http://hdl.handle.net/2436/30894 Sat, 18 May 2013 15:14:24 GMT 2013-05-18T15:14:24Z http://hdl.handle.net/2436/85507 Title: Proceedings of CGAMES'2009 USA. 14th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational and Serious Games, 29th July - 2nd August 2009, Louisville, Kentucky, USA. Authors: Mehdi, Qasim; Elmaghraby, Adel; Anderson, Don; Ch'ng, Eugene Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/2436/85507 2009-01-01T00:00:00Z http://hdl.handle.net/2436/41784 Title: Videogame Based Learning and the Problem of Gender Equity: Exemplifying an Androgynous Approach to Developing Computer Science E-Learning Games in Higher Education Authors: Nte, Sol Abstract: Several authors have considered those virtual spaces in which videogames take place as being gendered and videogames themselves as gender specific (e.g. Jenkins, 1999; Subrahmanyam & Greenfield, 1994; Hartmann & Klimmt, 2006). Videogames are often considered to be an entry path into computer literacy for young people (Greenfield & Cocking, 1996; Kiesler et Al. 1985), if this is the case then to some degree first year undergraduate computer literacy is likely to be informed by videogame experiences. Videogames can be considered to be one of the most “engaging intellectual pastimes that we have invented” (Prensky, 2004) which suggests successful videogames as a useful model for developing sound E-Learning applications (Ebner & Holzinger 2007) . However since E-Learning must be careful to avoid gender bias in the presentation of learning resources, any adoption of a videogame development model must undergo a process of “ungendering” wherein game models are analysed in terms of gender equity and suitably corrected. An actively androgynous “games for gamers” not specific genders (Subrahmanyam & Greenfield, 1999) approach is proposed and exemplified to consider how the game developer can avoid producing learning games that have some form of gender bias in the degree to which they are effective. This paper examines the preparatory theoretical work in the development of a pilot study that employs an androgynous software approach to avoid those effects of gendering originating in videogames which can negatively affect games based E-Learning. The analysis is presented from a software development perspective and documents the theoretical considerations that led to the development of the “Class Solitaire” demo - a version of the popular “solitaire” videogame designed to teach java subclassing to first year undergraduates. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/41784 2008-01-01T00:00:00Z http://hdl.handle.net/2436/41783 Title: A.I. Techniques for Modelling Anger in Emotional Agents Authors: Slater, Stuart; Moreton, Robert; Buckley, Kevan Abstract: The research presented here, attempts to review a range of techniques commonly categorized under the umbrella of artificial intelligence (A.I.) that could be applied when developing agents with emotions in a range of applications. The paper focuses on anger (and its related emotions), an emotion strongly linked with aggression which of course forms the basis of many computer games where killing or attacking other players or in-game agents is often central to the game’s purpose. The paper begins with a psychology focused review of anger and its related emotions, before presenting techniques to encode some of these elements using Finite State Machines and Fuzzy Logic. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/41783 2008-01-01T00:00:00Z http://hdl.handle.net/2436/37159 Title: An Interactive Educational Game For Children in Education Authors: Mehdi, Qasim; Salim, Aly; Walters, Kristy Abstract: This paper presents an interactive educational game for Primary School children studying KEY Stage Two History. This game is designed specifically for children to support their continuing studies and to enhance their knowledge and memory retention. The work involves the investigation into Multimedia Design Methodologies and Instructional Systems Design (ISD) Models to support the development of the Instructional Multimedia Model (IMM) in order to provide a structured approach to the development of Interactive Educational Games. In this work, the development process of the interactive educational game will be outlined together with examples. This development is based on a model tailored for an educational multimedia application development which combines ISD and multimedia disciplines contributes to the success of the resulting application. The paper will discuss how each phase has an influence upon the next and the pedagogical factors which the model takes into account work in line with those required for Multimedia Design. Tue, 01 Jan 2008 00:00:00 GMT http://hdl.handle.net/2436/37159 2008-01-01T00:00:00Z