Journal articles: 'Video games evaluation'

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KATO, Ryo, Takashi KAWAI, Ranae IKESHITA, et al. "Ergonomic Evaluation of Portable Video Games." Journal of Digital Games Research 2, no. 1 (2008): 67–75. http://dx.doi.org/10.9762/digraj.2.1_67.

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Aust, Robert, Michael Nitsche, and Johannes Pelka. "Digital game-based learning and video games in teacher training. Conception, evaluation and results from Leipzig University." Perspectives of Innovations, Economics and Business 14, no. 3 (2014): 113–31. http://dx.doi.org/10.15208/pieb.2014.14.

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Treglia, Eugenia, Angela Magnanini, and Gianni Caione. "Video Games and Accessibility." International Journal of Digital Literacy and Digital Competence 10, no. 2 (2019): 29–36. http://dx.doi.org/10.4018/ijdldc.2019040103.

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This essay aims, through a hermeneutic-argumentative approach, to present some ideas for inclusive teaching, starting with an educational re-evaluation of video games, for years considered a mere form of entertainment. Their use as educational mediators is a useful response to the needs of a school that is increasingly aware of the educational needs of all pupils. Through the recovery of the recreational dimension and the Accessibility paradigm, it is possible to offer teachers guidance and design insights in order to create educational itineraries of inclusion, finding in video games a possible tool capable of engaging the class in common activities, on the basis of equal opportunities and active participation, additionally for the development of digital skills.

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Strååt, Björn, Fredrik Rutz, and Magnus Johansson. "Does Game Quality Reflect Heuristic Evaluation?" International Journal of Gaming and Computer-Mediated Simulations 6, no. 4 (2014): 45–58. http://dx.doi.org/10.4018/ijgcms.2014100104.

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Usability evaluation tools in the form of heuristic lists can be very helpful in software development. In the field of video game design, researchers are continuously developing new heuristic tools aimed specifically at video game productions. However, through previous studies, the authors have found that even though these tools are frequent and common, design issues regularly appear in video games. This study examines whether video game heuristics are able to capture and evaluate softer values of video game interaction, based on the challenges, flow and immersion of gameplay. By conducting a heuristic evaluation on low scoring and high scoring games the authors manage to show which kind of design issues are most frequent in both high and low scoring games. As a further result of the study, two new heuristics are presented.

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Hendryani, Rika. "THE EVALUATION OF BOBBY BOLA DAN PERI BUKU AJAIB 3 FOR LANGUAGE LEARNING." IJET (Indonesian Journal of English Teaching) 7, no. 1 (2018): 24–35. http://dx.doi.org/10.15642/ijet2.2018.7.1.24-35.

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Video games have received much attention in recent years as a tool for foreign language learning. Number of research has shown the positive impact of video games on language learning learners. This study is aimed to find out the extent to which Bobby Bola & Peri Buku Ajaib 3 meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). The findings of this study show that Bobby Bola & Peri Buku Ajaib 3 adhere only to 2 principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning. It is also hoped that it can provide further information for those who wish to evaluate or use video games as a language learning tool.

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Anderson, Sky LaRell. "Portraying Mental Illness in Video Games." Loading 13, no. 21 (2020): 20–33. http://dx.doi.org/10.7202/1071449ar.

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This exploratory study examines three video games as case studies for how video games may portray mental illness through interactive, non-narrative design features. The analysis not only reports findings but also offers an evaluation for how video games might improve in how they depict mental illness. The games studied are What Remains of Edith Finch, Hellblade: Senua’s Sacrifice, and Doki Doki Literature Club. The analysis identifies how these games use audiovisual styles, control systems, game goals, and procedurality to portray mental illness. A report of the discovered themes precedes a discussion of innovations and weaknesses of those depictions of mental illness.

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Findley, Michael R. "The Relationship between Student Learning Styles and Motivation during Educational Video Game Play." International Journal of Online Pedagogy and Course Design 1, no. 3 (2011): 63–73. http://dx.doi.org/10.4018/ijopcd.2011070105.

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Educational video games allow for a level of intrinsic motivation and engagement that is not found in other forms of learning. This study determines if students found educational video game play to be a motivating experience and if a relationship existed between student learning styles and levels of motivation. High school psychology students played two short online educational video games and, upon completion of the activity, their intrinsic motivation levels were determined using an evaluation questionnaire. The data, as determined by the evaluation questionnaire, revealed that students found playing educational video games to be intrinsically motivating. Further examination revealed no statistically significant differences between the student learning styles and the motivation experienced during educational video game play.

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Li, Xiaozhou, Zheying Zhang, and Kostas Stefanidis. "A Data-Driven Approach for Video Game Playability Analysis Based on Players’ Reviews." Information 12, no. 3 (2021): 129. http://dx.doi.org/10.3390/info12030129.

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Playability is a key concept in game studies defining the overall quality of video games. Although its definition and frameworks are widely studied, methods to analyze and evaluate the playability of video games are still limited. Using heuristics for playability evaluation has long been the mainstream with its usefulness in detecting playability issues during game development well acknowledged. However, such a method falls short in evaluating the overall playability of video games as published software products and understanding the genuine needs of players. Thus, this paper proposes an approach to analyze the playability of video games by mining a large number of players’ opinions from their reviews. Guided by the game-as-system definition of playability, the approach is a data mining pipeline where sentiment analysis, binary classification, multi-label text classification, and topic modeling are sequentially performed. We also conducted a case study on a particular video game product with its 99,993 player reviews on the Steam platform. The results show that such a review-data-driven method can effectively evaluate the perceived quality of video games and enumerate their merits and defects in terms of playability.

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Kato, Ryo, Takashi Kawai, Kenji Nihei, et al. "Evaluation of Microflow Experiences Induced While Playing Video Games." Journal of Digital Games Research 4, no. 1 (2010): 59–67. http://dx.doi.org/10.9762/digraj.4.1_59.

