Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience, and the reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed

Continuity argument revisited: geometry of root clustering via symmetric products

We study the spaces of polynomials stratified into the sets of polynomial with fixed number of roots inside certain semialgebraic region $\Omega$, on its border, and at the complement to its closure. Presented approach is a generalisation, unification and development of several classical approaches to stability problems in control theory: root clustering ($D$-stability) developed by R.E. Kalman, B.R. Barmish, S. Gutman et al., $D$-decomposition(Yu.I. Neimark, B.T. Polyak, E.N. Gryazina) and universal parameter space method(A. Fam, J. Meditch, J.Ackermann). Our approach is based on the interpretation of correspondence between roots and coefficients of a polynomial as a symmetric product morphism. We describe the topology of strata up to homotopy equivalence and, for many important cases, up to homeomorphism. Adjacencies between strata are also described. Moreover, we provide an explanation for the special position of classical stability problems: Hurwitz stability, Schur stability, hyperbolicity.Comment: 45 pages, 4 figure

Variations on the Theme of Life

Variations on the Theme of Life is an interactive media piece, an iOS application that generates a unique musical experience using the mathematics of cellular automata and Conway\u27s Game of Life

The Future of Emotional Harm

Why should tort law treat claims for emotional harm as a second-class citizen? Judicial skepticism about these claims is long entrenched, justified by an amalgam of perceived problems ranging from proof difficulties for causation and the need to constrain fraudulent claims, to the ubiquity of the injury, and a concern about open-ended liability. To address this jumble of justifications, the law has developed a series of duty limitations to curb the claims and preclude them from reaching the jury for individualized analysis. The limited duty approach to emotional harm is maintained by the latest iteration of the Restatement (Third) of Torts. This Article argues that many of the justifications for curtailing this tort have been discredited by scientific developments. In particular, the rapid advances in neuroscience give greater insight into the changes that occur in the brain from emotional harm. Limited duty tests should no longer be used as proxies for validity or justified by the presumed untrustworthiness of the claim. Instead, validity evidence for emotional harm claims—like evidence of physical harm—should be entrusted to juries. This approach will reassert the jury’s role as the traditional factfinder, promote corrective justice and deterrence values, and lead to greater equity for negligent infliction of emotional distress (NIED) claimants. The traditional limitations on tort recovery, including the rules of evidence and causation, are more than adequate to avoid opening the floodgates to emotional distress claims