A study of team cohesion and player satisfaction in two face-to-face games

In this paper we investigate the link between game rules, team cohesion and players’ satisfaction with their teams within face-to-face team-based games. To measure team cohesion, rules from two games were analysed from the perspective of Social Identity Theory in order to form a hypothesis as to which game would be more likely to lead to more cohesive teams, where team cohesion is measured by the extent to which each player identifies with their team. Player satisfaction was measured by looking at three factors: communication within the team, player outcome versus team outcome, and fairness. Significant differences were found in the team cohesion measure suggesting that, as predicted by Social Identity Theory, team cohesion can be fostered by game rules. Team cohesion also correlated positively with player satisfaction. Taken together, this suggests that for games in which team cohesion is an important part, game designers can incorporate game rules in such as a way as to increase the likelihood of both team cohesion and player satisfaction

The relationship between game rules and team cohesion: an empirical study

Multiplayer games (both face-to-face and online) frequently feature teams. This study investigates whether it is possible to use the rules of a game to alter the team cohesion. Game rules from two face-to-face games were analyzed using Social Identity Theory to predict which will lead to more cohesive teams. Significant differences in team cohesion ratings given by the players after the games suggest that the game rules may indeed affect the team cohesion as predicted

Problem-based learning spanning real and virtual words: a case study in Second Life

There is a growing use of immersive virtual environments for educational purposes. However, much of this activity is not yet documented in the public domain, or is descriptive rather than analytical. This paper presents a case study in which university students were tasked with building an interactive learning experience using Second Life as a platform. Both problem‐based learning and constructionism acted as framing pedagogies for the task, with students working in teams to design and build a learning experience which could potentially meet the needs of a real client in innovative ways which might not be possible in real life. A process account of the experience is provided, which examines how the pedagogies and contexts (real and virtual) influence and enhance each other. The use of a virtual environment, combined with problem‐based learning and constructionism, subtly changed the nature of the instructor–student relationship, allowed students to explore ‘problematic problems’ in a motivating and relevant manner, provided students with greater ownership over their work, and allowed problems to be set which were flexible, but at the same time allowed for ease of assessment

Knowing me, knowing you: perspectives on awareness in autism

Purpose: This paper raises important questions from the different perspectives on autism research that arose from a seminar on autism and technology, held as part of an ESRC-funded series on innovative technologies for autism. Design/methodology/approach: The paper focuses on the roles of technology in understanding questions about different perspectives on autism: how do people on the spectrum see neurotypicals (people without autism) and vice versa?; how do we use eye-gaze differently from each other?; how might technology influence what is looked at and how we measure this?; what differences might there be in how people use imitation of others?; and finally, how should we study and treat any differences? Findings: We synthesise common themes from invited talks and responses. The audience discussions highlighted the ways in which we take account of human variation, how we can understand the perspective of another, particularly across third-person and second-person approaches in research, and how researchers and stakeholders engage with each other. Originality/value: We argue that the question of perspectives is important for considering how people with autism and neurotypical people interact in everyday contexts, and how researchers frame their research questions and methods. We propose that stakeholders and researchers can fruitfully engage directly in discussions of research, in ways that benefit both research and practice

Tica: an environment for exploring tangible vs. screen-based programming

This paper describes Tica, an environment designed to explore the differences between tangible and screen based interfaces when teaching programming to children aged 5–7 years. Tica comprises several components: a tangible programming language and a screen based equivalent, an Android app to interpret the programming languages and record data, and a physical robot that can be programmed using either the tangible or screen-based language. Tica was designed using a learner-centred approach, with a specific focus on the needs and abilities of the target user group. Once implemented, an initial pilot study was carried out with 14 adults. Although participants using the screen-based interface completed problems more quickly than those using the tangible interface, participants using the tangible interface reported a higher level of enjoyment. Next steps include a more extensive study with the target population as well as some refinements to the Tica environment

Natural language and programming: designing effective environments for novices

Given the current drive to teach computational concepts to all from an early age, we consider whether traditional programming languages are truly necessary, or whether natural language might be a suitable medium for program generation and comprehension, given its familiarity and ubiquity. We conducted an empirical study on the use of natural language for computation, and found that, although it provides support for understanding computational concepts, it introduces additional difficulties when used for coding. Following a design study with target users, we distilled our findings into a series of design guidelines for novice programming environments that incorporate natural language. These guidelines drove the design of Flip, a bimodal programming language for young people's game creation activities. Two empirical studies examined the extent to which these embodied design guidelines support ease of use and an understanding of computation. The guidelines have potential both for analysing the usability of existing novice programming environments, and for designing new ones

Comparing TUIs and GUIs for primary school programming

There is considerable interest in using tangible user interfaces (TUIs) to support teaching children programming, but evidence for the benefits is mixed, and their deployment in school environments presents more challenges than graphical user interfaces (GUIs). This study investigates the effect of GUIs and TUIs on learning outcomes, attitudes toward computing, and reported enjoyment in a computer-programming activity with primary-school students aged 6-7 in Saudi Arabia. Forty-two students engaged in a 45-minute learning activity using either a TUI or GUI programming environment. The study used a between-groups design, and quantitative data were collected, including pre-test and post-test results, and ratings on attitudinal and enjoyment surveys. Learning gains were significantly higher for the GUI group than the TUI group. However, post-activity increases in reported attitude toward computing were significantly higher for the TUI group. There was no difference in activity enjoyment scores, which were high for both groups

Programming Paradigms, Information Types and Graphical Representations: Empirical Investigations of Novice Program Comprehension.

