Littérature scientifique sur le sujet « Game habit »

Gli agenti virtuali sono sempre più utilizzati come mentori nelle interazioni umane simulate che formano all’utilizzo di strategie di comunicazione efficaci. Tuttavia, replicare un livello di somiglianza umana soddisfacente rimane una sfida. In particolare, l'effetto Uncanny Valley si riferisce alla spiacevole sensazione provata dall’utente che interagisce con un Agente Virtuale dall’aspetto non del tutto realistico (Seyama & Nagayama, 2007). La letteratura ha descritto diversi fattori intervenienti, comprese le caratteristiche statiche e dinamiche dell'Agente, ma anche differenze individuali nel grado di predisposizione ad antropomorfizzare un Agente (ad esempio, Epley, Waytz, & Cacioppo, 2007; Kätsyri, Förger, Mäkäräinen e Takala, 2015). Negli ultimi decenni, i videogiochi hanno rappresentato una fonte di intrattenimento per un numero crescente di persone e l'obiettivo di questa tesi è stato quello di confermare se le abitudini di gioco potessero essere considerate tra i fattori intervenienti. L'industria dei videogiochi ha guidato l'innovazione tecnologica che consente la sintesi vocale e facciale ad alta fedeltà di Agenti Virtuali in prodotti di intrattenimento. Tali tecnologie spesso non sono disponibili per i laboratori di ricerca più piccoli che fanno affidamento su risorse limitate. Pertanto, la presente tesi ha esplorato anche la possibilità di individuare elementi essenziali che non richiedono interventi costosi in termini di denaro e tempo ma che possono aumentare la percezione della qualità dell’Agente Virtuale. Oggetto principale di questa tesi è stato ENACT (Marocco, Pacella, Dell'Aquila, & Di Ferdinando, 2015), un'interazione umana simulata online per la formazione di strategie di negoziazione. In ENACT, i partecipanti hanno cinque turni di conversazione con un agente virtuale che comunica attraverso una combinazione di quattro diverse espressioni facciali, 24 gesti e 10 diverse posture del corpo e direzioni dello sguardo. La presente tesi comprende due studi sperimentali, che esplorano l'efficacia dell’implementazione di funzionalità a basso budget negli Agenti Virtuali, i.e., battiti di ciglia casuali (blinking) e una comunicazione vocale non semantica (gibberish) che accompagni la comunicazione scritta. Due campioni, rispettivamente, di 50 e 60 partecipanti maschi, tutti di età compresa tra i 18 ei 35 anni, sono stati reclutati e preliminarmente suddivisi in giocatori abituali e non abituali in base alle loro ore di gioco settimanali medie. Una volta assegnati in modo casuale al gruppo sperimentale o di controllo, i partecipanti hanno interagito con l'Agente virtuale e hanno completato i questionari relativi alla sua valutazione e alla qualità percepita di ENACT come prodotto educativo. I risultati indicano che la semplice introduzione di battiti di ciglia in momenti casuali dell'interazione con un agente virtuale sembra influenzare moderatamente la percezione dell'utente del realismo dell’Agente. Inoltre, nei casi in cui i moderni motori vocali di sintesi vocale non sono disponibili, sembra consigliabile fare affidamento su una forma di comunicazione di solo testo per gli agenti virtuali invece di una comunicazione basata su incomprensioni. I risultati suggeriscono anche che le abitudini di gioco potrebbero avere un ruolo di mediazione nella percezione delle qualità degli agenti virtuali. Tuttavia, le abitudini di gioco potrebbero non semplicemente imporre standard più elevati ai giocatori, i quali, invece, potrebbero sperimentare la zona del "troppo reale per il comfort" in modo diverso, assegnando di conseguenza diversi standard sociali attesi e aspettative normative agli agenti virtuali con cui interagiscono. Tali risultati confermano che la percezione della somiglianza umana di un Agente è una questione complessa e dimensionale, e quindi la necessità di includere la precedente alfabetizzazione di gioco nei fattori che intervengono nella percezione della stranezza.<br>Virtual Agents have been increasingly used as deliverers of notions in Simulated Human Interactions training effective communication strategies. Nevertheless, replicating the level of human-likeness required to "convince users (…) that a virtual human is the real thing" (Ruhland et al., 2015) remains a challenge. In particular, the Uncanny Valley effect refers to the observer's unpleasant impression of a virtual being with an almost, but not entirely, realistic human form (Seyama & Nagayama, 2007). Previous literature has described several intervening factors in the perception of uncanniness, including the Agent's static and dynamic features, but also individual differences in the degree of predisposition to anthropomorphize an Agent (e.g., Epley, Waytz, & Cacioppo, 2007; Kätsyri, Förger, Mäkäräinen, & Takala, 2015). During the last decades, video games have been representing an entertainment source for a growing number of people, and this dissertation's objective has been to confirm whether game habits might be considered among intervening factors. The video game industry has been driving technological innovation allowing for high-fidelity face and voice synthesis of Virtual Agents in Entertainment products. Such technologies are often not available to smaller research laboratories relying on limited resources. Therefore, the present dissertation has also explored the possibility of identifying "easy wins" on the short development run, essential elements that do not require expensive interventions in terms of money and time but can increase the perception of the Virtual Agent's quality. ENACT (Marocco, Pacella, Dell'Aquila, & Di Ferdinando, 2015), an online Simulated Human Interaction for the training of Negotiation strategies, has been used as the main object of this dissertation. In ENACT, trainees take five conversation turns with a Virtual Agent that communicates through a combination of four different facial expressions, 24 gestures, and ten different body postures and gaze directions. The present dissertation includes two experimental studies, exploring the effectiveness of low budget implementations of Virtual Agent’s features, i.e., random eye blinks and spoken gibberish accompanying written communication. Two samples of, respectively, 50 and 60 male participants, all aged between 18 and 35, have been recruited and preliminarily divided into habitual video game players and non-habitual video game players according to their mean weekly gameplay hours. Once randomly assigned to the experimental or control group, participants interacted with the Virtual Agent and completed the questionnaires related to its uncanniness evaluation and ENACT's perceived quality as an educational product. Results indicate that the mere introduction of eye blinks in random moments of the interaction with a Virtual Agent seems to moderately affect the user's perception of the Agents' realism. Moreover, in cases when modern text-to-speech voice engines are not available, it seems advisable to rely on a text-only form of communication for Virtual Agents instead of a gibberish-based communication. Results also suggest that video game habits might have a mediating role in the perception of Virtual Agents' qualities. Nevertheless, game habits might not simply posit higher standards to players but, instead, they might experience the "too real for comfort" zone differently, consequently assigning different expected social standards and normative expectations to Virtual Agents they interact with. Such results confirm that the perception of an Agent's human-likeness is a complex and dimensional matter, therefore including previous gaming literacy into the factors intervening in the perception of uncanniness.