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Jaramillo-Alcázar, Angel, Sergio Luján-Mora, and Luis Salvador-Ullauri. "Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities." Enfoque UTE 9, no. 1 (2018): 53–66. http://dx.doi.org/10.29019/enfoqueute.v9n1.236.

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Nowadays, the use of mobile devices is increasingly frequent. In many occasions they are used as a means of entertainment for people through video games. Serious games is a category of video games used as teaching methods in different environments. They use fun as a strategy for the learning process. However, the vast majority do not focus on vulnerable groups such as people with cognitive disabilities, because they do not consider accessibility parameters in their design. Some video games development companies have proposed general guidelines for the implementation of accessible video games, but they have not been formalized as good practices or standards. This article presents a compilation and analysis of different accessibility guidelines for the development of mobile serious games for people with cognitive disabilities. It also proposes a model to evaluate the access of serious games for people with cognitive disabilities and applies it in a case study. Finally, an evaluation tool is proposed for mobile serious games developers focused on people with cognitive disabilities.

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Bontchev, Boyan. "Adaptation in Affective Video Games: A Literature Review." Cybernetics and Information Technologies 16, no. 3 (2016): 3–34. http://dx.doi.org/10.1515/cait-2016-0032.

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Abstract Playing computer games is a predominantly emotional than rational process. Video games with affect-based adaptation measure player’s behavior signals and recognize player’s emotional states in order to adapt specific game features in a dynamic manner and to improve player’s engagement, immersion, excitement, and challenge. The present review deals with models for the presentation of emotions, techniques for measuring behavioral signals, emotion recognition and adaptation mechanisms applied in video games with affective feedback including methods for their assessment and validation. Studies using self-reports, observational methods and psychophysiological measurements of both autonomic and central nervous systems including processing and interpretation of signals are systematically reviewed with regard to their results concerning emotional adaptation in games. Next, the article provides a comparative analysis of affect-based adaptation methods and techniques applied in 14 adaptive video games developed in last ten years. Based on this comparison, we summarized future directions in research, design and evaluation of video games with affective adaption.

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Levac, Danielle, Joanna Nawrotek, Emilie Deschenes, et al. "Development and Reliability Evaluation of the Movement Rating Instrument for Virtual Reality Video Game Play." JMIR Serious Games 4, no. 1 (2016): e9. http://dx.doi.org/10.2196/games.5528.

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Levac, Danielle, Deborah Espy, Emily Fox, Sujata Pradhan, and Judith E. Deutsch. "“Kinect-ing” With Clinicians: A Knowledge Translation Resource to Support Decision Making About Video Game Use in Rehabilitation." Physical Therapy 95, no. 3 (2015): 426–40. http://dx.doi.org/10.2522/ptj.20130618.

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Microsoft's Kinect for Xbox 360 virtual reality (VR) video games are promising rehabilitation options because they involve motivating, full-body movement practice. However, these games were designed for recreational use, which creates challenges for clinical implementation. Busy clinicians require decision-making support to inform game selection and implementation that address individual therapeutic goals. This article describes the development and preliminary evaluation of a knowledge translation (KT) resource to support clinical decision making about selection and use of Kinect games in physical therapy. The knowledge-to-action framework guided the development of the Kinecting With Clinicians (KWiC) resource. Five physical therapists with VR and video game expertise analyzed the Kinect Adventure games. A consensus-building method was used to arrive at categories to organize clinically relevant attributes guiding game selection and game play. The process and results of an exploratory usability evaluation of the KWiC resource by clinicians through interviews and focus groups at 4 clinical sites is described. Subsequent steps in the evaluation and KT process are proposed, including making the KWiC resource Web-based and evaluating the utility of the online resource in clinical practice.

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Fernandez-Luque, L., T. Tøllefsen, and E. Brox. "Healthy Gaming – Video Game Design to promote Health." Applied Clinical Informatics 02, no. 02 (2011): 128–42. http://dx.doi.org/10.4338/aci-2010-10-r-0060.

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Summary Background: There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective: The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods: Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has been on educational games, persuasive games and exergames as well as articles describing game design principles. Results: The medical objectives can either be a part of the game theme (intrinsic) or be totally dispatched (extrinsic), and particularly persuasive games seem to use extrinsic game design. Peer support is important, but there is only limited research on multiplayer health games. Evaluation of health games can be both medical and technical, and the focus will depend on the game purpose. Conclusion: There is still not enough evidence to conclude which design principles work for what purposes since most of the literature in health serious games does not specify design methodologies, but it seems that extrinsic methods work in persuasion. However, when designing health care games it is important to define both the target group and main objective, and then design a game accordingly using sound game design principles, but also utilizing design elements to enhance learning and persuasion. A collaboration with health professionals from an early design stage is necessary both to ensure that the content is valid and to have the game validated from a clinical viewpoint. Patients need to be involved, especially to improve usability. More research should be done on social aspects in health games, both related to learning and persuasion.

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Funk, Jeanne B., Debra D. Buchman, Jennifer Jenks, and Heidi Bechtoldt. "Playing violent video games, desensitization, and moral evaluation in children." Journal of Applied Developmental Psychology 24, no. 4 (2003): 413–36. http://dx.doi.org/10.1016/s0193-3973(03)00073-x.

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Lee, Jin Ha, Rachel Ivy Clarke, and Andrew Perti. "Empirical evaluation of metadata for video games and interactive media." Journal of the Association for Information Science and Technology 66, no. 12 (2015): 2609–25. http://dx.doi.org/10.1002/asi.23357.

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Ibrahim, Amer, Hamzah Alkhazaleh, Nahel Abdallah, M. A. Habli, and Tawfik Zeki. "Using Playability Heuristics to Evaluate Player Experience in Educational Video Games." GIS Business 14, no. 6 (2019): 667–78. http://dx.doi.org/10.26643/gis.v14i6.15027.

