Human-Computer Interaction for Games

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An Alternative view of ICTs use by older people in human-computer interaction: similarities, digital content creation and perceived well-being

An Alternative view of ICTs use by older people in human-computer interaction: similarities, digital content creation and perceived well-being

questionnaires, diaries, focus groups, workshops, participatory design, usability tests and prototyping. The fieldwork activities are mainly conducted in Spain, where I have already spent almost two years. To take into account countries with different developing levels, I have been working for a short period of time with older people in Brazil and Denmark. In all the countries, my research activities were conducted by collaborating with digital inclusion centers 22 . So far, the studies included around 180 older adults. The participants can be considered as a heterogeneous ‘user group’. It is composed of older adults aged 60+, with different educational levels and some previous experience with information technologies. A challenge detected in the initial phase of this investigation is that most of the older adults (who participated in my activities) have TV at home, without iTV services. This was a big concern in relation to observing their use of iTV in real-life settings. The solution I found to this issue was to observe their use of other technologies and through it understand their interaction with iTV. Since the computer has similar features to the iTV, it was chosen to be the main device to be explored. Furthermore this research includes other devices as tablet PCs, cellphones, digital cameras and regular TV. In this scenario, several applications and services were explored such as online TV, YouTube, e-mail, Skype, Facebook, Blogs, Picasa, Spotify, Google maps, Google translator, buying online, MS-Office tools, Windows Movie Maker, Net-banking, games, etc. 1.3
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310 Lee mas

Development of a hand-gesture recognition system for human-computer interaction

Development of a hand-gesture recognition system for human-computer interaction

While touch-based interfaces are now very common due to its popularity in smartphones and tablets, vision-based HCI is becoming a popular research topic. Face recognition, body-pose recognition, and hand-gesture recognition are vision- based HCI examples. In particular, interfaces based on hand-gesture recognition represent an attractive and natural alternative to traditional HCI devices, since they are less intrusive and more convenient for interacting with 3D spaces. In addition, hand gestures play an important role in human communication, because we constantly use our hands to interact with objects and gesticulate while we speak. Thus, they can be seen as the most intuitive way for establishing a communication with a computer. Hand-gesture recognition has many practical applications in real life for HCI, such as multimedia application control, video-games, virtual navigation and medical rehabilitation, but it is also used for visual surveillance and analysis of sport events.
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121 Lee mas

Video Game Values: Play as Human-Computer Interaction

Video Game Values: Play as Human-Computer Interaction

In each case study game, we saw that the game represented particular contradic- tions to the player through systematic breakdowns in the world of the game. The most common form of breakdown was caused by some form of basic opposition in the world. In Fable, for example, the avatar’s life is quickly set on its course by a bandit attack on his village in which his father is killed and his mother and sister are abducted: “Evil had come to Oakvale” (Fable, game text). This fundamental conflict between the avatar and the evils of the world continues throughout the game. In the same way, in Half-Life 2, the avatar, Gordon Freeman, is explicitly set up in opposition to the Combine regime: “This is the Freeman, the reckoning of the Combine has come” (Half-Life 2, game text). In Civilization III, the major contradiction is stated in the opening text of the game: “The people have vested absolute power in you, trusting that you can build a Civilization to stand the test of time” (Civilization III, game text). This text, in the context of opposing civilisations and a hostile terrain, leads to represented breakdowns. The underlying contra- dictions are those that occur between competing nations: war, resource scarcity, rioting in cities, and so on. Even in The Sims 2, which does not include the same kind of direct opponent as in the other games, represented contradictions concern the trials and tribulations of life itself. The Broke family’s scenario provides an example: “Brandi was left to raise her two boys alone following her husband’s suspicious pool ladder accident. With Dustin acting out, can Brandi teach young Beau to make the right choices in life?” (The Sims 2, game text).
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269 Lee mas

TítuloBetween procedures and computer games: Semiotics of practics as a unifying perspective

TítuloBetween procedures and computer games: Semiotics of practics as a unifying perspective

Neo-Aristotelian poetics and drama theory were one of the first paradigms for a narrative description of human-computer interaction. A second research strand derives from Propp’s seminal work, in which he maps a finite number of plot functions appearing in a constant order in a corpus of Russian fairy tales: several researchers, starting with Dundes (1965), attempted to program Proppian algorithms to mechanically produce new tales. As it is possible to note, the first academic approaches to games were, at the same time, trying to translate a descrip- tive system from other domains and employing a distinctively narration-centric point of view — in response to this, a current called ludology argues for an approach exclusively focused on human-computer playful competition. To complement ludological formalistic analyses, it is also possible to describe the algorithms, the procedures, composing a software or a game: procedural criticism and unit analysis pursue this research direction. Finally, it will be assessed if and how both generative and pragmatist semiotics can integrate themselves in this fragmented landscape.
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11 Lee mas

