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Archive for the ‘Research in Games and Sims for Learning’ Category

Shadish, W.R., Cook, T., & Campbell, D.T. (2002). Experimental and Quasi-Experimental Designs for Generalized Causal Inference. New York: Houghton Mifflin. chapter 1

Experiments and Generalized Causal Inference

“The key feature common to all experiment is still to deliberately vary something so as to discover what happens to something else later” (3).

What is cause and effect?

Cause- something that makes any other thing begin to be. An inus condition is an insufficient, nonredundant part of an unnecessary but sufficient condition. For example, a match to a forest fire. Most causes are inus conditions.

Effect- had it’s beginnings in some other thing. A counterfactual is something contrary to the fact- a hypothetical situation that shows what would have happened if the cause did not occur. “An effect is the difference between what did happen and what would have happened” (5).

Causal relationship – exists if 1, the cause preceded the effect, 2, the cause was related to the effect, and 3, there is no plausible alternative for the effect other than the cause. Correlation does not prove causation. Example: level of income is correlated with level of education. A confound is a third variable that connects correlated things (like intelligence in the above example).

A causal description tells you what happens (you hit a switch and a light turns on) while a causal explanation tells you why (how electricity works with a switch and light bulb). Experiments do a good job improving causal descriptions, but don’t usually explain causal relationships.

All experiments have control of treatment. A randomized experiment has control over extraneous sources of variation without needing to be in a lab.

A quasi-experiment lacks random assignment and is by means of self-selection, where units choose treatment for themselves. For a causal claim to be confirmed, it must be perfectly specified and have measures that are perfect valid reflections of the theory being tested – this is never the case. Popper (1959) urged theorists to practice falsification, to try and disprove their conclusions to ensure that they are accurate with no other alternatives. However, our views of plausible causal claims depend not only on logic, but on social consensus, shared experience, and empirical data (17).

A natural experiement is one where there is a contrast being the treatment and a comparison. Only the treatments are manipulatable – like a natural disaster after the fact.

General Aspirations: Though most experiments are local, readers appropriate what happens in local conditions to larger policy. There are problems moving from particular units to higher order constructs in an experiment, as well as generalizing outcomes over multiple populations. Scientists make causal generalizations by 1, looking at surface similarities, 2, ruling out irrelevancies, 3, making discriminations, 4, interpolating and extrapolating, and 5, causal explanation.

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RAPUNSEL: Improving Self-Efficacy and Self-Esteem With an Educational Computer Game

Jan L. Plass, Ricki Goldman, Mary Flanagan, Ken Perlin

Plass, J.L., Goldman, R., Flanagan, M., & Perlin, K. (2009). RAPUNSEL: Improving Self-efficacy and Self-esteem with an Educational Computer Game. In Kong, S.C., Ogata, H., Arnseth, H.C., Chan, C.K.K., Hirashima, T., Klett, F., Lee, J.H.M., Liu, C.C., Looi, C.K., Milrad, M., Mitrovic, A., Nakabayashi, K., Wong, S.L., Yang, S.J.H. (eds.) (2009). Proceedings of the 17th International Conference on Computers in Education [CDROM]. Hong Kong: Asia-Pacific Society for Computers in Education.

This paper talks about Peeps, a virtual environment that teaches programming and self-efficacy as part of a web-based environment called RAPUNSEL (real-time applied programming for underrepresented students’ early literacy). To study the efficacy of Peeps, the researchers used pre-post tests. The goal of the program was to appeal to middle school girls’ sense of curiosity and play and their desire to communicate with one another in a world that they control through programming. In this world, syntax errors are impossible (for students are simply filling in parameters for pre-written java functions). This provided a safe way to learn through tinkering with the system.

The theoretical foundations for the program were constructionism (girls become leaders by creating/programming and learning through building), case-based learning (by solving problems at hand, and customizing their own characters), and video-game based learning (video games allow for authentic learning that is personally meaningful.

59 students participated in the study, where they played a female character who interacts with the NPCs in the world by dancing with them. The player programs the dances. There was a survey given after the activity that included a general self-efficacy scale, with the question “How confident are you that your answer to above question is correct?”

The results showed that playing the game may have increased female general self-efficacy, increased male and female self-esteem, increased male self-efficacy in using computers, increased male and female programming-related self-efficacy. Games like these may increase the motivation, self-efficacy and self-esteem of underrepresented students in programming.

Efficacy and Effectiveness Trials (and Other Phases of Research) in the Development of Health Promotion Programs

Brian R. Flay and D. Phil

Flay, B.R. (1986). Efficacy and effectiveness trials (and other phases of research) in the development of health promotion programs. Preventive Medicine, 14, 451-474.

This paper talks about evaluating health programs in terms of efficacy and effectiveness.

Efficacy trials provide tests (for medicine) of whether a treatment/program does more good than harm under optimum conditions. This means that the program is standardized, it is made available in a uniform fashion, and the audience accepts and willingly participates in the program. This kind of efficacy trial includes randomized control trials, for example. Efficacy tests can be part of basic reseasrch.

Effectiveness trials test the efficacy of a program in real-world conditions. “A program will be effective only if an efficacious treatment/program is delivered/implemented in such a way as to be made available to an appropriate target audience in a manner acceptable to them” (p. 455). Defined population studies are an example of effectiveness trials.

There are four levels described of experimental tests. Efficacy trials included standardization and optimization of the implementation, availability, and acceptance of the program. Treatment Effectiveness is standard in implementation and availability, but acceptance can vary. Implementation Effectiveness does not have standardized delivery/implementation, and varied availability. Program Evaluation does not include any standardization and the program’s efficacy is unknown.

There is a proposed research phase order: 1 basic research, 2 hypothesis development, 3 pilot applied research, 4 protoype studies, 5 efficacy trials, 6 treatment effectiveness trials (determine effectiveness of efficacious programs), 7 implementation effectiveness trials (determine effectiveness in real-world), 8 demonstration studies (effects of program when implemented).

The Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game

Moreno and Mayer

This paper is concerned with three concepts in agent-based interactive multimedia: Interaction, reflection, and guidance (feedback).  The main question is, do these concepts promote the learner’s “meaning making”? (118).
Cognitive Processes Involved in Meaning Making
“Meaningful learning occurs when a learner actively constructs a coherent knowledge representation in working memory” (118).  The learner must select relevant information, activate prior knowledge to make connections to the information and organize the incoming material into a coherent structure.  This is most likely to occur when learners receive guidance and engage in interactivity and/or reflect about their decisions.
Instructional Methods to Foster Deep Learning
The first method is guidance.  For instance, in an interactive environment a pedagogical agent can provide guidance about a correct answer to a problem.   He can also give feedback (explanatory) or not provide much guidance at all (discovery).  Novices work better in an explanatory environment, however.
The second method is reflection.  This involves asking students “why” questions.  They have to explain why they chose a certain answer.
The third method is interactivity.  Interactivity may activate some processes necessary for meaningful learning, such as organization and integration.  Interactivity can be improved with some instructional-based guidance for a student needs to find the correct answer and explanation.
Experiments that Test the Methods
The purpose of experiment 1 was to show the role of guidance and reflection in interactive multimedia environments.  It was conducted in the Design-A-Plant environment.  The results showed no reflection effect in an interactive.  That is being prompted to reflect upon their decision did not improve the students’ learning possibly because the interactivity already facilitated integration and organization.  Experiment 2 was partially conducted in an noninteractive environment and showed that in this environment reflection increases learning (interesting and contradictory was the fact that students in the noninteractivity+reflection outperformed the interactivity+reflection students).  The third experiment found that reflection alone does not increase deep learning unless it is focused on correct answers.
Moreno, R. (2005). Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game. Journal of Educational Psychology, 97, 117 -128.

