Everything I learned from the SIMS(TM): putting games in context

N

A Visual Routines Based Model of Graph Understanding

We present a model of graph understanding and describe our implementation of the model in a computer program called SKETCHY . SKETCH Y uses a combination of general graph knowledge and domain knowledge to describe graphs, answer questions, perform comparative analyses, and detect contradictions in problem solving assumptions. SKETCH Y has generated reasonable graph summaries for 65 graphs from multiple domains. SKETCHY illustrates the robustness of our model of graph understanding

Enhancing information acquisition in game agents

Significant enhancements in the capabilities of software agents can result through improving how they acquire information. Decision making depends on getting the right information, but the issue of what actually constitutes the right information is complex. This paper outlines important characteristics of information acquisition in agents and suggests how to improve the effectiveness of information acquisition in agents in virtual worlds. By taking an affordance oriented approach it is possible to identify information resources that are efficient, reusable and well matched to the capabilities of game agents

Are Transnational NGOs changing norms in the vocational ‘education and training’ of refugees, asylum seekers and internally displaced people in the Middle East?

In the field of International Relations (hereafter referred to as IR), the role of Transnational Non Governmental Organisations (hereafter TNGOs) has changed; as the field of IR has traditionally been dominated by state-centric approaches, the role of NGOs was once considered insignificant, but is now considered to play an important role because of their ability to contribute to changing international norms, principles and agendas in local contexts (Joachim, 2020, pp. 349-50). TNGOs and International Organisations have developed various multi-agency, multi-sectoral frameworks, policies and programmes, all aimed at enabling refugees, asylum seekers, and internally displaced people (hereafter RASIDPs) to access quality education and training regardless of gender, age, race or asylum status. Several international frameworks now recommend including Youth in creating sustainable, durable solutions for their futures (IASC 2020, INEE 2021, UNGA 2015, UNHCR 2017, 2019, 2020) so their voices are imperative in the creation of policies and strategies involving their education, training and future livelihoods. Having said this, these policies and strategies are not necessarily accepted or implemented across all education and training institutions in the countries where TNGOs are operating; therefore local education and training norms may or may not be affected. Given the role of TNGOs in humanitarian settings, how much power does an organisation like the NRC have in terms of changing norms within those countries and institutions? Are local beliefs changeable by international influence and if so, how much? Can TNGOs like the NRC shape the way a nationality or nation of foreign residents thinks about what is needed for Youth RASIDPs need for success, and what best practice education and training looks like? Based on data gathered from a survey administered across several NRC vocational education and training centres in Iraq, Jordan, Lebanon and Syria, this paper is a norms based exploration into the role of TNGOs as providers of normative change in a case study of RASIDPs engaged in TVET (Technical and Vocational Education and Training) in the Middle East. The survey was administered to 171 youth learners (aged 15 plus) and 65 trainers of six Arabic speaking nationalities, and the data shows which norms are changing and which norms have not yet been affected, when compared with traditional approaches to TVET in the Middle East. This data also contributes to the lack of academic data that exists on perceived needs of learners in education in emergency contexts.M-I

NickMontfortTwisty Little Passages: An Approach to Interactive Fiction2005MIT Press0-262-13436-5

Unknow

Tools for creating interactive teaching environments

Although learning-by-doing is one of the most effective teaching and learning methodology, its application to some disciplines, such as history, is difficult even when using complex simulation environments. One possible solution is to combine learning-by-doing principles with gaming elements to create immersive and interesting virtual environments. Unfortunately, the level of programming required to create such environments makes it prohibitive for most educators. We describe the Graphical Interactive Fiction Toolkit, GIFT, system we have created that allows educators and writers to easily create interactive stories. While programmers will still be required for complex interactive environments, we believe GIFT can lower the entry bar and allow much richer set of interactive environments to be produced

The Distributed Studio: Towards a theory of virtual place for creative collaboration

Virtual environments intended to support creative collaboration are being built without an informed consideration of the implicit interaction design choices being made. This paper proposes a set of design principles for such environments. Drawing from theory and reflective practice we suggest a conceptual focus on a Distributed Studio designed around the following five principles: Support Reconfiguration, Mix Realities, Control Access, Be A/Synchronous, and Transform Space into Inhabited Place

Aussie women game developers

Women are underrepresented in the digital games industry all over the world. In Australia, womens level of contribution to game development is much lower than the USA, Canada, and UK. Reviewing literature from the areas of computer science, information technology, and digital games, this study focuses on the impact of social, structural and cultural aspects, and how these factors might influence women choosing a career in the Australian digital games industry. Using a mixed-method, Grounded Theory approach, a large-scale census of Australian digital game studios was conducted, and followed up by semi-structured interviews of a small group of women game developers. Findings reveal that the number of women game developers in Australia has recently increased, and although work culture stereotypes and poor workplace conditions persist overseas, Australian women are not experiencing these issues. However, getting interested in digital game development is still a major obstacle in convincing young women to enroll in game development degrees at university. Once enrolled though, attrition is a problem that has been attributed to teaching styles, lack of confidence and how male peers treat female students in their first year. Those women, who eventually graduate and pursue a career in digital games, more often share the influence of strong parents, male siblings, and enjoyed playing games from a young age