2014 International Conference on Interactive Technologies and Games最新文献

{"title":"Flow, Fun and Frame in the Classroom: Redefining the Engagement and Self-Determination of Students with Intellectual Disability through Games","authors":"M. Saridaki, C. Mourlas","doi":"10.1109/iTAG.2014.19","DOIUrl":"https://doi.org/10.1109/iTAG.2014.19","url":null,"abstract":"The purpose of special education for students with intellectual disability is not only to introduce and improve academic skills but mainly to enhance the quality of the children's life and promote their autonomy and self-determination. Games have been used in special education classrooms as tools of gratification and extrinsic motivation. Contemporary game theorists have gone further to suggest that there is a mapping between the model of learning motivation and the experience of playing digital games. However the question remains: What happens in an educational setting when games are introduced, are digital games able to become an agent of change, enhance self-determination and the willpower to learn for students with intellectual disability? In order to address these questions, we ran a three years old qualitative study with students with mild and moderate intellectual disability and their educators, using games in different educational settings. Different games and different empirical tools such as interviews, focus groups, videos and systematic observation were used, in order to gather information and document possible changes in the experience of the students as well as changes in their self-determination, engagement and motivation. Data were analysed using Analytic Induction and Erving Goffman's Frame Analysis as a tool of experiential analysis.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122443216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Intelligent Serious Game for Supporting African and African Caribbean Men during Pre- and Post-Diagnosis of Prostate Cancer","authors":"David J. Brown, G. Cosma, G. Acampora, Sarah Seymour‐Smith, A. Close","doi":"10.1109/ITAG.2014.9","DOIUrl":"https://doi.org/10.1109/ITAG.2014.9","url":null,"abstract":"Prostate cancer is the most common cancer diagnosed in men in the UK. Over 40, 000 men are diagnosed with prostate cancer every year and one in four Black men will develop prostate cancer at some point in their lives. High mortality rates among African and African Caribbean men exist due to the various barriers which prevent them from seeking advice and early treatment for prostate cancer. Such barriers include unawareness of risk, symptoms, and treatments for prostate cancer, and trust/mistrust of healthcare services. There is a need for understanding and developing culturally sensitive interventions to enhance knowledge and understanding of prostate cancer in African and African Caribbean men, and to encourage presentation as early as possible, as this could save lives. Serious games and computational intelligence can provide a supportive framework for patients at the pre- and post-diagnosis stages. We are proposing an intelligent serious game which can build a model of the patient via their user-profile and in game responses. This data is analysed by a computational intelligence layer, built beneath the game layer, which assesses the risk factors and feeds back to the patient, via the game layer, timely cues for action. This approach can overcome some of the existing barriers to timely presentation and diagnosis for this target population including their preferences in mining health information, previous negative experiences with health professionals and other barriers which prevent men at risk from seeking medical attention.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130760881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Snappy App to Screens in the Wild: Gamifying an Attention Deficit Hyperactivity Disorder Continuous Performance Test for Public Engagement and Awareness","authors":"M. Craven, Zoe Young, L. Simons, Holger Schnädelbach, Alinda Gillott","doi":"10.1109/ITAG.2014.12","DOIUrl":"https://doi.org/10.1109/ITAG.2014.12","url":null,"abstract":"Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that is characterised by three core behaviours: inattention, hyperactivity and impulsivity. It is typically thought that around 3-5% of school aged children have ADHD, with lifetime persistence for the majority. A psychometric Continuous Performance Test (CPT) had recently been incorporated into an interactive smartphone application (App), Snappy App, to allow the measurement of the three ADHD symptom domains. Snappy App presents a sequence of letters of the alphabet in a pseudo-random manner with responses via the device's touch screen. Following a pilot test in the general population where the CPT showed sensitivity to ADHD-related symptoms (self-reported impulsive behaviour related to CPT measures), a new project was begun to convert the App into a game Attention Grabber based on the functionality of the test, focussing on the attention and impulsivity domains. The Screens in the Wild (SITW) platform is in the process of being employed for public engagement in awareness about ADHD through interactive technology. SITW