Article of Choice:

Game Modding for Girls

[08.29.06] 

Magy Seif El-Nasr

http://www.gamecareerguide.com/features/262/features/262/game_modding_for_girls.php?page=1

This article is a reflection on a camp for girls that teaches game modding. The camp was run both during the school year and the summer for both middle and high school girls. The modding engines used were Warcraft III, Game Maker, and RPG Maker. The camp conductors used surveys and interviews to discern the students’ reactions to the camp and what they learned.

They found that camps held during the school year were not as successful as summer camps in terms of learning game modding concepts because the students had competing activities. The researchers found that by the third class, girls had come to understand more advanced topics than anticipated (like variables and booleans) and that it was necessary to have a tool that allowed for exploration and depth given the girls’ quick learning.

The tool chosen needed to be a balance between “blank slate” and an existing model. The girls were also not incredibly excited about iterating, tweaking or polishing their designs once their games were functioning. Also, the girls were not motivated unless they could see “tangible” results quickly after coding.

After formal analysis of surveys and projects, the researchers stated that they course had a positive impact on the students and that “they learned many of the basic programming and design concepts”. Also, surveys showed a positive impact on self-efficacy and “perception towards computers, programming, and the game and IT industries”.

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Pfurtscheller, G., da Silva,F.H. (1999). Analysis Event-related EEG/MEG synchronization and desynchronization: Basic principles. Clinical Neurophysiology, 110(11), 1842–1857. doi:10.1016/S1388-2457(99)00141-8

This article is about different responses of neuronal structures in the brain to stimuli.  Event-related potentials (ERPs) are time-locked changes in the brain.  Event-related changes represent frequency specific changes in EEG activity and consists of increases or decreases of power in given frequency bands.  A phase-locked change is event-related desynchronization (ERD), and non-phase locked change is event-related synchronization (ERS).

ERPS represent responses of cortical neurons while ERD/ERS represents changes in the activity of local interactions between main neurons.

ERD/ERS are found on frequency bands in the brain that are detected by power spectra, wavelets, and spectral peak frequency.  The alpha band rhythms show desynchronization(ERD) in perceptual, judgement, and memory tasks.  ERD in the upper alpha and lower beta bands shows voluntary movement.  This ERD starts about 2 seconds before a person voluntarily moves.  ERD can show simultaneously in different areas (like hand and foot parts of brain) even when only one area is moving.  After finger, hand, arm and foot movement is complete, there is still some ERD.

ERD can be interpreted as electrophysiological correlate of activated cortical areas.  These areas involve processing sensory or cognitive information and the production of motor behavior.  Enhanced ERD means increased task complexity or more efficient task performance.    ERD shows that when learning a new task, activity in sensory motor area increases and then decreased after the task is learned.

Oscillations can also be found in the gamma band, representing visual stimulation and movement task.
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Fridlund, A., Schwartz, G., & Fowler, S. (2007). Pattern Recognition of Self- Reported Emotional State from Multiple-Site Facial EMG Activity During Affective Imagery. Psychophysiology, 21(6), 622–637, doi: 10.1111/j.1469- 8986.1984.tb00249.x

This article is about a multivariate pattern classification system for studying facial electromyographic (EMG) patterning.  The process used in this study focuses on emotion, the physiological systems in emotion, separating emotion from arousal, looks at individual response patterns.  This research study was designed to assess features of EMG most discriminative of self-reported affective states, evaluate EMG response with the self-reports, and estimate the classifiability of self-reported affective states.

12 university females participated in this study using EMG with electrodes placed on the face in places to tell emotion (fear, anger, sadness).  The participants were shown images and had to imagine being in that situation.  Then the subjects rated the affective content of the images: 1 – 5 happiness to fear.

In general (94% of trials) participants rated the affective state of the images in the same emotion showed on the EMG.  The results showed that pattern classification of emotion is possible in humans, and that emotional responses in faces are not covert.  The data proved that we can especially discriminate between negative emotions.

Article of Choice:


Game Testing And Research: The Body And The Mind
Ben Lewis Evans
http://www.gamasutra.com/view/feature/6341/game_testing_and_research_the_.php

This article talks about phsychophysiological  measures used to study games.  Pyschophysiology is a method for studying signals in the body to understand what the body “is thinking.”  It is an objective method that offers access to emotions players may not even be aware of.   These methods rely on embodied cognition, that people think with their whole bodies.  The peripheral nervous system is used to measure emotion (excited, scared, bored, relaxed).

EEG: place electrodes on players’ skulls to measure electrical impulses generated by the brain.  Wave functions can represent engagement, for example.  Disadvantages are: expensive, interference is common, difficult to interpret.

EMG: detecting activation in muscles through electrodes attached to relevant muscles.  Brow – negative emotion. Cheeks – positive emotion.  Around eyes – enjoyment. Disadvantages: individual differences, limit facial movement, interference.

EDA: electrodermal activity.  Galvanic Skin Response.  Electrodes are placed on fingers or toes and react to emotional arousal and mental workload.  Disadvantage: response can occur 5 seconds after event, sensitive and noisy signal.

Cardiovascular measurement: changing of heart rhythms.  Heart rate variability decreases with increased effort.  But it’s difficult to calculate because you must record all beat intervals.  Blood pressure increases wit arousal.  Disadvantages: specificity, individual differences.

Respiration: measurement of breathing.  Used with belts on the chest.  Increased respiration means increased workload.  Disadvantages: sometimes player holds breath, interference.

The question that is still being researched is, can emotions that players aren’t even aware of influence their gameplay?

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Eye tracking studies of normative and atypical development
Canan Karatekin

Karatekin, C. (2007). Eye tracking studies of normative and atypical development. Developmental Review, 27, 283–348.
Intro

Our pupils constantly dilate in response to cognitive and emotional stimuli.  We use eye tracking to explain cognitive processes and examine socio-emotional processes.

Eye tracking measures

Saccades: ballistic eye movements that bring objects into vision.  It is the rapid movement of the eye between fixation points.  External saccadess – Participants look at visual stimulus as soon as it appears.  Internal saccades – antisaccades (saccades not on a stimulus), predictive saccades, and memory-guided saccades.

Pursuit: these are smooth, non-ballistic movements that match gaze velocity with target velocity to keep an object within vision.  It’s used to track small objects that move slowly.  Here participants track a small, slow stimulus.

Eye movements during scene/face perception: useful for examining information processing in more natural contexts.  People look at informative regions when shown a picture of a scene or face.  Researchers study the location, duration and sequencing of fixations to infer what participants are paying attention to.

Pupillary dilations: Pupils dilate according to the amount of light,  and functioning of cognitive resources. Pupils dilate in either tonic manner (stress, anxiety, arousal) or phasic (onset of stimuli).  Pupils dilate when working memory has high load.  Childhood and young adulthood, there is a decrease in resting pupillary diameter.

