1.
Ekanayake, Hiran, et al.
(författare)
Assessing Performance Competence in Training Games
2011
Ingår i: Affective Computing and Intelligent Interaction. - Berlin, Heidelberg : Springer Berlin/Heidelberg. - 9783642245701 - 9783642245718 ; , s. 518-527
Konferensbidrag (refereegranskat) abstract
In-process assessment of trainee learners in game-based simulators is a challenging activity. This typically involves human instructor time and cost, and does not scale to the one tutor per learner vision of computer-based learning. Moreover, evaluation from a human instructor is often subjective and comparisons between learners are not accurate. Therefore, in this paper, we propose an automated, formula-driven quantitative evaluation method for assessing performance competence in serious training games. Our proposed method has been empirically validated in a game-based driving simulator using 7 subjects and 13 sessions, and accuracy up to 90.25% has been achieved when compared to an existing qualitative method. We believe that by incorporating quantitative evaluation methods like these future training games could be enriched with more meaningful feedback and adaptive game-play so as to better monitor and support player motivation, engagement and learning performance.
2.
Ekanayake, Hiran B., et al.
(författare)
Affective Realism of Animated Films in the Development of Simulation-Based Tutoring Systems
2013
Ingår i: International Journal of Distance Education Technologies. - : IGI Global. - 1539-3100 .- 1539-3119. ; 11:2
Tidskriftsartikel (refereegranskat) abstract
This paper presents a study focused on comparing real actors based scenarios and animated characters based scenarios with respect to their similarity in evoking psychophysiological activity for certain events by measuring galvanic skin response (GSR). In the experiment, one group (n=11) watched the real actors’ film whereas another group (n=7) watched the animated film, which had the same story and dialogue as the real actors’ film. The results have shown that there is no significant difference in the skin conductance response (SCR) scores between the two groups; however, responses significantly differ when SCR amplitudes are taken into account. Moreover, Pearson’s correlation reported as high as over 80% correlation between the two groups’ SCRs for certain time intervals. The authors believe that this finding is of general importance for the domain of simulation-based tutoring systems in development of and decisions regarding use of animated characters based scenarios.
3.
Ekanayake, Hiran B., et al.
(författare)
Comparing expert driving behavior in real world and simulator contexts
2013
Ingår i: International Journal of Computer Games Technology. - : Hindawi Publishing Corporation. - 1687-7047 .- 1687-7055.
Tidskriftsartikel (refereegranskat) abstract
Computer games are increasingly used for purposes beyond mere entertainment, and current hi-tech simulators can provide quite, naturalistic contexts for purposes such as traffic education. One of the critical concerns in this area is the validity or transferability of acquired skills from a simulator to the real world context. In this paper, we present our work in which we compared driving in the real world with that in the simulator at two levels, that is, by using performance measures alone, and by combining psychophysiological measures with performance measures. For our study, we gathered data using questionnaires as well as by logging vehicle dynamics, environmental conditions, video data, and users' psychophysiological measurements. For the analysis, we used several novel approaches such as scatter plots to visualize driving tasks of different contexts and to obtain vigilance estimators from electroencephalographic (EEG) data in order to obtain important results about the differences between the driving in the two contexts. Our belief is that both experimental procedures and findings of our experiment are very important to the field of serious games concerning how to evaluate the fitness of driving simulators and measure driving performance. © 2013 Hiran B. Ekanayake et al.
4.
Ekanayake, Hiran, et al.
(författare)
Game Interaction State Graphs for Evaluation of User Engagement in Explorative and Experience-based Training Games
2010
Ingår i: 2010 International Conference on Advances in ICT for Emerging Regions (ICTer). - : IEEE conference proceedings. - 9781424490417 ; , s. 40-44
Konferensbidrag (refereegranskat) abstract
There is an increasing interest to use computer games for non-traditional education, such as for training purposes. For training education, simulators are considered as offering more realistic learning environments to experience situations that are similar to real world. This type of learning is more beneficial for practicing critical situations which are difficult or impossible in real world training, for instance experience the consequences of unsafe driving. However, the effectiveness of simulation-based learning of this nature is dependent upon the learner's engagement and explorative behaviour. Most current learner evaluation systems are unable to capture this type of learning. Therefore, in this paper we introduce the concept of game interaction state graphs (GISGs) to capture the engagement in explorative and experience-based training tasks. These graphs are constructed based on rules which capture psychologically significant learner behaviours and situations. Simple variables reflecting game state and learner's controller actions provide the ingredients to the rules. This approach eliminates the complexity involved with other similar approaches, such as constructing a full-fledged cognitive model for the learner. GISGs, at minimum, can be used to evaluate the explorative behaviour, the training performance and personal preferences of a learner.
5.
6.
Artman, Henrik, 1968-, et al.
(författare)
Designing Interaction in Interaction Design : Using interactionarires in order to understand student use of interaction design concepts
2012
Ingår i: Designs for Learning 2012. - Copenhagen, Denmark : Aalborg University. - 9788799532803 ; , s. 14-16
Konferensbidrag (refereegranskat) abstract
Interaction design is about designing interaction. But how do first year students of interaction design understand and use concepts of interaction in their design processes? By interaction analysis of video material we analyse how students used concepts adhering to interaction. The aspect most frequently used was interactivity. Interaction was mainly handled by using spoken language. While working with physical materials, talk about interaction decreased.
7.
Eliasson, Johan, et al.
(författare)
Mobile Devices as Support Rather than Distraction for Mobile Learners : Evaluating Guidelines for Design
2011
Ingår i: International Journal of Mobile and Blended Learning. - Hershey, PA : IGI Global. - 1941-8647 .- 1941-8655. ; 3:2, s. 1-15
Tidskriftsartikel (refereegranskat) abstract
This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
8.
Karlgren, Klas, et al.
(författare)
Designing Interaction : How interaction design students address interaction
2016
Ingår i: International journal of technology and design education. - : Springer Netherlands. - 0957-7572 .- 1573-1804. ; 26:3, s. 439-459
Tidskriftsartikel (refereegranskat) abstract
Interaction design is usually described as being concerned with interactions with and through artifacts but independent of a specific implementation. Design work has been characterized as a conversation between the designer and the situation and this conversation poses a particular challenge for interaction design as interactions can be elusive and difficult to describe. Moreover, current trends in interaction design introduce physical materials to a higher degree resulting in even more complex design situations. There is a lack of knowledge about how interaction designers, and especially students, address the very phenomenon of interaction. This study contributes by describing how interaction design students attempt to address aspects of interaction and by presenting an in-depth analysis in the context of an interactionary-type design exercise.The quantitative and qualitative findings showed that (1) the design students brought up aspects of interactivity and dynamics through talk and gestures but (2) a comprehensive design idea about interaction did not guide the design work and they were to a little degree engaged in planning sequences of interactions or interaction on a longer time scale; (3) using physical materials disrupted interaction design, and, (4) there was a lack of continuity throughout a design session when addressing interaction compared to how proposals about artifacts were pursued.As interaction is the core of interaction design, the findings are discussed in terms of how the immaterial design materials may “talk back” to designers. Practical strategies for how the observed phenomena could be constructively addressed within interaction design education are suggested.
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