This study examined how people are perceived on Facebook based on their profile picture and friend count in terms of potential for friendship and employment. 92 participants viewed fabricated Facebook profiles that varied the number of friends (high vs. low) and type of profile picture (individual photo vs. group photo). Participants then rated each profile on scales of friendship and employment potential. Results showed that for females, a low friend count and individual photo led to higher ratings for potential employment, while a high count and group photo led to higher friendship ratings. For males, friend count and photo type did not impact employment ratings, but a high count and group photo received higher friendship ratings. The study provides insight into how quickly judgments are made from limited Facebook information.
J.D. Fletcher, Institute of Defense Analyses and Sigmond Tobias, SUNYSeriousGamesAssoc
"On Tour in the Garden of Empirical Analysis"
The authors report findings, both solid and speculative, after six years of an ongoing effort to collect, organize, and understand all available empirical research on the use of games to create environments in which people learn.
The document describes the development of a serious game to teach group decision-making skills to emergency managers. The game aims to embed learning in its mechanics by distributing crucial information among players, requiring cooperation. An evaluation found that groups playing the prototype made inefficient decisions and performed worse than individuals, replicating real-world group dynamics, suggesting the game provides a valid environment for skills training. Further work is needed to develop the full online multiplayer version and integrate it into the overall training program.
What makes male gamers angry, sad, amused, and enthusiastic while playing vio...Maciej Behnke
Gaming elicits strong emotional responses. However, little is known about which situations within the gameplay elicit specific emotions. Thus, we aimed to identify which gaming situations elicit positive and negative emotions. We asked Counter-Strike: Global Offensive gamers (N = 652) to recall and write about a situation when they felt amused, angry, enthusiastic, or sad. In our analysis, we used semantic coding and affective words analysis using Linguistic Inquiry and Word Count (LIWC). We found that gamers described emotional situations (e.g., clutch, victory, or hacking) that we clustered into 12 broader categories (e.g., positive performance outcomes, underperforming, and technical issues). Gamers reported similar (rather than specific) situations for anger and sadness and similar for amusement and enthusiasm. We documented a wider than usually considered range of positive and negative emotions related to gaming along with specific gaming themes that produce these emotions. These findings contribute to a broader and more specific (events-based) understanding of the emotional aspects of video gaming.
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
The document discusses eliciting different emotions through videogames, including sadness. It summarizes a study that tested players' emotional responses to 14 games. While emotions like surprise, anger, disgust, fear and happiness were successfully elicited, interactive sequences did not elicit sadness. Sadness was only elicited through non-interactive cutscenes. The document proposes designing games to elicit sadness through creating attachment to characters, rupturing attachments, and allowing passive player interaction through virtual body touch to create empathy. Overcoming challenges in interactive sadness could help address problems like low female demographics and diminishing interest from lack of depth.
The document discusses using game theory to analyze video games. It provides background on game theory, explaining that it is the formal study of decision-making where players' choices affect each other. It outlines some key game theory concepts like the prisoner's dilemma, chicken game, and Nash equilibrium. It then discusses how different types of video games like cooperative, semi-cooperative, and competitive games can be modeled using concepts from game theory.
This document discusses how some common practices in video game design can unintentionally undermine the learning experience. It provides three examples: 1) Improving accessibility through barrier removal can reduce challenges needed for learning; 2) Statistical skill simulations ("grinding") allow progress without learning; 3) Dynamic difficulty adjustments like "rubber-banding" can discourage mastering skills and undermine a sense of fair competition. While these practices aim to boost metrics like player engagement and retention, they may do so at the cost of reducing intrinsic motivation and the cognitive and psychological benefits of overcoming challenges through learning and skill development.
J.D. Fletcher, Institute of Defense Analyses and Sigmond Tobias, SUNYSeriousGamesAssoc
"On Tour in the Garden of Empirical Analysis"
The authors report findings, both solid and speculative, after six years of an ongoing effort to collect, organize, and understand all available empirical research on the use of games to create environments in which people learn.
The document describes the development of a serious game to teach group decision-making skills to emergency managers. The game aims to embed learning in its mechanics by distributing crucial information among players, requiring cooperation. An evaluation found that groups playing the prototype made inefficient decisions and performed worse than individuals, replicating real-world group dynamics, suggesting the game provides a valid environment for skills training. Further work is needed to develop the full online multiplayer version and integrate it into the overall training program.
What makes male gamers angry, sad, amused, and enthusiastic while playing vio...Maciej Behnke
Gaming elicits strong emotional responses. However, little is known about which situations within the gameplay elicit specific emotions. Thus, we aimed to identify which gaming situations elicit positive and negative emotions. We asked Counter-Strike: Global Offensive gamers (N = 652) to recall and write about a situation when they felt amused, angry, enthusiastic, or sad. In our analysis, we used semantic coding and affective words analysis using Linguistic Inquiry and Word Count (LIWC). We found that gamers described emotional situations (e.g., clutch, victory, or hacking) that we clustered into 12 broader categories (e.g., positive performance outcomes, underperforming, and technical issues). Gamers reported similar (rather than specific) situations for anger and sadness and similar for amusement and enthusiasm. We documented a wider than usually considered range of positive and negative emotions related to gaming along with specific gaming themes that produce these emotions. These findings contribute to a broader and more specific (events-based) understanding of the emotional aspects of video gaming.
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
The document discusses eliciting different emotions through videogames, including sadness. It summarizes a study that tested players' emotional responses to 14 games. While emotions like surprise, anger, disgust, fear and happiness were successfully elicited, interactive sequences did not elicit sadness. Sadness was only elicited through non-interactive cutscenes. The document proposes designing games to elicit sadness through creating attachment to characters, rupturing attachments, and allowing passive player interaction through virtual body touch to create empathy. Overcoming challenges in interactive sadness could help address problems like low female demographics and diminishing interest from lack of depth.
The document discusses using game theory to analyze video games. It provides background on game theory, explaining that it is the formal study of decision-making where players' choices affect each other. It outlines some key game theory concepts like the prisoner's dilemma, chicken game, and Nash equilibrium. It then discusses how different types of video games like cooperative, semi-cooperative, and competitive games can be modeled using concepts from game theory.