Eye tracking in children and adolescents: Normative development

Both pro and antisaccades (saccades made to a location opposite from the visual stimulus) have been measured in children and adolescents.  Maturing working memory capacity improves the ability to execute anitsaccades.  A lot of studies are mentioned comparing age groups and pro and antisaccades execution.
Again, numerous studies are mentioned on the difference between pursuit of adults and children.  In general, children’s values in velocity and position varied more than adults.
With eye movements during scene/face perception, the author found that by age 8-10, the ability to incidentally learn a sequence in an image is mature.  But the ability to intentionally learn a sequence develops through adolescence.
In term of pupillary dilation, it was found that 10 year olds use the same resources as adults to complete simple tasks of working memory and sustained attention.

Eye tracking in children and adolescents: Atypical development

Eye tracking has revealed three disorders:
Schizophrenia – people with this disorder are impaired on pursuit measures.  They also have lower levels of visual attention.
Pervasive Developmental Disorder – (autism and down syndrome) The dynamics in saccades in this group are normal, pursuit is abnormal, and antisaccade errors are frequent.
ADHD – This group has difficulty with executive functions.  They make more premature saccades and more errors on antisaccades tasks.  This reflects difficulties in inhibition.

Limitations of eye tracking as a tool

– We can’t generalize about the oculomotor system and its relation to other motor systems.
-In the lab, eye movements may be different than in the real world.
-It’s hard to make inferences about specific brain regions because pursuit and prosaccades are mediated by a bunch of neural networks.
-You can’t assume a task is being performed the same way cognitively across age or clinical groups.

Strengths and potentials of eye tracking as a tool

-Eye tracking is an alternative way in studying developement.
-It’s non-invasive; young kids can tolerate it.
-The fundamentals are highly researched.
-It can tap into neural bases of different types of eye movements.
-Eye tracking can examine neural, cognitive, social and emotional processes.
-It can be used in research of typical and atypical populations.

Studying computer game learning experience through eye tracking
Serkan Alkan and Kursat Cagiltay

Alkan, S. & Cagiltay, K. (2007). Studying computer game learning experience through eye tracking. British Journal of Educational Technology, 38(3), 538–542. DOI:10.1111/j.1467-8535.2007.00721.x

This study aimed to explore how novices learn to play a computer game.  It looked at the strategies they use, how their attention changes throughout the game, and any usability issues.  15 undergraduate college students participated in this study that used eye tracking and interviews.  The eye movement data contained saccades and fixations.  The researchers found that the students used a trial and error strategy to learn the game.  They paid no attention to instructions even though they all clicked on the instruction buttons.  During the levels, the number of fixations were higher than on the menu screen.  Fixations among levels of varying difficulty varied depending on the participant.

Using Eye-tracking In a Multimedia Simulation to Predict Learning: Visual Transitions and Individual Differences

O’Keefe et al. (2011). Predicting Learning from Visual Transition. Paper to be presented at AERA 2011.

This study looked at how learners interact with an exploratory model and associated graph.  They model in question provided interaction on a chemistry topic, gas laws.  Eye tracking measured visual attention, on variations of the simulation (icons vs. symbols).  The aims of the study were to find the most optimal visual pattern, and to see if attention patterns vary between learners with different characteristics (such as spatial ability).  Eye tracking allowed for direct monitoring of the participants’ visual attention.
Twenty-seven high school students participated in a questionnaire and pre test for prior knowledge, and the eye tracking itself.  Results showed that the more an individual moved their fixations from the control sliders in the sim to the graph, the better they performed on the post-test.  High fixation rates on areas of interest correlated with high spatial rotation ability.  The researchers concluded that more visual scaffolding was needed to help students make connections between the model and the graph.

Article of choice:

Flow experiences of children in an interactive social game environment
Yavuz Inal

This study focused on the flow experience of thirty-three elementary school children playing both educational and non-educational games.  The aims of the study were to see which factors of a game influenced flow experience, the differences in these factors between boys and girls, if group play encouraged flow, and which genres facilitated flow.  The study was conducted by interviews and observations.  The results showed that challenge, feedback, and complexity of the games contributed the most to flow experience (Cagiltay, 2007).  Frame story only facilitated a flow experience in girls, however, and both boys and girls experienced flow more often in groups than individually (Cagiltay, 2007).  Boys experienced flow more often due to challenge and complexity of the games.

Inal, Y. and Cagiltay, K. (2007), Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38: 455–464.

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The Strange Case of the Casual Gamer
Nick Fortugno
Chapter 10

Casual games have a wide and growing audience and must be designed for everyone, not just gamers.  The core group of casual gamers are women in their 40s and 50s.  Casual gamers have a different skill set.  Casual game interfaces are less informed by other games, and feedback and display has to be incredibly clear.
Hardcore gamers know control standards, and know how to explore settings, game system, environment and mechanics to figure out how a game works.  Hardcore games teach with trial and error so gamers are accustom to penalty and have a high tolerance for frustration.
Casual gamers were at first internet users who stumbled upon the online games; they did not grow up with established gaming knowledge and don’t know how to deal with failure.  Casual game CONTROL SCHEMES must be simple.  Often the left mouse button is the only control.  Elegant control schemes are often ignored by casual gamers.  On some consoles, like the DS, casual gamers perform actions they are already familiar with (like writing with the stylus).  Non-gamers rely on intuitive interactivity.
Because casual gamers have a different tolerance for frustration, the USER FEEDBACK must be handled differently.  Casual games provide lots of rewards, even for minor successes, and glosses over failure with easy retries.  A casual game rewards achievement but still provides challenge.  Casual gamers need explicit feedback to avoid confusion – like the game controlling when the player sees an inventory screen as opposed to the player selecting the screen (plants v zombies).  Also effective are clear tutorials without much text.
However, newer casual games are developing complexity as the user base gets used to them.
Principles for casual game design: “Mechanic must be intuitive. Interfaces must be clear.  Achievment is prized over struggle. About all, designers must create games that challenge players without confusing or frustrating them…” (158).


Using Biometric Measurement to Help Develop Emotionally Compelling Games
Richard Hazlett
Chapter 13

To be entertaining, video games need to provide emotional experience.  Traditional feedback, like think-a-loud, usually interferes with a player’s experience.  There needs to a be another way to monitor emotion without interrupting.
Emotions have physical reactions like smiles and frowns.  Mild to moderate emotions are not always shown in facial expressions.  Electromyography (EMG) can measure small changes in muscles in the face, indicative of emotion.  Using EMG, it was found in RPGs that when overcoming challenges, players emotions are tense, and upon success, the emotions are positive, even if their physical appearance didn’t change.  If emotional traces are at least one standard deviation above the mean for two seconds, the game’s emotional profile can be described.  As of yet, there is no database in game research to compare this to.
In Mario Party, players experience positive emotions when they win challenges and when the character changes (Mario gets big).  In contrast to RPGs, the player in Mario Party experiences positive emotions during gameplay whether the outcome is positive or not.  “Facial EMG can give feedback to the developer on what features of the game enhance emotional experience, and what mini-games, scenes, places, characters, challenges etc work best” (197).
Using EMG involves two sensors placed over two muscles: zygomaticus and corrugator.  The researcher can look at the data signals after and during gameplay.
“The emotional profiling of games gives a useful evaluation of a game’s impact on a player, how compelling they find the game, and how the game measures up to other games in its genre” (201).