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Educational video games (EVG) provide a rich platform to improve the Player Experience (PX), and constitute some of the main edutainment applications currently in the market. However, the evaluation of video games as educational tools is very difficult due to their dual nature (fun and education). In some cases, PX (as an usability measure) is a very important aspect of the EVGs and is a good measure of the level of fun and education presented to players. Educational Playability (playability in EVG) attributes are a suitable and effective tool to analyze and measure the experience obtained by a player during a game. To this end, it is necessary to evaluate the playability to determine the degree of improvement in PX. Playability evaluation through different methods is one of the major topics of PX in video games. In this paper, we present a new approach to evaluate the PX by using the educational playability.

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Contreras-Espinosa, Ruth S., and Carlos A. Scolari. "How do teens learn to play video games?" Journal of Information Literacy 13, no. 1 (2019): 45. http://dx.doi.org/10.11645/13.1.2358.

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The main objective of this article is to analyse informal learning processes in the field of video games. As many teenagers are engaged in these kinds of practices, the big question is: How do teens learn to play video games? In most cases they do not learn to play video games at school or with their parents, and therefore it is necessary to map and analyse these informal learning strategies (ILS). The aims of this article are to identify the main ILS that teens apply as they acquire and improve their video game literacy, and to develop a series of categories for analysing and classifying these informal learning experiences. After briefly outlining the situation of ILS and teens’ transmedia skills, in the context of a general reflection on information literacy (IL) and transmedia literacy (TL), the methodological aspects of research and fieldwork in eight countries is described. A taxonomy of ILS related to video game practices is also presented. The research team identified six modalities of ILS (learning by doing, problem solving, imitation, playing, evaluation and teaching) and expanded them with four main categories (subject, time, space and relationships) that contain a series of oppositions. This set of modalities, categories and oppositions should be considered as a first step in the construction of a set of analytical tools for describing and classifying ILS in the context of teens’ video game experiences.

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Harabagiu, Neculai. "The Importance of Using the “Data Volley” Software and of the “Data Video” System in the Tactical Training of the Middle Blocker for Official Games." GYMNASIUM XXI, no. 1 (2020): 34. http://dx.doi.org/10.29081/gsjesh.2020.21.1.03.

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Nowadays, the level of professional volleyball has increased significantly, having such dynamic and speed of execution of the game actions, that it is very difficult to watch the game in its depth without using some special programmes of statistical analysis. In this context, for a fair and precise assessment of the game actions, there are used both statistical, as well as video evaluation software programmes, so as not to miss any important detail during the games. One of the most used programmes in professional volleyball is “Data Volley”, which includes a video system of analysis and evaluation called “Data Video”. These were designed so as to simplify the work of the coaches, in analysing their own game, as well as that of the other team. The purpose of this study is to analyse the game of the other team before official games, on offence and defence, using the “Data Video” system.

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Sarhan, Shahenda, Mohamed Abu ElSoud, and Hebatullah Rashed. "Enhancing Video Games Policy Based on Least-Squares Continuous Action Policy Iteration: Case Study on StarCraft Brood War and Glest RTS Games and the 8 Queens Board Game." International Journal of Computer Games Technology 2016 (2016): 1–14. http://dx.doi.org/10.1155/2016/7090757.

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With the rapid advent of video games recently and the increasing numbers of players and gamers, only a tough game with high policy, actions, and tactics survives. How the game responds to opponent actions is the key issue of popular games. Many algorithms were proposed to solve this problem such as Least-Squares Policy Iteration (LSPI) and State-Action-Reward-State-Action (SARSA) but they mainly depend on discrete actions, while agents in such a setting have to learn from the consequences of their continuous actions, in order to maximize the total reward over time. So in this paper we proposed a new algorithm based on LSPI called Least-Squares Continuous Action Policy Iteration (LSCAPI). The LSCAPI was implemented and tested on three different games: one board game, the 8 Queens, and two real-time strategy (RTS) games, StarCraft Brood War and Glest. The LSCAPI evaluation proved superiority over LSPI in time, policy learning ability, and effectiveness.

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O'Connor, Thomas J., Rory A. Cooper, Shirley G. Fitzgerald, et al. "Evaluation of a Manual Wheelchair Interface to Computer Games." Neurorehabilitation and Neural Repair 14, no. 1 (2000): 21–31. http://dx.doi.org/10.1177/154596830001400103.

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The sedentary lifestyle of many people with spinal cord injury (SCI) has lead to cardiovascular diseases being a major health concern. A suitable exercise program may help improve the SCI individual's cardiovascular fitness level. GAMEWheels is an in terface between a custom wheelchair roller system and a computer that enables an individual to control computer video games by driving his or her wheelchair. The purpose of Phase 1 was to evaluate the design of the GAMEwhccls system and to determine the type of computer video game that is likely to motivate wheelchair users to exercise. Phase 2 included physiologic testing of wheelchair users and the GAMEWheels system to investigate whether the system elicits an exercise training re sponse. Thirty-five subjects were recruited to evaluate the GAME Wheels by playing three commercial computer games (Phase 1) and to identify the computer game that they would prefer to use when exercising. The feedback from Phase 1 was used with test subjects to verify that the GAMEWheels system elicits an exercise training effect (Phase 2). Phase 2 included 10 subjects using the GAMEWheels system to play Need for Speed II. During game play, physiologic data were collected and the subjects' oxy gen consumption and heart rate were analyzed. Analysis showed that the GAMEWheels system induced nine subjects to reach their training zone, defined as 50% and 60% of their maximum oxygen consumption and heart rate, respectively. This study demon strates that the GAMEWheels system elicits an exercise training response. Keywords: Wheelchair—Exercise—Computer games—Fitness—Design.