has deployed a network of four public touch-screens in urban places. Each of the four nodes has a large (46 inch) display, a camera, a microphone and a speaker. The Snappy App web-app was translated for presentation on to the SITW platform. The browser-based App was redesigned, with the input of a commercial graphics design company, based on an initial proof-of-concept whereby the original App was reprogrammed to present sequences of graphical objects (fruit) and to introduce further engagement features including animations. A shortened video about Adult ADHD and a brief questionnaire were incorporated to form a stand-alone edutainment package. The earlier design and user testing of Snappy App is briefly described and details are then provided of the process of gamification to produce Attention Grabber. An evaluation process is described whereby awareness of ADHD and its related symptoms are to be probed. In general, finding out whether and how people engage with interactive screen technology can help in the design of future public engagement and health promotion activities. Ethical considerations are discussed, since public access to this kind of game could potentially raise health anxiety related to self-interpretation of game performance. This risk is balanced with the need to provide health information.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123401184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Investigation of Gamification Typologies for Enhancing Learner Motivation","authors":"Barry Herbert, D. Charles, Adrianne Moore, T. Charles","doi":"10.1109/iTAG.2014.17","DOIUrl":"https://doi.org/10.1109/iTAG.2014.17","url":null,"abstract":"In this paper we present a new gamified learning system called Reflex which builds on our previous research, placing greater emphasis on variation in learner motivation and associated behaviour, having a particular focus on gamification typologies. Reflex comprises a browser based 3D virtual world that embeds both learning content and learner feedback. In this way the topography of the virtual world plays an important part in the presentation and access to learning material and learner feedback. Reflex presents information to learners based on their curriculum learning objectives and tracks their movement and interactions within the world. A core aspect of Reflex is its gamification design, with our engagement elements and processes based on Marczewski's eight gamification types [1]. We describe his model and its relationship to Bartle's player types [2] as well as the RAMP intrinsic motivation model [3]. We go on to present an analysis of experiments using Reflex with students on two 2nd year Computing modules. Our data mining and cluster analysis on the results of a gamification typology questionnaire expose variation in learner motivation. The results from a comprehensive tracking of the interactions of learners within Reflex are discussed and the acquired tracking data is discussed in context of gamification typologies and metacognitive tendencies of the learners. We discuss correlations in actual learner behaviour to that predicted by gamified learner profile. Our results illustrate the importance of taking variation in learner motivation into account when designing gamified learning systems.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131133581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing Educational Tools, Based on Body Interaction, for Children with Special Needs Who Present Different Motor Skills","authors":"Benoît Bossavit, A. Pina","doi":"10.1109/iTAG.2014.16","DOIUrl":"https://doi.org/10.1109/iTAG.2014.16","url":null,"abstract":"New technologies and computer applications prove to be powerful tools for children with special needs in order to improve specific skills. However, there is still a gap between research development and its applicability in schools. Thus, we have created a workgroup with a specialized state school in Spain. Based on their curricular project, we have identified the need for training the body such as working stabilization, coordination and knowledge of the body as well as other educational competences. For that purpose, we propose a framework with three activities: \"painting\", \"discovering an image\" and \"creating music\". Moreover, the Microsoft Kinect has been used since its way of interaction is based on the entire body. In addition, it is important to remember that children of such a school present a great variety of motor and cognitive skills. Consequently, the framework must adapt itself to the child's motor capacities. Therefore, we proposed a user's profile system which is composed of several interaction techniques for a same action. The framework was installed at the school for 2 months. 3 trained teachers taught 6 children about the use of the framework. During this period of time the user's configuration was improved and adjusted. Then, a second evaluation was performed in order to measure the interest and motivation of the children and to validate the flexibility of the framework. Thus, specific objectives and criteria were fixed and the 6 children tried the framework during 3 sessions, one per week. The children showed interest in participating and were willing to follow the instructions given by the teachers. Furthermore, the customization of the interaction techniques allowed almost all the children to play with the system. Moreover, one of them improved the control of his gestures.