Physiological Measures for Game Evaluation

Regan Mandryk
Chapter 14

Physiological signals are a good indication of user experience.
A researcher must choose his evaluation technique based on information he wants to discover.   If the goal is to study attitude/preference, the approach is subjective interviewing.  If the goal is to study usability/playability, the approach is heuristics.  If the goal is to study quantitative data on user experience, the approach is observational analysis and physiological metrics.
When choosing which physiological sensors to use, ask 1) what do I want to know about the user experience? and 2) is the sensor intrusive to the experience?
Methods

Skin: Electrodermal Activity (GSR) measures skin resistivity and skin conductance.  It uses sweat glands that respond to psychic stimulation.  It can be an indicator of stress, and differentiate between anger and fear (also used in lie detectors).  Used with finger cuffs, bracelets, shoes.

Cardiovascular system:
-measuring blood pressure is too invasive for game testing.
-Blood Volume and Pulse Volume increase in response to pain, hunger, fear, and rage and decrease in response to relaxation.  BVP is measured on the finger or toe.
-Heart rate can be used to distinguish between positive and negative emotions.
-Heart rate variability can be used to determine mental activity or stress.
– Spectral analysis of sinus arrhythmia correlates with mental effort.
-EKG – electrocardiography measures electrical activity of the heart and can help to derive the measures mentioned above.

Respiratory system:
Emotional arousal increases respiration rate and rest and relaxation decreases it.  In a gaming environment this is measured by chest cavity expansion.

Muscles:
-Electromyography (EMG)
This measures muscle activity through needles or surface electrodes.  In the face it measures responses like frowning, smiling or jaw clenching.
-EEG- Electroencephalography measures electrical activity from the scalp that is related to cortical activity.
-Pupillometry, the dialation of the pupil, measures mental effort.

Considerations for collecting data:
-Physical data usually is collected in controlled setting, and this is not ideal for games.
-People are different – so we need some strategy for normalization of data (math for this on 222).
-Sensors measure more than the reaction to your game because you bring in outside factors (temperature, feelings).
-Interviews bring out emotional response and may muddy your data – also rest periods between sessions can be stressful for players.
-Sensor error – when the player talks or moves, the data can change.  Use a camera to film the session and pick out the sensor errors.
These considerations can be taken into account in data analysis by using the whole time series to view data, rather than just taking averages.

Advantages of physiological data: evaluates the process, doesn’t interfere with gameplay, provides lots of data, can be used to infer emotions.
Limitations: Variability of humans, sensor error, requires baselines and normalizations, invasive in gameplay.

Article of Choice:
Creating an Interactive Science Murder Mystery Game: The Optimal Experience of Flow
Ann S. Jennings

Jennings, A. (2002). Creating an interactive science murder mystery game: The optimal experience of flow. IEEE Transactions on Professional Communication, 45(4), 297.

Jennings instructed her college level science writing class to create a science murder mystery, text and image based game using Powerpoint.  She observed many of her students in a flow experience, and many commented that they had lost track of time and place while working.  This essay means to help other instructors create successful course assignments that are designed to induce flow.
Jennings describes flow as “an exhilarating experience in which the doer’s entire attention is so fully concentrated on the task at hand that other life issues temporarily lose meaning”(297).  To achieve a flow state, the doer must be interested in the task and have the skill to carry out the task.  Aristotle wrote indirectly about the notion of flow saying that key aspects of exercising realized capacities are enjoyment, skill, task, and increasingly higher levels of skill and task (298 Aristotle).
Some principles that relate to flow are:
autotelism: a task worth doing for its own sake.
negentropy: the ability of an activity to raise the level of person’s development.
teleonomy (of the self): goal orientation that has people choosing activities to have more flow experience.

In order for optimal or flow experience, activities/tasks must have two components:
1. clear structure: this is kind of like the rules in a game.  The doer must know the parameters and recognize the system.
2. Clear goals and quick feedback: again like goals described in a game, and feedback given to the player upon making a mistake/doing something right.

A person feels a psychic high during a flow experience (299).  This can come from the balance of skills and challenge (Csikszentmihalyi).  “The universal precondition for flow is that a person should perceive that there is something for him or her to do, and that he or she is capable of doing it . . .” (299, Csikszentmihalyi).  Jennings takes this balance a step further, saying that mere balance between skills and challenge is not what students expect.  Students want to capitalize on their skills and learn new skills throughout a challenge.  Fausto Massimini and Massimo Carli divide flow into 9 channels depended on the amount of skill and challenge and their relationship to each other.  High skill and high challenge is “channel 2,”  a very high flow experience.

To experience flow, a doer must pay complete attention to the task.  They work under “psychological time” (300), that is the time of being alert and busy, not according to normal clock time.

Jennings states that “because games are so likely to offer negentropic opportunities for self-expansion, the use of games as course assignments is worth consideration”(300).

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Foundation for Measuring Engagement in Educational Games

Kristian Kiili
Timo Lainema

As of yet, research has not been done that informs the effective design of educational games for learning.  The authors stress that we need to develop theoretical foundation for game-based learning.

Kiili(2005) did an experiment to help designers find what makes a game enjoyable. The study incorporates the principles of engagement from Csikzzentmihalyi (1991): “Flow describes a state of complete absorption or engagement in an activity and refers to the optimal experience” (470).  Malone(1980) identified four main ways which games motivate people: fantasy, challenge, curiosity, and control.

Experiential gaming:

The expiential gaming model describes the learning process through games, supports the development of engaging educational games, describes the game design process.  This model shows “flow” stemming from challenges, gamefulness, playability, and solution generation.  Flow itself generates schemata construction, positive attitudes, and active experimentation (472).

Operationalization of Flow in Educational Game Context:

There is still work to be done in operationalizing flow before valid empirical research can be conducted.  Operationalization of flow here is based on the elements of experiential gaming and can be divided into three groups:

Flow antecedents – Clear goals, immediate feedback, gamefulness, frame story, and playability. These are factors that contribute to the flow state.  The authors make a distinction between learning and controlling the game, saying controlling is spontaneous and automatic, while educational content should be processed and reflected on. The frame story of the game integrates the challenges (and the educational content) into a certain context.  Games should have situated, practical challenges. Gamefulness is about the level of freedom a player has in the game.

Flow state – In flow a person is focused and forgets unpleasant things.  Flow requires complete concentration, thus self disappears from awareness.  Time does not pass as it normally would, and the experience is autotelic, the reward being playing the game itself.  A sense of player control also contributes to the flow state.

Flow consequences – Flow enhances learning (a number of authors on 475).  Problem-based gaming (founded on principles of problem-based learning)  emphasizes authentic learning tasks, experiential learning, and collaboration.  Players also test different kinds of solutions (exploratory behavior).

Methods:
This study focused on the hypotheses that all flow antecedents would have positive effects on the flow experience, and that flow experience has a positive impact on learning and exploratory behavior.

This study was done using a business simulation game intended to enhance students’ decision making skills.  The study was administered to 92 students in a school of economics.  Students worked in a team to save a failing company.

Data was gathered with a GameFlow questionnaire beforehand using 5-point Likert-type responses.   Then the game was played twice with each student group, introductory sessions and then actual gaming sessions.  Two weeks later, groups returned to play under a more complex environment.

Results:

The students’ general response was that they liked the game and would play again the future. The questionnaire did not provide reliable results.

