This document describes a study that designed and tested an educational game to analyze children's behavior. Data was collected from 100 children aged 8-12 who played the game. The game collected 32 features of gameplay every 5 seconds. Models like decision trees and clustering were used to analyze the data and identify patterns between features and conduct problems. The models grouped children into clusters based on their gameplay patterns, revealing insights that could help address conduct issues.
A Serious Game For Better Understanding of Behaviour Differences Between Chil...Rawan Al-Omari
it's a research study, by it we trying to detect the child's behavior without any pressure, so by using this game the child will have fun and the parents or anyone who cares about the child will know his behavior.
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 describes Dr. Jacob Habgood's research into evaluating game-based learning using a case study of his game Zombie Division. It discusses four designs of his classroom research studying the game, comparing intrinsic and extrinsic approaches. Design 4 found that an intrinsic group using teacher-led reflection had larger learning gains and gains that persisted longer according to delayed post-testing. The document also discusses the practical challenges of conducting educational game research in real classrooms.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
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.
DevLearn 2019 Create Engaging Instruction Using Game ElementsKarl Kapp
Karl Kapp presented on creating engaging instruction using game elements. He discussed defining games and game terminology. Participants played sample learning games and provided feedback. Best practices for designing learning games were covered, such as embedding games within curriculum and allowing for failure. Paper prototyping tools like PowerPoint were demonstrated for rapid iteration. Participants then worked in teams to prototype a learning game for a customer service training scenario.
TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game Karl Kapp
Video games seem to be the perfect medium for helping people learn. However, few companies are able to invest the time and resources to create a video game–type learning module. This session, in a case study format, covers the steps taken to conceptualize, develop, and deliver an immersive 3-D game to teach sales concepts. Examine the required tradeoffs, discover where to find relatively low-cost 3-D assets, and learn how the combination of fantasy and branching story techniques help make the game engaging. We'll also examine how an underlying model is used to evaluate the effectiveness of the learners' game play and provide constructive feedback to improve their performance in the field.
The document outlines research on developing an artificial neural network model to predict player experience based on game content. It discusses collecting player preference data from Mario-style platform game levels that vary controllable features. Sequence mining is used to represent levels, and genetic algorithms evolve neural networks to learn preferences from statistical and sequential features. Experiments test the impact of session length, most useful content information, and game aspects affecting experience. Results show combining sequential and statistical features improves predictions over using either alone.
A Serious Game For Better Understanding of Behaviour Differences Between Chil...Rawan Al-Omari
it's a research study, by it we trying to detect the child's behavior without any pressure, so by using this game the child will have fun and the parents or anyone who cares about the child will know his behavior.
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 describes Dr. Jacob Habgood's research into evaluating game-based learning using a case study of his game Zombie Division. It discusses four designs of his classroom research studying the game, comparing intrinsic and extrinsic approaches. Design 4 found that an intrinsic group using teacher-led reflection had larger learning gains and gains that persisted longer according to delayed post-testing. The document also discusses the practical challenges of conducting educational game research in real classrooms.
These slides accompany a workshop called "Play to Learn" presented at Learning Solutions 2015 conference. In the workshop participants complete an entire instructional game prototyping process.
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.
DevLearn 2019 Create Engaging Instruction Using Game ElementsKarl Kapp
Karl Kapp presented on creating engaging instruction using game elements. He discussed defining games and game terminology. Participants played sample learning games and provided feedback. Best practices for designing learning games were covered, such as embedding games within curriculum and allowing for failure. Paper prototyping tools like PowerPoint were demonstrated for rapid iteration. Participants then worked in teams to prototype a learning game for a customer service training scenario.
TU107 - Zombie Salesapocalypse: Making an Epic 3-D Immersive Sales Video Game Karl Kapp
Video games seem to be the perfect medium for helping people learn. However, few companies are able to invest the time and resources to create a video game–type learning module. This session, in a case study format, covers the steps taken to conceptualize, develop, and deliver an immersive 3-D game to teach sales concepts. Examine the required tradeoffs, discover where to find relatively low-cost 3-D assets, and learn how the combination of fantasy and branching story techniques help make the game engaging. We'll also examine how an underlying model is used to evaluate the effectiveness of the learners' game play and provide constructive feedback to improve their performance in the field.
The document outlines research on developing an artificial neural network model to predict player experience based on game content. It discusses collecting player preference data from Mario-style platform game levels that vary controllable features. Sequence mining is used to represent levels, and genetic algorithms evolve neural networks to learn preferences from statistical and sequential features. Experiments test the impact of session length, most useful content information, and game aspects affecting experience. Results show combining sequential and statistical features improves predictions over using either alone.