This thesis introduces the innovative idea of the use of computer games and interactive entertainment by second-and third-age adults, specifically in the area of game content and interaction. This form of entertainment and technologies has become varied recently, with increased and widening participation of groups such as older adults of differing ages. The purposes of using technology involve well-being, intergenerational relationships and learning; these are some aspects primarily associated with the study of gerontology and game studies. This investigation encompassed two phases. Phase One examined the type of computer games older adults would like to play relating to hobbies, dreams and interests. Qualitative and quantitative data was collected in a step-by-step approach enabling participants to design their own game idea in an informal, jargon-free environment allowing for ease of understanding and coherence. Phase Two of the investigation involved older adults playing one of two consoles (Wii and PS-2). The games chosen were from the sports genre (golf, tennis and boxing) and were required to play for 15 minutes each. Results from Phase One indicated that participants were able to devise and design a number of game genres, and having prior knowledge of gaming did not necessarily aid when trying to design a game concept. Results from Phase Two indicated participants’ playing on the Wii was easier due to the nature of the console pad, rather than the traditional game pad used on the PS-2. Qualitative and quantitative data analysis interaction mechanism was far more influential on participants’ experience of flow than content. Extensive technological developments have enabled audiences in recent years to interact with gaming platforms easier than before, using motion sensor and natural body movement during game play. Preliminary design guidelines established from this investigation stipulate a multitude of aspects relating to interaction and content to enhance the experience of gaming for older adults.