Green computer and video games: an introduction

Green computer and video games: an introduction

While we believe firmly that such rich essays will advance ‘green’ game studies, given the rapidly developing state of the field it is inevitable that other potentially fertile areas meriting further investigation on the part of ecomedia scholars fall outside of the purview of this issue. These areas include biotic games (games played with living microorganisms), animal welfare games (like “zoo tech” games created for captive animals’ enrichment), immersive virtual experiences (such as those created at the Virtual Human Interaction Lab at Stanford), augmented or alternate reality games, pervasive/locative games (such as those designed by Jane McGonigal and Kari Kraus, like Superstruct or DUST), and, indeed, studies of analog games such as board games, card games, and so on, many of which employ fascinating material mechanics. Chang has also recently co-edited a volume of the Journal of Gaming and Virtual Worlds with Braxton Soderman and Jesús Costantino, on permanent death or “permadeath” mechanics in games, including not only the irrevocable deaths of player characters, but also the demise of entire game worlds. Furthermore, as games increasingly move beyond the domestic interior, significant questions arise about the spaces and contextual practices of gaming, as well as perennial issues surrounding mobility, access, and the “magic circle” (Huizinga) of play and its inevitable porousness. Thinking about games as site-specific phenomena or about players fluidly adapting their gameplay among diverse actors and situations may thus benefit from early work by Anna McCarthy on television in public space or by sound-studies theorists who contemplated the Walkman, the iPod, and so on.
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17 Lee mas

2001 – Computer Games in Education Project  What aspects of games may contribute to education?

2001 – Computer Games in Education Project What aspects of games may contribute to education?

User defined scenarios: although the desire to go beyond what a game designer has intentionally included in a product is nothing new (hacking, cheats and adaptations have developed hand in hand with the technology), the opportunity for users to define their own games is becoming more frequent. Games such as SimCity 3000 and the Age of Empires series offer ‘scenario builder’ sections, which are supported by extensive documentation. Although some technical knowledge may be an advantage where a programming language is needed to set triggers and parameters, the designing of maps, placing of buildings and units, and even the design of new structures, offers new opportunities for a standard game to be adapted for a specific purpose. In the case of using a historical game like Age of Empires II in an educational situation, a scenario could be defined in which pupils are guided into building a typical Mediaeval village, with some supporting commentary to explain the relationships between types of buildings or roles involved. A basic use such as this would certainly not replace the need for more traditional teaching and learning. It may, however, be a useful illustrative tool to support a classroom topic. Some commercial manufacturers are recognising the educational potential of their entertainment products by providing notes for teachers, although because of the intended marketplace (generally, pan-US/European) the notes are not curriculum specific 8
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8 Lee mas

Interaction and interpersonal behavior in computer mediated academic forums

Interaction and interpersonal behavior in computer mediated academic forums

6. Although it was thought that CMC conveyed a low sense of physical and social presence (Culnan & Markus, 1987; Sproull & Kiesler, 1986) due to cue deficiencies and low media richness of its narrow bandwidth, and although a certain degree of message misinterpretation (Cathcart, Samover, & Henman, 1996) and erroneous personality judgments appear to be present (Fuller, 1994), a high degree of desinhibition (Joinson, 1998), emotional involvement, intimacy and immediacy (Lombard & Ditton, 1997) may be achieved in asynchronous modes when used as the only or primary means of human interaction. Alleged predominantly impersonal, serious, hostile, task-oriented, businesslike content as reported by Hiemstra (1982) and Rice and Love (1987) may not be inherent to CMC, but strictly bounded to certain specifiable conditions (restricted time frames for interactions, purpose for interaction, task requirements, imposed specific technological devices, type of partnership) (Walther, 1996; Walther & Burgoon, 1992), and the theoretical framework and the category system used to evaluate interactions (Hare & Davies, 1994). Thus, CMC is not a “linguistically unidimensional or impoverished media” (Spears, Lea, & Postmes, in press, p. 21).
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429 Lee mas

Design of an artificial language for Human-Computer interaction.

Design of an artificial language for Human-Computer interaction.