This document discusses how some common practices in video game design can unintentionally undermine the learning experience. It provides three examples: 1) Improving accessibility through barrier removal can reduce challenges needed for learning; 2) Statistical skill simulations ("grinding") allow progress without learning; 3) Dynamic difficulty adjustments like "rubber-banding" can discourage mastering skills and undermine a sense of fair competition. While these practices aim to boost metrics like player engagement and retention, they may do so at the cost of reducing intrinsic motivation and the cognitive and psychological benefits of overcoming challenges through learning and skill development.
Multi agent reinforcement learning for sequential social dilemmasDong Heon Cho
This document summarizes research on multi-agent reinforcement learning in sequential social dilemmas. It discusses how sequential social dilemmas extend traditional matrix games by adding temporal aspects like partial observability. Simulation experiments are described where agents learn cooperative or defective policies for tasks like fruit gathering and wolfpack hunting in a partially observable environment. The agents' learned policies are then used to construct an empirical payoff matrix to analyze whether cooperation or defection is rewarded more, relating the multi-agent reinforcement learning results back to classic social dilemmas.
This document provides an overview of game theory, including its history, basic concepts, types of strategies and equilibria, different types of games, and applications. It defines game theory as the mathematical analysis of conflict situations to determine optimal strategies. Key concepts explained include Nash equilibrium, mixed strategies, zero-sum games, repeated games, and sequential vs. simultaneous games. Applications of game theory discussed include economics, politics, biology, and artificial intelligence.
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
Elucidation of Fun of Games: Structured IRF Model and Automated Game Design井戸 里志
I am a Japanese game designer.
I have bad English, so let me know if there's anything wrong with my English.
https://twitter.com/kan_jiro
The Japanese version is here:
http://www.slideshare.net/satoshiido9/irf-56845767
What characteristics of gamers’ profile should be taken into account in play...Thea24
Our paper stresses the need to bring to the forefront the social and emotional aspects of usability as a means to design enjoyable player- centered game experiences.
This work questions the validity of those HCI approaches generalizing usability principles and heuristics to the universe of gamers assuming that they comprise a homogenous population’.
Our findings strongly support the consideration of specific individual characteristics to the design of player-centred game experiences.
Controlling Adaptation in Affective Serious Gamesbbontchev
This document discusses controlling adaptation in affective serious games based on recognizing a player's emotional state. It describes how emotional state is recognized using physiological measurements like electrodermal activity and blood volume pulse or analyzing facial expressions with convolutional neural networks. Recognized emotions along with playing style and performance are then used to control adaptation of game mechanics, dynamics, and aesthetics through techniques like dynamic difficulty adjustment and tailoring of non-player characters. The goal is to optimize engagement, motivation, and the learning process through adaptive personalization based on real-time tracking of individual player emotions.
The document describes a class of complex games called Simple War Games that are designed to be challenging for game playing programs. It also describes the WAR program, which can play any game in the Simple War Games class. The WAR program uses an algorithm inspired by ant behavior to efficiently evaluate moves and also incorporates a genetic algorithm to improve its strategies over time through learning. Sample games like SIMPLE and TANK that fall within the Simple War Games class are presented to illustrate the complexity and variety of games the class encompasses.
Diagramming Fun of Games ―Agential Structure Model, Classifying Fun Exhaustively井戸 里志
The document discusses theories of classifying fun in games. It summarizes an Agential Structure Model that classifies fun into 8 types and 19 subtypes based on the fun generated from a game's mechanics, dynamics, and player agency. These include Rewardal Fun from achieving objectives, Interactional Fun from player inputs and feedback, and Fictional Fun from changes in the game's fictional aspects. The model aims to provide an exhaustive classification of fun in games.
1) The study examined whether playing video games could reduce stress levels. It found that a stress task increased reported stress levels, while playing video games afterwards decreased stress levels.
2) Nonviolent games without narratives were found to induce higher levels of "flow" than other game types.
3) Violence in games did not significantly impact stress reduction, but narratives were found to be more important for reducing stress from violent games.
The impact of video games on desensitization to real-life violenceJingdan "Diana" Zhu
• Reviewed literature and designed research plan
• Ran one-hour one-on-one experiment sessions with 20 participants using Galvanic Skin Response (GSR) device
• Coded GSR data, conducted statistical analysis, and presented research poster in class
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
What is a Game Designer (And Why Do You Need One)? - Douglas WhatleySeriousGamesAssoc
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
This document provides an overview of game theory, including definitions of key concepts like Nash equilibrium. It discusses examples of games like the prisoner's dilemma and chicken game. Solution concepts for different types of games are introduced, such as backward induction for extensive form games. Linear programming formulations are presented for solving zero-sum games. Examples are provided to illustrate equilibrium concepts and how to model games as linear programs.
Game theory is the study of interactive decision making between multiple agents where the payoff for each agent depends on the choices of the other agents. The document discusses the history and key concepts of game theory including normal and extensive forms, symmetric and asymmetric games, cooperative and non-cooperative games, zero-sum and non-zero-sum games, and Nash equilibrium. Nash equilibrium refers to a set of strategies where no player can benefit by changing their strategy given the strategies of other players.
Playability and Player Experience Researchナム-Nam Nguyễn
This document summarizes a panel discussion on playability and player experience research between experts in Europe. It discusses current methodologies for measuring player experience, including playability heuristics to evaluate game design, biometrics to understand emotions during gameplay, integrating gameplay metrics with surveys, and a multi-method approach using both subjective and objective measures like questionnaires, facial expressions and pressure on input devices. The goal is to establish standards for analyzing the complex interactions between players and games.
LAFS Game Mechanics - Information and Game MechanicsDavid Mullich
Here are a few games I could analyze and some aspects of information quality and distribution I could examine for each:
Pandemic:
- Players have imperfect information about the location of disease cubes on the board. This encourages cooperation.
- Players share information openly during their turns, making it symmetric. This supports strategic planning.
