Relevant bibliographies by topics / Web-based interactive game

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Academic literature on the topic 'Web-based interactive game'

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Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Web-based interactive game"

Cortright, R. N., C. J. Tanner, and W. A. Sugar. "A WEB-BASED INTERACTIVE GAME IN SKELETAL MUSCLE BIOENERGETICS." Medicine & Science in Sports & Exercise 34, no. 5 (May 2002): S256. http://dx.doi.org/10.1097/00005768-200205001-01432.

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Chen, Jung Tsung, Shao Shin Hung, and Der Chian Tsaih. "An Efficient Game Level Generation in Web-Based Serious Game." Applied Mechanics and Materials 284-287 (January 2013): 3315–19. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3315.

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Despite the growing interest in interactive storytelling techniques, their actual applications to traditional gameplay design remain to be investigated. However, many game designers have expressed concerns about the incorporation of such generative techniques in traditional game titles, mainly because of the lack of control they will have over dynamically generated content. This paper proposes an authoring tool allowing game designers to formalize, visualize, modify, and validate game level solutions in the form of automatically generated storyboards. This system uses planning techniques to produce a level solution consistent with gameplay constraints. The main planning agent corresponds to the player character, and the system uses the game actions as planning operators and level objectives as goals to plan the level solutions. Especially, in Serious Game, on the one hand, we offer an easier access and a multi-perspective view of cultural heritage artifacts, and, on the other, may also enrich and improve cultural heritage education.

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Lotfi, Elaachak, Belahbib Amine, and Bouhorma Mohammed. "Teaching Arabic Sign Language through an Interactive Web based Serious Game." International Journal of Computer Applications 116, no. 3 (April 22, 2015): 12–18. http://dx.doi.org/10.5120/20315-2372.

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Rikawarastuti, Rikawarastuti, N. Ngatemi, and Muhammad Yusro. "Development of web-based dental health ladder snake game for public elementary school students in Indonesia." World Journal on Educational Technology: Current Issues 10, no. 1 (April 27, 2018): 20–28. http://dx.doi.org/10.18844/wjet.v10i1.3327.

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AbstractEducation of oral and dental hygiene for elementary students is often constrained by the nature of children who are easily saturated, so that media and games need to be an interactive, interesting and fun simulation that entices their interest and curiosity in learning. The purpose of this research is to develop a web-based dental health ladder snake game for oral health education of the elementary school students in Indonesia. The analysis, design, development, implementation and evaluation model approach is applied and tested by material and media experts. In this study, the fifth grade elementary students were participated as a trial group, and they were asked to use the designed ladder snake game. Questionnaire about the feasibility of learning media ladder snake game using a Likert scale was developed. The feasibility test results showed that the material experts were 80% (very good), media experts were 75% (Good) and 83% (excellent) for elementary students.Keywords: Ladder snake game, dental health, multimedia designing.

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Laureti, Paolo, Peter Ruch, Joseph Wakeling, and Yi-Cheng Zhang. "The Interactive Minority Game: a Web-based investigation of human market interactions." Physica A: Statistical Mechanics and its Applications 331, no. 3-4 (January 2004): 651–59. http://dx.doi.org/10.1016/j.physa.2003.07.002.

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Purinanda, Faza Hannan. "Developing an Interactive HTML5-Based Game for Tenses Learning for Senior High School Students." Lingua Pedagogia, Journal of English Teaching Studies 2, no. 1 (August 9, 2020): 61–67. http://dx.doi.org/10.21831/lingped.v2i1.32881.

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This research study aims at developing an interactive HTML5-based game to facilitate senior high school students in learning tenses. This research is a research and development study. The development of the game is carried out through several steps, which are needs analysis, outline of materials design, product development, expert judgement, product revision, and final product development. The result of this study is a web-based game titled The Time Traveller. Based on the results of expert judgement, the game is appropriate for senior high school students based on the mean scores of 3.52, which is in the range of 3.25 ≤ x ≤ 4 and falls into the category of “Very Good.”

