Ruth Castillo
Visiting Ph.D. Student, Educational Games
Ruth is an Interdisciplinary Ph.D. student with a concentration in Computer Science and Curriculum & Instruction at New Mexico State University (NMSU), USA under the supervision of Dr. Zachary O. Toups and Dr. Karin Wiburg, and a visiting researcher at the HCI Games Group. She holds a Master in Management of Information Technologies from Instituto Tecnologico de Estudios Superiores de Monterrey (ITESM), Mexico and she is a Computer Engineer from the Universidad Autonoma de Ciudad Juarez (UACJ), Mexico. Her main research interests are game design theories and game development of serious, educational and learning games that enhance critical thinking and problem solving skills. She worked for several years as a software developer and as part time faculty of UACJ. She visited Universidad de Quilmes, Argentina as part of an administrative staff exchange when working in the International Office of exchange affairs at UACJ.
Projects
Publications
Year 2018
Ruth C. Torres. 2018. Computer Games As Learning Tools: Teachers Attitudes & Behaviors. In
Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '18 Extended Abstracts. Melbourne, Australia. ACM.
doi:10.1145/3270316.3270611 @inproceedings{Castillo2018,
abstract = {Most of the research in the field of educational game design has been focused on the effectiveness of games in learning and the engagement gains. Very little research has been done to study how teachers use games in the classroom and how this interaction impacts the game development process to end up with an effective learning tool. More information is needed on how teachers can design connecting activities to go with games. This paper highlights the author's studies examining how teachers behaviors and attitudes impact educational game design and its classroom implementation.},
address = {Melbourne, Australia},
author = {Castillo, Ruth Torres},
booktitle = {Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play - CHI PLAY '18 Extended Abstracts},
doi = {10.1145/3270316.3270611},
isbn = {9781450359689},
publisher = {ACM},
title = {{Computer Games As Learning Tools : Teachers Attitudes {\&} Behaviors}},
year = {2018}
}Most of the research in the field of educational game design has been focused on the effectiveness of games in learning and the engagement gains. Very little research has been done to study how teachers use games in the classroom and how this interaction impacts the game development process to end up with an effective learning tool. More information is needed on how teachers can design connecting activities to go with games. This paper highlights the author’s studies examining how teachers behaviors and attitudes impact educational game design and its classroom implementation.
Sultan Alharthi,
Ruth C. Torres, Ahmed S. Khalaf, Zachary O. Toups, Igor Dolgov, and
Lennart E. Nacke. 2018. Investigating the Impact of Annotation Interfaces on Player Performance in Distributed Multiplayer Games. In
Proceeding of the 2018 ACM Conference on Human Factors in Computing Systems - CHI 2018. Montreal, QC, Canada. ACM, 314.
doi:10.1145/3173574.3173888 @inproceedings{Alharthi2018a,
author = {Alharthi, Sultan A. and Torres, Ruth C. and Khalaf, Ahmed S. and Toups, Zachary O. and Dolgov, Igor and Nacke, Lennart E.},
booktitle = {Proceedings of the SIGCHI Conference on Human Factors in Computing Systems - CHI '18},
doi = {10.1145/3173574.3173888},
publisher = {ACM},
title = {{Investigating the Impact of Annotation Interfaces on Player Performance and Collaborative Planning in Games}},
year = {2018}
}In distributed multiplayer games, it can be difficult to communicate strategic information for planning game moves and player interactions. Often, players spend extra time communicating, reducing their engagement in the game. Visual annotations in game maps and in the gameworld can address this problem and result in more efficient player communication. We studied the impact of real-time feedback on planning annotations, specifically two different annotation types, in a custom-built, third-person, multiplayer game and analyzed their effects on player performance, experience, workload, and annotation use. We found that annotations helped engage players in collaborative planning, which reduced frustration, and shortened goal completion times. Based on these findings, we discuss how annotating in virtual game spaces enables collaborative planning and improves team performance.
Sultan Alharthi, Nicolas LaLone, Ahmed S. Khalaf,
Ruth C. Torres,
Lennart E. Nacke, Igor Dolgov, and Zachary O. Toups. 2018. Practical Insights into the Design of Future Disaster Response Training Simulations. In
15th International Conference on Information Systems for Crisis Response and Management (ISCRAM 2018). Rochester, NY, USA. .
@inproceedings{Alharthi2018b,
abstract = {A primary component of disaster response is training. These educational exercises provide responders with the knowledge and skills needed to be prepared when disasters happen. However, traditional training methods, such as high-fidelity simulations (e.g., real-life drills) and classroom courses, may fall short of providing effective and cost-efficient training that is needed for today's challenges. Advances in technology open a wide range of opportunities for training using computer-mediated simulations and exercises. These exercises include the use of mixed reality games and wearable computers. Existing studies report on the usefulness of these technologies for training purposes. This review paper synthesizes prior research and development of disaster response simulations and identifies challenges, opportunities, and lessons learned. Through this review, we provide researchers and designers with an overview of current practices in designing training simulations and contribute practical insights into the design of future disaster response training.},
author = {Alharthi, Sultan A and LaLone, Nick and Khalaf, Ahmed S and Torres, Ruth and Nacke, Lennart and Dolgov, Igor and Toups, Zachary O},
booktitle = {15th International Conference on Information Systems for Crisis Response and Management (ISCRAM 2018)},
isbn = {9780692127605},
issn = {24113387},
keywords = {Training Disaster Response Mixed Reality Simulation},
title = {{Practical Insights into the Design of Future Disaster Response Training Simulations}},
year = {2018}
}A primary component of disaster response is training. These educational exercises provide responders with the knowledge and skills needed to be prepared when disasters happen. However, traditional training methods, such as high-fidelity simulations (e.g., real-life drills) and classroom courses, may fall short of providing effective and cost-efficient training that is needed for today’s challenges. Advances in technology open a wide range of opportunities for training using computer-mediated simulations and exercises. These exercises include the use of mixed reality games and wearable computers. Existing studies report on the usefulness of these technologies for training purposes. This review paper synthesizes prior research and development of disaster response simulations and identifies challenges, opportunities, and lessons learned. Through this review, we provide researchers and designers with an overview of current practices in designing training simulations and contribute practical insights into the design of future disaster response training.