Utilizing Kinect Control for a More Immersive Interaction with 3D EnvironmentMohammad Shaker
Utilizing Kinect Control for a More Immersive Interaction with 3D Environment. Implemented by Saed Haj Ali, Kinda Tarboush and Marah Halawah and Supervised by me, Dr. Noor Shaker and Dr. Ammar Joukhadar.
This document discusses the topics of reality and virtual reality, robotics, gaming, and how they intersect. It provides examples of technologies like Kinect, LEGO Mindstorms, and games like Call of Duty and Assassin's Creed to illustrate how virtual worlds and robotics are being used and their impacts. Statistics are presented on the size and growth of the gaming industry. Benefits of gaming like improved fluid intelligence and collaboration are discussed, as well as concerns about excessive use and violence.
This was a brief AI Introduction lecture for those who just finished high school and want to get in universities.
It was part of Wikilogia meeting-series for those "freshman"s that took place on Damascus, Syria on August 26, 2012
Social Relationship and Decision-Making explained by Fuzzy LogicMohammad Shaker
The document discusses modeling social relationships using fuzzy logic. It explains how classical logic uses binary truth values that do not accurately capture uncertainty and vagueness in human reasoning and decision making regarding social relationships. Fuzzy logic allows for degrees of membership in sets rather than binary membership, providing a more realistic representation of social relationships where individuals can have partial membership in sets based on their attributes and relationships. The document proposes using fuzzy sets and logic to model social relationships and account for the multi-dimensional and complex nature of how humans perceive and relate to one another.
Adaptive First Person Shooter Game Content GenerationMohammad Shaker
A presentation for fourth year project in Information Technology Engineering, Artificial Intelligence Department, Damascus, Syria. This research study take games development concept to a new level, especially the so called First Person Shooter (FPS) Games This study outline the three basic models: Level Design and Procedural Content Generation for FPS games, Preference Learning and Adaptive Content Generation. Each implemented and integrated with CUBE opensource game engine. You can find the publications conducted by this research study here: http://mohammadshakergtr.wordpress.com/publication/
This slide cover the Crospell Engine; an engine made with multiple approaches for Natural Language Processing; NLP. It covers a wide variety of topics in text and image processing. From spell checking to topics prediction. It's a project made in late 2012 and delivered in early 2013.
Showcase of My Research on Games & AI "till the end of Oct. 2014"Mohammad Shaker
A presentation showcasing my research on Games and Artificial Intelligence (till the end of Oct. 2014) at IT University of Copenhagen, Copenhagen, Denmark.
Ropossum is a framework that lets you play the beloved Cut The Rope game as much as you want and the levels will keep coming. You can design your own levels, check your designed levels for playability at real time, ask it to complete your unfinished designs according to your own preferences, or even suggest endless playable design variations according to your initial level design.
Not WHEN Games but WHICH Learning GamesSharon Boller
L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games
The document discusses using game-based learning in algebra courses for community college students. It provides statistics on remedial education needs and describes three games used in a case study - Systems of Equations Jeopardy, Systems of Equations Hoop Shots, and One-step Equations: Battleship. Students in experimental groups using the games reported less math anxiety and greater motivation compared to control groups. While game use and problem attempts were not significantly different, further research with larger samples was suggested, such as developing games integrated into algebra curriculum and having students create their own games.
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentSeriousGamesAssoc
Presenter: Leanna Prater, District Technology Resource Teacher, Fayette County Public Schools
The Can You Create a Game Challenge is a framework to help educators bridge the gap between a student’s need to play, create and explore new digital tools while addressing state mandated standards for assessment. When carefully written, the Can You Create a Game Challenge uses a combination of game development/ designer constraints, player goals, narrative structures of a game and a student plan sheet for teachers to intentionally plan for and assess specific learning targets within student created digital games. In addition, students demonstrate understanding of skills, content knowledge, computation thinking, problem solving and creativity. Recent results of teacher creation and use of Can You Create a Game Challenge, the framework and classroom applications will be shared, as well as the 5E inquiry based instructional design model which can be use with existing games in the classroom.
The document discusses the use of games in education. It notes that digital games tap into how the brain is wired to learn through problem-solving, emotion, collaboration and feedback. Games provide structured learning, emotional engagement and encourage collaboration. Research shows games can teach concepts through active learning, frequent feedback and opportunities for exploration and experimentation. However, games also have limitations like lack of alignment with standards and inaccurate content. The document provides examples of educational games and discusses challenges and strategies for using games in the classroom.
The document provides an analysis of several games including The Settlers of Catan, Space Invaders, Tetris, and Monopoly. It discusses the goals, components, game mechanics, procedures, probabilities, feedback loops, and emotions evoked by the games. The analysis focuses on using concepts like game elements, emotions, feedback systems, and probabilities to understand the structures and interactions within each game.