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Roubidoux, Marilyn A., Chris M. Chapman, and Mary E. Piontek. "Development and Evaluation of an Interactive Web-Based Breast Imaging Game for Medical Students." Academic Radiology 9, no. 10 (October 2002): 1169–78. http://dx.doi.org/10.1016/s1076-6332(03)80518-4.

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Ahamer, Gilbert. "Designing and Analyzing Social Dynamics for Collaborative." International Journal of Technology and Educational Marketing 5, no. 2 (July 2015): 46–67. http://dx.doi.org/10.4018/ijtem.2015070104.

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The negotiation-oriented and partly web-based game “Surfing Global Change” (SGC) produces characteristic collaborative behavior in student groups. Its social dynamics were statistically analyzed with sets of university students in Austria. The architecture of SGC was already explained in other articles and gives a framework for “game based learning” along five interactive game levels: 1) learn content and pass quizzes; 2) write and reflect a personal standpoint; 3) win with a team in a competitive discussion; 4) negotiate a complex consensus between teams; 5) integrate views when recognizing and analyzing long-term global trends. This paper provides correlation analyses of parameters that describe student activities in a web-based space of interaction that intends to introduce collaborative behavior. The conclusion of the statistical analyses suggests that the set of SGC game rules acts as a boundary condition for expected processes of social self-organization. Interest in a good grade (= function of collected rewards) in this sense steers team size, work attitude and individual affinity for sticking to personal convictions. Rules trigger two distinct processes: social dynamics in the class and the striving for grades for the course; these targets do not necessarily match.

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Gokbulut, Bayram. "The effect of Mentimeter and Kahoot applications on university students’ e-learning." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 107–16. http://dx.doi.org/10.18844/wjet.v12i2.4814.

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In the digital age, where technology is developing rapidly, there is a need for technology and game-based e-learning environments that students appreciate instead of traditional instruction. Interactive Web 2.0 tools can be utilised to develop e-learning environments. In this study, Kahoot and Mentimeter applications, interactive and game-based Web 2.0 tools, were used. The effect of Kahoot and Mentimeter applications on e-learning was investigated. This study was carried out at a state university in the Western Black Sea Region. It was carried out with prospective teachers studying in the Department of Primary School Education. This experimental study was conducted with 29 prospective teachers in the experimental group and 27 in the control group. Attitude Scale Against e-Learning was applied to prospective teachers before and after the application. Traditional methods were applied to the control group. Kahoot’s evaluation feature and the word cloud feature of the Mentimeter program were used in the experimental group. Keywords: e-Learning, Mentimeter, Kahoot, teaching, teaching technology.

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Ahamer, Gilbert. "The Web-Supported Negotiation Game “Surfing Global Change”." International Journal of Online Pedagogy and Course Design 2, no. 2 (April 2012): 60–85. http://dx.doi.org/10.4018/ijopcd.2012040105.

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The negotiation oriented and partly web-based game “Surfing Global Change” (SGC, © Gilbert Ahamer) was originally invented and implemented by the author and copyright holder for use in advanced interdisciplinary university courses in the spirit of ‘blended learning.’ Didactics of SGC is grounded in “active, self-organized learning”, training of “competence to act” and responsibility for both practicable and sustainable solutions for the future society, hence constructionist “creation of meaning”. This paper presents the rules of the game as a case study of rule-based online learning tool, used over two dozen times at Austrian universities. The outlay of SGC aims at weighing out competition vs. consensus, self-study vs. team work, sharpening one’s own standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole, and hence, seeks to mirror professional realities. In this spirit, the architecture of SGC provides a framework for “game-based learning” along five interactive game levels. SGC’s rules trigger two distinct processes: social dynamics among peer students in the class and their individual striving for good grades. These two targets provide useful tension during game play.

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Dissertations / Theses on the topic "Web-based interactive game"

Ziegenbein, Tim. "Designing HTML5 2D platformer for web cam based motion games." Thesis, Linköpings universitet, Interaktiva och kognitiva system, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122038.