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126650623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Blended Pedagogical Framework to Guide the Applications of Games in Non-formal Contexts","authors":"M. Bates, A. Breheny, D. Brown, A. Burton, P. Standen","doi":"10.1109/iTAG.2014.14","DOIUrl":"https://doi.org/10.1109/iTAG.2014.14","url":null,"abstract":"The Refugee Interactive Skills for Employment (RISE) project aims to make use of games-based applications to engage with refugees in identifying and combating barriers to employment. The project has performed research into issues faced by EU refugees when seeking employment and has worked with these refugees to co-develop games-based learning (GBL) applications to improve the employability of refugees in the UK, Ireland and Germany. Training resources developed as part of this project include detailed specifications of learning outcomes, adaptations of existing curricula and serious games presented as either desktop or mobile applications. These resources now require careful organisation and publication as part of a 'Trainer's Handbook' to provide guidance for using the project results in a blended and flexible learning approach. Previous studies have aimed to consolidate these materials into a single educational framework which requires careful consideration of the social, educational, organisational and technological issues associated with embedding games in education. Previous work such as the Virtual Portal for Interaction and ICT Training for People with Disabilities (VIPI) project has created an online 'portal' of resources using a blended pedagogical framework to maximise learning and to provide a package that caters for the needs of a wide variety of users. This 'Handbook' provides a blueprint on how to optimally use the developed platform (including its tools, services, training material and games) and integrate it within current training practices. This paper will discuss how the VIPI framework has been adapted as part of the RISE project. The paper will summarise how the four dimensions (Educational, Social, Organisational, Technical) of the VIPI pedagogical framework have been updated to facilitate the delivery of the RISE games and curriculum modules, in particular those related to vocational skills and intercultural communication. The content of these modules provides nuanced learning for the target group of refugees, whose needs warrant specific orientation. Finally, a summary of the RISE Trainer's Handbook will be presented to highlight areas of good practice when applying GBL within employability focussed educational initiatives.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114435759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Computational Thinking by Playing Games and Building Robots","authors":"J. Roscoe, S. Fearn, E. Posey","doi":"10.1109/iTAG.2014.15","DOIUrl":"https://doi.org/10.1109/iTAG.2014.15","url":null,"abstract":"Computing in schools has gained momentum in the last two years resulting in GCSEs in Computing and teachers looking to up skill from Digital Literacy (ICT). For many students the subject of computer science concerns software code but writing code can be challenging, due to specific requirements on syntax and spelling with new ways of thinking required. Not only do many undergraduate students lack these ways of thinking, but there is a general misrepresentation of computing in education. Were computing taught as a more serious subject like science and mathematics, public understanding of the complexities of computer systems would increase, enabling those not directly involved with IT make better informed decisions and avoid incidents such as over budget and underperforming systems. We present our exploration into teaching a variety of computing skills, most significantly \"computational thinking\", to secondary-school age children through three very different engagements. First, we discuss Print craft, in which participants learn about computer-aided design and additive manufacturing by designing and building a miniature world from scratch using the popular open-world game Mine craft and 3D printers. Second, we look at how students can get a new perspective on familiar technology with a workshop using App Inventor, a graphical Android programming environment. Finally, we look at an ongoing after school robotics club where participants face a number of challenges of their own making as they design and create a variety of robots using a number of common tools such as Scratch and Arduino.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125931857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Body Movement Influences Virtual Reality Analgesia?","authors":"Marcin Czub, Joanna Piskorz","doi":"10.1109/iTAG.2014.8","DOIUrl":"https://doi.org/10.1109/iTAG.2014.8","url":null,"abstract":"In this study, we tested the hypothesis that increased body movement while steering a virtual reality game leads to the diminished experience of pain. We also investigated the relationship between presence in a virtual environment and pain intensity. 