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Amory, Alan, and Bolepo Molomo. "Gendered Play and Evaluation of Computer Video Games by Young South Africans." Gender, Technology and Development 16, no. 2 (2012): 177–96. http://dx.doi.org/10.1177/097185241201600203.

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Chittaro, Luca, and Riccardo Sioni. "Existential video games: Proposal and evaluation of an interactive reflection about death." Entertainment Computing 26 (May 2018): 59–77. http://dx.doi.org/10.1016/j.entcom.2018.01.004.

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Nafi’ah, Khotimatun, and Abdul Latif. "Methods Innovation, Media and Evaluation on Vocabularies Learning in Boarding Classroom SMPIT LHI YOGYAKARTA." International Journal of Arabic Language Teaching 2, no. 02 (2021): 178. http://dx.doi.org/10.32332/ijalt.v2i02.2600.

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This paper aims to give method, media and evaluation innovation in vocabulary learning at Arabic language class of LHI Junior High School Yogyakarta. The learning with same methods repeatedly will make the students not excited, so it need method, media and evaluation innovation in the learning for better learning quality and student achievement. The method of this research is using collect data from school with details interview and the author add some literatures as a reference. The methods innovation are using variation of methods in a week (4x30 minutes), and the methods is repetition words, direct method with contextual, games/singing, and reading or understanding. The medias innovation are using picture, real object/environment, video/film, and android aplication (games). And the last, the evaluations innovation are two kinds: speaking and writing, the students do an examination and memorize the vocabularies.

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Solano, López, Guerrero, and Quesada. "User Experience Evaluation of Voice Interfaces: A Preliminary Study of Games for Seniors and the Elderly." Proceedings 31, no. 1 (2019): 65. http://dx.doi.org/10.3390/proceedings2019031065.

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Maintaining high cognitive activity is vital for the mental health of seniors. Taking part in leisure activities is an exciting and gratifying way to accomplish this, with video games having several advantages for this use. The present study is a work in progress to develop different digital games with natural voice interfaces that can be easily and pleasantly used by older adults to stimulate their cognitive needs. A Wizard of Oz with two different games was developed to evaluate the user experience perceived when using such applications. Positive results enhance the notion that using digital games powered by natural voice interfaces may appeal to the elderly, while stimulating their cognitive processes, thus fortifying their mental health.

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Bevilacqua, Fernando, Henrik Engström, and Per Backlund. "Automated Analysis of Facial Cues from Videos as a Potential Method for Differentiating Stress and Boredom of Players in Games." International Journal of Computer Games Technology 2018 (2018): 1–14. http://dx.doi.org/10.1155/2018/8734540.

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Facial analysis is a promising approach to detect emotions of players unobtrusively; however approaches are commonly evaluated in contexts not related to games or facial cues are derived from models not designed for analysis of emotions during interactions with games. We present a method for automated analysis of facial cues from videos as a potential tool for detecting stress and boredom of players behaving naturally while playing games. Computer vision is used to automatically and unobtrusively extract 7 facial features aimed at detecting the activity of a set of facial muscles. Features are mainly based on the Euclidean distance of facial landmarks and do not rely on predefined facial expressions, training of a model, or the use of facial standards. An empirical evaluation was conducted on video recordings of an experiment involving games as emotion elicitation sources. Results show statistically significant differences in the values of facial features during boring and stressful periods of gameplay for 5 of the 7 features. We believe our approach is more user-tailored, convenient, and better suited for contexts involving games.

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Ikawati, Hastuti Diah, Ary Purmadi, Zul Anwar, and Zulfakar Zulfakar. "Pengembangan Media Video Permainan Tradisional Suku Sasak untuk Pelestarian Budaya dan Sumber Belajar Muatan Lokal." JTP - Jurnal Teknologi Pendidikan 20, no. 3 (2018): 234–48. http://dx.doi.org/10.21009/jtp.v20i3.9536.

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This study was advance research from the result ofprevious study. Based on the study before was found at least 15 kinds of Sasak traditional games which often played. As we knew the games started disappeared. The traditional games have documented in printed form. Thus for, it can be used as a study supplement in Local Subject Matter. It aimed to facilitate the students to learn and play of the Sasak traditional games. Then, we developed the traditional games of Sasak. This study used ADDIE Model (Analysis, Design, Development, Implement and Evaluation). The result of product validation by the experts found the average score was 83,48%. While the result of the assessment by the students in individual and wide group testwere 91,52% and 82,32%. Based on the result, it can be concluded that the video development was suitable to use as a learning resource.

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FILIPOVIĆ, ALEKSANDAR, and ŽELJKO BJELAJAC. "GAMIFICATION OF LEARNING: USE OF VIDEO GAME IN EDUCATION PROCESS." Kultura polisa, no. 45 (July 3, 2021): 103–18. http://dx.doi.org/10.51738/kpolisa2021.18.2r.2.01.

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The pre-Socratic Greek philosopher Anaxagoras was a proponent of the theory that in all things there are parts of all other things, and that it must be considered that everything was in everything else. In the derived sense, it can be said that, since everything is contained in everything else, then anything can be explained through anything else. In the applied sense, this would mean that the elements of one thing can be applied to any other thing, and the phenomenon of gamification confirms the claim of this ancient philosopher. Widely and directly applicable as rarely any other thing, gamification, that is, the application of elements and principles from video games (or games in general) in non-gaming environments, has become one of the most sought after new technological solutions. Its application is extremely wide - from security services and business, all the way to the focus of this paper, which is the process of learning and education. The aim of this paper is to research the phenomenon of gamification of education, by defining and determining the factors and elements of that process, and then, by analyzing examples of practical application of this phenomenon, give an evaluation of the current situation, with a projection of the further development of this increasingly important phenomenon.