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Movement interaction in games has over the last years been a main subject in the area of game design and recent motion based interaction systems provide many improvements over earlier systems. Research has proven that motion based games provide several benefits over general games, they increase the players’ engagement level and may induce both mental and physical health benefits. Still, not much research has been conducted in the area of motion based platform games, even though the platform game genre is one of the most popular game genres. In this thesis, a case study is conducted in order to extract design principles and guidelines applicable for motion based platform games. The study includes implementation of a browser-based 2D platform game that uses the web camera to provide motion based interaction. One of the conclusions in this study indicates that many game features from ordinary platform games only require minor modifications to be applicable for motion based platform games.

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Scott, Tommi Jo Grace. "Measuring the Effectiveness of Educational Tools and Hyrdologic Metrics in Raising Awareness About Stormwater Sustainability." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10043.

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Urbanization of watersheds leads to the degradation of watershed health, as increased areas of imperviousness produce alterations in the flow regime of receiving water bodies. While centralized infrastructure improvements, such as detention ponds, are typically implemented to manage excess runoff, a more decentralized approach that utilizes Low Impact Development (LID) design principles may better preserve the predevelopment flow regime. Peak flow is traditionally used to design both of these types of infrastructure, but this does not capture the changes in the flow regime, nor does it convey the importance of stormwater sustainability to the general public. To further the general public's understanding about stormwater sustainability, an educational tool was used to take a complicated issue and make it easier to understand by a layperson. The first purpose of this work was to explore the effectiveness of educational tools that may be developed to increase public awareness about issues of watershed sustainability and encourage adoption of sustainable stormwater controls. To increase knowledge about stormwater sustainability and encourage more sustainable practices, a new stormwater sustainability metric, the hydrologic footprint residence (HFR), was recently introduced to measure more holistically the impacts of urbanization on the downstream residence. HFR measures changes to the flow regime as the area of land inundated for one unit of time in response to one rainfall event, which is a more relatable metric than peak flow for the general public. It was the second purpose of this work is to explore the effectiveness of HFR in communicating the impacts of urbanization on watershed health, as compared to traditional stormwater metrics, such as peak flow. To test these different objectives, collaboration with the Communication and the Computer Engineering Departments at Texas A&M University was needed to create a survey, which helped evaluate the effectiveness of the educational tool in educating the general public about stormwater sustainability, and encouraging more sustainable practices. The survey was also used to evaluate and compare the use of HFR and peak flow within the quiz for communicating to the general public about stormwater sustainability. Results indicated the quiz was useful for educating the public about stormwater sustainability, encouraging more sustainable practices. In addition, results indicated the HFR was more effective than peak flow in educating the public about LIDs.

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Books on the topic "Web-based interactive game"

E-Learning Games: Interactive Strategies for Digital Delivery (Neteffect Series). Prentice Hall, 2004.

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Book chapters on the topic "Web-based interactive game"

Cai, Su, Qiang Liu, and Luyi Li. "A Case for Web-Based Interactive 3D Game Using Motion Capture Data." In Entertainment for Education. Digital Techniques and Systems, 541–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9_55.

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Ferre, Xavier, Angelica de Antonio, Ricardo Imbert, and Nelson Medinilla. "Playability Testing of Web-Based Sport Games with Older Children and Teenagers." In Human-Computer Interaction. Interacting in Various Application Domains, 315–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02583-9_35.

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Huang, Kuang-Min, Jui-Hung Chen, Chun-Yi Shen, Louis R. Chao, and Timothy K. Shih. "Developing the 3D Adventure Game-Based Assessment System with Wii Remote Interaction." In Advances in Web Based Learning – ICWL 2009, 192–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03426-8_24.

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Ma, Chenguang, Wei Shi, and Yoshihiro Okada. "Interactive Web 3D Contents Development Framework Based on Linked Data for Japanese History Education." In E-Learning and Games, 275–83. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23712-7_38.

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Johnston, Jeanne D., Lee Sheldon, and Anne P. Massey. "Influencing Physical Activity and Healthy Behaviors in College Students." In Advances in Multimedia and Interactive Technologies, 270–89. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-739-8.ch015.

