Presentation of concept for an augmented-reality mobile game to alleviate phobias and induce relaxation. Done by Danny Fain as a project in 2013 as part of MSU online course "Foundations of Serious Games".
Narrative and Nurturing study, Lieberman, Games for Health 5-9-08Debra Lieberman
Presents posttest-only preliminary findings from an experiment comparing three versions of a health game with high versus low amounts of dramatic narrative. It contrasts high narrative versions of the game with a low narrative version that puts more focus on game-play challenges instead of story line.
In this presentation we introduce the game balance type 'sustained uncertainty'. Uncertainty is usually understood as related to randomness and difficulty. It is essential to keep the game interesting to the user.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Game Balance 3: Player Equality and FairnessMarc Miquel
In this presentation we introduce the game balance type "player equality and fairness". It is essential so the players do not feel the game is unworthy of playing. All the players must feel they are given the chances to win.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Narrative and Nurturing study, Lieberman, Games for Health 5-9-08Debra Lieberman
Presents posttest-only preliminary findings from an experiment comparing three versions of a health game with high versus low amounts of dramatic narrative. It contrasts high narrative versions of the game with a low narrative version that puts more focus on game-play challenges instead of story line.
In this presentation we introduce the game balance type 'sustained uncertainty'. Uncertainty is usually understood as related to randomness and difficulty. It is essential to keep the game interesting to the user.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
Game Balance 3: Player Equality and FairnessMarc Miquel
In this presentation we introduce the game balance type "player equality and fairness". It is essential so the players do not feel the game is unworthy of playing. All the players must feel they are given the chances to win.
These slides were prepared by Dr. Marc Miquel. All the materials used in them are referenced to their authors.
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This is a paper presented at the 2016 Science of Consciousness conference in Tucson, AZ. Thanks to the students who have worked on this series of studies: Criag Guthrie, Dan Swanston, Hanna Stark, John Bown, and Cynthia Ma.
Gackenbach, J.I. & Guthrie, G. (2016, June). Contemplative Practice versus Gaming. Paper presented at the International Association for the Study of Dreams, Rolduc, Netherlands. Abstract published in the International Journal of Dream Research, 9(supplement 1), July 2016, Retrieved https://journals.ub.uni-heidelberg.de/index.php/IJoDR/article/view/32382/pdf
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
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My presentation at Microsoft Game Dev Camp 2014.
I talked about the importance of player experience and the need to focus on the experience when designing games. I added some discussion regarding what constitutes a good experience and the importance of progression.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Relaxation game concept slides
1. slide 1 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Player Audience:
Adults who have acute phobias or anxiety disorders, and have benefitted from behaviormanagement therapy, but need reinforcement.
Central Concept:
In many people, extreme anxiety can be caused by particular environmental stimuli or conditions, such as
certain animals (e.g. barking dogs), enclosed spaces, crowds, etc. Such anxiety is often expressed in
undesirable symptoms, such as rapid heartbeat, sweating, dizziness, tunnel vision, the urge to flee, etc.
Ability to avoid or reduce the anxiety is likely to prevent or reduce the symptoms as well; thus, successful
reduction of escalated heart rate back to a relaxed level can indicate successful management of the anxiety,
and probable reduction of the other undesirable symptoms. Therapeutic coping mechanisms (visualization,
deep breathing, etc) have proven effective for some individuals in such situations, but may need practice
and reinforcement in novel situations or with heightened stimuli (louder/bigger dogs, very crowded places,
etc). An augmented-reality game could provide such incremental situated reinforcement. Cooperative social
interaction may also provide useful reinforcement.
Having only a rough and possibly out-of-date understanding of this field, I’d need to read the latest research.
Platform:
Smartphone or tablet app, with optional wireless wristband pulse sensor.
Professor Carrie Heeter, Michigan State University
2. slide 2 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Play Context:
Initial training mode in a safe, controlled environment (e.g. home); followed by episodic use in
stressful environments for a few minutes at a time.