Results indicated that there was a loose positive correlation between flow state and learning.  However, learning was not directly measured.  Only  students feelings about learning were measured.

Conclusion: flow antecedents should be considered during game design.
Also, flow experience differs from immersion in that in flow experience a player is totally focused on a goal, while immersion means the player becomes part of the activity itself.  Flow has voluntary direction of attention, and is more interesting for educational games than immersion.

Kiili, K., &; Lainema, T. (2008). Foundation for Measuring Engagement in Educational Games. J of Interactive Learning Research, 19(3), 469–488.

Interactivity in Multimedia Learning: An Integrated Model
Steffi Domagk, Ruth N. Schwartz, Jan L. Plass
Interactivity involves the notion that students have to become actively engaged for deeper learning to occur.  Yet studies of interactive environments have found both advantages and disadvantages.  This may depend on different definitions of interactivity – be it whether the learner can control the pace of the presentation or control the user response and system feedback.  It may also be defined as organizing instructional content or as a computer as a “social actor.”  Most definitions of interactivity agree that is requires two conditions, atleast two participants must interact and the actions of these participants must include an “element of reciprocity”- change occurs on both sides. Thus, the authors have created an updated definition of interactivity: “Interactivity in the context of multimedia learning is reciprocal activity between a learner and a multimedia learning system, in which the (re)action of the learner is depended upon the (re)action of the system and vice versa” (2).
INTERACT is the Integrated Model of Multimedia Interactivity.  It combines the environment’s and learner’s variables in a loop comprising behavioral activity, the learning environment (system design and affordances), (meta)cognitive activity, emotion/motivation and the mental model (3).
Three design features are frequently associated with interactivity.  Learner control can mean control over pacing, control over content or control over representation; this directly targets behavioral activity.  Guidance and feedback, in an INTERACT standpoint, aim to promote learner’s (meta)cognitive activities.  Therefore it usually indirectly targets behavioral activity.   However, guidance can be a noninteractive feature (asking learners to reflect after an activity).
Domagk, S., Schwartz, R., & Plass, J.L. (in press). Interactivity in Multimedia Learning: An integrated Model. Computers in Human Behavior.

Article of choice:

Video games: What they can teach us about audience engagement

James Paul Gee

Gee, J. (2010). Video games: What they can teach us about audience engagement. Nieman Reports, 64(2), 52.

Video games are not driven by content, but instead by player choices.  When we play, we expect to learn new things.  In content-driven media, we learn by being told and then reflecting on the new information, but there is no guarantee that we will reflect.  With games, we have to reflect because our choices effect whether we win or lose.  We learn in games from designed, guided experiences.  Games have a low cost for failure, meaning, players fail a lot, but they can restart easily, so they take risks.  Games allow players to master skills by learning by doing- players are learning from their own experiences, not someone else’s.  Players learn about solving problems with constraints.  Players are active, and absorb information by doing, not reading.

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Isbister, K., & Schaffer, N. (2008). Game Usability. New York: Morgan Kaufman.

Chapter 15
TRUE Instrumentation: Tracking Real-Time User Experience in Games
Eric Schuh, Daniel V. Gunn, Bruce Phillips, Randy J. Pagulayan, Jun H. Kim, Dennis Wixon
Microsoft Game Studios

This chapter presents a method in research to improve user experience called TRUE instrumentation. Focus groups, usability testing and playtesting provide limited feedback and are labor intensive.  Automated collection of feedback for the entirety of the game is a better solution.
The chapter starts with a discussion on Voodoo Vince, a game that helped Microsoft realize the importance of collecting nuanced data.  The issues uncovered in this game spurred Microsoft to build an application for users to log their behaviors (like when they level up, etc).  This gave a rough idea of where problems existed.  This system turned into TRUE – Tracking Real-Time User Experience.  This instrumentation includes: attitudinal feedback, contextual data, and captured video.
To capture attitude, the researchers added a one question survey to periodically come up during gameplay. The surveys are event-based, on-demand, and time-based.  To provide context, the researchers capture the build number, test name, participant ID, timestamp, difficulty setting, chapter name, and position coordinates with the surveys.
Halo 2 was evaluated with TRUE.  They looked first at the number of deaths in each mission, then looked at where exactly in the missions the players were when they died, and finally how they died.  Then they presented a video of the deaths to the design team who could recognize the problem.
Most data collection happens at the end of production to do a final check on a design that is considered shippable. TRUE also has a place in beta and demo testing.
The chapter ends with lessons on conducting successful implementation:
-Plan ample time for iteration
-Start with research questions in mind
-Keep the number of variables tracking down (no more than 15 events)
-Mock up a report before setting hooks
-Represent the data visually
-Evaluate your instrumentation
-And still get other forms of feedback

Chapter 16
Interview with Georgios Yannakakis, Assistant Professor at the Center for Computer Games Research, IT-University of Copenhagen
Interviewer: Katherine Isbister

Yannakakis studies the connection between user satisfaction, human response and online learning.  He developed the Player Satisfaction Modeling (PSM) task force.  This is a quantitative player satisfaction modeling that looks at using the game’s AI to increase the overall play experience and player satisfaction.  The interview stresses that middleware that captures player satisfaction will raise the market value of the game, and also automate user testing for player satisfaction.

Chapter 17A
Usability for Game Feel
Steve Swink

Game feel is tactile, kinesthetic control of a video game.  Good game feel is intuitive, deep and aesthetically pleasing.  Making a game mechanic feel good is not easy for the designer.  Here Swink lays out a method for testing/creating good game feel.

The pieces of game feel are:

Input: the controller needs to feel good for the player and have natural mappings. There should be little or no explanation needed for how the controller works.  Designers need to keep in mind the inherent sensitivity of the input device.  A computer mouse is sensitive; a button is not.

Response: The response to the input can feel sensitive or not depending on the design.  A mouse (sensitive) can only control the x-axis of on-screen movement (not so sensitive).  Nuanced reactions are found in games like Mario where a not so sensitive input (buttons) creates sensitive response (Mario jumping at different distances and times).

Context: This is the environment for interaction.  Designers should build a test context to tune the game feel, to give the motion meaning.  These contexts should include a variety of objects and constraints.

Polish: These are effects that enhance the game world and convey the physical properties of objects and object interactivity.  Pieces of physical polish include motion, tactile, visual and sound.  Polish is time consuming but vital for good game feel.

Metaphor: People have built-in constraints on how things should feel.  Designers use these preloaded expectations to execute on how something should feel in a game (a car, an animal, etc.).

Rules: Rules give more meaning to the feeling of control/mastery.  Goals and rules in a game need to be sustainable and meaningful.

“The first, last, and most common thing a player will experience when playing your game is its feel” (280).