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Physical inactivity is largely preventable through education, individual, and/or community-based interventions. Yet, in the college-age population, traditional interventions (e.g., lecture-based academic courses) may not fully meet their social and learning needs. Here, the authors report on a study regarding the effectiveness of an Alternate Reality Game (ARG) – called The Skeleton Chase – in influencing physical activity and wellness of college-age students. A growing game genre, an ARG is an interactive narrative that uses the real world as a platform and involves multiple media (e.g., game-related web sites, game-related blogs, public web sites, search engines, text/voice messages, video, etc.) to reveal a story. The authors’ initial results are extremely promising relative to the impact on physical activity, as well as tangential learning such as teamwork and problem-solving. They also report students’ reactions to the game itself, highlighting game design strengths and weaknesses that may inform game designers.

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Li, Lusong, and Xian-Sheng Hua. "In-Image Advertising." In Advances in Multimedia and Interactive Technologies, 49–66. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-189-8.ch004.

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The daunting volumes of images on the Web have become one of the primary sources for online advertising. This work presents a contextual in-image advertising strategy driven by images, which automatically associates relevant ads with an image and seamlessly inserts the ads in the nonintrusive areas within each individual image. In in-image advertising platform, the ads are selected based on not only textual relevance but also visual similarity. The ad insertion positions are detected based on image salience, as well as face detection, to minimize intrusiveness to the user. In addition to general in-image advertising, we also provide a special game-like in-image advertising model dedicated to image on the basis of gaming form, called GameSense, which supports creating a game from an online image and associates relevant ads within the game. We evaluate in-image advertising model on a large-scale real-world images, and demonstrate the effectiveness of in-image advertising platform.

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Ahamer, Gilbert. "Socio-Drama in the Web-Supported Negotiation Game “Surfing Global Change”." In Inventive Approaches for Technology Integration and Information Resources Management, 113–42. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6256-8.ch006.

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The negotiation-oriented and partly Web-based game “Surfing Global Change” (SGC, © Gilbert Ahamer) was originally invented and implemented by the author and copyright holder for use in advanced interdisciplinary university courses in the spirit of “blended learning.” Didactics of SGC is grounded in “active, self-organized learning,” training of “competence to act,” and responsibility for both practicable and sustainable solutions for the future society, hence constructionist “creation of meaning.” In section 2, this chapter presents the rules of the game as a case study of a software-based online learning tool, used over three-dozen times at Austrian universities. Sections 3 through 6 contain implementation analyses, especially graphical representations of the socio-drama. The outlay of SGC aims at weighing competition vs. consensus, self-study vs. teamwork, sharpening one's own standpoint vs. readiness to compromise, differentiation into details vs. integration into a whole and seeks to mirror professional realities. In this spirit, the architecture of SGC provides a framework for “game-based learning” along five interactive game levels: (1) learn content and pass quizzes; (2) write and reflect about a personal standpoint; (3) win with a team in a competitive discussion; (4) negotiate a complex consensus between teams; and (5) integrate views when recognizing and analyzing global long-term trends. The set of game rules frames the expected processes of social self-organization. SGC's rules provide useful tension during game play by triggering two distinct processes: social dynamics among peer students in the class and their individual strife for good grades.

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Magoulas, George D. "Web-Based Instructional Systems." In Encyclopedia of Human Computer Interaction, 729–38. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch109.

