Curioscape: A Curiosity-driven Escape Room Board Game
Abstract
Demystifying the First-Time Experience of Mobile Games: The Presence of a Tutorial Has a Positive Impact on Non-Expert Players’ Flow and Continuous-Use Intentions
Abstract
Food Literacy while Shopping: Motivating Informed Food Purchasing Behaviour with a Situated Gameful App
Abstract
Game Atmosphere: Effects of Audiovisual Thematic Cohesion on Player Experience and Psychophysiology
Abstract
Gamification of Older Adults’ Physical Activity: Thematic Analysis of an Eight-Week Experimental Study
Abstract
How to Gamify Learning Systems? An Experience Report using the Design Sprint Method and a Taxonomy for Gamification Elements in Education
Abstract
Imi Pono: Creating an Ethical Framework for User Experience Design
Abstract
Keep Calm and Ride Along: Passenger Comfort and Anxiety as Physiological Responses to Autonomous Driving Styles
Abstract
LightPlay: An Ambient Light System for Video Game Indicators and Notifications
Abstract
Me, Myself, and Not-I: Self-Discrepancy Type Predicts Avatar Creation Style
Abstract
Older Adults’ Motivation for Physical Activity Using Gamified Technology: An Eight-Week Experimental Study
Abstract
Personal Space in Play: Physical and Digital Boundaries in Large-Display Cooperative and Competitive Games
Abstract
Playing in the backstore: interface gamification increases warehousing workforce engagement
Abstract
Technology Facilitates Physical Activity Through Gamification: A Thematic Analysis of an 8-Week Study
Abstract
The Potential Disconnect between Time Perception and Immersion: Effects of Music on VR Player Experience
Abstract
Validating the effectiveness of data-driven gamification recommendations: An Exploratory study
Abstract
What is it Like to Be a Game?-Object Oriented Inquiry for Games Research, Design and Evaluation
Abstract
Which one is the best? A quasi-experimental study comparing frameworks for unplugged gamification
Abstract
gamified environments in education, there is still difficulty in making end-users
(e.g., teachers, instructors, and designers) use these services and assess which
ones are most appropriate for their context. We tackled this challenge by comparing two frameworks to design a gamified non-virtual class, through a quasiexperimental study. Our main results indicate that one of the frameworks (Six
Steps to Gamification - 6D) proved to be more adaptable to the context and the
other (GAMIFY-SN) was more complete to associate the gamification elements
within the instructor’s final objectives in the gamified class. Thus, our results
promote a contribution to end-users through insights on which the most suitable
framework to use in each situation." It Started as a Joke" On the Design of Idle Game
Abstract
A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation
Abstract
a trend. However, the literature states that gamification still lacks
formal definitions to support the design of gamified strategies.
This paper aims to create a taxonomy for the game elements,
based on gamification experts’ opinions. After a brief review
from existing work, we extract first the game elements from the
current state of the art, and then evaluate them via a survey with
19 gamification and education experts. The resulting taxonomy
taxonomy included the description of 21 game elements and their
quantitative and qualitative evaluation by the experts. Overall,
the proposed taxonomy was in general well accepted by most of
the experts. They also suggested expanding it with the inclusion
of Narrative and Storytelling game elements. Thus, the main
contribution of this paper is proposing a new, confirmed taxonomy
to standardise the terminology used to define the game elements
as a mean to design and deploy gamification strategies in the
educational domain.Audio Habits and Motivations in Video Game Players
Abstract
Automatic game experience identification in educational games
Abstract
Cross-Car, Multiplayer Games for Semi-Autonomous Driving
Abstract
Do Cognitive Styles Influence Collective Sensemaking in Distributed Multiplayer Games?
Abstract
skills [Salas et al. 1992]. In distributed multiplayer games, players need to constantly coordinate actions with each other and collectively make sense of the game objectives to succeed as a team [Alharthi
et al. 2018b]. This is achieved by players processing and exchanging information among team members through game interfaces [Wuertz et al. 2018; Toups et al. 2014]. To better support collaborating
in distributed multiplayer games, we need to understand the human factors that influence how teams
collect, process, and share game information [Alharthi et al. 2018a; Raptis et al. 2016].