Chapter 17B
Further Thoughts from Steve Swink on Game Usability

– No one reads in-game text if they can skip it.
Experiential testing: the objective view on the current game.  Here we compare live experience with the designer’s vision.
Defect testing: Bug hunting.  This is rigorous, systematic and intense testing that excludes experiential concerns.
Usability testing: this is debugging the experience.
Why do we test?: A game is a collaboration between the player and the game.  It does not exist without the player (like a movie would).  We test because we can’t control the player’s experience, only guide it, so we need to guide it in the closest way to the designer’s goal.
Defining experience: Designers watch players play to look for increased fun and decreased boredom.  “Fun” is not the only way to enjoy a game or have an enriching experience.  A designer can break a game into moments of interactivity.
Usability behavior: is binary. It is “got it” or “don’t got it.”  You can test for usability.  Give the player a task that requires her to use a certain button – this is a usability test.
Experiential behavior: This tests the essence of design for enjoyment and interest.  It is not binary.
Challenge vs. Obfuscation: You need to know the challenge of your game before you can playtest.  Challenge, usability, and game design are all inextricably linked.
-Detailed planning: Usability – does the player understand the UI and buttons.  Experience – what should the player be feeling or thinking in the important moments of the game. Challenge – be specific!
-Swink continues with the TETRIS TEST giving a specific plan on page 299.

Article of choice:

Capturing the Spirit of Sesame Street
Interview with Nathan Martz and Tim Schafer of Double Fine

http://www.gamasutra.com/view/feature/6295/capturing_the_spirit_of_sesame_.php

This article is actually a moving piece about members of Double Fine (a super creative game developer) who started years ago with an idea for a game based solely around the notion of “upbeatness,” that the game experience would be uplifting.  They tossed around a bunch of ideas and finally came up wit monster that you have to interact with to help them solve problems.  The more they worked on designing the monsters, the more the game started to resemble the experience of Sesame Street.  Finally, this company that have always done original material, decided to make a game with licensed content.  Sesame Street: Once Upon a Monster is based on the idea that a game should provide a creative, uplifting experience, and that the game feel should have something to do with mupeteering.
To provide a game feel that was as physically accurate to control puppets as possible, Double Fine chose the Kinect as their platform.  They aim for the monsters on screen to look at feel like puppets, not like CG animations.
This interview focused almost exclusively on the game feel and game experience, and didn’t even touch on the real plot of the game.  This is probably because the game is still in development, and the designers started with feeling instead of story.

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It’s Not Television Anymore: Designing Digital Video for Learning and Assessment

Daniel L. Schwartz and Kevin Hartman
Schwartz, Hartman (2007). It’s not Video Anymore: Designing Digital Video for Learning and Assessment.

“Video is a powerful technology for learning” (335).  Designed video means video with a script.  There is not a lot of evaluation done on this type of video for learning.  Video has the potential for varied learning outcomes different from other tools for learning.
This piece touches on four learning outcomes:
Seeing: Video can help people recognize novel things and discern what they might otherwise overlook.  These outcomes of familiarity and discernment can be assessed by a recognition paradigm (recognizing a topic in different contexts), or, for discernment, selection of the correct form from two examples.
Engaging: When people are engaged, they are prepared to learn.  The two parts of engagement are raising interest and giving context.  To assess interest, you can assess preferences towards specific learning behaviors.  To assess contextualize, “one might measure future learning from subsequent instruction” (340).
Doing: The outcomes of doing involve attitude (people modeling others’ behavior) and skills (effort and practice).  For example, Mr. Rogers modeled politeness on his show.  Assessment can include looking at attitude or manner in context (attitude), or skills or performance (skills).
Saying: The outcomes of saying are facts (recall) and explanations (inferences/why and how).  Sesame Street is video that helps viewers retain factual knowledge.  One can assess factual knowledge with a recall paradigm, and explanatory knowledge with assessment of drawing inferences.
(344-346 for examples of these four outcomes in multimedia environments)

Video Research in Classroom and Teacher Learning (Standardize That!)
Sharon J. Derry
Derry, C. (2007). Video Research in Classroom and Teacher Learning.

Standards in videography can give guidance to this field that does not have many parameters.  What are standards? Established measures. These exist for video research but are very vague.  Standards would help video data be useful to many researchers across subjects.  Standards would help researchers effectively use resources. Standards promote sharing and development of knowledge within communities.  They provide protocols, codes and categories, and greatly improve experience for junior scholars.  However, researchers value independence and diversity, so standards are hard to implement. Researchers also wear many hats (309), of technologists, videographer, teachers, producers, etc.
The article goes on to describe standards mentioned in the book (Cornerstone III) focusing on Miller’s framework on video representations on specific cases – that lead to bias and/or learning.  Miller suggests there should be standards for researchers and teachers, but doesn’t specify.  (Derry also mentions Schwartz’s framework, seen in the above post).
The contributions to the “standards discussion” in the collection of pieces are:
1. Data Collection Practices: To effectively share data we need legal agreements, because it’s impossible to tell for what purpose data will be used, and distributed data sharing doesn’t always happen because researchers feel they have rights and it’s their personal research, etc.
2. Video Production: The learning environment of video should have a theoretical or empirical scientific basis.  Teachers can also learn to produce their own videos.  Teachers need to be trained, not around the specific technology, but in a particular technological mindset.
3. Warranting Claims of Video Research: Practices includes using transcription conventions, having distance between the teacher and researcher, and engaging perspectives of multiple researchers.  Video clubs are mentioned as ways for researchers to collaborate.
We need to standardize video research so that learning scientists can collaborate through video and find broader meaning.

Video Representations and the Perspectivity Framework: Epistemology, Ethnography, Evaluation and Ethics
Ricki Goldman
Goldman, R. (2007). Video Representations and the Perspectivity Framework: Epistemology, Ethnography, Evaluation, and Ethics.

Goldman starts with five questions about using a video camera in research: 1) What do we learn (about ourselves as well)? 2) Is video an evidentiary tool, or a storyteller? 3)How does each community use and evaluate video differently? 4) How do we develop evaluation criteria? 5) How do video representations make us more aware of our ethical stances in research?
After summarizing the chapters in her book, Goldman talks about perspectivity framework. This framework focuses on the process as well as the results.  It recognizes that everyone in front or behind the camera has different interpretations.  Video is re-presentation, for it can reviewed and revisited.
1. Epistemology: Perspectivity subscribes to a postpositivist framework that representations differ in meaning from person to person.  There is no internal or external representations of the world, only dynamic and emergent systems.  Multiple representations can change our own, limited perspective, “thinking-in-the-large” (20).  Representations are really the mapping between a perception of an event and the person’s background and values.
2. Video Ethnography: “Ethnographic accounts tell rich stories that help us to understand the meaning of events” (25).  Ethnography is a study of culture and anthropology.  Video representations can be shared, discussed, and interpreted to create a participatory community of practice.  We must make sure that video data is a tool for storytelling and not just data collecting.
3. E-Value-ation:  There is not one best video representation.  Instead we need to have a “critical culture of inquiry” (29) around representations.  Criteria for evaluating media texts are:
1. Wholeness/Particularity – full presentations and enough detail.
2. Being there/Being with – the videographer is also part of the experience.
3. Perspectivity – The larger context is clear and the viewer can locate her own viewpoint.
4. Genre consistency/breech – the video is part of a clear genre.
5. Authenticity – it isn’t new necessarily, but sheds new light.
6. Chronological Verisimilitude – organized in a truthlike fashion.
7. Conviviality – accessible and assessable for the whole community.
8. Resonance – the viewer can create personal connection to the video.
9. Immersion – there is a level of deep engagement with the topic.
10. Commensurability – the video is a toolkit for sharing concerns, beliefs, attitudes and pedagogy (32).
4. Ethics: When we use video technology, we must be careful to remember that humanity and culture are flexible, and are not data or numbers.  We shouldn’t collect, dissect, categorize, and construct hierarchies with video data.