The document outlines an object-oriented design for a Tic Tac Toe game using classes. It identifies the key objects as the game board, human player, computer player, and game. It describes the information and actions needed for each class, including that the game board class would need a 3x3 matrix to track the board status and check for wins, the player classes would need a name, piece, and win count, and the game class would coordinate the other classes by tracking the current player turn, board, and game results.
Games can be effective learning tools when designed well. They engage students through immersive experiences, interactions, and challenges. Well-crafted educational games develop skills through scaffolded practice and feedback within meaningful contexts. However, many classroom games focus narrowly on drill and practice. True games foster exploration, collaboration, and higher-order thinking aligned with curriculum standards. Educators should consider how games can tap into students' natural abilities and motivate deeper learning.
Games can be effective learning tools when designed well. They engage students through immersive experiences, interaction, and competition/collaboration according to brain research. Educational games exist across subjects like math, language arts, science and economics. Challenges include aligning games to standards and transferring skills from games to classrooms. Virtual worlds also offer engaging educational experiences through exploration, interaction and simulations.
ATD 2017 Play Games to Learn Game DesignSharon Boller
This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
The document proposes applying concepts from ethology, the study of animal behavior, to analyze game design and player behavior in games. It outlines an approach called "game ethology" which involves observing and categorizing player behaviors, interactions, and progression over time to better understand game mechanics and design. The approach is demonstrated through an analysis of the gardening activities in the game Animal Crossing, examining behaviors, development over time, similarities to other games, and how the mechanics support the game's goals.
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.
Utilizing Kinect Control for a More Immersive Interaction with 3D EnvironmentMohammad Shaker
Utilizing Kinect Control for a More Immersive Interaction with 3D Environment. Implemented by Saed Haj Ali, Kinda Tarboush and Marah Halawah and Supervised by me, Dr. Noor Shaker and Dr. Ammar Joukhadar.
This document discusses the topics of reality and virtual reality, robotics, gaming, and how they intersect. It provides examples of technologies like Kinect, LEGO Mindstorms, and games like Call of Duty and Assassin's Creed to illustrate how virtual worlds and robotics are being used and their impacts. Statistics are presented on the size and growth of the gaming industry. Benefits of gaming like improved fluid intelligence and collaboration are discussed, as well as concerns about excessive use and violence.
This was a brief AI Introduction lecture for those who just finished high school and want to get in universities.
It was part of Wikilogia meeting-series for those "freshman"s that took place on Damascus, Syria on August 26, 2012
Social Relationship and Decision-Making explained by Fuzzy LogicMohammad Shaker
The document discusses modeling social relationships using fuzzy logic. It explains how classical logic uses binary truth values that do not accurately capture uncertainty and vagueness in human reasoning and decision making regarding social relationships. Fuzzy logic allows for degrees of membership in sets rather than binary membership, providing a more realistic representation of social relationships where individuals can have partial membership in sets based on their attributes and relationships. The document proposes using fuzzy sets and logic to model social relationships and account for the multi-dimensional and complex nature of how humans perceive and relate to one another.
Adaptive First Person Shooter Game Content GenerationMohammad Shaker
A presentation for fourth year project in Information Technology Engineering, Artificial Intelligence Department, Damascus, Syria. This research study take games development concept to a new level, especially the so called First Person Shooter (FPS) Games This study outline the three basic models: Level Design and Procedural Content Generation for FPS games, Preference Learning and Adaptive Content Generation. Each implemented and integrated with CUBE opensource game engine. You can find the publications conducted by this research study here: http://mohammadshakergtr.wordpress.com/publication/
This slide cover the Crospell Engine; an engine made with multiple approaches for Natural Language Processing; NLP. It covers a wide variety of topics in text and image processing. From spell checking to topics prediction. It's a project made in late 2012 and delivered in early 2013.
Showcase of My Research on Games & AI "till the end of Oct. 2014"Mohammad Shaker
A presentation showcasing my research on Games and Artificial Intelligence (till the end of Oct. 2014) at IT University of Copenhagen, Copenhagen, Denmark.
Ropossum is a framework that lets you play the beloved Cut The Rope game as much as you want and the levels will keep coming. You can design your own levels, check your designed levels for playability at real time, ask it to complete your unfinished designs according to your own preferences, or even suggest endless playable design variations according to your initial level design.