Centre for Intelligent Systems and their ApplicationsThis thesis describes research into the role of various factors in novice program comprehension, including the underlying programming paradigm, the representational features of the programming language, and the various types of information which can be derived from the program. The main postulate of the thesis is that there is no unique method for understanding programs, and that program comprehension will be influenced by, among other things, the way in which programs are represented, both semantically and syntactically. This idea has implications for the learning of programming, particularly in terms of how theses concepts should be embodied. The thesis is focused around three empirical studies. The first study, based on th so-called "information types" studies, challenged the idea that program comprehension is an invariant process over languages, and suggested that programming language will have a differential effect on comprehension, as evidenced by the types of information which novices are able to extract from a program. Despite the use of a markedly different language from earliier studies, the results were broadly similar. However, it was suggested that there are other factors additional to programming notation which intervene in the comprehension process, and which cannot be discounted. Furthermore, the study highlighted the need to tie the hypotheses about information extraction more closely to the programming paradigm. The second study introduced a graphical component into the investigation, and looked at the way in which visual representations of programs combine with programming paradigm to influence comprehension. The mis-match conjecture, which suggests that tasks requiring information which is highlighted by a notation will be facilitated relative to tasks where the information must be inferred, was applied to programming paradigm. The study showed that the mis-match effect can be overridden by other factors, most notably subjects' prior experience and the programming culture in which they are taught. The third study combined the methodologies of the first two studies to look at the mis-match conjecture within the wider context of information types. Using graphical representations of the control flow and data flow paradigms, it showed that, despite a bias toward one paradigm based on prior experience and culture, programming paradigm does influence the way in which the program is understood, resulting in improved performance on tasks requiring information which the paradigm is hypothesised to highlight. Furthermore, this effect extends to groups of information which could be said to be theoretically related to the information being highlighted. The thesis also proposes a new and more precise methodology for the analysis of students' accounts of their comprehension of a program, a form a data which is typically derived from the information types studies. It then shows how an analysis of this qualitative data can be used to provide further support for the quantitative results. Finally, the thesis suggests how the core results could be used to develop computer based support environments for novice visual programming, and provides other suggestions for further work

Innovative technologies for autism: critical reflections on digital bubbles

Purpose: there is increasing interest from researchers, teachers and other professionals, individuals with autism, and families about the potential for innovative technologies to transform learning experiences and facilitate friendships and social networks. Media accounts have highlighted both the apparently miraculous impacts of technology on supporting communication and learning for people with autism, as well as significant concerns about whether technology use is healthy, safe and socially appropriate for children and young people. Rarely, however, is any evidence reported to support either set of claims. The paper aims to discuss these issues. Design/methodology/approach: this short paper reports on an Economic and Social Research Council-funded seminar series in the UK that is critically reviewing and discussing the field with respect to the research evidence base but also the assumptions that are made about where, how and whether innovative technologies may be useful for people with autism and their families. Findings: the first seminar in the series focused on whether technologies create a social bubble for people with autism and presented research demonstrating that technology use can be positive, supportive and rewarding. Originality/value: this paper offers an up-to-date insight into some of key debates about the benefits and limitations of social technologies for people with autism. Its value lies in raising questions about, and discussing evidence that challenges, some of the negative assumptions that are often perpetuated by the media about the potentially harmful effects of technologies

‘A child with autism only has one childhood’: main themes and questions for research from the ‘Digital Bubbles’ seminar series

Purpose: This paper presents an overview of the main messages and key questions for further research arising from the seven-seminar series entitled, “Innovative Technologies for Autism: Critical Reflections on Digital Bubbles”, funded by the Economic and Social Research Council (ESRC) in the UK. Design/methodology/approach: a synthesis of the main ideas is presented, drawing on the presentations, discussions, participant feedback, and short papers from across the seminar series, which took place between November 2014-16. Findings: There were many positive examples where technologies were positioned and used as facilitative ‘bridges’ between ideas, communities, understanding, and experiences. Researchers and community stakeholders also emphasised the importance of taking different perspectives and working in stronger partnerships with each other. Four overarching research questions were developed from these themes to provide a roadmap for future research, relating to: (i) responsible innovation, (ii) technology-enabled social interaction, (iii) learning and pedagogy, and (iv) engagement. Originality/value: The findings and methodologies produced by the Digital Bubbles seminar series, available on the project website (http://digitalbubbles.org.uk/) and in a series of short papers, provide a rich repository of state-of-the-art thinking in the field of autism and technology that is being utilised nationally and internationally in teaching and learning. This paper suggests some valuable future research directions and highlights the importance of establishing and maintaining multi-disciplinary research teams, with autistic people and their families at their core