Mastering uncertainty: A predictive processing account of enjoying uncertain success in video game play

Why do we seek out and enjoy uncertain success in playing games? Game designers and researchers suggest that games whose challenges match player skills afford engaging experiences of achievement, competence, or effectance—of doing well. Yet, current models struggle to explain why such balanced challenges best afford these experiences and do not straightforwardly account for the appeal of high- and low-challenge game genres like Idle and Soulslike games. In this article, we show that Predictive Processing (PP) provides a coherent formal cognitive framework which can explain the fun in tackling game challenges with uncertain success as the dynamic process of reducing uncertainty surprisingly efficiently. In gameplay as elsewhere, people enjoy doing better than expected, which can track learning progress. In different forms, balanced, Idle, and Soulslike games alike afford regular accelerations of uncertainty reduction. We argue that this model also aligns with a popular practitioner model, Raph Koster’s Theory of Fun for Game Design, and can unify currently differentially modelled gameplay motives around competence and curiosity

Automatic Similarity Detection in LEGO Ducks

The automated evaluation of creative products promises both good-and-scalable creativity assessments and new forms of visual analysis of whole corpora. Where creative works are not ‘born digital’, such automated evaluation requires fast and frugal ways of transforming them into data representations that can be meaningfully assessed with common creativity metrics like novelty. In this paper, we report the results of training a Spatiotemporal DeepInfomax Variational Autoencoder (STDIM-VAE) on a digital photo pool of 162 LEGO ducks to generate a phenotypical landscape of clusters of similar ducks and dissimilarity scores for individual ducks. Visual inspection suggests that our system produces plausible results from image pixels alone. We conclude that under certain conditions, STDIM-VAEs may provide fast and frugal ways of automatically assessing corpora of creative works

The psychological benefits of scary play in three types of horror fans

Why do people seek out frightening leisure activities such as horror films and haunted attractions, and does the experience benefit them in any way? In this article, we address these questions through two separate studies. In Study 1, we asked American horror fans (n = 256) why they like horror and identified three overall types of horror fans which we term “Adrenaline Junkies,” “White Knucklers,” and “Dark Copers.” In Study 2, we collected data from Danish visitors at a haunted house attraction (n = 258) and replicated the findings from Study 1 by identifying the same three types of horror fans. Furthermore, we show that these three types of horror fans report distinct benefits from horror experiences. Adrenaline Junkies reported immediate enjoyment, White Knucklers reported personal growth, and Dark Copers reported both. These results suggest that frightening leisure activities are not just an outlet for Adrenaline Junkies and sensation-seekers, but that the allure of horror has as much to do with its potential as a stimulus for personal growth as it has with enjoyment

Play in predictive minds:a cognitive theory of play

In this article, we argue that a predictive processing framework (PP) may provide elements for a proximate model of play in children and adults. We propose that play is a behavior in which the agent, in contexts of freedom from the demands of certain competing cognitive systems, deliberately seeks out or creates surprising situations that gravitate toward sweet-spots of relative complexity with the goal of resolving surprise.We further propose that play is experientially associated with a feel-good quality because the agent is reducing significant levels of prediction error (i.e., surprise) faster than expected.We argue that this framework can unify a range of well-established findings in play and developmental research that highlights the role of play in learning, and that casts children as Bayesian learners. The theory integrates the role of positive valence in play (i.e., explaining why play is fun); and what it is to be in a playful mood.Central to the account is the idea that playful agents may create and establish an environment tailored to the generation and further resolution of surprise and uncertainty.</p

Hunter-Gatherer Children's Object Play and Tool Use: An Ethnohistorical Analysis

Learning to use, make, and modify tools is key to our species’ success. Researchers have hypothesized that play with objects may have a foundational role in the ontogeny of tool use and, over evolutionary timescales, in cumulative technological innovation. Yet, there are few systematic studies investigating children’s interactions with objects outside the post-industrialized West. Here, we survey the ethnohistorical record to uncover cross-cultural trends regarding hunter-gatherer children’s use of objects during play and instrumental activities. Our dataset, consisting of 434 observations of children’s toys and tools from 54 hunter-gatherer societies, reveals several salient trends: Most objects in our dataset are used in play. Children readily manufacture their own toys, such as dolls and shelters. Most of the objects that children interact with are constructed from multiple materials. Most of the objects in our dataset are full-sized or miniature versions of adult tools, reflecting learning for adult roles. Children also engage with objects related to child culture, primarily during play. Taken together, our findings show that hunter-gatherer children grow up playing, making, and learning with objects

Haunted house dataset (Playing With Fear: A Field Study in Recreational Horror)

This dataset contains data from a study on recreational fear conducted at a haunted attraction in Vejle, Denmark. The project from which this data was collected focussed on the relationship between fear and enjoyment in a recreational horror setting. The dataset contains self-report, behavioral and physiological data. Data should not be used for other purposes without first contacting M. Andersen. Email: mana[at]cas.au.d

Toys as Teachers: A Cross-Cultural Analysis of Object Use and Enskillment in Hunter--Gatherer Societies

Studies of cultural transmission—whether approached by archaeological or ethnographic means—have made great strides in identifying formal teaching and learning arrangements, which in turn can be closely aligned with models of social learning. While novices and apprentices are often in focus in such studies, younger children and their engagement with material culture have received less attention. Against the backdrop of a cross-cultural database of ethnographically documented object use and play in 54 globally distributed foraging communities, we here discuss the ways in which children make and use tools and toys. We provide a cross-cultural inventory of objects made for and by hunter–gatherer children and adolescents. We find that child and adolescent objects are linked to adult material culture, albeit not exclusively so. Toys and tools were primarily handled outside of explicit pedagogical contexts, and there is little evidence for formalised apprenticeships. Our data suggests that children’s self-directed interactions with objects, especially during play, has a critical role in early-age enskillment. Placed within a niche construction framework, we combine ethnographic perspectives on object play with archaeological evidence for play objects to offer an improved cross-cultural frame of reference for how social learning varies across early human life history and what role material culture may play in this process. While our analysis improves the systematic understanding of the role and relevance of play objects among hunter–gatherer societies, we also make the case for more detailed studies of play objects in the context of ethnographic, archival and archaeological cultural transmission research