This presentation was provided by Patricia Anderson of the University of Michigan during the NISO virtual conference, That Cutting Edge: Technology's Impact on Scholarly Research Processes in the Library, held on October 24, 2018.

1. Cutting Edges with Company:
Emerging Technologies as a
Collective Effort (with Case Study)
P. F. Anderson (@pfanderson), Emerging Technologies Informationist for the
HS-STEM Libraries of the University of Michigan, Ann Arbor

2. Services

3. Anatomage Table
● The Anatomage Table is the most technologically advanced
anatomy visualization system for anatomy education and is
being adopted by many of the world’s leading medical
schools and institutions.
● The Table has been integrated into many health sciences
courses, including Kinesiology, Dentistry, and more.
● The library provides access to the system, training, course
integration ideas, support documents, video overviews,
scheduling, and demonstrations.
Chase Masters
Enabling Technologies Informationist
thl-anatomage-help@umich.edu
<https://lib.umich.edu/taubman-health-sciences-library/anatomage-table>

4. Cytoscape / Metscape
● MetScape is a Cytoscape app, developed at U-M, that
visualizes metabolomic and gene expression data.
● Metabolomics is an emerging field, so there is not the wide
range of tools for visualizing and analyzing data that exist
for other “omics” fields.
● Informationist role - outreach and instruction:
○ Develop documentation: user manuals, video tutorials
○ Conduct hands-on instruction, webinars
○ Consultations
Marci Brandenburg
Bioinformationist
mbradenb@umich.edu
<http://metscape.med.umich.edu/>

5. edX - Advanced Literature Searching in the Health Sciences
● Literature searches are a core component of many
health sciences-related projects, but many involved
in such projects lack search training & experience
● We designed this edX course to a) increase
awareness of search best practices and b) improve
the methodological quality of searches
● Final course is a successful collaboration
between informationists and education
experts devoted to innovation in learning
● First MOOC solely devoted to the
literature search process
<https://online.umich.edu/catalog/208/>
On behalf of the course team:
Mark MacEachern
Informationist
markmac@umich.edu

6. Open source
● Open source code can help researchers
automate or schedule tasks, clean and analyze
data, and employ version control
● We created a resource to help researchers
keep abreast of relevant developments in
open source code and programs, and to help
them develop their own software or code and
license it for reuse
● Future developments include case studies and
a list of open source code developed at our
institution
<http://guides.lib.umich.edu/OScode>
Marisa Conte, PF Anderson
meese@umich.edu
pfa@umich.edu

7. Precision health
● Information toolkit for precision
health
● Content tailored to data layers of
commonly-accepted precision
medicine models
● Content includes: biobanking,
exposomics, metabolomics,
microbiome
<http://guides.lib.umich.edu/precisionhealth>
Image sources: 1) https://www.nap.edu/catalog/13284/toward-precision-medicine-building-a-knowledge-network-for-biomedical-research
2) https://www.futurelearn.com/courses/the-genomics-era/0/steps/4923
3) Slide 19: https://www.slideshare.net/lakecomoschool/integrative-analysis-and-visualization-of-clinical-and-molecular-data-for-cancer-precision-medicine-enzo-medico
4) https://www.tandfonline.com/doi/full/10.1080/23808993.2016.1157686#
Marisa Conte, PF Anderson
meese@umich.edu
pfa@umich.edu

8. Research identity management
● Research identity management involves using an array of
scholarly profile tools (e.g., ORCiD, Google Scholar profile),
social media awareness (e.g., following online engagement
through alternative metrics), and research dissemination
strategies (e.g., distributing visual abstracts) to promote
uniform representation and discovery of researchers' scholarly
records across disparate web environments.
● At THL, we have developed instructional content and published
a book chapter on these topics in conjunction with the work of
the Research Impact Core, which aims to educate and consult
on best practices for demonstrating scholarly impact.
Tyler Nix
Informationist
tnix@umich.edu
1. http://guides.lib.umich.edu/researchimpact/
2. Nix, T., Smith, J., & Song, J. (2017). Measuring impact. Medical and scientific publishing: Author, editor, and reviewer
perspectives (pp. 215-233) doi:10.1016/B978-0-12-809969-8.00022-X

9. Software Carpentry
● “The Carpentries teach foundational coding, and
data science skills to researchers worldwide.
Software Carpentry and Data Carpentry
workshops are based on our lessons. Workshop
hosts, Instructors, and learners must be prepared to
follow our Code of Conduct.” The Carpentries:
<https://carpentries.org>
● UM Software & Data Carpentry
<https://umswc.github.io>
● The U-M Library provides financial and logistical
support to our on-campus Carpentries community,
which in turn provides opportunities for librarians
to develop and upgrade skills in basic research
computing and innovative small-group instruction.
Scott Martin
Biological Sciences Librarian
samarti@umich.edu