Secret Hitler:
- Players have asymmetric roles that are concealed, creating uncertainty. This enables bluffing and betrayal.
- Policy cards are revealed publicly each round, providing a closure point that reduces uncertainty.
Codenames:
- Teams have perfect information about their own words but not the other team's. This encourages creative clue giving within limits.
- The board represents the
Game theory is a mathematical tool used to describe strategic interactions between decision-makers. It involves players, strategies, and payoffs. A Nash equilibrium exists when no player can benefit by unilaterally changing their strategy given other players' strategies. The document provides examples of how game theory applies to wireless networks, including a forwarder's dilemma game about forwarding packets, a multiple access game about transmitting, and a joint packet forwarding game.
1) The document discusses predicting the addictiveness and lifetime of online games using player behavior data and facial electromyography measurements of emotions.
2) An addictiveness index is defined based on the decline rate of the ratio of player presence over time, and facial muscle activity is measured to quantify emotional responses to different games.
3) A model is created relating emotional strength measurements to addictiveness indexes with 94% accuracy, and is validated with 11% average error rate at predicting addictiveness of unseen games. This could help optimize game development and investment decisions.
This is a simple presentation on Game Theory in Network Security. I made it when I was searching for research points for my Master degree. Still searching for other research points. Any suggestions on research points in network security or network architecture? :)
LAFS Game Mechanics - Randomness and RiskDavid Mullich
This document discusses various concepts related to game mechanics including game state, information distribution, randomness, luck, surprises, rewards, penalties, and more. It provides examples and considerations for how designers can implement these mechanics. The key messages are that game mechanics should create interesting decisions for players, balance challenge and success, and support player goals through predictable and unpredictable systems.
Платформа Cisco Tetration Analytics™ для центров обработки данных предоставляет функции всеобъемлющего мониторинга, средства поведенческой аналитики приложений и реализует модель нулевого доверия.
Here's a modern-day film noir in which you're never sure what's real and what isn't real. There is a possibility you may get tired of guessing and give up on this film 3/4ths of the way through, as I almost did but it worth finishing. It also was better the second time around
Multi agent reinforcement learning for sequential social dilemmasDong Heon Cho
This document summarizes research on multi-agent reinforcement learning in sequential social dilemmas. It discusses how sequential social dilemmas extend traditional matrix games by adding temporal aspects like partial observability. Simulation experiments are described where agents learn cooperative or defective policies for tasks like fruit gathering and wolfpack hunting in a partially observable environment. The agents' learned policies are then used to construct an empirical payoff matrix to analyze whether cooperation or defection is rewarded more, relating the multi-agent reinforcement learning results back to classic social dilemmas.
This document provides an overview of game theory, including its history, basic concepts, types of strategies and equilibria, different types of games, and applications. It defines game theory as the mathematical analysis of conflict situations to determine optimal strategies. Key concepts explained include Nash equilibrium, mixed strategies, zero-sum games, repeated games, and sequential vs. simultaneous games. Applications of game theory discussed include economics, politics, biology, and artificial intelligence.
This document summarizes a research paper about how video games can teach essential life skills. It discusses how video games may enhance critical thinking, complex problem solving, empathy and sympathy, and visual spatial processing. It provides examples of how games like Uncharted 4, Metal Gear Solid V, and Portal teach these skills. The document concludes that while more research is still needed, many studies have shown video games' potential to impart important skills beyond just entertainment.
Elucidation of Fun of Games: Structured IRF Model and Automated Game Design井戸 里志
I am a Japanese game designer.
I have bad English, so let me know if there's anything wrong with my English.
https://twitter.com/kan_jiro
The Japanese version is here:
http://www.slideshare.net/satoshiido9/irf-56845767
What characteristics of gamers’ profile should be taken into account in play...Thea24
Our paper stresses the need to bring to the forefront the social and emotional aspects of usability as a means to design enjoyable player- centered game experiences.
This work questions the validity of those HCI approaches generalizing usability principles and heuristics to the universe of gamers assuming that they comprise a homogenous population’.
Our findings strongly support the consideration of specific individual characteristics to the design of player-centred game experiences.
Controlling Adaptation in Affective Serious Gamesbbontchev
This document discusses controlling adaptation in affective serious games based on recognizing a player's emotional state. It describes how emotional state is recognized using physiological measurements like electrodermal activity and blood volume pulse or analyzing facial expressions with convolutional neural networks. Recognized emotions along with playing style and performance are then used to control adaptation of game mechanics, dynamics, and aesthetics through techniques like dynamic difficulty adjustment and tailoring of non-player characters. The goal is to optimize engagement, motivation, and the learning process through adaptive personalization based on real-time tracking of individual player emotions.
The document describes a class of complex games called Simple War Games that are designed to be challenging for game playing programs. It also describes the WAR program, which can play any game in the Simple War Games class. The WAR program uses an algorithm inspired by ant behavior to efficiently evaluate moves and also incorporates a genetic algorithm to improve its strategies over time through learning. Sample games like SIMPLE and TANK that fall within the Simple War Games class are presented to illustrate the complexity and variety of games the class encompasses.
Diagramming Fun of Games ―Agential Structure Model, Classifying Fun Exhaustively井戸 里志
The document discusses theories of classifying fun in games. It summarizes an Agential Structure Model that classifies fun into 8 types and 19 subtypes based on the fun generated from a game's mechanics, dynamics, and player agency. These include Rewardal Fun from achieving objectives, Interactional Fun from player inputs and feedback, and Fictional Fun from changes in the game's fictional aspects. The model aims to provide an exhaustive classification of fun in games.
1) The study examined whether playing video games could reduce stress levels. It found that a stress task increased reported stress levels, while playing video games afterwards decreased stress levels.
2) Nonviolent games without narratives were found to induce higher levels of "flow" than other game types.
3) Violence in games did not significantly impact stress reduction, but narratives were found to be more important for reducing stress from violent games.
