Cognitive Assessment of Movement-Based Computer Games

This paper examines the possibility that dance games such as Dance Dance Revolution or StepMania enhance the cognitive abilities that are critical to academic achievement. These games appear to place a high cognitive load on working memory requiring the player to convert a visual signal to a physical movement up to 7 times per second. Players see a pattern of directions displayed on the screen and they memorise these as a dance sequence. Other researchers have found that attention span and memory ability, both cognitive abilities required for academic achievement, are improved through the use of physical movement and exercise. This paper reviews these claims and documents tool development for on-going research by the author

Pressure Monitoring Using Hybrid fs/ps Rotational CARS

We investigate the feasibility of gas-phase pressure measurements at kHz-rates using fs/ps rotational CARS. Femtosecond pump and Stokes pulses impulsively prepare a rotational Raman coherence, which is then probed by a high-energy 6-ps pulse introduced at a time delay from the Raman preparation. Rotational CARS spectra were recorded in N2 contained in a room-temperature gas cell for pressures from 0.1 to 3 atm and probe delays ranging from 10-330 ps. Using published self-broadened collisional linewidth data for N2, both the spectrally integrated coherence decay rate and the spectrally resolved decay were investigated as means for detecting pressure. Shot-averaged and single-laser-shot spectra were interrogated for pressure and the accuracy and precision as a function of probe delay and cell pressure are discussed. Single-shot measurement accuracies were within 0.1 to 6.5% when compared to a transducer values, while the precision was generally between 1% and 6% of measured pressure for probe delays of 200 ps or more, and better than 2% as the delay approached 300 ps. A byproduct of the pressure measurement is an independent but simultaneous measurement of the gas temperature

Collective responsibility and mutual coercion in IoT botnets: a tragedy of the commons problem

In recent years, several cases of DDoS attacks using IoT botnets have been reported, including the largest DDoS known, caused by the malware Mirai in 2016. The infection of the IoT devices could have been prevented with basic security hygiene, but as the actors responsible to apply these preventative measures are not the main target but just “enablers” of the attack their incentive is little. In most cases they will even be unaware of the situation. Internet, as a common and shared space allows also some costs to be absorbed by the community rather than being a direct consequence suffered by those that behave insecurely. This paper analyses the long term effects of the prevalence of a system where individual decision-making systematically causes net harm. An analogy with “the tragedy of the commons” problem is done under the understanding that rational individuals seek the maximization of their own utility, even when this damages shared resources. Four areas of solution are proposed based on the review of this problem in different contexts. It was found necessary to include non-technical solutions and consider human behaviour. This opens a discussion about a multidisciplinary focus in IoT cyber security

Cybersecurity at Scale: Securing Government Digital Services

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Cybersecurity at Scale: Securing Government Digital Services

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Cognitive Callisthenics: Do FPS computer games enhance the player’s cognitive abilities?