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Himang, Melanie M., Celbert Mirasol Himang, Angie Monterde Ceniza, and Lanndon Ocampo. "Using an Extended Technology Acceptance Model for Online Strategic Video Games." International Journal of Technology and Human Interaction 17, no. 1 (2021): 32–58. http://dx.doi.org/10.4018/ijthi.2021010103.

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Due to the rising popularity of online strategic video games, it is crucial to examine the acceptance structure of these games. This study attempts to perform an acceptance evaluation of online strategic video games, particularly multiplayer online battle arena (MOBA), using an extended technology acceptance model (TAM) developed in the current literature and establish a predictive value in determining the behavioral intention in playing online strategic video games. To carry out this objective, a case study consisting of 439 undergraduate students as a sample was conducted. After the data filtering process which involves the removal of insincere responses and non-engaging responses and of those who have not played MOBA games, 278 research participants became the final sample. The questionnaire was created and underwent reliability analysis. Cronbach's alpha coefficient was computed to show the relatedness of each factor as well as to determine its validity and internal reliability. Nine factors were considered in this work that tested for significant relationships and predictive capabilities using structural equation modeling with AMOS software. These factors include altruism, social interaction, use context, perceived ease of enjoyment, perceived ease of use, perceived usefulness, attitude, flow, and behavior intention. Results show that the significant determinants of user behavior intention are the flow, attitude, and perceived ease of use while the perceived enjoyment, social interaction significantly influence attitudes in playing online strategic video games, use context, and flow. Furthermore, this work also demonstrates that altruism, social interaction, use context, perceived enjoyment, flow, and attitude are significant factors that can be added to extend TAM. These findings would serve as guidelines in the formulation of principles for game design and development.

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Kiani, Vahid, and Hamid Reza Pourreza. "An Effective Slow-Motion Detection Approach for Compressed Soccer Videos." ISRN Machine Vision 2012 (March 25, 2012): 1–8. http://dx.doi.org/10.5402/2012/959508.

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Slow-motion replays are content full segments of broadcast soccer videos. In this paper, we propose an efficient method for detection of slow-motion shots produced by high-speed cameras in soccer broadcasts. A rich set of color, motion, and cinematic features are extracted from compressed video by partial decoding of the MPEG-1 bitstream. Then, slow-motion shots are modeled by SVM classifiers for each shot class. A set of six full-match soccer games is used for training and evaluation of the proposed method. Our algorithm presents satisfactory results along with high speed for slow-motion detection in soccer videos.

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Ren Hsu, Der. "CULTURAL CREATIVE AR GAME AND SIDE EFFECTS EVALUATION." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 11, no. 5 (2016): 3022–26. http://dx.doi.org/10.24297/ijmit.v11i5.4683.

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In cultural creative industry, mobile games are one of the most increasing markets. Pokemon Go, as an Augmented reality (AR) in mobile games, may lead to both video game and physical activity, but it also inevitably triggers a certain degree of side effects. Unfortunately, there is little objective, scientific research focused on evaluating the risks of side effects that result from information exchange among mobile devices. In this study, the Grey Relational Analysis (GRA) is employed to identify and evaluate the risks of Pokemon Go. This research finds â€œWalking or car accidentâ€, â€œDisturbing sacred locationâ€, and â€œTrespassingâ€ are the top three side effects. Cultural creative game is a new inevitable business trend, it is an unavoidable responsibility to our society to govern and constitute a legal environment for those AR game players.

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Hoffman, Kelly M. "Social and Cognitive Affordances of Two Depression-Themed Games." Games and Culture 14, no. 7-8 (2017): 875–95. http://dx.doi.org/10.1177/1555412017742307.

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Video games can have a variety of intended and unintended effects on players, making the impacts of games and the role that individual design elements play in causing those impacts a valuable area of research. This study explored the social and cognitive effects on players of two “art games” ( Depression Quest and Actual Sunlight) by analyzing player-generated discussion board posts, focusing on (1) what real-life social and cognitive effects the games had on players and (2) what elements of the games made the players consider them “good” or “bad” games. Players reported or demonstrated that the games led to understanding and empathy, self-evaluation, lessons learned, clinical discussion of depression, encouragement to others, a sense of community, and opening dialogue with friends and family. Discussions of game quality centered on realism, game endings and message, and player agency.

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Yoo, Seung-Chul, and Matthew S. Eastin. "Contextual advertising in games: Impacts of game context on a player’s memory and evaluation of brands in video games." Journal of Marketing Communications 23, no. 6 (2016): 614–31. http://dx.doi.org/10.1080/13527266.2016.1155074.

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Phan, Mikki H., Joseph R. Keebler, and Barbara S. Chaparro. "The Development and Validation of the Game User Experience Satisfaction Scale (GUESS)." Human Factors: The Journal of the Human Factors and Ergonomics Society 58, no. 8 (2016): 1217–47. http://dx.doi.org/10.1177/0018720816669646.

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Objective: The aim of this study was to develop and psychometrically validate a new instrument that comprehensively measures video game satisfaction based on key factors. Background: Playtesting is often conducted in the video game industry to help game developers build better games by providing insight into the players’ attitudes and preferences. However, quality feedback is difficult to obtain from playtesting sessions without a quality gaming assessment tool. There is a need for a psychometrically validated and comprehensive gaming scale that is appropriate for playtesting and game evaluation purposes. Method: The process of developing and validating this new scale followed current best practices of scale development and validation. As a result, a mixed-method design that consisted of item pool generation, expert review, questionnaire pilot study, exploratory factor analysis ( N = 629), and confirmatory factor analysis ( N = 729) was implemented. Results: A new instrument measuring video game satisfaction, called the Game User Experience Satisfaction Scale (GUESS), with nine subscales emerged. The GUESS was demonstrated to have content validity, internal consistency, and convergent and discriminant validity. Conclusion: The GUESS was developed and validated based on the assessments of over 450 unique video game titles across many popular genres. Thus, it can be applied across many types of video games in the industry both as a way to assess what aspects of a game contribute to user satisfaction and as a tool to aid in debriefing users on their gaming experience. Application: The GUESS can be administered to evaluate user satisfaction of different types of video games by a variety of users.