Not WHEN Games but WHICH Learning GamesSharon Boller
L&D people think games are useful in a subset of situations. This session showcases numerous games to show how vast the landscape of learning games can be - from games involving only people to tabletop games to asynchronous digital games
The document discusses using game-based learning in algebra courses for community college students. It provides statistics on remedial education needs and describes three games used in a case study - Systems of Equations Jeopardy, Systems of Equations Hoop Shots, and One-step Equations: Battleship. Students in experimental groups using the games reported less math anxiety and greater motivation compared to control groups. While game use and problem attempts were not significantly different, further research with larger samples was suggested, such as developing games integrated into algebra curriculum and having students create their own games.
Leanna Prater - Can You Create A Game?: Rethinking Student AssessmentSeriousGamesAssoc
Presenter: Leanna Prater, District Technology Resource Teacher, Fayette County Public Schools
The Can You Create a Game Challenge is a framework to help educators bridge the gap between a student’s need to play, create and explore new digital tools while addressing state mandated standards for assessment. When carefully written, the Can You Create a Game Challenge uses a combination of game development/ designer constraints, player goals, narrative structures of a game and a student plan sheet for teachers to intentionally plan for and assess specific learning targets within student created digital games. In addition, students demonstrate understanding of skills, content knowledge, computation thinking, problem solving and creativity. Recent results of teacher creation and use of Can You Create a Game Challenge, the framework and classroom applications will be shared, as well as the 5E inquiry based instructional design model which can be use with existing games in the classroom.
The document discusses the use of games in education. It notes that digital games tap into how the brain is wired to learn through problem-solving, emotion, collaboration and feedback. Games provide structured learning, emotional engagement and encourage collaboration. Research shows games can teach concepts through active learning, frequent feedback and opportunities for exploration and experimentation. However, games also have limitations like lack of alignment with standards and inaccurate content. The document provides examples of educational games and discusses challenges and strategies for using games in the classroom.
The document provides an analysis of several games including The Settlers of Catan, Space Invaders, Tetris, and Monopoly. It discusses the goals, components, game mechanics, procedures, probabilities, feedback loops, and emotions evoked by the games. The analysis focuses on using concepts like game elements, emotions, feedback systems, and probabilities to understand the structures and interactions within each game.
The document outlines an object-oriented design for a Tic Tac Toe game using classes. It identifies the key objects as the game board, human player, computer player, and game. It describes the information and actions needed for each class, including that the game board class would need a 3x3 matrix to track the board status and check for wins, the player classes would need a name, piece, and win count, and the game class would coordinate the other classes by tracking the current player turn, board, and game results.
Games can be effective learning tools when designed well. They engage students through immersive experiences, interactions, and challenges. Well-crafted educational games develop skills through scaffolded practice and feedback within meaningful contexts. However, many classroom games focus narrowly on drill and practice. True games foster exploration, collaboration, and higher-order thinking aligned with curriculum standards. Educators should consider how games can tap into students' natural abilities and motivate deeper learning.
Games can be effective learning tools when designed well. They engage students through immersive experiences, interaction, and competition/collaboration according to brain research. Educational games exist across subjects like math, language arts, science and economics. Challenges include aligning games to standards and transferring skills from games to classrooms. Virtual worlds also offer engaging educational experiences through exploration, interaction and simulations.
ATD 2017 Play Games to Learn Game DesignSharon Boller
This document provides an overview of Bottom-Line Performance and how games can be used for learning. It discusses three games - Quiplash, Timeline, and Lie Swatter - that were played to demonstrate game mechanics. Participants then evaluated each game and brainstormed how elements could be reused or adapted for other learning contexts. The document promotes the idea that learning game design through playing games and provides resources for designing interactive audience-based games.
Create Tabletop Games to Foster Organizational LearningKarl Kapp
How can a simple game transform your learning efforts?
The CIA uses tabletop games to teach intelligence gathering, overcoming collection obstacles, and collaboration. The Harvard Business Review describes board games as a microcosm of business training that can help leaders and managers build the skills needed to operate effectively in the real world. In fact, board games have been used formally for teaching business concepts since at least the 1960s with the introduction of the MIT Beer Distribution game.
Many instructional designers, course developers, and training managers struggle to create engaging learning programs that get results. At the ATD LearnNow: Game Design workshop, you’ll learn how to design a tabletop game that can help transform your live instruction into a powerful, memorable learning experience.
The document proposes applying concepts from ethology, the study of animal behavior, to analyze game design and player behavior in games. It outlines an approach called "game ethology" which involves observing and categorizing player behaviors, interactions, and progression over time to better understand game mechanics and design. The approach is demonstrated through an analysis of the gardening activities in the game Animal Crossing, examining behaviors, development over time, similarities to other games, and how the mechanics support the game's goals.
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.