Article of choice:
Kinect Gestural UI: First Impressions
by Jakob Nielsen
http://www.gamasutra.com/view/feature/6253/kinect_gestural_ui_first_.php?page=3
Nielsen starts with a discussion of the Kinect’s Gesture-Based UI’s weaknesses.  Visibility is an issue because users are so focused on their own image that they don’t see onscreen alerts.  Also, menus are displayed and then removed for action, making users rely on memorization.
Direct feedback is also lacking; in many Kinect games it’s hard to know how your body movements created what happened onscreen.
In terms of standards, Nielsen states “That there are no universal standards for gestural interactions yet is a problem in its own right, because the UI cannot rely on learned behavior.” There is no standard position for a back or pause button.  However, the Kinect does map movements in the games to movements in the real world to make them more intuitive.
In terms of positive feedback, Nielsen says that it’s obvious that the Kinect went through user testing.  They have hints onscreen that they would only know to include if beta testers had been confused.  Other usability perks are an automated sign-in after the system recognizes the face of the player, and the magnetic feel of swiping buttons.
Nielsen concludes with a discussion on how the Kinect technology could be used in business, no gaming worlds.  The potential is there, but usability would have to be fairly different.

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Toler, T. (2009). Validity and Think-Aloud Protocol. Solid State UX Blog.

Validity and Think-Aloud Protocols
A think-aloud protocol is when the moderator of a usability test asks the tester to say what he’s thinking out loud.  This is a direct measure of what’s happening in the subject’s short-term memory.
Level 1: verbalizations: the emphasis is on pure thought, minimal explanations.
Level 2: verbalizations: verbalizing non verbal information (like shapes)
Level 3: verbalizations: “thinking plus explanations” or retrospective reports
Inactive moderation: creating a unified experience for all test subjects. ex. researchers behind glass.
Active moderation: using focused, open-ended questions to focus the participant’s attention.
These kind of probing questions are usually bad practice for think-alouds.  The moderator shouldn’t pose additional cognitive load.
Some say observing behavior is not enough to tell what’s happening in terms of higher-order thinking and the researcher must ask some questions.

Wired Magazine Issue 15.09
Halo 3: How Microsoft Labs Invented a New Science of Play
Clive Thompson

The testing lab for Halo 3 at Bungie Studios looks like a psychology testing lab.  It has a play station set up to look like a living room, the game is digitally recorded on screen, and there are cameras on the players.  Randy Pagulayan’s job is to find flaws in the game that the designers wouldn’t see.  He studies rival game titles as well to see how Halo matches up.  “They’re trying to divine the golden mean of fun” (2).  The game should accommodate both hardcore fans and new players.
The lab uses heat maps on the games to find unfair terrain advantages and see where players die.  The game has not been designed in harmony because the development team is so big, so this kind of testing can find discrepancies between levels designed by different people.  The designers first create weapons, levels and situations.  Then the test leads monitor hundreds of people playing them.  Every two weeks there are 20 playtesters brought in.  Sometimes they engage in think-aloud protocols, and sometimes they answer questions from pop up boxes on screen every couple minutes.  The team records snapshots of where players are located after specific time intervals to judge the flow of the game.  Problems with the game are then analyzed and designers iterate by making small changes that subtly direct players’ movement along the correct path.

Isbister & Schaffer (2008). Game Usability, chapters 5.

Let the Game Tester Do the Talking: Think Aloud and Interviewing to Learn About the Game Experience

Henriette (Jettie) C.M. Hoonhout

In usability testing the researcher wants to look inside the tester’s head.  This isn’t really possible but we come close with think alouds and interviews where testers verbalize their experiences.  Typical issues include:
-interesting and adequate challenge
-continuous challenge
-different elements contribute to the experience
-player learning the game
-social interactions developing
-easy controls

Think Aloud:
Here players verbalize their thought process as they play.  This is concurrent or retrospective.  This results in valid data if the researcher is prepared.  However, it’s time consuming, players don’t always have words and they think faster than they speak.  Researchers should give reminders to keep talking, record and transcribe the report, and take notes.  They should analyze the material into categories, and compare with other researchers.  An alternative is to not conduct a formal think aloud, but still record what testers say.

Interviewing:
An interview collects qualitative data regarding opinions and attitudes.  Mistakes can be detected and corrected, and testers can elaborate in interviews.  A semi structured interview has defined topics but not defined wording or order.  Interviewers may show testers their playtest footage to get their retrospective response.  Questions should not be coercive, leading or condescending.  Interview analysis includes transcribing, dividing into chunks, categorizing and analyzing.
Interviews require social skills and training, and sometimes produce conflicting data.

The best approach for usability testing is to use mixed methods.

Article of choice:
Successful Playtesting In Swords & Soldiers

Jeroen van der Heijden

The game is an RTS where the player has to build soldiers and cast spells.  The playtesting session was for the game’s release on a new platform, moving to Playstation from the Wii.  The point-and-click mechanic may be a problem on the Sony controller.
The research questions addressed the learning curve and the controls/UI.  The target audience were people familiar with PS controls, aged between 14-30, RTS players.  8 participants were selected.
The sessions included an inconspicuous camera focusing on the player, a lightweight camera on the controller, an eye tracker, recording of spontaneous player comments and an observation room.  The testers played for 30 minutes and then had a semi-structured interview.
The company didn’t have enough time or money to use biometrics, so they instead observed players emotional state (facial expressions, body language).  They did employ eye tracking, which was good for observing menu/interface use, but not gameplay.
The issues they found included a confusing menu for upgrading soldiers and spells and lengthy tutorial text.
They learned:
Eight players is more than enough for testing usability, menu issues.
The controller cam was only useful in the post-test interview, but confusing to watch during testing.
Observing player experience was good but limited.  Watching posture to see engagement was more useful.

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Isbister, K., & Schaffer, N. (2008). Game Usability. New York: Morgan Kaufman. Chapters 6 – 9

Chapter 6

Heuristic Evaluation of Games

Noah Shaffer

Shaffer talks about heuristics as an alternative to user testing; it’s the “discount method” (79).  This is good for game studios with little time and money.
Heuristic evaluation is basically guideline-based methods, or shortcuts, for usability evaluation.  This method is not so useful for academics, but very useful for getting feedback on specific interfaces.
Nielsen’s 10 Heuristics are mentioned (80) that include good categories but don’t help game developers find the problems with usability.  Nielsen’s heuristics are also not specifically about games.  A number of other heuristic list developers are mentioned who have heuristics that suffer mostly from lack of specificity.  Shaffer himself created a list of heuristics for evaluation of game usability that included points like, “use natural control mappings,” and “don’t make it easy for players to get stuck or lost” (82).  But even his list cannot be applied to all games.
Heuristics help when they are implemented early and often, to avoid having to redesign or recode later (after finding out that the game isn’t usable).  However, it’s good to keep in mind that, even with heuristics, it’s impossible to anticipate all user problems (there is still room for user testing!).
How to do heuristic evaluation?
1. Three to five evaluators (at least one usability expert) look for violations of the heuristics in the game INDIVIDUALLY.
2. They combine their findings into a master list.
3.  They organize the problems in order of severity, and give recommendations.

Remember: don’t confuse heuristics with usability testing or with standards.  They are simply guidelines for evaluation, not rules for design, and they don’t represent the reactions of all players.