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Kyshtymova, I. M., and S. B. Timofeev. "Psychological master form of computer games." Social Psychology and Society 10, no. 4 (2019): 160–74. http://dx.doi.org/10.17759/sps.2019100411.

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The article presented the rationale and description of a universal classification model of computer games. The basis of its development was the principle of systematic and psychosemiotic approach that afforded considering both semantic and syntactic (formal) features of a game as factors mediating its effect on gamers. A computer game came under consideration as a system entity whose classification profile took shape following unique combination of thirty-four components that were interconnected in the manner of mutual cooperation. They combined into seven levels, two of which were: the game-play and setting — attributed to the fundamentals inherent to any game, while five were variable: the narrative, semantic, personal, communicative and ethic. Criteria to determine intensity of manifestation of the described components in a game that served as the basis for its expert evaluation, were presented. The results of investigation of «The Witcher 3: Wild Hunt» computer game were quoted. The study involved ten experts (8 men and 2 women) with a higher education and a great interactive gaming experience. The participants were made familiar with the classification algorithm of video games assessment and, in the process of complete ‘play-through’ of a game under consideration, categorized it into thirty-four components. Statistical processing of the data demonstrated high degree of consistency of the estimates: the value of α-Kronbach index amounted to 0.971. That afforded grounds to infer that the Master Form presented may serve as a reliable basis to analyze games and propose hypotheses about the nature of their effect on gamers.

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Katsarov, Johannes, Markus Christen, Ralf Mauerhofer, David Schmocker, and Carmen Tanner. "Training Moral Sensitivity Through Video Games: A Review of Suitable Game Mechanisms." Games and Culture 14, no. 4 (2017): 344–66. http://dx.doi.org/10.1177/1555412017719344.

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The goal of this study is to support game designers in the selection and implementation of game mechanisms to promote players’ moral sensitivity (MS). A lack of MS may lead people to behave unethically, without awareness for their actions’ moral implications. In this study, we conduct a theory-based evaluation of 20 distinct game mechanisms in view of their potential to promote MS. MS is thereby operationalized in terms of three learning outcomes (LOs): empathic concern for relevant groups, alertness to values/principles, and awareness for one’s vulnerability to biases. This study suggests that MS is best promoted through a careful combination of game mechanisms, addressing all three LOs.

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Omari, Kamal, Mohamed Moussetad, El Houssine Labriji, and Said Harchi. "Proposal for a New Tool to Evaluate a Serious Game." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (2020): 238. http://dx.doi.org/10.3991/ijet.v15i17.15253.

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The current enthusiasm of generations of students for video games and the marked interest of training institutions for the use of playful strategies, which facilitate learning, has encouraged the development and use of formative games called Serious Games. The main aim behind these games is not to substitute the traditional training mode, but to complement it by making the learner benefit from the interactivity and ergonomics of the graphical interfaces offered by a SG.  So far, much research work has focused on the benefits that SGs can bring to a training envi-ronment. However, little has been done in terms of evaluating an SG, not as a training tool but as the outcome of a development project of a tool meant for use in a learning context.  The purpose of this paper is to propose an evaluation tool of a SG designed in terms of four necessary dimensions that a SG should have in order to fulfill the task for which it was designed. These four dimensions are represented in terms of measurement criteria and prioritized according to the Fuzzy-AHP method « Fuzzy Analytic Hierarchy Process ». This model was tested on an SG validated by an educational committee and used by biology students in Hassan II University, Ben M'Sik Faculty of Sciences. The results obtained show the quality and relevance of the evaluation of the proposed tool.

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Aguilar, Lourdes. "Learning Prosody in a Video Game-Based Learning Approach." Multimodal Technologies and Interaction 3, no. 3 (2019): 51. http://dx.doi.org/10.3390/mti3030051.

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With the growth in popularity of video games in our society many teachers have worked to incorporate gaming into their classroom. It is generally agreed that by adding something fun to the learning process students become more engaged and, consequently, retain more knowledge. However, although the characteristics of video games facilitate the dynamics of the educational process it is necessary to plan a pedagogical project that includes delimitation of learning goals and profile of the addressees, the conditions of application of the educational project, and the methodologies of evaluation of the learning progress. This is how we can make a real difference between gamification and video game based learning. The paper addresses the design of an educational resource for special education needs (SEN) students that aims to help teach communicative skills related to prosody. The technological choices made to support the pedagogic issues that underlie the educational product, the strategies to convert learning content into playful material, and the methodology to obtain measures of its playability and effectiveness are described. The results of the motivation test certified that the video game is useful in encouraging the users to exercise their voice and the indicators of the degree of achievement of the learning goals serve to identify the most affected prosodic skills.

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Rojo, Teresa, Myriam González-Limón, and Asunción Rodríguez-Ramos. "Company–University Collaboration in Applying Gamification to Learning about Insurance." Informatics 6, no. 3 (2019): 42. http://dx.doi.org/10.3390/informatics6030042.

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Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning.

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Jöckel, Sven, Christopher Blake, and Daniela Schlütz. "Influence of Age-Rating Label Salience on Perception and Evaluation of Media." Journal of Media Psychology 25, no. 2 (2013): 83–94. http://dx.doi.org/10.1027/1864-1105/a000086.