In this workshop, veteran game designer Nicholas Fortugno introduces the core idea of serious game design: using game mechanics and play to communicate, teach, or persuade. The workshop gives a definition of games that provides tools to think about the underlying systems that make them work, and then shows how those systems can be constructed to lead to specific play patterns. Examples are shown from successful serious games of the relationship between the game mechanics and the serious content. Participants then take part in a hands-on analog game design exercise to put these lessons to work by making a prototypes of a game for a pre-selected issue. The goal of the workshop is to give participants direct experience thinking in game design terms and trying to apply game design in an instrumental way. No previous game design experience required.
PARTICIPANTS:
Nick Fortugno, Co-Founder and Chief Creative Officer, Playmatics
Games Workshop for the CTU Doctoral Symposium by Calongne 2014Cynthia Calongne
This games workshop introduces a variety of game genres, game design features and the tools used to play games. It examines live game streaming and a few of the games for change, including FoldIt and Re-Mission, and highlights from Jane McGonigal's research. The session closes with images from CTU student-designed games and notes a few references for additional information.
This document summarizes research into designing educational games. It describes two versions of a math game called Zombie Division - an "intrinsic" version that integrates learning into the core game mechanics, and an "extrinsic" version that separates learning into multiple choice questions. Two studies found that children spent significantly more time playing and learned more from the intrinsic version, supporting the idea that closely integrating a game and its educational content leads to better motivation and learning outcomes.
Jeremiah Grabowski, instructional designer at the SUNY University at Buffalo, presents "gamification in the classroom" • To Identify the principle characteristics of games and gamification, and
• Discuss how gamification principles can be integrated into education
This document discusses using game-based learning in library instruction. It begins by introducing the concept and benefits of game-based learning, such as increased student engagement and motivation to learn. It then describes a specific game the author created called "Secret Agents in the Library" to teach students research skills. Assessment of the game showed most students found it an enjoyable way to learn. The document concludes by providing advice on getting started with game design and suggestions for other games that could be adapted for library instruction.
Similar to Weebee on a Mission: A Serious Game for Better Understanding the Behavior Differences Between Children (20)
Ultra Fast, Cross Genre, Procedural Content Generation in Games [Master Thesis]Mohammad Shaker
In my MSc. thesis, I have re-tackled the problem of procedurally generating content for physics-based games I have previously investigated in my BSc. graduation thesis. This time around I propose two novel methods: the first is projection based for faster generation of physics-based games content. The other, The Progressive Generation, is a generic, wide-range, across genre, customisable with playability check method all bundled in a fast progressive approach. This new method is applied on two completely different games: NEXT And Cut the Rope.
Short, Matters, Love - Passioneers Event 2015Mohammad Shaker
Short, Matters, Love is a presentation I prepared for freshmen students at the Faculty of Information Technology in Damascus, Syria organised by Passioneers - 2015
This document discusses Unity3D and game development. It provides an overview of Unity3D and other game engines like Unreal Engine, comparing their features and costs. Examples are given of popular games made with each engine. The document also lists several games the author has made using Unity3D and provides some additional resources and references.
The document discusses various topics related to mobile application design including cloud interaction, Android touch and gesture interaction, UI element sizing, screen sizes, changing orientation, retaining objects during configuration changes, multi-device targeting, and wearables. It provides examples and guidelines for designing applications that can adapt to different devices and configurations.
The document discusses principles of interaction design, color theory, and game design. It covers topics like primary and secondary colors, color harmonies, using color to attract attention and set mood, the importance of white space and negative space in design, and how games like Journey, Fez, Luftrausers, Monument Valley, Ori and the Blind Forest, and Limbo effectively use techniques like the rule of thirds, establishing a sense of goal, and game feel.
This document discusses various topics related to typography including letter shapes like the letter "T", how words for concepts like water have evolved across languages, symbols for ideas like fish, and different writing styles such as styles that would be impossible to write. It examines typography from multiple perspectives like shapes, language evolution, symbols, and stylization.
Interaction Design L04 - Materialise and CouplingMohammad Shaker
This document discusses various aspects of coupling and interaction design in mobile applications. It addresses good and bad examples of coupling on Android and iOS, such as how apps are switched between. It also discusses using accurate text to represent backend processes, and using faster progress bars to reduce cognitive load on users. Visualizations are suggested to improve progress bars.
The document discusses various options for storing data in an Android application including SharedPreferences for simple key-value pairs, internal storage for private files, external storage for public files, SQLite databases for structured data, network connections for storing data on a web server, and ContentProviders for sharing data between applications. It provides details on using SharedPreferences, internal SQLite databases stored in the application's files, and ContentProviders for sharing Contacts data with other apps.