Team cognition is one of the human factors that influences collaboration [Gutwin and Greenberg
2004]. Each team member, based on their unique cognitive characteristics, develops a specific approach
to process information and engage in both individual and collective sensemaking activities [Weick
1995]. Sensemaking is a process performed in order to understand a situation and make decisions [Weick 1995]. The need for sensemaking arises in shifting environments, when new challenges, opportunities, and tasks are emergent [Toups et al. 2016]. Information seeking is an essential part of the
process of collective sensemaking, in which information are collected, shared, filtered, processed, authenticated, and interpreted to extract what is needed to understand a situation and effectively work
together as a team [Weick 1995].
Individuals develop different approaches to collect and process information in complex environments. Such different approaches are known as cognitive styles [Kozhevnikov 2007]. A well-known
cognitive style is Field Dependence—Independence (FD-I), which identifies two extremes: field dependent (FD) – integrating information from surrounding context – and field independent (FI) – able to
separate visual information from surrounding context [Witkin et al. 1977]. Considering that people
with disparate cognitive styles process information differently, cognitive styles are expected to play an
important role in the success of teamwork and how teams engage in collective sensemaking activities
in distributed multiplayer games [Chujfi and Meinel 2015].
Based on our motivation and study of related work [Hong et al. 2012; Witkin and Goodenough 1976;
Nisiforou 2015; Raptis et al. 2016; 2018; Michailova and Sidorova 2011], we expect people characterized as FI to be beneficial to teams playing games that involve seeking, processing, and sharing information, as they tend to deconstruct complex scenes faster [Witkin and Goodenough 1976], perform
fewer but more accurate movements [Hong et al. 2012], adopt a more exploratory information seeking
strategy [Raptis et al. 2016], be more engaged in enriched visual contexts [Raptis et al. 2018], and are
less dependent on contextual cues and visualized guiding information [Michailova and Sidorova 2011].Effects of Background Music on Risk-Taking and General Player Experience
Abstract
ExerCube vs. Personal Trainer: Evaluating a Holistic, Immersive, and Adaptive Fitness Game Setup.
Abstract
Exploring content game elements to support gamification design in educational systems: narrative and storytelling
Abstract
Exploring Interaction Fidelity in Virtual Reality: Object Manipulation and Whole-Body Movements
Abstract
Gamification journey: A Novel approach for classifying gamer types for gamified educational systems
Abstract
often related to the student’s motivation and performance in
specific tasks. However, what stimulates one student does not
always have the same result with another one. Thus, some
methods were developed to group and identify gamification
users preferences, called “gamer types”. By identifying the
“gamer type” of a user, it is possible to tailor a gamified
educational system (GES) to achieve better results. This approach, however, has some limitations, such as the fact that
these classifications are based on the behavioral profiles of
gamers and that, in order to identify the profile, the process is
relatively complex and time-consuming. This paper proposes a
new approach in the identification of student’ profiles for use
in a GES, using Jung’s 12 universal archetypes, concepts of the
Peirce’s Triadic Semiosis, and the Campbell’s Hero’s Journey.
We address these concepts and how it was related in the design
process of avatar creation interfaces for a GES focused on the
game elements of narrative and storytelling.Human-Computer Interaction–INTERACT 2019: 17th IFIP TC 13 International Conference
Narrative for Gamification in Education: Why Should you Care?
Abstract
Take Back Control: Effects of Player Influence on Procedural Level Generation.
