Essential components of analysis include historical perspectives on game and virtual environments, interpretation of spaces and artifacts in terms of law and policy, and cultural and aesthetic evaluation. Applications and Education includes the many ways to use virtual environments and computer games in health, education, training and entertainment.
Harnessing the full power of digital technology to improve lives requires innovation and domain experts who, in the words of computer science pioneer Alan Kay, have the vision to predict the future by inventing it. Some research by Institute faculty members is inspired by the challenges that arise from designing, implementing, and deploying games and virtual environments for non-traditional gaming domains. ACM Audio Mostly Corfu, September Beyond the Screen: What we can learn about game design from audio-based games.
Bali, May Nakano, J. Kanev, M. A framework for Sound Localization Experiments and Automatio n. Aizu, Japan, March Kapralos, S. Cristancho, K. Hogue, C. Conati and A. Developing Effective Serious Games: The effect of background sound on visual fidelity perception with varying texture resolution. Newport Beach, February Collins, P. Taillon, and B. San Diego, November Hodge, K. Lam and P.
Virtual Worlds: History and Current Developments
Musical Mood-Based Mobile Gaming. International Games Innovation Conference. Orange, CA, November Coimbra, Portugal, September Gualdron, B. Collins, C. Conati, A. Taillon and B. Framework for distributed audio smartphone games. Vancouver, August Kapralos, and A. Turn that noise off! Making sound effects accessible Game Develeopers Conference poster K. Using games as a method of evaluation of usability and user experience in human-computer interaction design.
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Aizu, December Hogue, and K. Phoenix, October 16— Harrigan, K. Collins, M. Dixon and J.
Vancouver, May 6—8. Hogue and K. Hamamatsu, Japan, December 9— Tomasson Goodwin. Vancouver, May 12— February 11— John Drever. Berol, K.
Drescher, R. Granovetter, W. Hutson, A.
Kraemer, K. Merkher, D. Project Bar-B-Q Group report.
Chor, K. Drescher, K. Heiden, A. Higgins, T. Howe, T. Cloud Music Services. Brennan, W. Chien, K. Higgins, R. Higgins, S. Kay, S. Snyder, S. Jang, H.
The Aesthetics of the Video Game
Pyle, C. Grigg and A. Ben Kiki. Hear, There and Everywhere. Report on future of mobile audio applications. Felton, B. Fuller, T. Hankinson, S. Harwood, K. Heiden, S. Horowitz, D. Javelosa, R. Kazandjian, J. Rippie, M. Sweet, R. Stevens, M. Worth, U. The library metaphor has been used in experimental projects see for example [ 60 ]. The book metaphor has also been used in online information systems, as a recognized artifact to assist users in search and navigation see for example [ 61 ].
The Bookhouse project was an innovative retrieval system for fictional work in a public library, which used the library and bookshelf metaphor. Subjective evaluation by the users showed that the new interface was preferred to conventional means of retrieving fiction [ 62 ].
In another example a realistic virtual environment of an existing library building was built and user acceptance tests were performed. The authors reported that high school and university users quickly learned how to navigate in the virtual environment without any assistance, showed high user engagement, and expressed positive first impressions [ 63 ]. The library virtual environment was constructed using the metaphor of a physical library with rooms, bookcases and books.
Video Games, Design, and Aesthetic Experience
The user, just as in a physical library, can walk around the library, move among the bookcases, scan the titles of books that are arranged on the bookshelves, select individual books, and open them. Once the prototype was constructed, a combination of Bonded Design and Informant Design see next section on Spectrum of Design Methodologies was used to obtain feedback from children and young adults on the library. After the initial construct and testing, the methodology was repeated for a second iteration.
The system was tested again, the results of which led to the third iteration. Each iteration yielded feedback from children, which paved the way to new insights and recommendations. In this environment, users can utilize search stations situated in different locations of the library to conduct conventional keyword and term searches, the results of which are displayed as red dots on a plan of the library. The library contains about links to English-language websites on Canadian history deemed to be appropriate in content and language for elementary students.
Based on one of the suggestions made by children, all the websites were classified by the Dewey Decimal Classification DDC system to organize the collection similar to a typical public or school library. Three focus group studies were conducted to evaluate and assess the efficacies of the library virtual environment.
In the first study [ 65 ], eight children and teens between the ages of 11 and 16 participated in two focus groups to assess and evaluate the library virtual environment. In order to encourage the evaluation of the interface, participants completed four tasks, which were used in previous studies with a conventional interface.
- Time-frequency time-scale analysis;
- A Practical Approach to Cardiovascular Medicine.
- Theories of Plates and Shells: Critical Review and New Applications;
- Have a Question?!
Similar qualitative methodologies were used in two other focus group studies [ 66 , 67 ]. The results of these studies showed that the library virtual environment was an engaging alternative to conventional searching. Lots more fun Norman [ 59 ] outlines three levels of design: visceral, behavioral and reflective. The visceral level is about the initial feelings a new product provokes, which may be independent of culture or experience and may have a significant impact on the success of the subsequent interactions.
The library seems to be a fun and engaging virtual environment, where children and teens can spend time exploring, browsing, and scanning the digital information, the outcome of which may lead to more successful learning. Although much has been written about the design criteria for technical aspects of virtual reality and virtual environments, only recently researchers have discussed other aspects of design such as content, aesthetics, and behavior. This framework consists of three components: Assets, such as caring, contribution, competence, etc.