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Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
Pervasive gaming as a way of directing players to geographical locations
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Pervasive gaming as a way of directing players to geographical locations

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Patrick Armstrong and Dr. Brett Wilkinson : Pervasive gaming as a way of directing players to geographical locations

Patrick Armstrong and Dr. Brett Wilkinson : Pervasive gaming as a way of directing players to geographical locations

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  • 1. Can pervasive games encourage engagement with important locations? Dr Brett Wilkinson Presenting the work of: Mr Patrick Armstrong and Dr Brett Wilkinson
  • 2. Video Game Players • The idea that video games are for children is incorrect • Over the last decade: – Gamer average age is 32 – Evenly split between male and female • Extensively investigated as motivational tools in education • New types of game style for new generation of mobile, location aware devices like smart phones and tablets
  • 3. Pervasive Gaming • Incorporate real world elements into the game world • Pervasive games feature: – Persistent game play – Quick short play periods rather than single long sessions – Use location services, augmented reality,
  • 4. Improve lecture attendance
  • 5. A focus on lecture attendance • Lecture attendance has a direct positive impact on student grades • Absence dynamics can be divided into three groups: – High motivation: Injury, sickness, emergency’s – Medium motivation: Conflict of priorities – Low motivation: Non-essential, non-academic • Over 60% of absences fall into low motivation
  • 6. Experiment Aim • Use the motivational benefits of games to direct user movement • Reward through game play for being at a physical location within a specified window • Conduct a preliminary investigation into use persistent gaming concepts to achieve this goal.
  • 7. Pervasive Games • Deeper involvement with the game world than just using GPS location. • Look to extend the game experience into the physical environment • Seek to incorporate – Anywhere / Anytime idea. Short play sessions over extended interaction – Player location matters and is relevant – Persistent gameplay that continues even when not being directly controlled – Connects and communicates game state changes – Social gameplay aspects
  • 8. Game Design • Resource collection and Virtual pet management. • Resources planted in the real world tracked by GPS and harvested after a germination period to feed pet. • Game play area focused on Flinders University campus • Augmented Reality used to increase the game world / real world connection Pet Interaction screen Resource Management screen
  • 9. Use of an Essential Location • Gameplay is unwinnable by itself • Participants must, without instruction, utilize a large resource node at an essential location • Failure to use the essential location makes pet survival impossible Essential Location: Lecture Theatre South 3
  • 10. Results • All participants were familiar with mobile devices and nearly all played video games regularly • All participants found the game easy to play and understand, suggesting game failure was not due to misunderstanding • Users raised issues with the empathic relationship with the pet, 40% of users felt limited connection with the virtual pet.
  • 11. Results • Users had three key issues with the game style: – Insufficient communication from pet – Underdeveloped feedback cycle between pet and player – Lack of a social component • All but two participants utilized the essential location and kept their pet alive, using varied movement patterns per user.
  • 12. Results • One pet death was the result of the player rushing to the essential location and ignoring other resources • One participant failed to make use of the essential location • This manifested in the: – Least amount of time played – Lowest number of resources planted per minute, before pet death, during gameplay • This player also showed one of the two lowest empathic relationships to the pet
  • 13. Results – Possible Influences • Movement logs showed anomalous movement possible due to the topography of Flinders University Flinders University topography looking down from the essential location
  • 14. Conclusions • Results suggest pervasive game techniques can be used to direct player movement • Suggested improvements by players in line with pervasive game play ideals
  • 15. Future Work • Introduce fixed time frame resources to accurately simulate lecture start times • Additional effort to ensure empathic relationship with virtual pet is effective and engaging • Open ended testing. • Remove topographical concerns as possible influences

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