Abstract
The Development of" Orbit" The Collaborative BCI Game for Children with AD (H) D
Abstract
Thinking Inside the Box: How to Tailor Gamified Educational Systems Based on Learning Activities Types
Abstract
Towards Automatic Flow Experience Identification in Educational Systems: A Theory-driven Approach
Abstract
Towards Socially Immersive Fitness Games: An Exploratory Evaluation Through Embodied Sketching
Abstract
Emotion-based Dynamic Difficulty Adjustment Using Parametrized Difficulty and Self-Reports of Emotion
Abstract
Exploring intended and unintended uses of (e)books as design inspiration for ambient displays in the home
Abstract
How to publish research results for academic and non-academic audiences
Abstract
Textile Manager: Design and Development of a Persuasive Game about Sustainable Textile Production
Abstract
A comparison of system-controlled and user-controlled personalization approaches
Abstract
Defining Gamification Video
Abstract
Evaluating VR Driving Simulation from a Player Experience Perspective
Abstract
Exploring the Role of Audio in Games
Abstract
Foreword: 1st Workshop on Gamification and Games for Learning
How Multidisciplinary is Gamification Research? Results from a Scoping Review
Abstract
LiverDefense: how to employ a tower defense game as a customisable research tool
Abstract
Positive Computing: A novel research field to promote human well-being
Abstract
Proceedings of the positive gaming: Workshop on gamification and games for wellbeing–Preface
Abstract
Rising to the Challenge: An Emotion-Driven Approach Toward Adaptive Serious Games
Abstract
UMAP 2017 Fifty Shades of Personalization-Workshop on Personalization in Serious and Persuasive Games and Gameful Interactions: Organizers' Welcome & Organization
Abstract
An introduction to gamification in human-computer interaction
Abstract
Biometrics in a Data Driven World: Trends, Technologies, and Challenges.
Bool the Miner: Relying on Ghost Companions to Solve Boolean Equations
Abstract
Design and preliminary validation of the player experience inventory
Abstract
Games of the Heart and Mind: Affective Ludology and the Development of Emotionally Aware Player Experiences.
Playtesting for indie studios
Abstract
The QoS-MO Ontology for Semantic QoS Modeling
Abstract
Towards Player-Centric Adaptivity: Interactions of Gameplay Behaviour and Player Traits in a Survival Game
Abstract
2015 Annual Symposium on Computer-Human Interaction in Play
Abstract
The call for papers attracted submissions from Asia, Canada, Australia, Europe, and the United States. We selected a program committee of experts in human-computer interaction and game research to lead the scientific review process. All full papers were blind reviewed by peer reviewers as well as a committee member. Accepted papers are published in the ACM Digital Library.Actionable Inexpensive Games User Research.
Abstract
Collaborative Multi-Touch Clinical Handover System for the Neonatal Intensive Care Unit
Abstract
and coordinated care performed by multidisciplinary healthcare teams. Since the infant’s care is
not provided by a single, individual physician during the infant’s hospital stay, clinical handover
is essential to enable the transfer of health information between physicians involved in the infant’s
care. OEEG Emotion Recognition in Videogane Play
Abstract
gameplay, which aims to contribute to Games User Research as an emerging discipline in the study of videogame design and their interaction with the players. In order to investigate emotion recognition several approaches for feature vector creation and classification algorithms were employed in order to assess which combination offered higher accuracy in classification. A maximum of 33.48% of classification accuracy was achieved by the Nearest Mean Classifier in the classification of four different emotions. Such low results suggests the collection and pre-processing of data from a dynamic activity, such as videogame play demands novel approaches for filtering the EEG, rejecting of artifacts and selection of the emotional model into which map the EEG brainwave oscillations.Gamifying Research: Strategies, Opportunities, Challenges, Ethics
Integrated Questionnaires: Maintaining Presence in Game Environments for Self-Reported Data Acquisition
Abstract
Mobile Augmented Reality as an Orientation Aid: A Scavenger Hunt Prototype
Abstract
Modelling human emotion in interactive environments: Physiological ensemble and grounded approaches for synthetic agents
Abstract
Vanishing scares: biofeedback modulation of affective player experiences in a procedural horror game
Abstract
games on player experience, we developed a procedural horror game (Vanish) capable of run-time level, asset, and event
generation. Vanish was augmented to interpret players’ physiological data as a simplified emotional state, mapping it to
a set of adaptation rules that modify the player experience.
To explore the effects of adaptation mechanisms on player
experience, we conducted a mixed-methods study on three
different versions of the game, two of which integrated varying biofeedback mechanisms. Players’ affective experiences
were objectively measured by analysing physiological data.
