Ioanna Iacovides

Do games attract or sustain engagement in citizen science?: a study of volunteer motivations

Increasingly, games are being incorporated into online citizen science (CS) projects as a way of crowdsourcing data; yet the influence of gamification on volunteer motivations and engagement in CS projects is still unknown. In an interview study with 8 CS volunteers (4 from Foldit, 4 from Eyewire), we found that game elements and communication tools are not necessary for attracting new volunteers to a project; however they may help to sustain engagement over time, by allowing volunteers to participate in a range of social interactions and through enabling meaningful recognition of achievements.

Game-Play Breakdowns and Breakthroughs: Exploring the Relationship Between Action, Understanding, and Involvement

Game developers have to ensure their games are appealing to, and playable by, a range of people. However, although there has been interest in the game-play experience, we know little about how learning relates to player involvement. This is despite challenge being an integral part of game-play, providing players with potential opportunities to learn. This article reports on a multiple case-study approach that explored how learning and involvement come together in practice. Participants consisted of a mix of gamers and casual players. Data included interviews, multiple observations of game-play, postplay cued interviews, and diary entries. A set of theoretical claims representing suggested relationships between involvement and learning were developed on the basis of previous literature; these were then assessed through a critical examination of the data set. The resulting theory is presented as 14 refined claims that relate to micro and macro involvement; breakdowns and breakthroughs in action, understanding, and involvement; progress; and agency, meaning and compelling game-play. The claims emphasize how players experience learning via breakthroughs in understanding, where involvement is increased when the player feels responsible for progress. Supporting the relationship between learning and involvement is important for ensuring the success of commercial and educational games.

The Gaming Involvement and Informal Learning Framework

Aim. This article presents a model of how gaming involvement and informal learning come together in practice. Method. Based on a series of interviews, case studies, and a wider survey, the Gaming Involvement and Informal Learning (GIIL) framework indicates how involvement with a variety of gaming practices can lead to a range of different learning experiences. Results. The framework is able to account for both how and what people learn from gaming while also highlighting the influence of player identity. Further, the iterative relationship between identity, involvement, and learning is emphasized: The more strongly someone identifies themselves as a gamer, the greater their micro- and macro-level involvement and the more likely they are to learn from their gaming experiences. Conclusion. The implications of the findings are discussed with regard to informal and formal learning.

Removing the HUD: The Impact of Non-Diegetic Game Elements and Expertise on Player Involvement

Previous research has shown that player involvement can be influenced by a range of factors, from the controllers used to the perceived level of challenge provided by the game. However, little attention has been paid to the influence of the game interface. Game interfaces consist of both diegetic (that can be viewed by the player-character, e.g. the game world) and non-diegetic components (that are only viewed by the player, e.g. the heads-up display). In this paper we examine two versions of a first-person shooter game to investigate how immersion is influenced through interacting with a diegetic and non-diegetic interface. Our findings suggest that the removal of non-diegetic elements, such as the heads-up display, is able to influence immersion in expert players through increasing their cognitive involvement and sense of control. We argue that these results illustrate the importance of considering the role of expertise in relation to how particular design choices will influence the player experience.

Investigating the relationships between informal learning and player involvement in digital games

In the last few years, digital games have become increasingly popular with both ‘hardcore’ and ‘casual’ audiences. At the same time, it has been argued that games can be powerful learning environments, since they are seen to encourage active and critical learning through participation in affinity groups and semiotic domains but there is a need for further empirical evidence to explore how this participation occurs and how prevalent it actually is. In addition the effectiveness of games within education indicates mixed results, though it has been suggested that this may indicate that learning through immersive worlds involves a more complex understanding of learning, one that is not so easy to tie to specified learning outcomes. It would seem the area would benefit from research that seeks to develop our understanding of how player involvement and learning come together in this context. This paper presents the preliminary results of a survey carried out in order to explore these issues. The initial findings suggest that how a player identifies as a gamer relates to what they think they gain from their gaming experiences with respect to learning.

Infusion device standardisation and dose error reduction software

In 2004, the National Patient Safety Agency (NPSA) released a safety alert relating to the management and use of infusion devices in England and Wales. The alert called for the standardisation of infusion devices and a consideration of using centralised equipment systems to manage device storage. There has also been growing interest in smart-pump technology, such as dose error reduction software (DERS) as a way to reduce IV medication errors. However, questions remain about the progress that has been made towards infusion device standardisation and the adoption of DERS. In this article, the authors report the results of a survey investigating the extent to which the standardisation of infusion devices has occurred in the last 10 years and centralised equipment libraries are being used in practice, as well as the prevalence of DERS use within the UK. Findings indicate that while reported standardisation levels are high, use of centralised equipment libraries remains low, as does DERS usage.

