Workshop GAS 2012 – Author Index |
Contents -
Abstracts -
Authors
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Aasbakken, Mia |
![]() Mia Aasbakken, Letizia Jaccheri, and Konstantinos Chorianopoulos (NTNU, Norway; Ionian University, Greece) The goal of this work is to explore the relationship between pervasive software and user engagement towards environmental issues. We study this relationship in the context of an art installation that concerns the water cycle in nature. The research question is: How can we design and evaluate software that becomes a medium to engage and inform the user? We have gathered empirical data during a two days exhibition of two versions of a pervasive art installation by: observations, questionnaires, and input logs. Data analysis reveals that the art installation engaged users, with focus on young children, and communicated the intended message. The results are organized according to five important factors for developing and evaluating interacting art installations. These are: 1) data collection method; 2) user interaction; 3) social interaction; 4) issues about children; 5) message comprehension. We suggest that these factors can inform engineering practices for engaging software like video-games. ![]() |
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Barnes, Tiffany |
![]() Katelyn Doran, Acey Boyce, Andrew Hicks, Jamie Payton, and Tiffany Barnes (University of North Carolina at Charlotte, USA) The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors. ![]() |
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Boyce, Acey |
![]() Katelyn Doran, Acey Boyce, Andrew Hicks, Jamie Payton, and Tiffany Barnes (University of North Carolina at Charlotte, USA) The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors. ![]() |
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Brügge, Bernd |
![]() Damir Ismailović, Juan Haladjian, Barbara Köhler, Dennis Pagano, and Bernd Brügge (TU Munich, Germany) Learning is a process that is associated with a lot of effort and perseverance. In learning theories, motivation can be observed as a key factor. In some cases learning can become playing if the learning experience is so intrinsically satisfying and rewarding that external pressures or rewards for learning are of secondary importance. Serious games are able to increase motivation for learning by realizing diverse approaches which can address cognitive as well as affective learning. By using a variety of elements such as visual environments, story-lines, challenges, and interactions with non-player characters, serious games can be optimal learning environments. Even though, they have such motivational power, several studies have shown that there are no known forms of education as effective as a professional human tutor. This paper explores the interaction of human tutors with learners in a serious games with the focus on ’Social Development Theory’. It will present results that show how human tutors observe players in executing learning tasks, and interacting with the game environment in serious games. Based on the results of this studies we provide a definition of adaptivity for serious games. ![]() |
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Chorianopoulos, Konstantinos |
![]() Mia Aasbakken, Letizia Jaccheri, and Konstantinos Chorianopoulos (NTNU, Norway; Ionian University, Greece) The goal of this work is to explore the relationship between pervasive software and user engagement towards environmental issues. We study this relationship in the context of an art installation that concerns the water cycle in nature. The research question is: How can we design and evaluate software that becomes a medium to engage and inform the user? We have gathered empirical data during a two days exhibition of two versions of a pervasive art installation by: observations, questionnaires, and input logs. Data analysis reveals that the art installation engaged users, with focus on young children, and communicated the intended message. The results are organized according to five important factors for developing and evaluating interacting art installations. These are: 1) data collection method; 2) user interaction; 3) social interaction; 4) issues about children; 5) message comprehension. We suggest that these factors can inform engineering practices for engaging software like video-games. ![]() |
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Doran, Katelyn |
![]() Katelyn Doran, Acey Boyce, Andrew Hicks, Jamie Payton, and Tiffany Barnes (University of North Carolina at Charlotte, USA) The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors. ![]() |
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Dragert, Christopher |
![]() Christopher Dragert, Jörg Kienzle, and Clark Verbrugge (McGill University, Canada) While component reuse is a common concept in software engineering, it does not yet have a strong foothold in Computer Game development, in particular the development of computer-controlled game characters. In this work, we take a modular Statechart-based game AI modelling approach and develop a reuse strategy to enable fast development of new AIs. This is aided through the creation of a standardized interface for Statechart modules in a layered architecture. Reuse is enabled at a high-level through functional groups that encapsulate behaviour. These concepts are solidified with the development of the SkyAI tool. SkyAI enables a developer to build and work with a library of modular components to develop new AIs by composing modules, and then output the resulting product to an existing game. Efficacy is demonstrated by reusing AI components from a tank to quickly make a much different AI for a simple animal. ![]() |
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Dubois, Daniel J. |