This paper aims to provide a foundation in regard to information and cause correlation for future research about player retention and game session times based on visual properties. (such as colour values) This study can later be applied within software development. An online quantitative survey about play sessions and player habits is conducted and the conduct of this research is aimed at helping art directors make conscious and deliberate choices about the art styles for products where the visuals may impact player retention and game sessions. By knowing how visual elements such as colour values, shapes and contrast impact game play intensity and player engagement, and ultimately the end time spent during play sessions, art directors can make informed decisions to help impact player behaviours and habits.The paper includes subjects such as colour effects on humans (mental and physical), how human eye sight functions and how this should affect designs, effective use of visuals, eye fatigue, and visual communication.This study of visual properties and play sessions concludes that visuals have a definitive impact on how the game is perceived and processed by the player, leading to situations where the same mechanics can be much more intensive if presented using specific forms of visuals.<br>Uppsatsen är ämnad att skapa en grund för information och korrelationer mellan speltider och bibehållande spelsessioner baserat på visuella egenskaper (ex färgvalörer). En undersökning av spelsessioner och spelarvanor är utförd med sikte på att hjälpa art directors att göra medvetna och avsiktliga beslut om spelutseende för produkter där det visuella kan påverka spelsessioner. Genom att veta hur visuella element, så som färgvalörer, former och kontrast påverkar spelintensitet och spelarengagemang och slutgiltigt tiden spenderad under spelsessioner, så kan art directors göra informerade beslut för att påverka beteende och vanor.Uppsatsen inkluderar områden såsom färgeffekter på människor (mentala och fysiska), ögonfunktioner och hur dessa borde påverka design, effektivt användande av grafik, ögontrötthet och visuell kommunikation.Denna studie av visuella egenskaper och speltider drar slutsatsen att visuella effekter har en definitiv inverkan på hur spelet uppfattas och bearbetas av spelaren, vilket leder till situationer där samma spelmekaniker kan vara intensivare om dessa presenteras på specifika visuella sätt.

The aim of this study was to investigate 10-14 year old Thai School children’s habits related to television, computer games and eating, and to make comparisons regarding these issues between genders as well as between a rural and an urban area of Thailand. A descriptive comparative, cross-sectional study with a quantitative method was used. Data were collected at two schools, one in Bangkok and another in Ayuttahaya, Thailand. A purposive sample consisting of 441 participants was included in the study, from grade 5, 6 and 7. The chosen theoretical framework was Virginia Henderson´s nursing theory. The result showed that most children watch television 1-4 hours/day and play computer games 30min-1hour/day. Significant differences between the genders or areas regarding television viewing were not found. Habits of playing computer games were similar in the urban and rural area, although boys played more computer games than girls. The children in the urban and rural area ate quite healthy food regarding intake of fruits and vegetables. However fast food and snacks while watching television and playing computer games were more common among children in urban area than rural area. A different between genders was also found, showing that girls eat more than boys, both healthy alternatives and more unhealthy while watching TV and playing computer games.  Limitation and reduction of television watching and playing computer games are needed for the children and also motivation to more physical activity as well as healthier food choices.

Etheostoma spectabile, E. punctulatum, and Cottus carolinae were sampled Mar., 1983, - Feb., 1984, in Flint Creek, Oklahoma. Immature E. spectabile ate primarily microcrustaceans, while mature fishes relied more on mayflies and amphipods. Juvenile E. punctulatum fed upon mayflies, amphipods, and Asellus. Mature E. punctulatum ate primarily mayflies, and other relatively larger prey. Cottus carolinae consumed chironomids almost exclusively in Jan. - Feb., 1984, while mayflies were predominant the remainder of the year. No significant habitat partitioning between the two darters, and seasonal habitat segregation between C. carolinae and the two darters was found. Dietary overlap between the darters was significantly correlated (p<0.0005) to differences in x prey sizes.

