Neil Suttie

Mapping learning and game mechanics for serious games analysis

Although there is a consensus on the instructional potential of Serious Games (SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance (http://www.galanoe.eu) European Network of Excellence on Serious Games, which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/practices into mechanical element of gameplay, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics–Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the frameworks support in determining how gameplay and pedagogy intertwine in an SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework.

Brain-computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum

Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain–computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent. To facilitate their use, we have designed an innovative game that includes social interactions and provides neural- and body-based feedback that corresponds directly to the underlying significance of the trained signals as well as to the behavior that is reinforced.

Narrative Serious Game Mechanics (NSGM) - Insights into the Narrative-Pedagogical Mechanism

Narratives are used to construct and deconstruct the time and space of events. In games, as in real life, narratives add layers of meaning and engage players by enhancing or clarifying content. From an educational perspective, narratives are a semiotic conduit for evoking critical thinking skills and promoting knowledge discovery/acquisition. While narrative is central to Serious Games (SG), the relationships between gameplay, narrative and pedagogy in SG design remain unclear, and narrative’s elemental influence on learning outcomes is not fully understood yet. This paper presents a purpose-processing methodology that aims to support the mapping of SG design patterns and pedagogical practices, allowing designers to create more meaningful SGs. In the case of narrative, the intention is to establish whether Narrative Serious Game Mechanics (NSGM) can provide players with opportunities for reasoning and reflective analysis that may even transcend the game-based learning environment.

Theoretical Considerations towards Authoring Emergent Narrative

Unlike linear storytelling, an Emergent Narrative only truly exists at run-time and can only be visualized retrospectively. The author is engaged in creating a hypothetical narrative space on the basis of individual character behaviors, story interventions and likely occurrences. While an Emergent Narrative approach allows for a flexible and adaptable run-time rendering of a scenario, it also causes considerable strains on the authoring process. If such a concept is to prove both tangible and produce qualitative outputs, creative writers need to be able to relate to it as a potential mode of expression. In this discussion article, we aim to explore theoretical considerations towards authoring Emergent Narrative, provide a discussion on the context surrounding the authorial process and the structure it should follow. Finally, we introduce the concept of Intelligent Narrative Feedback as a necessary core element for an efficient authoring process for EN experiences.

Towards a Biocybernetic Approach for Serious Games Real-time Psychophysiological Inferences for Adaptive Agents in Serious Games☆

Abstract In this article we discuss the possible use of real-time psychophysiology towards the design and implementation of an adaptive affective agent for Serious Games. This work is still in its early stages and this position article aims to present a reflection on the technical and methodological conditions to be met so as to conduct successfully this research. Our hypothesis is that, through the combination of psycho-physiological measurements and in-game behaviour/achievement monitoring, we should be able to identify whether or content is contributing to an efficient and engaging educational experience.

Serious Game Mechanics, Workshop on the Ludo-Pedagogical Mechanism

Research in Serious Games (SG), as a whole, faces two main challenges in understanding the transition between the instructional design and actual game design implementation [1] and documenting an evidence-based mapping of game design patterns onto relevant pedagogical patterns [2]. From a practical perspective, this transition lacks methodology and requires a leap of faith from a prospective customer in the ability of a SG developer to deliver a game that will achieve the desired learning outcomes. This workshop aims to present and apply a preliminary exposition though a purpose-processing methodology to probe, from various SG design aspects, how serious game design patterns map with pedagogical practices

Investigating narrative modelling for digital games

In this article, we discuss the notion of context from the perspective of narrative articulation or authorial trajectories in digital games. We conduct a survey of narrative contextual considerations in digital games and investigate the possibilities for Non-Player-Characters (NPCs) to react to players accordingly, particularly with respect to narrative situations, in both a consistent and coherent fashion. After which, we then discuss the foundations of a narrative context-based model for NPCs for digital games and interactive digital narratives (IDN).

Off the Beaten Track! The Infinite Scotland Serious Game Design Approach

In this article, we discuss the development of the Infinite Scotland Facebook serious game. The Infinite Scotland serious game was supported by the Scottish National Heritage, Creative Scotland and Creative Services Scotland in order to promote the links between biological and cultural diversity in Scotland. To engage a younger demographic, Infinite Scotland developed a knowledge-based, puzzle-centric serious game for a social media platform (Facebook); projecting the links between biodiversity and cultural diversity via player exploration and competitive gameplay. In this article, we describe our motivations for conducting the work, discuss the game design in detail, and finally speak about the implementation and development of Infinite Scotland.