Current Issue : October - December Volume : 2019 Issue Number : 4 Articles : 5 Articles
High-level user experience has become the key factor that one game can be successful in the\ngame market. The home page of mobile games, especially the design of the navigation interface, has a\nsignificant impact on usersâ?? initial experience, which is an important determent to usersâ?? preferences\nand purchase decision. Hence, measuring usersâ?? perceptual experiences of the navigation interface\ncan help designers understand real demands from users. Previous studies primarily used self-report\nscales or interviews to measure gamersâ?? perceptual experiences. However, it may not reflect gamersâ??\nreal perceptions that they are feeling as most of time the feeling is short-lived and implicit. To fill\nthis gap, the current study attempted to combine subjective evaluation with event-related potentials\n(ERP) to objectively measure gamersâ?? perceptual experience evoked by the navigation interface of the\nmobile game. The navigation interfaces of mobile games with low, medium, and high perceptual\nexperience were developed and the ERP experiment was conducted to detect the differences in usersâ??\nelectroencephalograph (EEG) components when subjects were exposed to the different design levels\nof navigation interface. The results showed that N1 reaction showed asymmetry in brain regions,\nand P2 and N2 showed symmetry, and relative to the navigation interface with low and medium\nperceptual experiences, the high level of navigation interface induced a larger amplitude of N2 in\nthe anterior scalp and P2 in the frontal scalp. These EEG components can, therefore, be regarded as\nsignificant indicators reflecting gamersâ?? perceptions of the navigation interface. The findings benefit\ngame companies of navigation interface designs....
As many as half of school children with autism spectrum disorder (ASD) exhibit\nsymptoms of attention-deficit/hyperactivity disorder (ADHD), resulting in marked negative\nacademic, social, and behavioral outcomes. The focus of the US Food and Drug Administration\n(FDA) on real-world data from novel digital sources, and the emergence of Current Procedural\nTerminology (CPT) codes to reimburse for digital monitoring and neurobehavioral testing suggest\nan increasing acceptance of the role of technology in augmenting clinical care and research.\nEmpowered Brain is an augmented reality and artificial intelligence-based social-emotional\ncommunication aid for students with ASD. In this study, student performance on Empowered Brain\nis correlated to validated clinical measures of ADHD. Seven high school students with a diagnosis\nof ASD were recruited from a public high school. All students were assessed for severity of ADHDrelated\nsymptoms via three clinical gold-standard assessments, namely the Aberrant Behavioral\nChecklist (ABC), Social Responsiveness Scale 2 (SRS-2), and Teacher Report Form (TRF). Students\nused Empowered Brain over a one-week period. We measured the correlation of student in-game\nperformance (as measured by point- and star-based rewards) relative to the hyperactivity subscale\nof the ABC (ABC-H), and the ADHD-subscale of the TRF. All seven students completed the study\nand managed to successfully use Empowered Brain. Students received a culminative total of 32\nsessions, an average of 4.6 sessions per student (range 2-8). Student in-game performance\ndemonstrated highly significant correlation relative to ABC-H (points: p =0.0013; stars: p =0.0013).,\nand significant correlation to TRF ADHD scores (points: p =0.012; stars: p =0.012). No adverse effects\nwere noted among students who used Empowered Brain. New technologies may herald novel ways\nof identifying and characterizing symptoms of ADHD in student populations. This study provides\nevidence that Empowered Brain in-game performance correlates with ADHD symptom severity in\nstudents with ASD. Larger samples are required to validate these findings, with more diverse\nparticipants that can also widen the generalizability of these findings to a broader range of brain\nconditions that manifest with inattention, impulsivity, and hyperactivity. Through further research,\nwe may find that such technologies can help us to identify and longitudinally monitor such\nsymptoms, and potentially aid in severity stratification and digital phenotyping...
Citizen morality reflects civilization and is significant to society. Ethics education\nfor improving morality, especially in China, may fail because of its reliance\non lecture-based teaching. Game-based learning presents an innovative\napproach to ethics education. This paper identifies problems in tertiary ethics\neducation and reviews relevant game design principles before establishing a\nframework for designing educational games that may assist in ethics education.\nIt then proposes a game design model for teaching ethics....
In this article, we introduce a model of bi-matrix games based on crisp parametric payoffs\nvia utilizing the method of interval value function. Then, we get that equilibrium solutions of\nbi-matrix games on the basis of fuzzy payoffs and equilibrium solutions of the game model are of\nequal value. Furthermore, it is concluded that equilibrium solutions of the game can be converted to\noptimal solutions of discrete nonlinear optimization problems with parameters. Lastly, the proposed\nmethodology is illustrated by an example....
Human-computer interaction (HCI) is an area with a wide range of concepts and knowledge.\nTherefore, a need to innovate in the teaching-learning processes to achieve an effective education arises.\nThis article describes a proposal for teaching HCI through the development of projects that allow\nstudents to acquire higher education competencies through the design and evaluation of computer\ngames. Finally, an empirical validation (questionnaires and case study) with 40 undergraduate\nstudents (studying their fifth semester of software engineering) was applied at the end of the\nsemester. The results indicated that this teaching method provides the students with the HCI skills\n(psychology of everyday things, involving users, task-centered system design, models of human\nbehavior, creativity and metaphors, and graphical screen design) and, more importantly, they have a\npositive perception on the efficacy of the use of videogame design in a higher education course....
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