![]() Daniel J. Dubois (Politecnico di Milano, Italy) Recent developments in the area of small and smart devices led to a massive spread of them, which, in some cases are replacing traditional computers for performing common activities such as web browsing. These devices are usually equipped with specialized hardware to sense and interact with the environment. In this context the use of self-organizing techniques has been widely used to provide adaptation capabilities at the low level, such as for optimizing energy consumption, or for providing some fault-tolerance properties to the communication middleware. What we want to show in this work is how the same self-organization principles can be used at the user-experience level of context-aware applications. The approach we propose shows that self-organization can be used to model the introduction of gaming elements to motivate and simplify the use of context-aware applications, thus leading to higher quality software. This work is finally validated using a case study and empirical evidence from existing popular context-aware applications. ![]() |
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Haladjian, Juan |
![]() Damir Ismailović, Juan Haladjian, Barbara Köhler, Dennis Pagano, and Bernd Brügge (TU Munich, Germany) Learning is a process that is associated with a lot of effort and perseverance. In learning theories, motivation can be observed as a key factor. In some cases learning can become playing if the learning experience is so intrinsically satisfying and rewarding that external pressures or rewards for learning are of secondary importance. Serious games are able to increase motivation for learning by realizing diverse approaches which can address cognitive as well as affective learning. By using a variety of elements such as visual environments, story-lines, challenges, and interactions with non-player characters, serious games can be optimal learning environments. Even though, they have such motivational power, several studies have shown that there are no known forms of education as effective as a professional human tutor. This paper explores the interaction of human tutors with learners in a serious games with the focus on ’Social Development Theory’. It will present results that show how human tutors observe players in executing learning tasks, and interacting with the game environment in serious games. Based on the results of this studies we provide a definition of adaptivity for serious games. ![]() ![]() Barbara Köhler, Juan Haladjian, Blagina Simeonova, and Damir Ismailović (TU Munich, Germany) ![]() |
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Hicks, Andrew |
![]() Katelyn Doran, Acey Boyce, Andrew Hicks, Jamie Payton, and Tiffany Barnes (University of North Carolina at Charlotte, USA) The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors. ![]() |
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Ismailović, Damir |
![]() Damir Ismailović, Juan Haladjian, Barbara Köhler, Dennis Pagano, and Bernd Brügge (TU Munich, Germany) Learning is a process that is associated with a lot of effort and perseverance. In learning theories, motivation can be observed as a key factor. In some cases learning can become playing if the learning experience is so intrinsically satisfying and rewarding that external pressures or rewards for learning are of secondary importance. Serious games are able to increase motivation for learning by realizing diverse approaches which can address cognitive as well as affective learning. By using a variety of elements such as visual environments, story-lines, challenges, and interactions with non-player characters, serious games can be optimal learning environments. Even though, they have such motivational power, several studies have shown that there are no known forms of education as effective as a professional human tutor. This paper explores the interaction of human tutors with learners in a serious games with the focus on ’Social Development Theory’. It will present results that show how human tutors observe players in executing learning tasks, and interacting with the game environment in serious games. Based on the results of this studies we provide a definition of adaptivity for serious games. ![]() ![]() Barbara Köhler, Juan Haladjian, Blagina Simeonova, and Damir Ismailović (TU Munich, Germany) ![]() |
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Jaccheri, Letizia |
![]() Mia Aasbakken, Letizia Jaccheri, and Konstantinos Chorianopoulos (NTNU, Norway; Ionian University, Greece) The goal of this work is to explore the relationship between pervasive software and user engagement towards environmental issues. We study this relationship in the context of an art installation that concerns the water cycle in nature. The research question is: How can we design and evaluate software that becomes a medium to engage and inform the user? We have gathered empirical data during a two days exhibition of two versions of a pervasive art installation by: observations, questionnaires, and input logs. Data analysis reveals that the art installation engaged users, with focus on young children, and communicated the intended message. The results are organized according to five important factors for developing and evaluating interacting art installations. These are: 1) data collection method; 2) user interaction; 3) social interaction; 4) issues about children; 5) message comprehension. We suggest that these factors can inform engineering practices for engaging software like video-games. ![]() |
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Kienzle, Jörg |
