We conclude with a description of the ability of problems and games themselves to address specific learning outcomes independent of problem solving, including domain-specific learning, higher-order thinking, psychomotor skills, and attitude change. Implications for future research are also described. We believe that this approach can guide the design of games intended to promote problem solving and points the way toward future research in problem solving and games

The Post-human Gamer: Reflections on Fieldwork in World of Warcraft

This dissertation offers a longitudinal digital ethnography of a community of hardcore gamers who currently play, or have played, the Massively Multiplayer Online Role Playing Game (MMO) World of Warcraft. The central theme embraces the challenge of identifying and voicing the emic perspective of these hardcore players, presenting them as individuals mediating their real lives (IRL, or in real life ) and virtual lives through social media and online multiplayer technologies, including the maintenance of relationships developed within the IRL and in-game spaces they inhabit. The dissertation offers a critical analysis of the hardcore gaming lifestyle as voiced by the gamers themselves, revealing not only their contestation of the boundaries of cultural expression, identity, and community, especially as it pertains to notions of “real” and “virtual” relationships, but also the social costs to their IRL lives. Embedding themselves within a virtual world community by way of immersive computer technologies (modem, PC, VoiP, mouse, and so on), yet conceptualizing this world as a prioritized reality, repositions these players out of the realm of traditional gamers and into one representing a post-human status. Ultimately, through this collaboration with this community of Post-human Gamers, the ethnographer challenges existing portrayals of these cultural groups in the media and within WoW itself, and offers a reflexive examination of the ethnographer\u27s own potentially self-destructive journey of researching the hardcore lifestyle

Practices of Speculation: Modeling, Embodiment, Figuration

This volume offers innovative ways to think about speculation at a time when anticipation of catastrophe in an apocalyptic mode is the order of the day and shapes public discourse on a global scale. It maps an interdisciplinary field of investigation: the chapters interrogate hegemonic ways of shaping the present through investments in the future, while also looking at speculative practices that reveal transformative potential. The twelve contributions explore concrete instances of envisioning the open unknown and affirmative speculative potentials in history, literature, comics, computer games, mold research, ecosystem science and artistic practice

Our Space: Being a Responsible Citizen of the Digital World

Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.Our Space was co-developed by The Good Play Project and Project New Media Literacies (established at MIT and now housed at University of Southern California's Annenberg School for Communications and Journalism). The Our Space collaboration grew out of a shared interest in fostering ethical thinking and conduct among young people when exercising new media skills