The document discusses various interaction design concepts in Android including toasts, notifications, threads, broadcast receivers, and alarms. It provides code examples for creating toasts, setting notification priorities, and scheduling alarms to fire at boot or at specific times using the AlarmManager. Broadcast receivers can be used to set alarms during device boot by listening for the BOOT_COMPLETED intent filter and implementing the onReceive callback.
This document provides an overview of various mobile development technologies and frameworks including Cloud, iOS, Android, iPad Pro, Xcode, Model-View-Controller (MVC), C, Objective-C, Foundation data types, functions calls, Swift, iOS Dev Center, coordinate systems, Windows Phone, .NET support, MVVM, binding, WebClient, and navigation. It also mentions tools like Expression Blend and frameworks like jQuery Mobile, PhoneGap, Sencha Touch, and Xamarin.
This document discusses various topics related to mobile app design including user experience (UX), user interface (UI), interaction design, user constraints like limited data/battery and screen size, and using context like location to improve the user experience. It provides examples of a pizza ordering app and making ATM machines smarter. It also covers design patterns and principles like focusing on user needs and testing designs through feedback.
This document discusses principles of visual organization and responsive grid systems for web design. It mentions laws of proximity, similarity, common fate, continuity, closure, and symmetry which help organize visual elements. It also discusses column-based and ratio-based grid systems as well as responsive grid systems that adapt to different screen widths, citing examples from Pinterest, Bootstrap, and the website www.mohammadshaker.com which demonstrates responsive design.
This document provides an overview comparison of key aspects of mobile app development for iOS and Android platforms. It discusses differences in app store policies, pricing, monetization options like ads and in-app purchases, development tools including engines like Unity and Unreal, and the publishing process. Key points mentioned include Android apps averaging over 2.5x the price of similar iOS apps, Apple's restrictive app review policies, the 70/30 revenue split in Google Play Store, and tools for user testing and publishing on both platforms. It also shares stats on the revenue and success of specific apps like Monument Valley.
The document discusses various ways to implement cloud functionality in Android applications using services like Parse and Android Backup. It provides code examples for backing up app data to the cloud using Android Backup, setting up a backend using Parse, pushing notifications with Parse, and performing analytics tracking with Parse.
This document discusses several topics related to developing Android apps including:
1. Adding markers to maps by setting an onMapClickListener and adding a MarkerOptions to the clicked location.
2. Signing into apps with Google accounts using the Google Identity API.
3. Following Material Design guidelines for visual style and user interfaces.
4. Maintaining multiple APK versions and using OpenGL ES for games.
This document discusses various techniques for styling Android applications including adding styles, overriding styles, using themes, custom backgrounds, nine-patch images, and animations. It provides links to tutorials and documentation on animating views with zoom animations and other motion effects.
This document provides information about various Android development topics including:
- ListAdapters and mapping models to UI using an MVVM-like pattern
- Creating custom lists
- Starting a new activity using an Intent and passing data between activities
- Understanding the Android activity lifecycle and methods like onPause() and onResume()
- Handling configuration changes that recreate the activity
- Working with permissions
The document discusses common patterns for working with lists, launching new screens, and handling activity state changes. It also provides code examples for starting a new activity, passing data between activities, and handling the activity lifecycle callbacks.
This document provides an overview of various topics related to mobile application development including cloud computing, interaction design, Android, iOS, web technologies like HTML5 and JavaScript, programming languages like Java and Objective-C, frameworks, gaming, user experience design, and more. It discusses tools for Android development and covers basics of creating an Android app like setting up the IDE, creating the UI, adding interactivity, debugging, and referencing documentation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Weebee on a Mission: A Serious Game for Better Understanding the Behavior Differences Between Children
1. Supervised by
Dr. Noor ShakerEng. Mohammad Shaker
Designed, Implemented and Tested by
RawanAl-OmariWalaaBaghdadiZeinaAl-Helwani
F.I.T.E of Damascus, Syria –AI Department 2014
2. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
11. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
12. Psychologists and Parents Opinions
Assessments Reference
Measuring violence-related attitudes,
behaviors and Influences among youths
170 assessments
Social
Fantasy
Conduct
Problems
16. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
20. Player Goal (2 Models)
With (green)positive/ (red)negative score
Goal: solve all cases
Goal: solve all cases
Without score
21. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
28. Recorded Log (32 features, every 5 seconds)
•General
•Inventory items
•Gameplay areas
•Cases in all areas
•Wrong tools usage
•Time
•Current time
•Game Time in a specific area
•Area-specific
•Visible cases (to the player) in current area
•Solved cases
•Case-specific
•Solved or not
•Player reaction to the case (the player’s answer)
•Wrong items used on the case
And more.