The impact of video games on desensitization to real-life violenceJingdan "Diana" Zhu
• Reviewed literature and designed research plan
• Ran one-hour one-on-one experiment sessions with 20 participants using Galvanic Skin Response (GSR) device
• Coded GSR data, conducted statistical analysis, and presented research poster in class
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
What is a Game Designer (And Why Do You Need One)? - Douglas WhatleySeriousGamesAssoc
What does a game designer really do. And, more importantly, how do they make the products better. How does a designer contribute and what how do you work with them to solve your problem.
This document provides an overview of game theory, including definitions of key concepts like Nash equilibrium. It discusses examples of games like the prisoner's dilemma and chicken game. Solution concepts for different types of games are introduced, such as backward induction for extensive form games. Linear programming formulations are presented for solving zero-sum games. Examples are provided to illustrate equilibrium concepts and how to model games as linear programs.
Game theory is the study of interactive decision making between multiple agents where the payoff for each agent depends on the choices of the other agents. The document discusses the history and key concepts of game theory including normal and extensive forms, symmetric and asymmetric games, cooperative and non-cooperative games, zero-sum and non-zero-sum games, and Nash equilibrium. Nash equilibrium refers to a set of strategies where no player can benefit by changing their strategy given the strategies of other players.
Playability and Player Experience Researchナム-Nam Nguyễn
This document summarizes a panel discussion on playability and player experience research between experts in Europe. It discusses current methodologies for measuring player experience, including playability heuristics to evaluate game design, biometrics to understand emotions during gameplay, integrating gameplay metrics with surveys, and a multi-method approach using both subjective and objective measures like questionnaires, facial expressions and pressure on input devices. The goal is to establish standards for analyzing the complex interactions between players and games.
LAFS Game Mechanics - Information and Game MechanicsDavid Mullich
Here are a few games I could analyze and some aspects of information quality and distribution I could examine for each:
Pandemic:
- Players have imperfect information about the location of disease cubes on the board. This encourages cooperation.
- Players share information openly during their turns, making it symmetric. This supports strategic planning.
Secret Hitler:
- Players have asymmetric roles that are concealed, creating uncertainty. This enables bluffing and betrayal.
- Policy cards are revealed publicly each round, providing a closure point that reduces uncertainty.
Codenames:
- Teams have perfect information about their own words but not the other team's. This encourages creative clue giving within limits.
- The board represents the
Game theory is a mathematical tool used to describe strategic interactions between decision-makers. It involves players, strategies, and payoffs. A Nash equilibrium exists when no player can benefit by unilaterally changing their strategy given other players' strategies. The document provides examples of how game theory applies to wireless networks, including a forwarder's dilemma game about forwarding packets, a multiple access game about transmitting, and a joint packet forwarding game.
1) The document discusses predicting the addictiveness and lifetime of online games using player behavior data and facial electromyography measurements of emotions.
2) An addictiveness index is defined based on the decline rate of the ratio of player presence over time, and facial muscle activity is measured to quantify emotional responses to different games.
3) A model is created relating emotional strength measurements to addictiveness indexes with 94% accuracy, and is validated with 11% average error rate at predicting addictiveness of unseen games. This could help optimize game development and investment decisions.
This is a simple presentation on Game Theory in Network Security. I made it when I was searching for research points for my Master degree. Still searching for other research points. Any suggestions on research points in network security or network architecture? :)
LAFS Game Mechanics - Randomness and RiskDavid Mullich
This document discusses various concepts related to game mechanics including game state, information distribution, randomness, luck, surprises, rewards, penalties, and more. It provides examples and considerations for how designers can implement these mechanics. The key messages are that game mechanics should create interesting decisions for players, balance challenge and success, and support player goals through predictable and unpredictable systems.
Платформа Cisco Tetration Analytics™ для центров обработки данных предоставляет функции всеобъемлющего мониторинга, средства поведенческой аналитики приложений и реализует модель нулевого доверия.
Here's a modern-day film noir in which you're never sure what's real and what isn't real. There is a possibility you may get tired of guessing and give up on this film 3/4ths of the way through, as I almost did but it worth finishing. It also was better the second time around
The video shows a man who is blind since birth experiencing sight for the first time through a bionic eye implant. As he sees nature, faces, and colors for the first time, he is overcome with emotion and amazement at seeing the world. The bionic eye implant has helped restore some sight to the man and allows him to perceive light and shapes, demonstrating progress in developing visual prosthetics for those who are blind.
Yunis Khan is seeking a position that allows him to utilize his skills and further his knowledge to contribute to an organization's growth. He has an M.Tech in computer science from NIT Calicut with a 7.0 CGPA and a BE in computer science from RGPV Bhopal with 72.09%. His technical skills include basic knowledge of C++, SQL, and Java, and intermediate knowledge of C. He has completed projects in online recruitment systems, library management systems, and reducing power consumption in multiprocessor systems. His strengths include a positive attitude, adaptability, ambition, commitment, and hard work.
Mental health disorders such as anxiety and depression are major public health problems that contribute significantly to sick leave. Anxiety and depressive disorders are commonly associated with social withdrawal and passiveness. Exercise can help improve mental health issues like anxiety and depression by boosting cognitive function, reducing anxiety, increasing energy levels, enhancing self-worth and quality of sleep while decreasing irritability. However, individuals with mental illness may find it difficult to be physically active due to low motivation and perceived lack of safety.
Este documento describe cómo los creadores de virus manipulan sus creaciones para distribuirse e infectar computadoras durante 24 horas antes de volverse inactivos, lo que permite el surgimiento de nuevas variantes. Explica que los hackers buscan un beneficio económico intentando pasar desapercibidos para usuarios y fabricantes. Además, señala que las empresas de seguridad tienen dificultades para analizar y combatir rápidamente las nuevas amenazas debido al gran volumen y velocidad con que son creadas.
Mruby is a compact implementation of the Ruby programming language with a footprint of less than 400KB that is extensible and allows calling C functions from Ruby code. Mruby/c is an implementation focused on small devices with less than 64KB of memory like one-chip microprocessors. It features small size, compatible bytecode with Mruby, and concurrent execution without an operating system. Mruby and Mruby/c are well suited for IoT software due to their small size and ability to handle networking, hardware control, concurrent programming, and the Ruby language.
