Computer Science (Scholarly Publications)
http://hdl.handle.net/2262/118
Computer Science (Scholarly Publications)2024-03-19T08:28:09ZOn the Interactions Between Narrative Puzzles and Navigation Aids in Open World Games
http://hdl.handle.net/2262/107320
On the Interactions Between Narrative Puzzles and Navigation Aids in Open World Games
Haahr, Mads
Lissa Holloway-Attaway and John T. Murray
Narrative puzzles feature prominently in story-based open world video games where they form part of the progression of a narrative and require exploration and logical and creative thinking to solve. Open world games use navigation aids to help players solve narrative puzzles located across the vast worlds they provide. Narrative puzzles offer designers one of the most interactive methods of conveying a game’s narrative, particularly in the action-adventure focused genre of open-world games. In this paper we discuss the interaction between narrative puzzles and navigation aids in open world games, highlighting in case studies of three different games how the amount of information a navigation aid provides impacts the intricacy and expansiveness of puzzles. Finally, we discuss the design implications of these interactions and suggest potential future analytical uses of the discussed framework.
2023-01-01T00:00:00ZThe CLG Framework: A Methodical Approach to Designing Educational Video Games
http://hdl.handle.net/2262/107319
The CLG Framework: A Methodical Approach to Designing Educational Video Games
Haahr, Mads
Santiago Berrezueta
This paper introduces the Context Learning Game (CLG) framework, a game design framework developed for educational video games in formal education settings. The CLG framework is structured into three stages: context, learning, and game. The context stage establishes general game aspects such as the objectives, target audience, and available resources. The learning stage defines formal learning components, including learning theory, content, learning objectives, and learning activities. Finally, the game stage encompasses the formal game elements, development, and testing. The stages are hierarchical, with the context forming the foundation for the learning stage, and both serving as the basis for the game stage. The framework aims to integrate concepts from educational video game design, entertainment game design, and educational design while providing a simple iterative workflow. To illustrate the framework?s potential, a successful case study of an educational game?s design, development, and testing process is presented.
2023-01-01T00:00:00ZAlice Dali MR: A Mixed Reality Interactive Narrative Experience
http://hdl.handle.net/2262/107316
Alice Dali MR: A Mixed Reality Interactive Narrative Experience
Haahr, Mads
Lissa Holloway-Attaway and John T. Murray
This late breaking work paper presents Alice Dali Mixed Reality (MR), a cutting-edge, first-ever concept of an interactive experience using music, art and narrative in a new and interactive fashion for individual use and as a live performance. We approach the project like a surrealist painting: an experience that resides halfway between the visible and the invisible. MR technology is uniquely suited for this purpose because it positions the audience not within a virtual world (like VR technology does) but in a liminal space that blends the real with the un-real, the conscious with the unconscious, the physical world with the world of dreams. We performed three interactive Alice Dali MR scenes for the Meta Quest Pro headset, projected to the screen for audience view in a live performance. The original mixed reality audio-visual experience and interaction in the MR app involves orchestration of original piano tracks, activated by the magic conductor’s wand when touching one of the rivers in Chapter 2 “Pool of Tears,” by petting animals in Chapter 11 “Who Stole the tarts?” and growing roses in Chapter 12 “Alice’s Evidence.” We present our motivation for the work, the overall experience design and brief reflections on future work, including usage areas such as family entertainment, intergenerational play, the music industry in the genre of concert with visuals, and music art therapy in rehabilitation programs.
2023-01-01T00:00:00ZEvaluating Learning Outcomes and Intrinsic Motivation: A Case Study of DS-Hacker 3D
http://hdl.handle.net/2262/107315
Evaluating Learning Outcomes and Intrinsic Motivation: A Case Study of DS-Hacker 3D
Haahr, Mads
Mads Haahr, Alberto Rojas-Salazar and Stefan Goebel
This paper presents a comprehensive evaluation of an educational video game, DS-Hacker 3D, that incorporates analogies to enhance the learning of conceptual knowledge in computer science, specifically Binary Search Tree (BST) concepts. The study addresses the challenges students face in understanding complex computer science topics and the limited availability of well-evaluated educational video games in the field. DS-Hacker 3D targets undergraduate students and follows a constructivist learning approach, establishing connections between new information and familiar knowledge through analogies. The evaluation includes validated assessment tools to measure learning outcomes and intrinsic motivation. The results demonstrate the effectiveness of the educational video game in facilitating the acquisition of BST conceptual knowledge and promoting intrinsic motivation. The study contributes to the development of educational video games for teaching computer science concepts.
2023-01-01T00:00:00Z