29. Recorded Features (37 overall)
•Pre-game questionnaire
•Name
•Age
•Gender
•Daily playing hours
•#Brothers
•#Sisters
•Post-game questionnaire
•Favorite place
•Were there missing tools?
•Did you find the tools sufficient?
•Challenge%
•Area-specific features
•Order of solved cases in the area
•Game Time during the area
•Game Time to solve the case
•#Revisited
•#Used items to solve each case
•#Wrong items selected
•Game-specific features
•Order of solved cases
•Answers of solved cases
•Game Time during the game
30. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
38. (Males & Females Without Score) Model -Microsoft Clustering
Clustering (Conduct Problems)
Males & Females Without Score
39. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Males & Females With Score
40. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Males & Females With Score
41. Clustering (Conduct Problems)
Males & Females Without Score
Cluster1 (17 child)
Cluster2 (10 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(4 child)
Revisited2 =0 ,
Kitchen2
Avg>= Solve5
Max Playing Hours
WrongItemsCase7=0
Revisited9=0
Revisited10=0
HighSolve10
1/3<=Social Fantasy
WrongItemsCase7=0
Revisited10=0
Mid Social Fantasy
Kitchen2
Revisited2=0
Revisited9=0
Avg>=Playing Hours
Avg>=TTSolve10
Avg>=TT Solve5
1/3 <=TT Solve10
Kitchen2
Revisited2=0
Avg<= Playing Hours
LowTTSolve5
Revisited9=0
1/3>=Social Fantasy
Revisited10=0
WrongItemsCase7=0
WrongItemsCase7=0 ,
Revisited2=0
Kitchen2
LowTTSolve10
TT Solve5=0
Avg>=Playing Hours
Revisited9=moreThan1
1/3>=Social Fantasy
Revisited10=0
Revisited10=0
Revisited2=0
Revisited9=moreThan1
low<=Playing Hours
LowTTSolve5
Kitchen2
1/3<=Social Fantasy
WrongItemsCase7=0
LowTTSolve10
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Males & Females With Score
42. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Cluster1 (17 child)
Cluster2 (10 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(4 child)
Revisited2 =0 ,
Kitchen2
Avg>= Solve5
Max Playing Hours
WrongItemsCase7=0
Revisited9=0
Revisited10=0
HighSolve10
1/3<=Social Fantasy
WrongItemsCase7=0
Revisited10=0
Mid Social Fantasy
Kitchen2
Revisited2=0
Revisited9=0
Avg>=Playing Hours
Avg>=TTSolve10
Avg>=TT Solve5
1/3 <=TT Solve10
Kitchen2
Revisited2=0
Avg<= Playing Hours
LowTTSolve5
Revisited9=0
1/3>=Social Fantasy
Revisited10=0
WrongItemsCase7=0
WrongItemsCase7=0 ,
Revisited2=0
Kitchen2
LowTTSolve10
TT Solve5=0
Avg>=Playing Hours
Revisited9=moreThan1
1/3>=Social Fantasy
Revisited10=0
Revisited10=0
Revisited2=0
Revisited9=moreThan1
low<=Playing Hours
LowTTSolve5
Kitchen2
1/3<=Social Fantasy
WrongItemsCase7=0
LowTTSolve10
Males & Females Without Score
Males & Females With Score
43. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Cluster1 (17 child)
Cluster2 (10 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(4 child)
Revisited2 =0 ,
Kitchen2
Avg>= Solve5
Max Playing Hours
WrongItemsCase7=0
Revisited9=0
Revisited10=0
HighSolve10
1/3<=Social Fantasy
WrongItemsCase7=0
Revisited10=0
Mid Social Fantasy
Kitchen2
Revisited2=0
Revisited9=0
Avg>=Playing Hours
Avg>=TTSolve10
Avg>=TT Solve5
1/3 <=TT Solve10
Kitchen2
Revisited2=0
Avg<= Playing Hours
LowTTSolve5
Revisited9=0
1/3>=Social Fantasy
Revisited10=0
WrongItemsCase7=0
WrongItemsCase7=0 ,
Revisited2=0
Kitchen2
LowTTSolve10
TT Solve5=0
Avg>=Playing Hours
Revisited9=moreThan1
1/3>=Social Fantasy
Revisited10=0
Revisited10=0
Revisited2=0
Revisited9=moreThan1
low<=Playing Hours
LowTTSolve5
Kitchen2
1/3<=Social Fantasy
WrongItemsCase7=0
LowTTSolve10
Males & Females Without Score
Males & Females With Score
44. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Cluster1 (17 child)