10. Environmental scanning &
awareness

11. 3D printing
● 3D Printing is also referred to as additive manufacturing or
biofabrication, as well as other terms, and involves progressive
layering of materials to construct 3D objects.
● The University of Michigan is deeply engaged in 3D printing, from
engineering to art to medicine, on a variety of scales and with a
variety of materials
● Informationist role:
○ Awareness, dissemination, appropriate referral (to campus & community
FabLabs, makerspaces, & 3D printers), fostering collaboration,
foundational skills building, webinars
○ Tutorials on searching for open source/open access 3D printing files &
patterns
○ Expert search strategy development in the research literature
○ Consultations <https://www.slideshare.net/umhealthsci
enceslibraries/3d-printing-and-medi>
PF Anderson
Emerging Technologies Informationist
pfa@umich.edu

12. Augmented, virtual, & mixed realities
● Virtual reality: “the computer-generated simulation of a three-dimensional image
or environment that can be interacted with in a seemingly real or physical way by a
person using special electronic equipment, such as a helmet with a screen inside or
gloves fitted with sensors.” [Google]
● Augmented reality: “a technology that superimposes a computer-generated
image on a user's view of the real world, thus providing a composite view.” [Google]
● Informationist roles:
○ Collections, interfaces, devices, troubleshooting, support, consultations
○ Research and grant-writing support
○ Skills-building (workshops, 1-on-1, consultations)
○ Design of virtual artifacts, including buildings & garments
○ Collaboration with project teams, planning, publication
○ Event series, coordination & planning
○ Campus software support
<https://www.slideshare.net/umhealthscienceslibraries/national-educational-technology-plan-netp-
2009-second-life-public-forum-final-report> <https://espace.library.uq.edu.au/view/UQ:179822>

13. Decentralized Web
● Efforts to ‘re-decentralize’ the Web are spilling over into science
research & publishing
● Includes new network protocols (IPFS, Dat) as well as a panoply of
‘blockchain for science’ startups
● Comes at a time when large science publishers are attempting to
remake themselves as data brokers, own more of the research
toolchain… some have already bought into DW tech (Digital
Science)
● DW tools are trying to solve a variety of problems of concern to
library & information professionals: Consolidation / tech monopoly,
data privacy, public access to research, issues with peer review,
research transparency & accountability, perverse incentives of
science publishing…
Jacob Glenn
Physics/Astronomy Librarian
jkglenn@umich.edu

14. Emerging technologies discovery research
(MLASR6)
● Project originated in the Medical Library
Association strategic research initiative;
involved international multi-institution
research team.
● Intended to discover emerging technologies
relevant to medical librarians & library
stakeholders.
● Methods included survey, Delphi study,
rigorous replicable PubMed search with text
mining and tech mining analysis of the resulting
results set.
<https://doi.org/10.1002/jrsm.1318>

15. Case study: Video game
development (Ab Errantry)

16. Ab Errantry:
A Game to Build Awareness of
the Aberrant and Abhorrent
in Teens and Young Adults with Autism
Patricia F. Anderson & Bruce Maxim; University of Michigan
Meaningful Play 2018

17. Outline
Why
Who
Game Design
Game Mechanics
Play Testing & Accessibility
Game Metrics & Finale
Image credit: Luke Veninga

18. Why (Background & Purpose)

19. Problem
Persons with autism:
● 2018: 1 in 59 8-year-old
children
● May prefer to socialize
online
● May be more at risk
from online predators
(Baio et al, 2018) (Davison & Orsini, 2013)
(Normand & Sallafranque‐St‐Louis, 2016)
(Sevlever, Roth, & Gillis, 2013)

20. Solution —
Go Where They Are
Online!
Next steps — mobile?
Let Them Make It Theirs
Open Source
Open Access
Include representatives of target audience in
design process

21. Inspirations
Katawa Shoujo
<https://www.kat
awa-shoujo.com/
about.php>

22. Inspirations
Super Mario <https://www.mariowiki.com/Super_Mario_(series)>

23. It Takes a Village, uh, Team

24. Credits
Concept Authors: Patricia F. Anderson, Luke Veninga
Game Developers: Sean Croskey, Luke Pacheco,
Aristotelis Papaioannou, Dominic Retli
Project Manager: Patricia F. Anderson
Scriptwriter: Luke Veninga
Boss Design Artist: Alex Van Trejo
Script Analyst: Adam Grandt
Mentor: Bruce Maxim
Assistant Team Manager: Jeffrey Yackley
Image credit: Alex D. Trejo

25. Special Kudos
Dr. Kiumi Akingbehin
Pete Wendel
Donald Ukraniec, Riverview Community
High School
Justin Schell, UofM Shapiro Design Lab
Abdalaziz Almuhaisen
ALL THE PLAYTESTERS!!!!
Image credit: Alex D. Trejo

26. Game Design

27. Theme
Developed in
Unity 3D
2d side-scroller
Medieval-themed
fantasy storyline

28. Plotline
The game story focuses around a knight on quest for the king. The king’s children, a
son and a daughter, have run away from the castle, and the king is offering a reward
for their safe return. The king’s children do not want to be found or returned, and are
hiding their identities, while there are other characters who wish to get into the castle
or to disrupt the rescue for their own reasons.