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Information and communication technologies have played a fundamental role in teaching and learning for many years. Technologies, such as radio and TV, were used during the 50s and 60s for delivering instructional material in audio and/or video format. More recently, the spread of computer-based educational systems has transformed the processes of teaching and learning (Squires, Conole, & Jacobs, 2000). Potential benefits to learners include richer and more effective learning resources using multimedia and a more flexible pace of learning. In the last few years, the emergence of the Internet and the World Wide Web (WWW) have offered users a new instructional delivery system that connects learners with educational resources and has led to a tremendous growth in Web-based instruction. Web-based instruction (WBI) can be defined as using the WWW as the medium to deliver course material, manage a course (registrations, supervision, etc.), and communicate with learners. A more elaborate definition is due to Khan (1997), who defines a Web-based instructional system (WIS) as “...a hypermedia-based instructional program which utilises the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported.” Relan and Gillani (1997) have also provided an alternative definition that incorporates pedagogical elements by considering WBI as “...the application of a repertoire of cognitively oriented instructional strategies within a constructivist and collaborative learning environment, utilising the attributes and resources of the World Wide Web.” Nowadays, WISs can take various forms depending on the aim they serve: • Distance-learning (DL) systems’ goal is providing remote access to learning resources at a reduced cost. The concept of DL (Rowntree, 1993) is based on: (i) learning alone, or in small groups, at the learner’s pace and in their own time and place, and (ii) providing active learning rather than passive with less frequent help from a teacher. • Web-based systems, such as intelligent tutoring systems (Wenger, 1987), educational hypermedia, games and simulators (Granlund, Berglund, & Eriksson, 2000), aim at improving the learning experience by offering a high level of interactivity and exploratory activities, but require a significant amount of time for development. The inherent interactivity of this approach leads learners to analyse material at a deeper conceptual level than would normally follow from just studying the theory and generates frequently cognitive conflicts that help learners to discover their possible misunderstandings and reconstruct their own cognitive models of the task under consideration. • Electronic books provide a convenient way to structure learning materials and reach a large market (Eklund & Brusilovsky, 1999). • Providers of training aim to offer innovative educational services to organisations for workplace training and learning, such as to supplement and support training in advance of live training, update employee skills, develop new skills.

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Hai-Jew, Shalin. "Beyond Surface Relations." In Packaging Digital Information for Enhanced Learning and Analysis, 241–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4462-5.ch011.

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On the surface spaces of the WWW and Internet, organizations and individuals have long created a public face to emphasize their respective brands, showcase their credibility, and interact with others in often very public ways. These surface spaces include Websites, social media platforms, virtual worlds, interactive game spaces, content sharing sites, social networking sites, microblogging sites, wikis, blogs (Web logs), collaborative work sites, and email systems. Beneath the glittering surfaces are electronic understructures, which enable the mapping of networks (based on physical location or organization or URL), the tracking of inter-personal relationships between various accounts, the geolocation of various electronic data to the analog physical world, the de-anonymizing of aliases (to disallow pseudonymity), and the tracking of people to their contact information (digital and physical). Maltego Radium is a penetration testing tool that enables such crawls of publicly available information or Open-Source Intelligence (OSINT) to identify and describe electronic network structures for a range of applications. Further, this information is represented in a number of interactive node-link diagrams in both 2D and 3D for further insights. There is also an export capability for full reportage of the extracted information. This chapter introduces the tool and identifies some practical ways this has been used to “package” fresh understandings for enhanced awareness and decision-making in a higher education context.

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Ahamer, Gilbert. "Web-Based Instruction Revolutionizes Environmental Systems Analysis." In Revolutionizing Education through Web-Based Instruction, 162–85. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9932-8.ch010.

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For university teaching in general, and specifically for the transdisciplinary curriculum of “Environmental Systems Analysis”, web-based learning procedures provide excellent opportunities for socially induced understanding and consensus building. This chapter describes how the social processes emerging in a five-level web-based negotiation game may be conceived in such a way that these form a sequence of growing and decaying intensity in various modes of social interaction. Similarly to individual learning in a classroom, a procedure could be applied to collective learning, namely to social procedures among humans who are starting to create institutional networks for combating global climate change – one of the most urgent tasks at present. A coordinate system of the four main social archetypes of action, namely “information”, “team”, “debate”, “integration” is symbolically called soprano, alto, tenor and bass; these four basic dimensions of social action tend to peak one after the other along a suitably designed gaming procedure.

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Conference papers on the topic "Web-based interactive game"

Hanakawa, N., and M. Obana. "Mobile Game Terminal based Interactive Education Environment for Large-Scale Lectures." In Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-003.

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Kenwright, Benjamin. "Interactive Web-Based Programming through Game-Based Methodologies." In SIGGRAPH '20: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3388530.3407243.

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Kenwright, Benjamin. "Multiplayer Retro Web-Based Game Development." In SIGGRAPH '21: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450549.3464407.

