Understanding players' map exploration styles

Copyright 2016 ACM. Exploration is an essential part of play in modern video games. It refers to the discovery-based activities, in which players explore mechanisms, as well as spatiality of virtual world. Exploration games and games with exploration plots are booming in gamer communities. In this paper, we focus on spatial exploration, which is central to play in role-playing games (RPG) and real time strategy (RTS) games. We investigate the game-playing behaviors of human players in exploration games, so as to discover behavior patterns and understand gamer styles. The intention is to contribute to the design and development of believable agents. We conducted an experiment where 25 participants played three types of exploration games. In-game data, think-aloud data, questionnaire responses and post-game interview data were collected to gain a deeper understanding of exploration preferences. We used thematic analysis to analyze data and mapped out four game exploration archetypes: Wanderers, Seers, Pathers and Targeters. An analysis from the four highlight aspects: strategy, reasoning, conception and hesitation, is conducted to investigate the behavioral traits of these four archetypes

Decision Making for Rapid Information Acquisition in the Reconnaissance of Random Fields

Research into several aspects of robot-enabled reconnaissance of random fields is reported. The work has two major components: the underlying theory of information acquisition in the exploration of unknown fields and the results of experiments on how humans use sensor-equipped robots to perform a simulated reconnaissance exercise. The theoretical framework reported herein extends work on robotic exploration that has been reported by ourselves and others. Several new figures of merit for evaluating exploration strategies are proposed and compared. Using concepts from differential topology and information theory, we develop the theoretical foundation of search strategies aimed at rapid discovery of topological features (locations of critical points and critical level sets) of a priori unknown differentiable random fields. The theory enables study of efficient reconnaissance strategies in which the tradeoff between speed and accuracy can be understood. The proposed approach to rapid discovery of topological features has led in a natural way to to the creation of parsimonious reconnaissance routines that do not rely on any prior knowledge of the environment. The design of topology-guided search protocols uses a mathematical framework that quantifies the relationship between what is discovered and what remains to be discovered. The quantification rests on an information theory inspired model whose properties allow us to treat search as a problem in optimal information acquisition. A central theme in this approach is that "conservative" and "aggressive" search strategies can be precisely defined, and search decisions regarding "exploration" vs. "exploitation" choices are informed by the rate at which the information metric is changing.Comment: 34 pages, 20 figure

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

Demystifying the educational benefits of different gaming genres

As research continues into the use of computer games for educational purposes, educators still appear reluctant to incorporate them into their teaching. One contributing factor to this reluctance is the lack of information regarding the benefits offered by the different games available today. These differences appear to have been largely overlooked by the academic community, resulting in a lack of information being made available to both the academic and education communities alike. Without this information, educators will find it difficult to determine whether a game will suit their teaching needs, and will continue to avoid using them. This paper studies a selection of games from several different genres, assessing each one in its ability to fulfil a set of previously identified requirements for a good educational resource. The results of the investigation showed that there were indeed strong differences between the genres, allowing for some suggestions to be made regarding their use in education, as well as leaving room for some interesting future work

Demystifying the Educational Benefits of Different Gaming Genres

As research continues into the use of computer games for educational purposes, educators still appear reluctant to incorporate them into their teaching. One contributing factor to this reluctance is the lack of information regarding the benefits offered by the different games available today. These differences appear to have been largely overlooked by the academic community, resulting in a lack of information being made available to both the academic and education communities alike. Without this information, educators will find it difficult to determine whether a game will suit their teaching needs, and will continue to avoid using them. This paper studies a selection of games from several different genres, assessing each one in its ability to fulfil a set of previously identified requirements for a good educational resource. The results of the investigation showed that there were indeed strong differences between the genres, allowing for some suggestions to be made regarding their use in education, as well as leaving room for some interesting future work

Video games can develop graduate skills in higher education students: a randomised trial

This study measured the effects of playing commercial video games on the development of the desirable skills and competences sometimes referred to as ‘graduate attributes’. Undergraduate students in the Arts and Humanities were randomly assigned to either an intervention or a control group. Previously validated, self-report instruments to measure adaptability, resourcefulness and communication skill were administered to both groups. The intervention group played specified video games under controlled conditions over an eight week period. A large effect size was observed with mean score change 1.1, 1.15, and 0.9 standard deviations more positive in the intervention group than the control on the communication, adaptability, and resourcefulness scales respectively (p = 0.004, p = 0.002, and p = 0.013 for differences in groups by unpaired t-test). The large effect size and statistical significance of these results support the hypothesis that playing video games can improve self-reported graduate skills. The findings suggest that such game-based learning interventions have a role to play in higher education

Harmony and Technology Enhanced Learning

New technologies offer rich opportunities to support education in harmony. In this chapter we consider theoretical perspectives and underlying principles behind technologies for learning and teaching harmony. Such perspectives help in matching existing and future technologies to educational purposes, and to inspire the creative re-appropriation of technologies