29. Characters
NPC characters serve in a variety of roles.
Minor characters:
● Move plot forward
● Direct player to information or activity goals
● Respond to player choices
Major characters also:
● Appear in multiple scenes
● Connect themes & issues

30. Characters — Special
The general represents the King’s
wishes in the King’s absence. He
provides direction to the player,
while the squire provides support.
One of them is dishonest, and
manipulative, encouraging the
player to make poor choices.
Which one? That depends, and can
be different with replay.

31. Bosses (Monsters)
Structure for developing the bosses
initially focused on first identifying
common types of internet or online
predators, and then mapping classic
mythological monsters to those in ways
that (hopefully) reinforces potential risks.
NOTE: Linguistic patterns for dialog
extracted from Perverted Justice
http://www.perverted-justice.com (Olson et
al, 2007)
Image credit: Alex D. Trejo

32. Special Features
Player choices:
● Rescue the prince or the princess
● Play as male or female knight
Challenges include both battles and puzzles

33. Game Mechanics

34. Challenges
Social grooming
Trust malformations
● Inappropriate trust building (with
inappropriate information
sharing)
● Trust erosion (for previously
trusted authority figures &
advisors)
Isolation (Social distancing from
previously trusted communities)
National Autism Society (UK): Robert Ogden School: Online Safety:
https://www.autism.org.uk/services/nas-schools/robert-ogden/school-life/online
%20safety.aspx

35. Challenges
Social grooming
Inappropriate trust building (with
inappropriate information sharing)
Trust erosion (for previously trusted
authority figures & advisors)
Isolation (Social distancing from
previously trusted communities)
Image credit: Alex D. Trejo

36. Challenges: Example
The knight has to navigate past characters who
misrepresent their identities and goals, along with
more traditional game challenges such as battles
and puzzles.
Example challenge:
Encounter in village with woodcutter who asks
who you are, why you’re there. The King previously
told the knight the quest is confidential. If player
chooses to disclose confidential content, the
villager attempts to battle the player.

37. Challenges: Example

38. Play Testing & Accessibility

39. Play Testing Groups
Middle School
Large group testing (3 groups, n=89)
Quantitative results
Gender balance of the play-testers tended slightly
towards male, but was close to balanced.
● 51 male
● 38 female
College & Young Adults
Recruited through the office of Services for
Students with Disabilities
Focus group (5; 3 male, 2 female)
Included persons with cognitive, physical, and
sensory disabilities
Qualitative results

40. Play Testing Results (Middle School)
Did you find any portion to be too long? (75% No)
Too short? (93% No)
Too challenging? (46.1%) said Nothing.
Not challenging enough? (72%) said Nothing.
Did you get stuck?
● (23.6%) said Puzzles.
● (31.5%) said Nothing.
Favorite parts:
● (23.6%) said Character(s).
● (20%) said All.
Least favorite:
● (17.9%) said Controls.
● (42.7%) said Nothing.

41. Play Testing Results
Game play testing
addressed specifics
(such as interface,
satisfaction with game
elements, willingness
to play again), and less
tangible elements
(such as perceived
lessons in the game,
and ability to identify
the underlying
purpose of the game).

42. Accessibility
Accessibility checklist
used was derived from:
Game Accessibility
Guidelines: ​<http://game
accessibilityguidelines.c
om/basic/>

43. Accessibility
Testers identified both fixable & unfixable accessibility issues (contrast, colorblindness,
Text-to-speech) .

44. Game Metrics & Finale

45. Game Metrics
● 100% code reuse between platforms thanks to Unity and SQLite
○ Built for Windows x86, Windows x86_64, MacOS, Linux x86, Linux x86_64
● 6 main “areas” with multiple levels within each (60-100 minutes of game play)
○ Boss fight in each area
○ 29 in-game characters to talk to 7 of which are evil
● 400 sprites/sprite sheets
○ 20 unique characters, 3 full tilemaps, 50 gameplay objects, and more
● 15 soundtracks and 80+ sounds
● Ending scene that reflects on the choices made by the player
○ Goes through the positive and negative decisions
○ Explains what was right or wrong with them

46. Some Metrics on the Game Source Code

47. Lessons Learned
● Scopes will constantly change, so have regular meetings and discussions to not
waste time on big implementations.
● Get assets and external deliverables early
● Understand the difference between making a product for you vs making a product
for your client
● Know your team and who excels at what
● Learn new concepts without wasting time
● Design for the broadest audience that fits the concept
● Aim for FUN!

48. Next Steps / Future Directions / Wishlist
● Build in more accessibility
○ Text-to-Speech
○ Support for accessible gameplay devices
○ Mobile version
● Validity testing with test populations
○ Teens & young adults with autism
○ Teens and young adults with cochlear implants
○ At-risk seniors
○ Persons with facial difference
○ Persons with executive function disorder or related cognitive conditions
○ At-risk persons of any sort who tend to socialize primarily online
● Extend game content with richer dialog challenge examples
● Expand game structure to more explicitly include 3rd game goal (asking for help)
● More bosses/monsters/layers/levels from original game plan/script; more diversity
in characters; more character customization

49. http://aberrantry.com

50. Questions?