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Fan, Ping-Lin, Su-ju Lu, Han-Jang Wu, Wei-Hsien Wu, and Chih-Ming Chen. "High Interactive Web-Annotation Based E-learning Platform." In 2010 IEEE 3rd International Conference on Digital Game and Intelligent Toy Enhanced Learning (DIGITEL 2010). IEEE, 2010. http://dx.doi.org/10.1109/digitel.2010.58.

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Gradinaru, Alexandru, Florica Moldoveanu, and Alin Moldoveanu. "DESIGNING A CLOUD PLATFORM FOR INTERACTIVE GAME ACTIVITIES IN WEB-BASED E-LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2561.

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Wasfy, Tamer M., Hatem M. Wasfy, and Jeanne M. Peters. "On-Line University Physics Course Using Intelligent Virtual-Tutors, Virtual-Reality and Advanced Multimedia." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86755.

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A web-based self-paced university physics course, called the Virtual Physics Lab (VPL) is described. The VPL delivers both the lecture and lab components of a physics course using interactive virtual-reality simulations, high-end multimedia lectures and 2D/3D mini-games/exercises. The VPL’s interactive simulations are delivered in a video-game-like 3D photo-realistic virtual environment using real-time models to simulate typical physics experiments performed in the lab part of the physics course such as: frictional motion of a block on an inclined plane, vibrations of a mass-spring system and impact of particles. Students can change in real-time the parameters of the experiments and observe the effect on the experiment’s response and measurements. The multimedia lectures are delivered using a multimodal combination of speech and highlighted text delivered by near-photorealistic intelligent animated lip and gesture synched virtual tutors. The multimedia lectures include synchronized interactive 2D/3D animated illustrations and movies. A search engine and a hierarchical expert system allow the virtual tutors to answer natural-language questions and execute natural-language commands given by the student. Exercises in the form of mini-games that use relevant physics principles are used to increase the students’ interest in the material being taught and to test the student’s comprehension. The VPL’s interactivity and visually stimulating instruction will result in faster assimilation, deeper understanding, and higher memory retention by the students than traditional classroom/text-book instruction.

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Martínez-Molina, Sandra, Rosa Almeida, Raquel Losada Durán, Teresa Cid Bartolomé, Andrea Giaretta, Alice Segalina, Anna Bessegato, et al. "Accesible co-creation tools for people with intellectual disabilities: working for and with end-users." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10086.

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In a world defined by rapid change, the search for solutions to societal challenges has become more complex calling for new paradigms of innovation focused on collaborations with the community and users. Co-creation approaches in the design and production of a service or product can bring low-cost innovation and unique and personalized customer experiences leading to user acceptance of a product or service. Under a co-creation perspective, the participatory approach developed in the MINDInclusion project aims to improve the inclusion of people with intellectual disabilities into public places and society by using a co-created online tool based on people with disabilities’ personal experiences. Paying special attention to the Design thinking method, the main goal of this experience was to co-create cognitive accessible design tools that guide the collection of users and other stakeholders experiences in the process of defining problems and solutions. To this end, 14 researchers and educators worked defining together a set of guiding exercises and design thinking methods for the 4 co-design cycles. To add an interactive and playful approach two tools were created to gather information to recreate as a final output “personas scenarios”, an “empathy map” and expected “use scenarios” that will guide the development of the web-tool based on user-centred specifications. The results have shown two tools. The former was an adapted game board about public places based on the traditional monopoly game and the latter a diary with a set of activities that will facilitate the collection of contextual information. Previous experiences have shown that co-design process can promote greater social cohesion, acceptance and empowerment. However, working with people with intellectual disability presents several challenges since the co-creation process needs to be cognitive accessible. This experience resulted in the creation of two cognitive accessible tools that can be extrapolated to other contexts.

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Limniou, Maria, and Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.

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Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.

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Kumar, Chandan, Raphael Menges, Daniel Müller, and Steffen Staab. "Chromium based Framework to Include Gaze Interaction in Web Browser." In the 26th International Conference. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3041021.3054730.

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Smith, Glenn. "ADDING PEER INTERACTION TO READING, WEB-BASED EBOOKS WITH COMPUTER GAMES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2421.

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