Thesis (M.A.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0331104-085211 Includes bibliographical references. Also available via Internet at the UMI web site.

This research is based on the following research question: What are the pupils’ thoughts about their gaming habits and possible learning situations in connection with their gaming? The study is based on literature on the subject and on two interviews with five youths who are between sixteen and seventeen years of age. The conclusions that can be drawn from my research question are:- Learning could take place in different domains and be put into different contexts. Hence, language learnt from playing video games, could be applied on domains outside of the game, i.e. implicit learning in terms of using a foreign language when communicating with other players can become tacit knowledge that the learner can apply on settings outside of the game. Also, social skills learnt from the structure of a game like World of Warcraft can be used in a formal educational setting. As a video game is multimodal in its nature there are benefits from also using other multimodal material in formal education, as many of the pupils are familiar and used to the same sort of text.- There are also problems connected to informal learning. The informants in this study describe how their interest in video games often clashes with their formal education. Another aspect is of course how the quality of the content learnt within an informal setting is being supervised, in contrast to how the formal education works with a trained teacher and a set curriculum that carefully explains how the learning should become available for the learner. Finally, one of the informants explains how his writing skills has become worse because of his informal training of English, since he wants to use smilies and abbreviations in formal text writing.

Digital games are often considered a pastime activity with little to no real or tangible benefits. This, however, is contrary to studies on the usefulness of digital games in second language (L2) learning. There are several aspects of L2 learning that are affected positively by gaming, as well as other extramural English (EE) activities. One of these aspects is vocabulary, which has been proven to be substantially improved by gaming through incidental learning.  Collocations are often referred to as word pairs that co-occur more frequently than any other two words. The definition of a collocation is a contested subject, making research and theories around collocations widespread and varied depending on what definition a given author subscribes to. In the present study Howarth’s (1996) definition of collocations has been used. The hard-to-define nature of collocations extends into the act of teaching - collocations are rarely taught because they follow no set rule or pattern. This means that L2 learners must acquire their collocation knowledge incidentally, either in the classroom or through EE activities.   The present study aims to investigate the relationship between EE activities, primarily gaming, and the collocation knowledge of 87 Swedish teenagers in upper compulsory school and upper secondary school. This was done through a Productive Collocation Test (PCK) as well as a questionnaire. The results of the study show that students who engage in EE activities are more knowledgeable in terms of collocations than those who do not. Additionally, out of the EE activities included in the questionnaire gaming seems to be the best way to acquire collocation knowledge.   The present study concludes that there is a connection between EE activities, especially gaming, and collocation knowledge. Informants that claimed to spend more time per week playing digital games generally scored higher on the collocation test. This was also true for the students who claimed to spend a considerable amount of time on visual media per week. These informants also had knowledge of collocations that very few of the respondents knew, particularly the students who partake in gaming. The findings of the present study suggest that digital games could be used as a tool for teaching collocations. However, more research is required to carry this idea further.

Supaplex is a single player video-game released at the beginning of the 90's which known as a challenging puzzle game developed for MS-DOS and Amiga. Although Supaplex did not get an intense interest and did not become a "POP" icon like PacMan or Super Mario or Sonic during the 90's, it was quite popular among people who like puzzle games such as Boulder Dash. This paper aims to revive this nostalgic video-game and show if Supaplex help to improve the development of logical thinking in primary school children. This paper examines how can Supaplex effect on primary school children's way of developing problem-solving techniques. Moreover, this case study examines primary school children's playing habits at their own homes. The paper is based on an ethnographic case study in which I collaborated with a Turkish family to let their children play Supaplex at their home as a spare-time activity approximately five-month long period. During this five-month period, I went to their home and played Supaplex with the triplets.