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A recent reform of the German protection-of-minors laws demanded the increase of salience factors for the packages of audiovisual media products. This study evaluated the effects of an increase in salience factors of age-rating labels for video games and movies. We used eye-tracking technology in a 2 (Parents, Sons) x 2 (Old, New label) experimental design with 52 parent–son dyads. We measured attention to the age-rating labels and attitude toward the media content. Increased attention to the age-rating labels could be demonstrated. Eye-tracking data showed more frequent and prolonged perception of the more salient age-rating labels. The new age-rating labels were more likely to be fixated and were gazed at longer than their old counterparts. At the same time, this did not automatically lead to a reduction in age-inappropriate media attractiveness. Unintended effects that approached marginal significance were found for adolescent boys: The enhanced attention to new age-rating labels was accompanied by an increased attractiveness of age-inappropriate media. Independent of the type of label shown to parents, they neither allowed their sons to use inappropriate media, nor were they willing to buy such video games or movies for them. Increasing salience factors for age-rating labels is a double-edged sword, resulting in increased awareness of age-rating, but not a reduction in attractiveness of age-inappropriate content.

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Böttcher, Niels, Héctor P. Martínez, and Stefania Serafin. "Procedural Audio in Computer Games Using Motion Controllers: An Evaluation on the Effect and Perception." International Journal of Computer Games Technology 2013 (2013): 1–16. http://dx.doi.org/10.1155/2013/371374.

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A study has been conducted into whether the use of procedural audio affects players in computer games using motion controllers. It was investigated whether or not (1) players perceive a difference between detailed and interactive procedural audio and prerecorded audio, (2) the use of procedural audio affects their motor-behavior, and (3) procedural audio affects their perception of control. Three experimental surveys were devised, two consisting of game sessions and the third consisting of watching videos of gameplay. A skiing game controlled by a Nintendo Wii balance board and a sword-fighting game controlled by a Wii remote were implemented with two versions of sound, one sample based and the other procedural based. The procedural models were designed using a perceptual approach and by alternative combinations of well-known synthesis techniques. The experimental results showed that, when being actively involved in playing or purely observing a video recording of a game, the majority of participants did not notice any difference in sound. Additionally, it was not possible to show that the use of procedural audio caused any consistent change in the motor behavior. In the skiing experiment, a portion of players perceived the control of the procedural version as being more sensitive.

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Tripette, Julien, Takafumi Ando, Haruka Murakami, et al. "Evaluation of active video games intensity: Comparison between accelerometer-based predictions and indirect calorimetric measurements." Technology and Health Care 22, no. 2 (2014): 199–208. http://dx.doi.org/10.3233/thc-140817.

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Tripette, Julien, Haruka Murakami, Takafumi Ando, et al. "Active video games for health promotion: from METs evaluation to physcial intervention in young adults." Japanese Journal of Physical Fitness and Sports Medicine 63, no. 1 (2014): 159. http://dx.doi.org/10.7600/jspfsm.63.159.

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Clyde, Jerremie, and Glenn Wilkinson. "The Siren Song of Digital Simulation." International Journal of Virtual and Personal Learning Environments 2, no. 2 (2011): 46–58. http://dx.doi.org/10.4018/jvple.2011040105.

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This paper contrasts the importance of procedural rhetoric for the use of games in university and college level historical education with the use of history themed digital simulations. This paper starts by examining how history functions as a form of disciplinary knowledge and how this disciplinary way of knowing things is taught in the post secondary history course. The manner in which history is taught is contrasted with its evaluation to better define what students are actually expected to learn. The simulation is then examined in light of learning goals and evaluation. This demonstrates that simulations are a poor fit for most post secondary history courses. The more appropriate and effective choice is to construct the past via procedural rhetoric as a way to use digital video games to make the historical argument.

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Pérez, Santiago A., Ana M. Díaz, and Diego M. López. "Personalized Tracking of Physical Activity in Children Using a Wearable Heart Rate Monitor." International Journal of Environmental Research and Public Health 17, no. 16 (2020): 5895. http://dx.doi.org/10.3390/ijerph17165895.

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Serious games are video games that are intended to support learning while entertaining. They are considered valuable tools to improve user-specific skills or facilitate educational or therapeutic processes, especially in children. One of the disadvantages of computer games, in general, is their promotion of sedentary habits, considered as a significant risk factor for developing diseases such as obesity and hypertension. Exergames are serious games created to overcome the disadvantages of traditional computer games by promoting physical activity while playing. This study describes the development and evaluation of an adaptive component to monitor physical activity in children while using an exergame. The system is based on wearable technology to measure heart rate and perform real-time customizations in the exergame. To evaluate the adaptive component, an experiment was conducted with 30 children between 5 and 7 years of age, where the adaptive system was contrasted with a conventional interactive system (an exergame without adaptive component). It was demonstrated that the computer game, using the adaptive component, was able to change in real-time some of its functionalities based on the user characteristics. Increased levels of heart rate and caloric expenditure were significant in some of the game scenarios using the adaptive component. Although a formal user experience evaluation was not performed, excellent game playability and adherence by users were observed.

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Schmidt-Daly, Tarah N., Jennifer M. Riley, Charles R. Amburn, Kelly S. Hale, and P. David Yacht. "Video Game Play and Effect on Spatial Knowledge Tasks Using an Augmented Sand Table." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (2016): 1429–33. http://dx.doi.org/10.1177/1541931213601328.

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Augmented-reality (AR) can be used to supplement current analog technology (e.g. traditional Sand Table EXercises; STEX) used in training spatial knowledge and tactical decision making in the U.S. military. By utilizing an Augmented REality Sand table (ARES), an effectiveness evaluation was executed in order to scientifically evaluate performance on spatial knowledge tasks across three mediums (paper map, Google Earth©, and ARES). Post hoc analyses performed on demographic data revealed significant individual difference factors between those who reported playing video games often and those who reported playing rarely or not at all. Video game players performed better than non-video game players on distance estimation tasks and when they were utilizing computer-based tools. Additionally, participants who rated themselves as good or excellent video game players saw significant value and utility in an augmented-reality solution. These results benefit the cumulative research base both in multimodal learning literature and in video game play on cognition and visuospatial alteration.