30 students of Wroclaw University participated in the within subject experiment. The participants were looking at the game through head mounted displays. In two experimental conditions a participant navigated the game using a computer mouse (a small movement), or a Microsoft Kinect (a large movement). Thermal (cold) stimulation was used to inflict pain. While playing the game, the participants immersed their non-dominant hands in a container with cold water (temperature 0.5 - 1.5°C). Two measures were used to assess the pain experience -- the amount of time the participants spent keeping their hands in cold water (pain tolerance), and Visual Analogue Scale (pain intensity). The participants also completed the I group Presence Questionnaire (IPQ), measuring the sense of presence experienced in a virtual environment. The predictions were partly confirmed by the results -- the participants were keeping their hands in cold water significantly longer in the large movement condition compared to the small movement condition. However, there was no significant difference on pain intensity results between the two experimental conditions. Similarly, we failed to find any correlations between IPQ dimensions and the pain measures used in the study. Several possible mechanisms underlying the observed relationship between movement and pain experience are discussed.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129032216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Remote Operation of Robots via Mobile Devices to Help People with Intellectual Disabilities","authors":"Maria Jose Galvez Trigo, D. Brown","doi":"10.1109/ITAG.2014.10","DOIUrl":"https://doi.org/10.1109/ITAG.2014.10","url":null,"abstract":"Despite the rapid advances in technology relatively few are focused on special education, or the education for people with profound and multiple disabilities. One of the main causes for this to happen is that there is little incentive for companies to design and manufacture technology for a target group of customers without major buying power, or one that makes up a relatively small proportion of the population. Therefore, the most reasonable option is to take the technological tools that are already available, and adapt them to meet the requirements of those with profound and multiple disabilities. This paper presents the design and development of an application for mobile devices that will enable easy and intuitive use of the humanoid robot NAO (manufactured by Aldebaran Robotics) by people with profound and multiple disabilities, as well as by educators in the area of special education. This includes also the adaptation and development of several behaviours and modules for this specific robot.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128029404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Night Shift': A Task Simulation to Improve On-Call Prioritisation, Self-Management, Communication, and Route Planning Skills","authors":"Chris Larkin, R. Valand, Paul Syrysko, Roy Harris, D. Shaw, Michael A. Brown, J. Pinchin, Kelly Benning, S. Sharples, J. Blakey","doi":"10.1109/ITAG.2014.11","DOIUrl":"https://doi.org/10.1109/ITAG.2014.11","url":null,"abstract":"75% of the year is outside of the traditional working hours of 9am to 5pm, Monday to Friday. During this \"out-of-hours\" work, small teams of junior doctors in hospitals face significant challenges yet lack support. There is therefore an increased likelihood of adverse incidents during out-of-hours periods, and doctors report being particularly ill-prepared for non-technical aspects of the role such as task prioritization. We developed a task simulation similar to a serious video game to assist the training of junior doctors in non-technical skills during out-of-hours work. We undertook a small-scale pilot randomised trial of the intervention amongst junior doctors in their first weeks of work at a large teaching hospital in the UK. We obtained excellent data on actual on-call activity from existing task flow systems. Participants in the intervention group completed their non-urgent tasks significantly faster than those in the control group. There was no difference in the time taken to complete urgent tasks between the control and intervention groups. There is a need for training in non-technical skills for junior doctors. Simulations could have a key role to play in this and related training areas. This study shows the potential of newer technologies to record outcomes relating to staff activity and illustrated the large multidisciplinary team required to undertake such an endeavour. Opportunities for further development have been identified around adapting the task simulation into other hospital environments, and increasing the simulation complexity to develop other non-technical and technical skills within users.","PeriodicalId":445017,"journal":{"name":"2014 International Conference on Interactive Technologies and Games","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132688053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}