Exploring the Current Landscape of Intravenous Infusion Practices and Errors (ECLIPSE): protocol for a mixed-methods observational study

Introduction Intravenous medication is essential for many hospital inpatients. However, providing intravenous therapy is complex and errors are common. ‘Smart pumps’ incorporating dose error reduction software have been widely advocated to reduce error. However, little is known about their effect on patient safety, how they are used or their likely impact. This study will explore the landscape of intravenous medication infusion practices and errors in English hospitals and how smart pumps may relate to the prevalence of medication administration errors. Methods and analysis This is a mixed-methods study involving an observational quantitative point prevalence study to determine the frequency and types of errors that occur in the infusion of intravenous medication, and qualitative interviews with hospital staff to better understand infusion practices and the contexts in which errors occur. The study will involve 5 clinical areas (critical care, general medicine, general surgery, paediatrics and oncology), across 14 purposively sampled acute hospitals and 2 paediatric hospitals to cover a range of intravenous infusion practices. Data collectors will compare each infusion running at the time of data collection against the patients medication orders to identify any discrepancies. The potential clinical importance of errors will be assessed. Quantitative data will be analysed descriptively; interviews will be analysed using thematic analysis. Ethics and dissemination Ethical approval has been obtained from an NHS Research Ethics Committee (14/SC/0290); local approvals will be sought from each participating organisation. Findings will be published in peer-reviewed journals and presented at conferences for academic and health professional audiences. Results will also be fed back to participating organisations to inform local policy, training and procurement. Aggregated findings will inform the debate on costs and benefits of the NHS investing in smart pump technology, and what other changes may need to be made to ensure effectiveness of such an investment.

The False Dichotomy between Positive and Negative Affect in Game Play

Most of the time games make us happy, but sometimes they are frustrating or make us feel sad. They allow us to experience pleasure, success and joy, but they can also yield feelings of frustration, failure, or sorrow from darker themes. In games, we can experience the full range of emotions -- both positive and negative. While a positive experience is often the goal, there are many ways in which negative affect can enhance play. First, the almost masochistic experience of failure and frustration within play can lead to intense positive feelings when overcome. Second, negative emotional experiences, such as feeling uncomfortable, guilty, or sad can also provide additional emotional range that is valued by players. Third, a number of games have emerged in recent years that encourage players to think about difficult or challenging issues that are unlikely to engender positive emotions. The CHIPLAY 2015 False Dichotomy Workshop focuses on the range of valence in games and invites experts from across fields to contribute to our understanding of the interplay between positive and negative affect within play. The workshop goals are to investigate the interplay between positive and negative affect, identify gaps in our knowledge, determine future research directions, and build the community of people interested in the false dichotomy between positive and negative affect in games. The workshop will consist of a brief introduction game, followed by group brainstorming, small group interaction, and a closing plenary discussion.

MOODs: building massive open online diaries for researchers, teachers and contributors

Internet-based research conducted in partnership with paid crowdworkers and volunteer citizen scientists is an increasingly common method for collecting data from large, diverse populations. We wanted to leverage web-based citizen science to gain insights into phenomena that are part of peoples everyday lives. To do this, we developed the concept of a Massive Open Online Diary (MOOD). A MOOD is a tool for capturing, storing and presenting short updates from multiple contributors on a particular topic. These updates are aggregated into public corpora that can be viewed, analysed and shared. MOODs offer a novel method for crowdsourcing diary-like data in a way that provides value for researchers, teachers and contributors. MOODs also come with unique community-building and ethical challenges. We describe the benefits and challenges of MOODs in relation to Errordiary.org, a MOOD we created to aid our exploration of human error.

Designing for Emotional Complexity in Games: The Interplay of Positive and Negative Affect

People play games for the experience, and one of the aims of player experience research is to understand what constitutes and contributes to positive gaming experiences. Emotionally challenging and uncomfortable game play experiences have been largely neglected, as they are seemingly at odds with the fields focus on fun and positive affect. We argue that the positively-biased perspective on desirable emotions in games misses out on opportunities that the interplay between positive and negative emotions offers. A previous workshop at CHI PLAY 2015 covered this missed opportunity by focusing on the false dichotomy between positive and negative affect, and identified a number of factors, both personal and contextual, which determine when players will value emotional game experiences that go beyond the purely positive. The present workshop is a continuation of this effort, putting the spotlight on the complexity of emotional experience and how it evolves throughout game play. Crucially, a central aspect of this workshop is to get participants thinking more about the design and evaluation of these types of experiences, by allowing hands-on game design exercise for the examined emotional experiences.