Information is a necessary resource to all cognitive beings, due to, without it, there is no sense in cognition itself. Information is our main resource to know how to in- teract with our world in order to survive. All cognitive beings have at least a mean to gather information directly, what usually is called perception. Our eyes gather light in- formation with the purpose of image composition by our brain, our ears gather sound, our nose smells, our tongue tastes, all our body is full of nerves to gather all kind of information about ourselves and what surrounds us but it seems not enough. To optimize theirs chances, a lot of species (humans included) exchange information be- tween individuals so each of them can obtain that information with no direct gathering or processing. We can save resources (time and energy) by learn information from others and, in human case (as in other simians), it allow the birth of culture (extremely rudimentary in case of simians, like the utilization of some tools shared between par- ents and children). Information exchange is the basis of civilization.
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49 Lee mas

Bisemivalues for bicooperative games

Bisemivalues for bicooperative games

One may think that bicooperative games can be seen as a particular case of games with n players and r alternatives (for r = 3), introduced by Bolger in [8] and [9]. On the other hand, such games are also considered to be isomorphic to multichoice games, proposed by Hsiao and Raghavan [22]. In these games, each player has several possible levels of participation (among a finite number of possible levels that are ordered from non–participation to com- plete participation) to the game. The contribution of a player to a game depends on his level of participation. However, bicooperative games cannot be seen as a particular case of multi- choice games because, for instance, the worth of a multichoice game if all players choose the lowest level of participation is zero, whereas the worth of a bicooperative game if all players are against is nonpositive. For an interesting discussion about these two games, we refer the reader to [20].
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15 Lee mas

Enhanced gesture-based human-computer interaction through a compressive sensing reduction scheme of very large and efficient depth feature descriptors

Enhanced gesture-based human-computer interaction through a compressive sensing reduction scheme of very large and efficient depth feature descriptors

In this paper, a hand gesture-based recognition system is presented with the aim of recognizing finger-spelling us- ing the American Sign Language. The solution makes use of the depth [r]

6 Lee mas

A computer program for bridge retrofitting

A computer program for bridge retrofitting

This paper summarizes the work developed in order to establish a framework for seismic retrofitting of bridges. In this context, the first objetive is to find a numerical model to evaluate the damage induced in a structure, under seismic action, as an index of its vulnerability. The model used has the advantage that is based on concepts of fracture mechanics and concentrated plasticity. As a result, the work is based on basic principles. The performance of this model is being evaluated. Some results of the computer program developed for this pourpose are shown.

6 Lee mas

Investigating the effect of realistic projects on students’ motivation, the case of Human-Computer interaction course

Investigating the effect of realistic projects on students’ motivation, the case of Human-Computer interaction course

There are several instruments in order to test motivation (Vallerand et al., 1992; Vallerand, Blais, Brière & Pelletier, 1989). In this study, the Situational Motivation Scale (SIMS) (Guay, Vallerand & Blanchard, 2000) has been used, particularly the Spanish version (called EMSI (Martín-Albo, Núñez & Navarro, 2009)) due to the fact that our students are Spanish natives and EMSI is also validated in educational contexts (Martín-Albo, Núñez & Navarro, 2009). The EMSI scale has 14 items grouped into the four subscales mapped to the four dimensions of motivation mentioned in the previous section: intrinsic motivation, extrinsic motivation via identified regulation, extrinsic motivation via external regulation and amotivation. Each item responds differently to the question: “Why are you performing this activity?” and is rated with a Likert scale, ranging from 1 (absolutely disagree) to 7 (absolutely agree), with an intermediate score of 4 (moderately agree). There are some items where a high score is considered negative, for example, the item “Because I am supposed to do it” represents negative motivation. The remaining items are related to the previously mentioned four dimensions.
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19 Lee mas

People power- Computer games in the classroom

People power- Computer games in the classroom

Returning to the positive and negative issues of video games mentioned in the first section, it could be argued that the People Power workshop took advantage of the positive aspects, without suffering from the negative ones. The game contains a solid structure, requiring players to prepare a political manifesto and a strategic plan, which means studying in depth the conflict parameters before beginning playing. In terms of entertainment and motivation, both the survey results and teacher observation suggest they strongly enjoyed the activity (for example, bathroom visits and breaks were kept to a minimum despite students being allowed freedom of movement due to the length of the activity). The evaluation of the activity was intentionally separated from progress in the game, which meant that the success achieved by some groups (a number of them succeeded in reaching all the objectives) was based on intrinsic motivation, rather than any desire to improve their grade.
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8 Lee mas

Human-computer interaction based on visual hand-gesture recognition using volumetric spatiograms of local binary patterns

Human-computer interaction based on visual hand-gesture recognition using volumetric spatiograms of local binary patterns

The detection stage searches in every frame of a video sequence potential hand poses using a binary Support Vector Machine classifier and Local Binary Patterns as feature vectors.. The[r]