Cluster2 (10 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(4 child)
Revisited2 =0 ,
Kitchen2
Avg>= Solve5
Max Playing Hours
WrongItemsCase7=0
Revisited9=0
Revisited10=0
HighSolve10
1/3<=Social Fantasy
WrongItemsCase7=0
Revisited10=0
Mid Social Fantasy
Kitchen2
Revisited2=0
Revisited9=0
Avg>=Playing Hours
Avg>=TTSolve10
Avg>=TT Solve5
1/3 <=TT Solve10
Kitchen2
Revisited2=0
Avg<= Playing Hours
LowTTSolve5
Revisited9=0
1/3>=Social Fantasy
Revisited10=0
WrongItemsCase7=0
WrongItemsCase7=0 ,
Revisited2=0
Kitchen2
LowTTSolve10
TT Solve5=0
Avg>=Playing Hours
Revisited9=moreThan1
1/3>=Social Fantasy
Revisited10=0
Revisited10=0
Revisited2=0
Revisited9=moreThan1
low<=Playing Hours
LowTTSolve5
Kitchen2
1/3<=Social Fantasy
WrongItemsCase7=0
LowTTSolve10
Males & Females Without Score
Males & Females With Score
45. Clustering (Conduct Problems)
Cluster1 (22 child)
Cluster2 (11 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(3 child)
WrongItemsCase1=0
High Schoolscore
Direct game playing(no revisited)
TT Solve9,
Revisited10=0
School3
1/3>= Social Fantasy
AvgPlaying Hours
Park3
TT Solve3
School2
No WrongItemsCase1
TT Solve9
Revisited10=0
Avg<=Game Time
TT Solve3
Revisited2
1/3 <= Social Fantasy
Park3
School3
Avg<=Playing Hours
Revisited10=0
WrongItemsCase1=0
School2
TT Solve3
Park3
Game Time
Avg<=Playing Hours
1/3 <= Social Fantasy
Repeated Revisited2
School3
TT Solve9
School2
TT Solve3
WrongItemsCase1=0
Max Playing Hours
Avg<= Game Time
TT Solve9
0<=Social Fantasy
Revisited10=0
Park3
Avg<=Revisited2
Revisited10=0
Mid Social Fantasy
Park3
TT Solve3=0
School2
Max Game Time
1 <= Revisited2
LowTTSolve9
WrongItemsCase1=0
LowPlaying Hours
School3
Cluster1 (17 child)
Cluster2 (10 child)
Cluster3 (8 child)
Cluster4 (8child)
Cluster5(4 child)
Revisited2 =0 ,
Kitchen2
Avg>= Solve5
Max Playing Hours
WrongItemsCase7=0
Revisited9=0
Revisited10=0
HighSolve10
1/3<=Social Fantasy
WrongItemsCase7=0
Revisited10=0
Mid Social Fantasy
Kitchen2
Revisited2=0
Revisited9=0
Avg>=Playing Hours
Avg>=TT Solve10
Avg>=TT Solve5
1/3 <=TT Solve10
Kitchen2
Revisited2=0
Avg<= Playing Hours
LowTTSolve5
Revisited9=0
1/3>=Social Fantasy
Revisited10=0
WrongItemsCase7=0
WrongItemsCase7=0 ,
Revisited2=0
Kitchen2
LowTTSolve10
TT Solve5=0
Avg>=Playing Hours
Revisited9=moreThan1
1/3>=Social Fantasy
Revisited10=0
Revisited10=0
Revisited2=0
Revisited9=moreThan1
low<=Playing Hours
LowTTSolve5
Kitchen2
1/3<=Social Fantasy
WrongItemsCase7=0
LowTTSolve10
Males & Females Without Score
Males & Females With Score
46. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
52. T-test (Females vs. Males, Social Fantasy, With Score)
Variable 1
Variable 2
Mean
0.48
0.688
Variance
0.077
0.058
Observations
25
25
Hypothesized Mean Difference
0
df
47
t Stat
-2.826
P(T<=t) one-tail
0.003
t Critical one-tail
1.677
P(T<=t) two-tail
0.006
t Critical two-tail
2.011
0.006 < 0.05
We reject the Null hypothesis
54. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
55. Unity3D Game Engine, scripting with C#
Implementation Tools
WEKA, Machine Learning Software
Microsoft Business Intelligence Suite
Matlabfor Analysis
56. Content
•Motivation and Work scope
•This Study
•Psychology Study
•The Game
•Data Collection
•Data Analysis
•Result Analysis
•Implementation Tools
•Future Perspectives
•Demo
57. Future Perspectives
Personalizing the game content for each player, maximizing his/her social fantasy and conduct problems abilities.
Direct the player to change his/her behavior by adding different interaction and influence techniques to the game.
Comparing different model for capturing the behavior (recording facial expressions, heart beats, etc.)