Modality:
Single-player mode: The player is aware only of own goals and past performance.
Multi-player mode:
The player can opt to share own goals and performance with other players in the world
having a similar anxiety disorder (the players’ real identities would remain hidden).
The player can opt to contribute and receive positive reinforcement (encouragement and
praise) to/from other players; a sort of co-op interaction.
End State:
The player “wins a level” when she is able to maintain a relaxed pulse (with no escalation)
throughout a situational episode that would previously have been anxiety-inducing. The game
is essentially open-ended, as the player might choose to tackle an even more intimidating
situation (the “next level”).
Professor Carrie Heeter, Michigan State University
3. slide 3 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Core Mechanic:
As the player practices a (previously-learned) coping mechanism, his pulse is measured at
specific intervals. If the wristband sensor is used, it measures the player’s pulse automatically
and relays it to the game app; otherwise, the player uses his fingers to measure pulse (on
wrist or neck) with the aid of the app’s 10-second timer, and records it with an on-screen
number-entry slider.
Presentation:
During a game episode, the app displays the following:
a counter showing the most-recent heart rate;
either a bar graph (showing pulse changes during this episode, and the relaxed rate target)
or a pulsing heart symbol (size correlated with relation to the relaxed heart rate);
a reminder of the player’s chosen coping mechanism (visual and audio prompts);
the sound of a simulated heartbeat, matching the player’s target relaxed heart rate.
(see screen sketches on following slides)
Professor Carrie Heeter, Michigan State University
4. slide 4 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Measuring heart rate via wrist pulse:
Don Hankins via Flickr
Professor Carrie Heeter, Michigan State University
5. slide 5 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Screen display
during an episode:
(except when pulse is
being measured)
Professor Carrie Heeter, Michigan State University
6. slide 6 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Training Mode:
The player can train with the app in a comfortable, relaxing environment (such as at home), so
as to be able to play the game effectively in an authentic anxiety-inducing situation (episode).
In training mode, the player imagines (perhaps with the use of visual aids) being in an anxietyinducing situation, practices the coping mechanisms, and tries to lower her pulse to the
relaxed rate.
Game variables are visible to the player: the current episode’s point value and expected
duration (set with player input), and the relaxed heart rate (measured immediately before the
start of the current episode).
Professor Carrie Heeter, Michigan State University
7. slide 7 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Feedback:
In all modes:
• Soothing encouragement and praise, both visual (on-screen) and audible (if enabled by
player); frequency correlated to the measured changes in pulse. So if the measured pulse is
rapidly increasing, messages like “Remember to <selected coping strategy> !” would flash
(and be heard) more often; while if the pulse is rapidly decreasing, a message like “You’re
doing great!” would be displayed/heard. The player may be able to pre-select the messages.
• Points awarded at episode completion, depending on the player’s perceived severity of the
situation (set before the episode), the peak heart rate, and the achieved slope of pulse
reduction.
• Reporting of the player’s performance over time and across episodes: score min/max, trend.
In multi-player co-op mode:
• Display of affiliated players’ point goals, high scores and trends.
• Ability to record brief messages (visual and/or audio) of encouragement or praise to send to
other players.
Professor Carrie Heeter, Michigan State University
8. slide 8 of 8
Danny - Game Lab 3
Relaxation game: Chill Out!
Progression:
The player can choose the anxiety-inducing situation to enter for each episode, but
circumstances can sometimes vary unpredictably, resulting in more or less anxiety than
expected; so progression in the game depends both on luck and skill.
To increase the challenge and score, the player can:
• increase the anxiety potential of the episode, based on the situation
• increase the planned duration of the episode (exposure to anxiety-causing stimulus)
• decrease the time required to reduce elevated heart rate to a relaxed level
• maintain a relaxed heart rate for a longer period of time
Professor Carrie Heeter, Michigan State University