![]() Christopher Dragert, Jörg Kienzle, and Clark Verbrugge (McGill University, Canada) While component reuse is a common concept in software engineering, it does not yet have a strong foothold in Computer Game development, in particular the development of computer-controlled game characters. In this work, we take a modular Statechart-based game AI modelling approach and develop a reuse strategy to enable fast development of new AIs. This is aided through the creation of a standardized interface for Statechart modules in a layered architecture. Reuse is enabled at a high-level through functional groups that encapsulate behaviour. These concepts are solidified with the development of the SkyAI tool. SkyAI enables a developer to build and work with a library of modular components to develop new AIs by composing modules, and then output the resulting product to an existing game. Efficacy is demonstrated by reusing AI components from a tank to quickly make a much different AI for a simple animal. ![]() |
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Köhler, Barbara |
![]() Damir Ismailović, Juan Haladjian, Barbara Köhler, Dennis Pagano, and Bernd Brügge (TU Munich, Germany) Learning is a process that is associated with a lot of effort and perseverance. In learning theories, motivation can be observed as a key factor. In some cases learning can become playing if the learning experience is so intrinsically satisfying and rewarding that external pressures or rewards for learning are of secondary importance. Serious games are able to increase motivation for learning by realizing diverse approaches which can address cognitive as well as affective learning. By using a variety of elements such as visual environments, story-lines, challenges, and interactions with non-player characters, serious games can be optimal learning environments. Even though, they have such motivational power, several studies have shown that there are no known forms of education as effective as a professional human tutor. This paper explores the interaction of human tutors with learners in a serious games with the focus on ’Social Development Theory’. It will present results that show how human tutors observe players in executing learning tasks, and interacting with the game environment in serious games. Based on the results of this studies we provide a definition of adaptivity for serious games. ![]() ![]() Barbara Köhler, Juan Haladjian, Blagina Simeonova, and Damir Ismailović (TU Munich, Germany) ![]() |
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Maggiorini, Dario |
![]() Dario Maggiorini, Laura Anna Ripamonti, and Eraldo Zanon (University of Milan, Italy) The current demographic ageing in Europe is the result of a relevant economic, social, and medical development. Nevertheless, this is also leading to an increase in the demand for Long Term Care (LTC) by seniors. In this paper we address this problem by designing a distributed software architecture exploiting intuitive and non-invasive off-the-shelf technology typically used for videogame consoles. Adopting a remotely controlled serious game for in-home rehabilitation activities is more engaging for the elder and may also provide easily tunable parameters to better adapt the game therapy to the actual patient recovery. The proposed solution, thanks to its user-friendly interfaces and smooth learning curve, will also contribute in minimizing the interferences in the elder’s private life. ![]() |
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Pagano, Dennis |
![]() Damir Ismailović, Juan Haladjian, Barbara Köhler, Dennis Pagano, and Bernd Brügge (TU Munich, Germany) Learning is a process that is associated with a lot of effort and perseverance. In learning theories, motivation can be observed as a key factor. In some cases learning can become playing if the learning experience is so intrinsically satisfying and rewarding that external pressures or rewards for learning are of secondary importance. Serious games are able to increase motivation for learning by realizing diverse approaches which can address cognitive as well as affective learning. By using a variety of elements such as visual environments, story-lines, challenges, and interactions with non-player characters, serious games can be optimal learning environments. Even though, they have such motivational power, several studies have shown that there are no known forms of education as effective as a professional human tutor. This paper explores the interaction of human tutors with learners in a serious games with the focus on ’Social Development Theory’. It will present results that show how human tutors observe players in executing learning tasks, and interacting with the game environment in serious games. Based on the results of this studies we provide a definition of adaptivity for serious games. ![]() |
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Payton, Jamie |
![]() Katelyn Doran, Acey Boyce, Andrew Hicks, Jamie Payton, and Tiffany Barnes (University of North Carolina at Charlotte, USA) The combined hardships of economic downturn and a target audience that is increasingly defined by their affinity for active participation in their surroundings have left many nonprofit museums struggling to remain relevant in the 21st Century. We have partnered with Discovery Place, a hands-on science museum in Charlotte, North Carolina in order to create an easy-to-integrate software solution to help them better engage their audience. Our project is the creation of a three-part digital layer to increase museum engagement for all visitors, but particularly those considered digital natives. We have created two systems to be implemented in the museum, one to appeal to traditional visitors and one to better engage large groups of students. In the future, these two systems will be tied to an online meta-game to complete our digital layer by bringing the enhanced museum experience home for visitors. ![]() |
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Pieper, Jöran |