Additionally, subjective experience was recorded through
the use of the Game Experience Questionnaire. Our study
confirmed that biofeedback functionality had a statistically
significant effect on the ratings of player experience dimensions: immersion, tension, positive affect, and negative affect.
Furthermore, participants reported noticeable differences in
player experience, favouring the added depth present in the
biofeedback-enabled iterations of the game. In the future,
these conclusions will help to develop more immersive and
engaging player experiences.Design guidelines for Gamifying reading applications
Abstract
Evaluating social and cognitive effects of video games using electroencephalography
Abstract
First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play.
Abstract
The call for papers attracted submissions from Asia, Canada, Australia, Europe, and the United States. We selected a program committee of experts in human-computer interaction and game research to lead the scientific review process. All full papers were blind reviewed by peer reviewers as well as a committee member. Accepted papers are published in the ACM Digital Library.P.I.A.N.O.: Faster Piano Learning with Interactive Projection
Abstract
Synchronous Visualization of Video and Psychophysiological User Data
Abstract
uses both quantitative and qualitative methods. When a
Games User Researcher employs video recordings and
psychophysiological measures to collect player data
during a game, they need to correlate events from both
sources of data (physiological and video data). The
correlation of psychophysiological events with videos is
regularly done manually, which consumes time. We
propose a prototype for an application that combines
such data sources of player sessions, allowing a
researcher to visualize regions of interest of the video
in relation to the specified psychophysiological activity
parameters set.Understanding difficulty, your brain and challenge
Abstract
User Research for 3D Display Settings with EEG Frontal Alpha Asymmetry
Abstract
is currently debated for creating immersive player
experiences. In this project, we investigate how
stereoscopic 3D can work in games that make use of
depth information in 2D overlays and how this affects
physiological brain responses (EEG) indicating player
arousal. We conducted a pilot study to determine
whether stereoscopic 3D is more arousing than other
depth techniques such as shadow cues and heads-up
displays (HUD). Participants played a game with
multiple game maps in different display conditions:
stereoscopic 3D (S3D), heads-up display (HUD),
shadow (S), or none (N). The physiological results
showed no hemispheric activity difference by condition. Cycloshoot: Exergaming, Heart Rate, and User Experience.
Games User Research using EEG Techniques.
Gamification 2013: Gameful Design, Research, and Applications.
Abstract
This conference is the first of its kind and we will use this opportunity to unite the burgeoning area of gamification. Our program is a blend of academic research and experimental applications with industry and non-profit examples, procedures, best practices, goals and results. It gives an idea of what all is now possible in the field of gamification. Our topics range from using citizen science games for motivation to best practices of exergames and classroom gamification. Not to forget the necessary discussion of the overlap between serious games and gamification.Introducing a Biometric Storyboards Tool for Games User Research.
Abstract
Social Player Analytics in a Facebook Health Game
Storyboarding for Games User Research
Biometric Storyboards: An Industry-Friendly Method for Evaluating Affect and User Experience in Games
CycloShoot: A first-person shooter fitness game on a bicycle
Lennart Nacke on Marketing through Gamification & Reciprocity
Designing Affective Games Using Psychophysiological Input.
Evaluating Player Experience in Games
Bringing Game Design and Affective Evaluation to User Research and User Experience
How Mobile is Mobile Gaming? Contextual Influences on Mobile Player Experience–A Model Proposition
Abstract
Psychocological Correlations with Gameplay Experience Dimensions
Abstract
activity (EDA) and heart rate (HR) – and correlating
them with a gameplay experience questionnaire (GEQ) in
an attempt to establish this mixed-methods approach for
rapid application in a commercial game development
context. Results indicate that there is a statistically significant correlation (p < 0.01) between measures of psychophysiological arousal (HR, EDA) and self-reported UX
in games (GEQ), with some variation between the EDA
and HR measures. Results are consistent across three
major commercial First-Person Shooter (FPS) games.Configuration management of embedded operating systems using application-oriented system design
Abstract