Chapter 7
Usability and Playability Expert Evaluation
Sauli Laitinen

Expert evaluators look for problems, create reports, and suggest solutions.  Their work is meant to aid game developers.  In expert evaluation, this is what’s being evaluated:
-Game Usability – is the game easy to learn? does it support user interactions?
-Gamplay – the user interface is ignored and the game itself is focused on. The goal is to remove unintended challenges, and increase fun.
-Platform and game type – the platform should support the gameplay.
All three of the above aspects are related and need evaluating.

How evaluation is done:

-Two or three evaluators review the game, for different experts find different problems.  More than three experts is too many.
-Double experts are experts in both usability and gaming.
-Evaluators should be external, not the same people as the designers.

When to evaluate:

-Early, with design documents and paper prototypes. This allows evaluation of basic usability and gameplay.
-Working prototypes, you can evaluate parts of the game independently.
-Nearly complete game, study all the aspect of the game – it’s bad to wait until this point to evaluate because it takes time to fix problems.
-The expert evaluation should be done BEFORE playtesting sessions.
-The process of evaluation should be iterative.

The process:
-Plan the work: developers introduce the game to evaluators and inform them about bugs, missing pieces, or places to pay attention to.
-Evaluators review the game, maybe with cheats/short cuts to reduce time.
-Evaluators create a list of problems and possible solutions.  This usually takes one-three days.
-Evaluators create a report of the findings, in order of severity, rating, description, solution, etc.  And often with a summary of key findings.
-Evaluators report the finds to developers.  The whole process takes one – one and a half weeks.

Heuristics:

Here are two long lists of heuristics.

Usability Heuristics (103 – 105):
-consistency – no unnecessary exceptions
-provide feedback – after each action taken within the game
-easy to use/understand terminology
-minimize player’s memory load -(this is like gee’s on-demand, just-in-time information)
-avoid errors- prevent the player from making mistakes
-provide help – learning how to play
-simple and clear menus
-avoid mixing user interface and game interface
-screen layout is efficient and visually pleasing
-audiovisuals support the game
-game controls are flexible and convinient – and players can configure their own controls

Gameplay Heuristics (106 – 108):
(This list uses abbreviated language)
-clear goals provided
-player sees the progress in the game
-rewards are meaningful
-player is in control
-balance of challenge, strategy and pace
-encouraging first impression
-story supports gameplay
-no repetitive or boring tasks
-game supports different playing styles
-the game progresses (not stagnate)
-the game is consistent
-use of orthogonal unit differentiation – different objects have different purposes
-player doesn’t lose hard-won possessions
-players can express themselves

Chapter 8
Interview with Eric Schaffer, Ph.D., CEO of Human Factors International

Interviewer: Noah Schaffer

This interview focuses on usability standards.

Usability standards increase the speed and cost of development about 10%.  They are:
design principles: like “use short words, write in the active voice”
design standards: so the game meets players’ expectations
methodological standards: systematic processes to help usability professional, not the design of the game

Design standards should be reusable templates or examples.  This includes details like colors, fonts, and positioning.

The creation of these standards is collaborative, made by a committee.  This committee designs example screens, makes a game with those screens, evaluates the game, and iterates to create the standards.  Finally, the usability committee enforces these standards on the designers.

Chapter 9
The Science Behind the Art of Game Design
Chris Swain

This chapter lists 8 metric-based game design techniques.  Metrics help the game designer’s revision process, for they are something that can be measured, adding the scientific method to game design.

Techniques:
1. Feature Design: Metacritic
Metacritic is a website the compiles reviews on games from many sources into one score. High scoring games on metacritic usually have 20+ hours of content, choice for the player, replayability,     quality audiovisual, easy controls, a storyline, interactive world (AI), and a responsive camera.  Low scoring games are not unique, too linear, and too difficult.  These are important points, but the author cautions “don’t be a slave to metracritic data” and “know the rules so you can break them” (124).

2. Feature Design: Morphological Analysis = Analytical Creation
(from Michael Michalko’s Thinkertoys)
An idea box is when you define a set of parameters for the topic, list as many elements under each parameter as possible, and then select and combine listed parameters.  Here, examples are given for character design (125), parameters being head, eyes, ears, etc., and elements being round, egg-shaped, hero chin, etc.   This process helps generate a ton of ideas quickly, provides an analytical approach to creativity, and is repeatable.

3. Mechanics Design: Quantifying Emotions
Nicole Lazzaro defines four types of emotion in player experience:
fiero (personal triumph)- ex. puzzles
curiosity – ex. role-playing
amusement – ex. cooperation
relaxation/excitement – ex. repetition/rhythm

Games that evoke three or more of these emotions do better in the marketplace.  These games offer more ways for the player to feel.

4. Level Design: Heat Maps
A heat map shows where events happen in the game level, like where a player dies.  Heat maps are more convincing than written reports, because
they are so precise and are unbiased analyses.

5. Level Design: “Time Spent” Reports
Here the in-game behavior of playtesters is tracked by instrumentation software.  The software looks at relationships of time spent doing different activities in the level.  Playtester perception may be skewed by cool features or by a frustrating event.  Designer perception can be skewed by their own infatuation with their design.  Numbers are useful to help negotiate when team members have different opinions.
“One measurement is worth fifty expert opinions” Howard Sutherland (133).

6. Level Design: Track Engagement with Bio-sensors
Sensors can measure brain waves, temperature, breath, heart rate, physical motion, and eye movement.  They can track adrenaline, thought, and positive emotions.  This gains more precise data than simply asking players.  Studies have shown that a balance of high and low engagement (in 5 minute intervals) creates player satisfaction (134-135).

7. Control Design: Simplifying Controls
A good control scheme is integral to a game’s design.  This includes both hardware and on-screen controls.  The rule of thumb is “as few controls as possible.”  Activision developed a system called Control Dimensionality that scores games based on their control schemes.  A game with really simple controls has a lower score. Activision rates its own games against games in the same genre to see if the control schemes are similar.

8. Experience Design: Playcentric Design
The player experience should be the central focus when designing a game.  So playtesters should be integrated in the design process form the very beginning.  Applying metrics to the playtest sessions can help make informed creative decisions.


Article of Choice:

Resetting Accessibility in Games
by Dennis Scimeca

http://www.gamasutra.com/view/feature/6239/resetting_accessibility_in_games.php

This article talks about improving usability in games for disabled populations, and how that actually improves games for everyone.  Difficult user interfaces are most often deal-breakers, especially for newer gamers (and there are more new gamers than experts).

Some control schemes are difficult for motion impaired users who can’t hold down two buttons at a time (they are also difficult for non-gamers in general).  However, a control scheme that requires single keystrokes, not only helps disabled gamers, but lets everyone remember the control scheme easier.

The article continues to talk about the importance of pacing, scaffolding users into harder gameplay, and allowing them to pause or slow down the game.  Valve’s Left for Dead was acclaimed by the disabled gaming community for many features, including its pause button.  Using drills to practice within the game is also beneficial for all players – practicing attacks, for example, could be an early level in the game.

An accessable game company in MA explained that they talk to parents, therapists, and teachers before they even begin designing the game.  They need to hit their mark before they start designing because backtracking is very expensive, and it’s difficult to simplify a complex game.

The take-home point is that designing games for disables populations, older gamers, younger gamers, and newer gamers, can actually benefit many hardcore gamers as well.

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