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Garmen, Pablo, Celestino Rodríguez, Patricia García-Redondo, and Juan-Carlos San-Pedro-Veledo. "Multiple intelligences and video games: Assessment and intervention with TOI software." Comunicar 27, no. 58 (2019): 95–104. http://dx.doi.org/10.3916/c58-2019-09.

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Howard Gardner revolutionized the concept of intelligence with his Multiple Intelligences Theory. His vision was widely supported by the educational community, which considers different forms of learning and accessing knowledge. Despite its impact, there is still a lack of development of tools that can easily, practically and reliably evaluate multiple intelligences. This work describes the design, development, and piloting of TOI (Tree of Intelligences) software, a digital tool to evaluate multiple intelligences and perform interventions through video games. The aim of the study is to present the design of the TOI software and test its operation, analysing the distribution of the results game by game and checking whether there are differences according to gender or school year. A total of 372 primary school students participated, aged 5 to 9 years old (M=7.04, SD=.871), from three schools in Asturias and Madrid. The results show that 9 out of 10 games had a normal distribution and that there were no gender differences in most games, but there were differences in relation to the school year. We concluded that due to its operation and design TOI software has the potential be a suitable instrument for the evaluation and intervention of multiple intelligences. Howard Gardner revolucionó el concepto de inteligencia con su Teoría de las Inteligencias Múltiples. Su visión fue acogida por la comunidad educativa como la oportunidad para una educación más personalizada y que atienda las diferentes formas de aprender y acceder al conocimiento. A pesar de su impacto, todavía hoy hay una carencia en cuanto al desarrollo de herramientas capaces de evaluar de forma sencilla, práctica y fiable las inteligencias múltiples. Por ello, este trabajo plantea el diseño, desarrollo y pilotaje del software TOI, del inglés ‘Tree of Intelligences’, una herramienta digital para evaluar e intervenir las inteligencias múltiples a través de los videojuegos. El objetivo del estudio es presentar el diseño de TOI y testar su funcionamiento, analizando la distribución de los resultados juego a juego y comprobando si existen diferencias en función del género y el curso. Participaron un total de 372 estudiantes de primero a tercer curso de educación primaria de tres centros de Asturias y Madrid, con edades comprendidas entre 5 y 9 años (M=7.04, DT=.871). Los resultados muestran que 9 de 10 juegos presentan una distribución normal y que no existen diferencias en función del género en la mayoría de los juegos, pero sí en relación al curso. Se concluye que por su funcionamiento y diseño el software TOI puede ser un adecuado instrumento de evaluación e intervención de las inteligencias múltiples.

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Jittawiriyanukoon, C., and V. Srisarkun. "Evaluation of color image interpolation based on incompressible Navier Stokes technique." Bulletin of Electrical Engineering and Informatics 10, no. 3 (2021): 1634–39. http://dx.doi.org/10.11591/eei.v10i3.1820.

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Color image interpolation encompasses reconstructing parts of a video or an image based on information from the neighbor. Technique involves the restoration of noised photos and animation or image denoising. The Navier-Stokes (NS) technique has been widely investigated as an essential research by image restoration. These NS equations contribute spectacular results for producing an animation as they augment reality. They can boost real-time video games to be more sensible than ever. In this paper, we present the Incompressible NS approach (INS) for color image interpolating. The method per se is based on fluid flow concept to circulate directed lines from the peripheral into the area to be interpolated. The image intensity represents stream function in a computational flow of 2D fluid dynamics. The algorithm is implemented to carry on lines regarding gradient vectors at the edge of the interpolating region. It uses the improvement of powerful numerical analysis. It is also proven as an innovative idea for easing problems in image analytics as well as computer vision.

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Nawaz, Ather, Nina Skjæret, Jorunn Lægdheim Helbostad, Beatrix Vereijken, Elisabeth Boulton, and Dag Svanaes. "Usability and acceptability of balance exergames in older adults: A scoping review." Health Informatics Journal 22, no. 4 (2016): 911–31. http://dx.doi.org/10.1177/1460458215598638.

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Serious games (exergames) have the potential to be effective for postural balance and increasing muscle strength. Several games have been developed to increase physical fitness and balance among older adults. However, it is unclear to which degree usability and acceptability of exergames for older adults have been evaluated. The aim of this study was to summarize usability evaluation and acceptability of studies in older adults. We conducted a scoping review on studies focusing on usability of exergames for older adults. The result shows that older adults consider usability and acceptability of exercise video games good. The review shows that longitudinal studies mainly use off-the-shelf exergame and evaluated game effectiveness and acceptability, whereas cross-sectional studies focus on interactional experience. Studies varied in their approaches to measure usability and acceptability of exergames for older adults. There is a need for a systematic developmental approach to involve older adults in development of exergames for longitudinal studies.

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Harrington, Christina N., Kristin J. Hare, and Wendy A. Rogers. "Developing a Quick-Start Guide to Aid Older Adults in Interacting with Gesture-Based Video Games." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (2017): 32–36. http://dx.doi.org/10.1177/1541931213601503.

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Interactive gesture-based video games, or exergames, provide an option for leisure and rehabilitative user engagement. For older adults, these games present a method of engaging in physical activity in the home, providing benefits such as increased physical movement and social interaction, and alleviating barriers of facility access and transportation that often inhibit an individual’s ability to exercise. Despite these benefits, many older adults perceive exergames as challenging, suggesting the need for instructional support for them to successfully use these systems. We followed a design process wherein we leveraged user research to identify design criteria, and then developed a paper-based quick-start guide to aid older adults in performing gestures associated with exergames played on the Xbox 360 with Kinect. Our prototype quick-start guide provides information on getting started, troubleshooting tips, and common gestures depicted through images, diagrams, and text. We discuss the evaluation of various formats of this guide as part of the iterative process to identify a quick-start guide most helpful in supporting gesture performance.

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Journal articles on the topic 'Video games evaluation'

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