This document discusses mruby/c, a lightweight version of the Ruby programming language designed for embedded systems and small devices. It introduces mruby/c and its features, including being small at under 400KB, portable by executing bytecode on different devices, and configurable through mrbgems. It describes how mruby/c allows for concurrent execution of multiple programs without an operating system by sharing the virtual machine and memory in a concurrent way. Finally, it demonstrates mruby/c running on a PSoC5LP microcontroller and discusses its boot process and limitations regarding classes, methods, and memory management.
The document describes a proposed low-cost robotic hotel that would contain 75 rooms of varying sizes, all with bathrooms, and include a fitness center, pool, and tennis courts. The hotel would utilize a heating wood buffer building and robots to assist with maintenance, reception, and other functions while keeping costs low.
Plano y recta en el espacio geometria analiticaelvyss
Este documento trata sobre geometría en el espacio y define conceptos básicos como punto, recta, plano y sus propiedades. Explica que la geometría en el espacio estudia las medidas y propiedades de figuras tridimensionales. Además, describe las características de rectas y planos, y cómo se relacionan entre sí, como que dos rectas son paralelas si están contenidas en un mismo plano.
This honors thesis examines how gender stereotypes in video games may influence players' choices to follow male or female leaders in an online game. The document provides background on research showing that video games are often used to study human behavior like cooperation. It reviews literature demonstrating that female characters tend to be sexualized and objectified more than male characters. The thesis aims to test if exposing players to different types of female avatars (over-sexualized, average, or masculine) affects their willingness to follow a male or female leader in an online game. The study uses confederates and questionnaires to assess players' choices and reasoning.
Violent Video Games: Changes in non-verbal behavior and short-term effects on...Paulo Melo
This is the presentation I made in October/09 in Brazil during Interaction\'09 South America. This work reports a project my group did during USI program.
Situational Autonomy Support in Video Game Play: An Exploratory StudySebastian Deterding
This document summarizes an exploratory study on how social contexts can affect autonomy experience in video game play. The study found that video game play in both leisurely and low-autonomy contexts (such as for work) can involve experiences of controlled motivation when player choices and interests do not align with external expectations or consequences. A lack of choice over aspects of gameplay such as when and how long to play, game selection, and ability to disengage reduced experienced autonomy. The study suggests more research is needed on implementing situational autonomy support to improve enjoyment and outcomes of gamification and serious games used in controlled contexts.
Abstract: The unquestioned popularity of video games as a pre-eminent source of entertainment has brought with it a renewed focus on the medium from the political and scholarly arenas. Games are an robust economic force, yet research tends to focus on their content as being "good" or "bad" rather than the experiences of the players themselves, which leaves our understanding of the phenomenology of the video game experience incomplete (at best) and inaccurate (at worst). To this end, Dr. Bowman's presentation will briefly review the current state of gaming research before suggesting ways in which scholars can pursue gaming research that compliments rather than replicates what has already been gleaned from more media effects-oriented studies, citing four exemplar studies.
Bio: Nick Bowman (Ph.D., Michigan State University) is an assistant professor in the Department of Communication Studies at West Virginia University where he specializes in digital and social media technology - in particular, the motivations and uses of interactive media for entertainment, relational, informational and persuasive purposes. He has published nearly two dozen research articles in journals such as Computers in Human Behavior, Media Psychology, New Media and Society, and Journal of Communication and currently serves on the editorial board of Media Psychology and Journal of Media Psychology. He is an active member of National Communication Association and International Communication Association, and is an avid gamer of third- and fourth-generation video game consoles.
The Emotional Spectrum Developed by Virtual StorytellingNelson Zagalo
The document summarizes a study on eliciting emotions through virtual storytelling and video games. Researchers tested subjects' emotional responses to sequences from 14 games. They found that games could successfully elicit emotions like surprise, anger, disgust, fear and happiness. However, sadness was only elicited through non-interactive cutscenes, not fully interactive gameplay. This suggests virtual storytelling has limitations in eliciting certain emotions interactively, like sadness, which may lower engagement from certain demographics.
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Primer on Play: Case Study for Knowledge GuruMarlo Gorelick
As shared in #GE4L, great structure of how and why to create game based learning. Prime case study to use when discussing possibilities of gamification for business
Distrust your intuition! The principles popularized by Kahneman’s “Thinking, Fast and Slow” apply to game designers as much as anyone. What to look out for and how to mitigate the effect of these pervasive biases.
This document discusses transformational learning that can occur through playing virtual worlds. Younger players are highly motivated by achievement, while socializing is also an important motivation. Virtual worlds allow players to practice and develop "soft skills" like communication, teamwork, and problem solving. Many players develop strong friendships and continue playing to maintain these relationships, even after losing interest in the game itself. Women are more likely than men to value feeling needed by others and characterize their in-game relationships as loving and supportive.
Play to Learn: Using Games and Gamification to Drive Learner Engagement and L...Karl Kapp
Games are powerful tools for crafting learning solutions that engage, motivate and reinforce key skills and techniques. Instructional designers, training managers and anyone tasked with creating learning events needs to seriously consider implementing games into their learning toolkit.
-Examine the required tradeoffs, discover how to add the game elements of challenge and story to training events and learn how the combination of fantasy and branching story techniques leads to real learning outcomes.
-Learn how an underlying competency model can be used to evaluate the effectiveness of the learners’ game play by providing feedback to improve their performance in the field.
-Examine the games elements that are so compelling for learning and engagementLearn how to think like a game designer when approaching your learning content
-Discover the link between game elements and specific learning outcomes
A Primer On Play: How to use Games for Learning and ResultsSharon Boller
Discover the power games have to produce learning and business results. View the latest research and case studies on game-based learning and gamification. See a demo of Knowledge Guru, a game engine your team can use to quickly build your own games.
Jacob Habgood conducted research on intrinsic integration, which embeds learning content into the core mechanics of a game. He created two versions of the game Zombie Division - an intrinsic version where players divide zombie numbers using weapons, and an extrinsic version with separate math questions. Three studies found that the intrinsic version was more motivating and led to better learning outcomes, as it created a deeper connection to the content. However, extrinsic games also had strong motivation, and intrinsic games may not create more time on task. Overall, intrinsic integration appeared better for motivation and learning.