It is widely accepted that educational video games are a valuable resource for learning. Action video games however, are often viewed as mindless entertainment, but research completed recently show other benefits are gained from video games, such as the enhancement of peripheral vision (University of Rochester, 2003). It has long been known that puzzle games such as Tetris enhance the player’s cognitive abilities. Okagaki and Frensch (1994) used Tetris in their research. They found that spatial visualisation abilities were improved in college students after six hours of playing. Research done by De Lisi and Cammarano (1996), showed that students improved their mental rotational skills playing a game called Block Out. Earlier research completed by Dorval and Pepin (1986) suggests that students with greater spatial visualisation abilities are generally high achievers and excel in subjects like maths and science. (Kearney, 2003b) Unfortunately today’s generation do not play Tetris or Block out. They are more captivated by action games, known as that First Person Shooter (FPS) games, like Counter Strike and Half-Life. In a survey of 25 computer game players, it was suggested that these games "not only enhanced hand-eye co-ordination, but also increased their ability to multi-task. A typical FPS involves controlling the player movement, aiming and firing the chosen weapon, evading being a target for other players, monitoring health status and ammunition supplies, and devising a seek and destroy strategy in order to complete the level. All this is done in unison, in a pressure situation." (Kearney, 2003b, p.6). This paper examines the potential of commercial action video games to be used as a tool to enhance specific cognitive abilities. Basic cognitive abilities like multitasking, hand-eye co-ordination, and increase attention span, are of value to those involved in working with, or those that have, learning or motor skill disabilities. The chosen design for this research was quasi-experimental design ("quasi" because it does not involve the random selection of participants to be observed). The experimental design is a repeated pretest-postest control-group design. Zikmund suggests that this method is "a true experimental design in which the experimental group is tested before and after exposure to the treatment, and the control group is tested at the same time without being exposed to the experimental treatment" (2003, p.277). The only limitation of this design is that the control group may realise what they are being tested for in the pretest, and modify their behavior in the posttest. However, the control group for this research was included to ascertain whether or not the repeated use of the measurement software has an affect on the recorded results. The participants were selected from members of the New Zealand Game Developers Association (NZGDA) and split into three distinct groups: Groups A: Action gamers (participants that play action video games on a regular basis – more than 4 hours per week) Groups B: Non-action gamers (participants that do not play action video games on a regular basis – less than 4 hours per week or not at all). Groups C: Control group – (participants that do not play action video games on a regular basis). The student chapter of the NZGDA meet on a regular basis to play multi-player action video games. These students are studying at tertiary level and typically between the age of 18 – 30 years old. Computerised assessment of cognitive functions is recognised as a highly effective data gathering and analysis tool that reduces human error during both testing and the management of the collected data (Kane, 1999). Based on an earlier DOS product, Syswin was "written in response to a perceived need for a laboratory performance testing situation intermediate between the test typical of Performance Assessment Batteries (PABs) and full-blown simulators" (Elsmore, 1994, p.1). The program displays four simultaneous tasks to the user, each in one quadrant of the screen where the operator is required to: remember and classify items on demand (MEMORY (Sternberg) TASK) perform a self-paced task (ARITHMETIC PROBLEMS) monitor and react to visual information (VISUAL MONITORING) monitor and react to auditory information (AUDITORY MONITORING) In addition to Synwin, a program called ImPACT (Immediate Post-concussion Assessment and Cognitive Testing) was used. ImPACT was designed to evaluate multiple aspects of neurocognitive processes to assist with the diagnosis of concussive sporting injuries (Lovell, Collins, Maroon, Podell, & Powell, 2004). The ImPACT tests include: Attention Memory Reaction time Visual processing speed Although this product was specifically designed to test for a reduction in cognitive abilities after receiving a concussive injury, this tool has been used to record an increase in cognitive functions. Normative data is provided for ImPACT scores to assist with the analysis of test results. The findings of this research are of interest to the gaming industry, the general public, and educators, especially those working with special needs students. It will also spawn further research into which games have the ability to enhance cognitive functions. It is hoped that a framework of tests can be developed to enable commercial video games to be tested without the need to observe human participants with each and every game. References: De Lisi, R., & Cammarano, D. M. (1996). Computer experience and gender differences in undergraduate mental rotation performance. Computers in Human Behavior, 12, 351-361. Dorval M. & Pepin M. (1986). Effect of playing a video game on a measure of spatial visualization. Perceptual Motor Skills, 62, 159-162. [Electronic version] Elsmore, T. F. (1994). SYNWORK1: A PC–based tool for assessment of performance in a simulated work environment. Behavior Research Methods, Instruments, & Computers, 26(4), 421–426. Kane, R. (1999). Computerized neuropsychological assessment: Overview & appraisal. Retrieved May 30th, 2004, from www.wramc.amedd.army.mil/departments/psychology/conf99/Intro/spr99-Kane1... Kearney, P (2003a). Assignment 1 for ISCG 8022 : IT project planning, Unitec New Zealand Kearney, P (2003b). The impact of Computer Games on Children\u27s aggressive behaviour and learning abilities. Bulletin of Information Technology Research. 1, (1), ISSN 1176-3108. Lovell, M., Collins, M., Maroon, J., Podell, K., & Powell, J. (2001). Scientific and psychometric basis of the ImPACT program. Retrieved April 11th, 2004, from http://www.impacttest.com/ID_images/imdataPDF1.pdf Okagaki, L. & Frensch, P. A. (1994). Effects of video game playing on measures of spatial performance: Gender Effects in Late adolescence. Journal of Applied Developmental Psychology. 15. 33-58. University of Rochester. (2003). Altered perception: The science of video gaming. Retrieved 30 April, 2004, from http://www.rochester.edu/pr/Currents/V31/V31SI/story04.html. Zikmund, W. G. (2003). Business Research Methods (7th ed. Vol. 1). Ohio: South-Western

Playing in the Sandbox: Developing games for children with disabilities.

Many have suggested that given the right environment, young people’s learning will developed at a faster rate. Archambault (2002) suggests that this is no different for young disabled people. With the appropriate computer interface, it is possible for disabled children to "regain trust in their capacity to learn, to think, to communicate, and finally to improve their own self image" (2002, p171). They add that the use of computers will also allow these children "the feeling of appurtenance to the same world: adults and other children use computers" (2002, p171). Not only do other children use computers, but also they play computer games. They also drive cars and fly planes, something that many disabled children will never be able to do – at least not in the real world. In a press article released by Microsoft, Russ Holland, the program director for the Alliance for Technology Access, suggests that simulated sports games are the most popular game for people with disabilities. He suggests that for children with disabilities "they may not be able to get down in the sandbox, but if we can simulate the sandbox in a game, they can have some of those same experiences" (Microsoft, 2000). He goes on to say that games are the easiest way to teach computer skills, however for the participants in this study, it was not about learning computer skills. These students enjoyed car simulators because it was the nearest that they will ever come to driving a real car. They believed it would help them learn control of their motorised wheelchairs. It also appeared to improve their self-image - they were doing something that the rest of us take for granted. Most of the participants interviewed for this research will never drive a car nor fly a plane, hopefully will never be in a street fight, and will almost certainly never be part of an elite anti-terrorist squad. However, in the three dimensional virtual world of computer games, they can do exactly that. Manly people, including the teachers and staff of the centre involved in this study, view computer games as mindless entertainment. But to these students, computer games provide an opportunity to experience what life may have been like if they did not suffer from cerebral palsy. Unlike most computer games designed for the personal computer, Microsoft Xbox and Sony Playstation games allow up to four players in the one game, on the same screen – the perfect multi-player environment for these students. However, Xbox and Playstation controllers are designed to be used with two hands, and at least normal dexterity with each hand, something cerebral palsy sufferers often do not have. This paper highlights many of the issues surrounding computer games and disabled children. It suggests areas on further study and opportunities for developments in this area. The also details the ongoing research with Cerebral Palsy students using computer games that help them "feel like real people"

Building-in Cyber Security, Usability and Inter-Operability

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