12 Lee mas

Learning computer programming for future computer teachers

Learning computer programming for future computer teachers

The learning of programming languages is one of the needs to be addressed by every educational center, at any level of education. This article focuses on the career of Pedagogy of Experimental Sciences Degree in Pedagogy of Information Technology, University of Guayaquil, face to face and future online. Its objective was to reflect on how to start the learning of programming in the case of future computer teachers, so that it contributes to the field of educational research. This will allow the creation of viable and applicable alternatives in all informant teaching beginners, according to the current educational currents. As a fundamental conclusion, a vertical axis in the learning of programming is computational thinking, which must be treated in its essence throughout the educational process, by the teacher and the teacher.
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20 Lee mas

Interaction among BDI argumentative agents: a dialogue games approach

Interaction among BDI argumentative agents: a dialogue games approach

Interaction in this model is implemented by means of dialogues between two agents. A dialogue is a sequence of speech acts exchanged between two agents that share the same aim and intend to follow a turn-taking scheme. Each participant may also have its own goals in the dialogue, which should balance with the commitment imposed by the shared goal. Each type of dialogue requires certain level of commitment and argumentation, and each participant has associated a set of propositions which composes its set of agreements. As the dialogue evolves, each interlocutor’s set of agreements is modified in order to add or remove propositions. Starting from a single dialogue, the negotiation process derives into a set of dialogues among other pairs of agents; we use the term conversation to represent these sets of dialogues. This last consideration extends the proposal in [11], where agents establish a dialogue with another agent and the negotiation process consists of a single dialogue.
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12 Lee mas

Computación afectiva en interacción mediada por computadora.Affective computing in computer – mediated interaction

Computación afectiva en interacción mediada por computadora.Affective computing in computer – mediated interaction

La computación afectiva sc dcscubrc como el área de investigacion multidisciplinaria que tiene cl objetivo de dolar a las computadoras, de habilidades para reconocer, comprender y transm[r]

148 Lee mas

Rethinking Teaching Games for Understanding

Rethinking Teaching Games for Understanding

These game based variants represent approaches that have been developed to accommodate cultural traditions, to address features of games that have not received sufficient attention or are simply a different way of thinking about pedagogy. Nevertheless, this can cause some confusion. It can be difficult to make comparisons between these different approaches and establish what the differences are or identify clearly why a variant has something specific to offer. As a result, many new converts to a game based approach may stick with just one approach that they are comfortable with. They may fail to recognise the wealth and thinking within the games field and not appreciate the basis on which a specific way of thinking emerged.
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11 Lee mas

Interaction and Interpersonal Behavior in Computer-Mediated Academic Forums-Edición Única

Interaction and Interpersonal Behavior in Computer-Mediated Academic Forums-Edición Única

6. Although it was thought that CMC conveyed a low sense of physical and social presence (Culnan & Markus, 1987; Sproull & Kiesler, 1986) due to cue deficiencies and low media richness of its narrow bandwidth, and although a certain degree of message misinterpretation (Cathcart, Samover, & Henman, 1996) and erroneous personality judgments appear to be present (Fuller, 1994), a high degree of desinhibition (Joinson, 1998), emotional involvement, intimacy and immediacy (Lombard & Ditton, 1997) may be achieved in asynchronous modes when used as the only or primary means of human interaction. Alleged predominantly impersonal, serious, hostile, task-oriented, businesslike content as reported by Hiemstra (1982) and Rice and Love (1987) may not be inherent to CMC, but strictly bounded to certain specifiable conditions (restricted time frames for interactions, purpose for interaction, task requirements, imposed specific technological devices, type of partnership) (Walther, 1996; Walther & Burgoon, 1992), and the theoretical framework and the category system used to evaluate interactions (Hare & Davies, 1994). Thus, CMC is not a “linguistically unidimensional or impoverished media” (Spears, Lea, & Postmes, in press, p. 21).
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433 Lee mas

A study of turn-yelding cues in human-computer dialogue

A study of turn-yelding cues in human-computer dialogue

The data for this study were extracted from interactions in Standard American English between users and the Let’s Go! Bus Information System , a spoken dialogue system developed at Carnegie Mellon University that has been in ser- vice since 2005, providing bus schedule and route information to the Pittsburgh population over the telephone [8, 1]. We randomly selected 233 conversations collected in May 2007. In that period of time, Let’s Go used a GMM-based voice activity detector trained on previously transcribed dialogues, and endpointing decisions were based on a fixed 700 ms threshold on the duration of the detected silences [9]. For the selected conversations, we manually checked and corrected all transcripts and time alignments generated by the automatic speech recognition component of the Let’s Go system.
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9 Lee mas

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