This document provides a research statement and plan for a study on entertainment experiences in video games. The study aims to explore if the model of entertainment experiences applied to films, which looks at hedonic (pleasure) and eudaimonic (appreciation) experiences, is also valid for video games. The study will survey hardcore players of the real-time strategy game Total War: Attila about their experiences using validated scales. The expected results are that the study will provide insights into the relationship between video game components and players' hedonic and eudaimonic experiences.
This document discusses how reward uncertainty and positive prediction error may influence learning and memory formation. It presents a study that investigated how prediction error in a computer game involving chance-based rewards related to adults' memory performance. The study found that positive prediction error prior to recall was linked to successful learning, suggesting reward uncertainty could promote motivation and engagement with educational games by triggering dopamine release and memory enhancement. The document advocates that gaming principles can be applied in education when done properly and with awareness of benefits and limitations.
Gamification Strategies How to solve problems, motivate and engage people th...Karl Kapp
This document discusses gamification strategies and how games can be used to solve problems, motivate people, and engage learners. It provides examples of why games appeal to people through elements like storyline, characters, and music. Games can create an emotional connection and be used in learning and instruction. The document also discusses how gamification can increase engagement and motivation for learners through elements like points, badges, and leaderboards. Specific examples are provided of companies that have successfully used gamification in their marketing and customer engagement strategies.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
1) Participants with stronger mental rotation skills reported lower workload and effort than those with weaker skills when navigating an unfamiliar virtual environment.
2) Participants' anxiety levels correlated with increased feelings of frustration.
3) Males completed the navigation task faster than females, especially in the familiar English environment, and spatial ability correlated with perceptions of task difficulty.
The document summarizes a study that examined the effects of navigating a virtual foreign environment on spatial skills and task load. Participants completed navigation tasks in simulated Japanese and US cities while eye movements were tracked. They then completed spatial ability and workload surveys. Preliminary results found most completed tasks but 39% needed hints. Workload was higher after tasks and differed by gender and setting. Eye tracking showed different navigation strategies between conditions. The study aims to understand how environment impacts navigation, strategies used, and effects of stress on performance.
- Researchers investigated the relationship between Facebook usage and social skills, depressive symptoms, self-esteem, extraversion, and emotional stability in undergraduate students.
- They found that increased Facebook usage was correlated with impaired social skills and higher depressive symptoms, as well as lower self-esteem.
- Increased Facebook usage was also related to higher extraversion and lower emotional stability.
- The results suggest that excessive Facebook use could have negative impacts on well-being, and modifications to the platform may help reduce these effects, especially in younger people. Further research on other social media is warranted.
The study examined differences in perceived workload when interacting with a live dog, virtual dog in a video game, and robotic dog. 101 students participated and were randomly assigned to interact with one of the three entities in free play and training command scenarios. Researchers measured mental demand, temporal demand, and perceived performance. Results showed mental demand was lower for the live dog than the other entities. Temporal demand and effort were higher for the virtual and robotic dogs. Perceived performance was higher for the live dog compared to the other entities. The results have implications for how technology can be used for education, training, and human-animal/human-robot interactions.
The document describes the development and validation of a new spatial working memory task called the Spatial Perception Orientation Task (SPOT) to address limitations in existing measures. SPOT was designed to eliminate verbal components and be accessible for those with visual impairments or color deficiencies. It was validated in a study with 98 undergraduate students and found to correlate with another spatial working memory task while not relating to a verbal task, providing concurrent validity. Participants rated SPOT positively on usability and enjoyment scales with no gender differences found. The results support SPOT as a reliable measure of spatial working memory that can be used in research and training across diverse individuals.
1) The document describes the development of a new spatial working memory task called SPOT. Spatial working memory is important for tasks like navigation, mental rotation, and game playing.
2) Preliminary validation found SPOT correlated with another spatial working memory task but not verbal tasks, providing initial validity. Participants found SPOT easy to use and enjoyable. No gender differences were observed.
3) SPOT can be used to assess spatial working memory in various populations like children and older adults. It may help designers ensure software is accessible to a wide range of working memory abilities. Training with tasks like SPOT could potentially improve spatial skills.
This study examined the effects of spatial skills training on female and minority students. The students were split into two groups - one that received four additional spatial training sessions and one that did not. Both groups improved on spatial tasks from pre-test to post-test, but the training group improved significantly more. The training group also reported greater confidence in their spatial abilities and belief that they could improve, while the comparison group's confidence decreased. Additionally, the training group experienced less anxiety about spatial tasks after training. The results suggest that providing spatial skills training can help improve performance, increase self-efficacy, and reduce anxiety related to STEM fields for women and minorities.
1. One Size Fits None: Individual
Differences in the Perceptions
of Digital Media
Megan Harris
Will Shelstad
Grace Waldfogle
Dawn Blasko
2. Can old gamers learn new
tricks?
Megan A. Harris
Training working memory improves attention
3. An object will flash on the screen.
Pay attention to both the image and the image location.
Answer “True or False” to the solved math problem.
Repeat above until asked to recall locations.
14. Multimodal model of working
memory (Baddeley & Hitch, 1974)
Central
Executive
Phonological
Loop
Episodic
Buffer
(Baddeley, 2000)
Visuo-Spatial
Sketchpad
Spatial working memory (SWM) is location-based memory used for
mental rotation, pattern recognition, and navigation.
15. The relationship between visual attention and
working memory
• Visual attention is a selective process.(Treisman, 1980)
• Visual attention is affected by spatial working memory
load – but not verbal. (Oh & Kim, 2004)
Action gamers are typically faster and more
accurate
• Task-switching: cognitive, perceptual, and motor tasks (Green,
Sugarman, Medford, Klobusicky, & Bavelier, 2012)
• Object tracking
• Spatial tasks: mental rotation, navigation (Boot, Kramer, Simons, Fabiani, Gratton,
2008)
16. Will spatial working memory training improve
performance on a visual search task?
Will gaming skills relate to performance?