![]() Jöran Pieper (University of Applied Sciences Stralsund, Germany) Software Processes belong to those knowledge areas of software engineering that are less suitable to be taught classically in lectures. Class projects which frequently complement lectures are limited by academic settings in various ways too. Simulation and digital game-based learning are considered to have great potential to extend the learning experiences beyond lectures and class projects, help to develop insight into the necessity of software processes and to widen the perspective of software engineering students in a virtual and efficient way. Several efforts made by different research groups show encouraging results. This research gathers preliminary findings, develops new ideas and gives suggestions to exhaust the potential further and to encourage the wider application of digital game-based learning in software engineering education. These suggestions are the foundation for building blocks of a new framework for simulation based digital learning games aiming to teach software engineering processes more effectively and efficiently. ![]() |
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Ripamonti, Laura Anna |
![]() Dario Maggiorini, Laura Anna Ripamonti, and Eraldo Zanon (University of Milan, Italy) The current demographic ageing in Europe is the result of a relevant economic, social, and medical development. Nevertheless, this is also leading to an increase in the demand for Long Term Care (LTC) by seniors. In this paper we address this problem by designing a distributed software architecture exploiting intuitive and non-invasive off-the-shelf technology typically used for videogame consoles. Adopting a remotely controlled serious game for in-home rehabilitation activities is more engaging for the elder and may also provide easily tunable parameters to better adapt the game therapy to the actual patient recovery. The proposed solution, thanks to its user-friendly interfaces and smooth learning curve, will also contribute in minimizing the interferences in the elder’s private life. ![]() |
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Schneider, Kurt |
![]() Leif Singer and Kurt Schneider (Leibniz Universität Hannover, Germany) The adoption of software engineering practices cannot always be achieved by education or processes. However, social software has the potential for supporting deliberate behavior change. We present preliminary results of an experiment in which we encouraged computer science students to make more frequent commits to version control by using a social software application. We provided a web-based newsfeed of commits that also displayed a leaderboard. While we have yet to analyze the data, interviews we conducted with the participants allow for first qualitative insights. ![]() |
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Simeonova, Blagina |
![]() Barbara Köhler, Juan Haladjian, Blagina Simeonova, and Damir Ismailović (TU Munich, Germany) ![]() |
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Singer, Leif |
![]() Leif Singer and Kurt Schneider (Leibniz Universität Hannover, Germany) The adoption of software engineering practices cannot always be achieved by education or processes. However, social software has the potential for supporting deliberate behavior change. We present preliminary results of an experiment in which we encouraged computer science students to make more frequent commits to version control by using a social software application. We provided a web-based newsfeed of commits that also displayed a leaderboard. While we have yet to analyze the data, interviews we conducted with the participants allow for first qualitative insights. ![]() |
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Verbrugge, Clark |
![]() Christopher Dragert, Jörg Kienzle, and Clark Verbrugge (McGill University, Canada) While component reuse is a common concept in software engineering, it does not yet have a strong foothold in Computer Game development, in particular the development of computer-controlled game characters. In this work, we take a modular Statechart-based game AI modelling approach and develop a reuse strategy to enable fast development of new AIs. This is aided through the creation of a standardized interface for Statechart modules in a layered architecture. Reuse is enabled at a high-level through functional groups that encapsulate behaviour. These concepts are solidified with the development of the SkyAI tool. SkyAI enables a developer to build and work with a library of modular components to develop new AIs by composing modules, and then output the resulting product to an existing game. Efficacy is demonstrated by reusing AI components from a tank to quickly make a much different AI for a simple animal. ![]() |
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Zanon, Eraldo |
![]() Dario Maggiorini, Laura Anna Ripamonti, and Eraldo Zanon (University of Milan, Italy) The current demographic ageing in Europe is the result of a relevant economic, social, and medical development. Nevertheless, this is also leading to an increase in the demand for Long Term Care (LTC) by seniors. In this paper we address this problem by designing a distributed software architecture exploiting intuitive and non-invasive off-the-shelf technology typically used for videogame consoles. Adopting a remotely controlled serious game for in-home rehabilitation activities is more engaging for the elder and may also provide easily tunable parameters to better adapt the game therapy to the actual patient recovery. The proposed solution, thanks to its user-friendly interfaces and smooth learning curve, will also contribute in minimizing the interferences in the elder’s private life. ![]() |
27 authors
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