Marc Hall

FearNot’s appearance: reflecting children’s expectations and perspectives

This paper discusses FearNot, a virtual learning environment populated by synthetic characters aimed at the 8-12 year old age group for the exploration of bullying and coping strategies. Currently, FearNot is being redesigned from a lab-based prototype into a classroom tool. In this paper we focus on informing the design of the characters and of the virtual learning environment through our interpretation of qualitative data gathered about interaction with FearNot by 345 children. The paper focuses on qualitative data collected using the Classroom Discussion Forum technique and discusses its implications for the redesign of the media used for FearNot. The interpretation of the data identifies that the use of fairly naive synthetic characters for achieving empathic engagement appears to be an appropriate approach. Results do indicate a focus for redesign, with a clear need for improved transitions for animations; identification and repair of inconsistent graphical elements; and for a greater cast of characters and range of sets to achieve optimal engagement levels.

Children's Emotional Interpretation of Synthetic Character Interactions

Using synthetic characters to support childrens personal, social and emotional education requires that the emotional response elicited from the children is that desired by educators and stakeholders. This paper discusses an approach to understanding childrens emotional interpretation of characters behaviour in a complex social situation. We outline this approach based on Theory of Mind concepts, that we have developed to enable us to understand and analyse childrens emotional interpretation of synthetic characters involved in bullying scenarios in a virtual school. We discuss an empirical study of 345 children, aged 8-11 years, and concluded that our approach enabled us to gain a greater understanding of childrens emotional interpretations. Results from the study identified that overall children did make appropriate emotional interpretations of characters and story, highlighting the potential of synthetic characters for exploring personal, social and emotional issues.

Serious Game Evaluation as a Meta-Game.

Purpose – This paper aims to briefly outline the seamless evaluation approach and its application during an evaluation of ORIENT, a serious game aimed at young adults.Design/methodology/approach – In this paper, the authors detail a unobtrusive, embedded evaluation approach that occurs within the game context, adding value and entertainment to the player experience whilst accumulating useful data for the development team.Findings – The key result from this study was that during the “seamless evaluation” approach, users were unaware that they had been participating in an evaluation, with instruments enhancing rather than detracting from the in‐role game experience.Practical implications – This approach, seamless evaluation, was devised in response to player expectations, perspectives and requirements, recognising that in the evaluation of games the whole process of interaction including its evaluation must be enjoyable and fun for the user.Originality/value – Through using seamless evaluation, the authors ...

Investigating User Engagement with Synthetic Characters

This paper discusses a persona based approach for investigating user engagement with synthetic characters. It presents a study of 75 participants who engaged with FearNot! a 3D virtual school populated by synthetic characters involved in scenarios related to exploring strategies for coping with bullying. Participants created character persona posters for FearNot! characters. Analysis of these posters identify that users empathize and engage, enriching characters with back-story consistent with the FearNot! narrative.