The Research Gap
17. 41 college students
(24 males; M age = 19.38)
*randomly assigned to training or
control group
Participants
Independent Variable
• Training: Before/After
• Time: Pre/Post
Training
Group
Visual Search
Task: Pre-test
Gaming and
Demographics
Surveys
SWM Task:
SPOT
Visual Search
Task: Post-test
Control
Group
Visual Search
Task: Pre-test
Gaming and
Demographics
Surveys
Visual Search
Task: Post-test
SWM Task:
SPOT
Informed consent (IRB# 45321)
Dependent Variable
• Visual Search response time
(correct trials)
21. There was a significant difference between High and Low skill gamers within the training
group only on the Post-test.
High skill gamers improved more.
0
200
400
600
800
1000
1200
1400
Pre Post
Training Group
High Skill Low Skill
22. Video games provide an opportunity to improve
cognitive and perceptual processes of attention.
Using spatial working memory seems to improve
visual search.
Gaming skill plays a role in how well and how
quickly one responds to this type of training.
Possible confound!
The results of this study will aid in the
development of serious games for spatial and
visual training.
It also helps us to better understand the effects
of long-term gaming.
24. Violent Video Games Fail in
Their Mission to Reduce
Stress?
WILLIAM SHELSTAD
CASEY CHADWICK & BRITTANY BITTNER
25. Video Game Usage
70% of children have at least 1 video game console at home
97% of adolescents age 12-17 play computer, web, portable,
or console video games (Lenhart, Kahne, Middaugh, Macgill, Evans & Vitak,
2008)
26. Impact of Video Games
Possible Negatives
Desensitization to violence
General Aggression Model (GAM) (Bushman & Anderson, 2002)
Over-immersion
Possible Benefits
Reducing negative emotions like anger or stress (Olson, 2010)
Mood Management Theory (Zillman, 1988)
Hand-eye coordination (Silvern, 1986)
27. Do Video Games Reduce Stress?
Does narrative matter?
Engaging in the storyline motivates play and encourages
flow (Adams, Koenig, MacNamara, Mayer, & Wainess, 2011)
Flow
Experiential state that occurs when a person is
experiencing optimal engagement with an activity
(Nakamura & Csikszentimihalyi, 2009)
Allows to recover or escape from stressful situations
28. Goals of the Current Study
Do video games reduce stress,
frustration and anger and improve
happiness
Violent games vs. nonviolent video
games
Narrative vs. no narrative
29. Method - Participants
53 total Undergraduates participants, 28 males
and 25 females
33 Experienced and 16 Inexperienced gamers
30. Method - Games
Nintendo Wii System
Call of Duty: Black Ops
Violent Narrative: CoD single-player campaign, Cold War black ops
Violent Non-narrative: CoD zombies
Disney’s Guilty Party
Nonviolent narrative: story mode, players play as a detective, find clues,
mini-games and investigate suspects to solve mystery
Nonviolent non-narrative: party mode with mini-games, random and
limitless
31. Method – Mood Survey
Taken at three times throughout the experiment
1st – Arrival
2nd – After the stress task (PASAT)
3rd – After playing the video game
Asked about current mood (happiness, stress,
frustration)
On a scale of 1-5, how stressed are you?
32. Method – Paced Auditory Serial
Addition Test (PASAT) Gronwell (1977)
Used to induce stress in participants
Hear numbers from computer in 3 second intervals
Take the number they just heard and add it to the
previously one heard
Write down answers on form
Sequence of digits would gradually accelerates
making the task more difficult
Hear Answer
33. Method – Serious Game Measure
Blasko-Drabik (2011)
35 items e.g.,
Narrative
I discovered the story as the game went on
Flow
I forgot about time while playing the game
Enjoyment
I enjoyed exploring the features by trail and error
34. Mood Survey
1
Stress Task
(PASAT)
Mood Survey
2
Play Video
game for 20
minutes
Call of
Duty
(Narrative
or no
narrative)
Mood Survey 3
Serious Games
Measure
Video Game
Experience
Questionnaire
Guilty
Party
(Narrative
or no
narrative)
Method - Procedure
35. Research Questions
1) Did the stress task increase stress levels?
2) Did playing the video game decrease stress
levels?
3) Did playing the video game elicit any
negative emotions?
36. Results
1
1.5
2
2.5
3
3.5
4
4.5
Before Stress Task After Stress Task After Playing
StressMeans
Females Males
Figure 1: Mean stress levels before task, after task, and after playing.
Covariate Mood Survey Time 1
Main effect of time
F (1,39) = 4.62, p = 0.03
Main effect of gender
F (1,39) = 9.09, p = 0.004
Interaction of time and
gender
F (1,39) = 2.91, p = 0.09
37. Figure 2a: Means for stress levels based on game type and gender
Covariate Mood Survey Time 1
Interaction of narrative and violence
F(1,49) = 1.95, p = .17
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Violent
Narrative
Violent No
Narrative
Nonviolent
Narrative
Nonviolent No
Narrative
StressMeans
Game Type
Males
After Stress
Task
After Playing
Game
38. Figure 2b: Means for stress levels based on game type and gender
Covariate Mood Survey Time 1
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Violent
Narrative
Violent No
Narrative
Nonviolent
Narrative
Nonviolent No
Narrative
StressMeans
Game Type
Females
After Stress
Task
After Playing
Game
39. Figure 3: Means for perceived anger from after completing the stress task and the
after playing the video game based on presence (or absence) of violence
Covariate Mood Survey Time 1
0
0.5
1
1.5
2
2.5
After Stress Task After Playing Game
AngerMeans
Game Type
Violent Nonviolent
Significant difference between anger from
before and after playing a nonviolent video game
t (24) = 4.23, p <.001
40. Discussion
After playing the video game stress levels
went down overall.
For women the nonviolent games reduced
stress more.
Anger and frustration actually increased
for the violent video game condition
41. Limitations, Implications & Future
Studies
Examined short term effects
Future research could examine long term
effects
Participants were only college students
Sample should better represent population
More research into nonviolent video
games
44. Would you hire this person?
Would you be friends with them?
45. Our Issue-
- How are people perceived on Facebook? We focused on profile
picture and friend count regarding friendship and employment
potential.
Past Theories and Studies-
o Assumptions based on personal profiles -Vazire & Gosling (2004)
o Assumptions based on appearance in photograph -Naumann, Vazire, Rentfrow & Gosling (2009)
o Correlation of attractiveness and friend count - Tong, Van Der Heide, Langwell, and Walther (2008)
46. The Method
Participants –
There were 92 (N= 92) participants, 53 females and 39
males.
All participants were above the age of 18.
Before participation:
o Informed consent
o Demographic information
o Sex
o Facebook usage
o Facebook frequency
47. Facebook Profile: What Subjects Saw
Stimuli: Manipulations
Facebook Profile 1 High Number of Friends
Social Picture
Facebook Profile 2 Low Number of Friends
Individual Photo
Facebook Profile 3 High Number of Friends
Individual Photo
Facebook Profile 4 Low Number of Friends
Group Picture
48. Dependent Measures
Friendship Potential Scale
I would…
1. Like their status
2. Chat with person
3. Write on their wall
4. Request friend
5. Consider meeting
Employment Potential Scale
I would…
1. Glance at their resume
2. Review their complete resume
3. Have a phone interview with this person
4. Have a phone interview with this person
4. Have a face-to-face interview with this
person
5. Hire this person
40-item Mini-Marker (Saucier,1994)
Assessed Extraversion, Agreeableness, Openness,
Conscientiousness & Emotional Stability
Social Job
49. 1
2
3
4
Individual Photo Group Photo
Rating
High Friends Low Friends
Hire This Person
Female Profiles
Female profiles with a low number of friends and an
individual profile picture are more likely to be hired.
1
2
3
4
Individual Photo Group Photo
Rating
High Friends Low Friends
Male Profiles
For males in an employment situation, there were no
significant differences.
50. 1
2
3
4
Individual Photo Group Photo
Rating
High Friends Low Friends
Request This Person as a Friend
Female profiles with a low number of friends and
individual profile are more likely to be requested as a
friend.
Female Profiles
1
2
3
4
Individual Photo Group Photo
Rating
High Friends Low Friends
Male Profiles
Males are viewed differently in a social situation. High
friends group photos are more desirable in a friend.
51. 35
40
45
50
55
60
Individual Picture Group Picture
MeanExtraversionRating
Extraversion
High Friends
Low Friends
Facebook profiles are seen as more extroverted if a group photo is used. However those with low friends and an
individual picture is seen as least extroverted.
Results Continued…
52. 35
40
45
50
55
60
Individual Picture Group Picture
MeanAgreeablenessRating
Agreeableness
Male
Female
Results: Participant's Preference
Those with an individual picture are seen as more agreeable by females.
53. What should you do?
• Females: Be careful!
• Low friend count
• Individual profile photo
• Males
• No preference for friend count or
profile photo
• Females
• Group photo
• High or low friend count
• Males
• High friend count
• No major difference between single or
group photo
Looking for a job: Looking for friends:
54. Future Research
o Look into studies that focus on:
o Photo Albums & Tagged Photos
o Wall Posts & interaction with others
o Links shared
o Items liked
o Grammar and statuses
Photo illustration by MONEY. Lumi Images—Alamy (inset); Sean Murphy—Getty Images
(main)
The PS3 was in the 5th position.
You may have figured it out by now, but this game was really a test of your working memory.
If you found it difficult, there are a couple of reasons why. This is Baddeley and Hitch’s Multimodal model of working memory.
Working memory is made up of several components. The central executive is in charge of directing attention to things that matter. The phonological loop and visuo-spatial sketchpad
Some important things to know about the relationship between VA & SWM
The act of seeing requires a lot of energy in the brain.
Because of this, seeing is a selective process. Items will not make it into working memory unless they have been attended to.
Also, VA is affected by SWM load – but not verbal.
Participants were randomly assigned to either the control or treatment condition.
Francis, G., Neath, I., VanHorn, D. (2008). CogLab 2.0: Visual search [Computer software]. Belmont, CA: Wadsworth, Cengage Learning.
Measures RT during feature and conjunctive search.
48 base trials – 24F & 24C
Set size 4, 16, 14
Absent vs. Present
PREDICTIONS-
RT increases as set increases.
RT faster for target present vs target absent.
RT faster for F vs. C search (overt vs. covert).
Francis, G., Neath, I., VanHorn, D. (2008). CogLab 2.0: Visual search [Computer software]. Belmont, CA: Wadsworth, Cengage Learning.
Measures RT during feature and conjunctive search.
48 base trials – 24F & 24C
Set size 4, 16, 14
Absent vs. Present
PREDICTIONS-
RT increases as set increases.
RT faster for target present vs target absent.
RT faster for F vs. C search (overt vs. covert).
Differences between groups:
Control and Training – Pre-test = not significant
High skill and Low skill – Pre-test = not significant
**MEANS: the groups started out on equal ground**
Control and Training – Post-test = not significant
High skill and Low skill – Post-test = 6/8 significant
Within control group: high and low – pre-test = not significant
Within training group: high and low – pre-test = 1/8 significant
Within control group: high and low – post-test = not significant
Within training group: high and low – post-test = 7/8 significant
MEANS: differences between skill groups were only significant when primed with SWM training prior to the post-test
suggests that high skill gamers are quicker to respond to this type of training than low skill gamers
There was a main effect of the time, F (1,46)= 19.08, p <.001. As expected , stress increased after the PASAT. Females reported more stress overall, F (1,46)= 12.44, p = .001. There was no interaction between stress and gender, F (1,46)= 2.69, p = .108.
There was a main effect of stress reduction, but no significant 3 way interaction between narrative, violence and stress reduction, F (1,21)= 1.28, p = .27, for males.
Females playing the nonviolent game showed the greatest reduction in stress.
Anger increased after playing the game, however this was only the case for the violent game.
They were limited to viewing the “wall” and “info” tabs.
Females feel that it is harder to make friends with a group of girls, rather than an individual person.