In this paper, we detail a software platform that enables game developers to expose aspects of their games to researchers who are not necessarily familiar with game development, providing them the possibility to customize game content for behavioral user research, and more specifically to embed survey items in a game context. With this platform we introduce the concept of Games User Research as a Service (GURaaS). This articled describes the process we followed to design GURaaS, its high level architecture and its application in a case study. We envision that GURaaS will assist researchers and organizations by helping them expand their reach in finding participants and in collecting survey data reducing the tedium for survey participants.
LINK
Game User Research is an emerging field that ties together Human Computer Interaction, Game Development, and Experimental Psychology, specifically investigating the interaction between players and games. The community of Game User Research has been rapidly evolving for the past few years, extending and modifying existing methodologies used by the HCI community to the environment of digital games. In this workshop, we plan to investigate the different methodologies currently in practice within the field as well as their utilities and drawbacks in measuring game design issues or gaining insight about the players' experience. The outcome of the workshop will be a collection of lessons from the trenches and commonly used techniques published in a public online forum. This will extend the discussion of topics beyond the workshop, and serve as a platform for future work. The workshop will be the first of its kind at CHI, tying together HCI research and Game User Research.
DOCUMENT
This poster sketches the outlines of a theoretical research framework to assess whether and on what grounds certain behavioral effects may be attributed to particular game mechanics and game play aspects. It is founded on the Elaboration Likelihood Model of Persuasion (ELM), which is quite appropriate to guide the evaluation structure for interventions that either aim at short term or long term attitude and behavior change.
DOCUMENT
In this article we compare the benefits for game design and development relative to the use of three Game User Research (GUR) methodologies (user interviews, game metrics, and psychophysiology) to assist in shaping levels for a 2-D platformer game. We illustrate how these methodologies help level designers make more informed decisions in an otherwise qualitative design process. GUR data sources were combined in pairs to evaluate their usefulness in small-scale commercial game development scenarios, as commonly used in the casual game industry. Based on the improvements suggested by each data source, three levels of a Super Mario clone were modified and the success of these changes was measured. Based on the results we conclude that user interviews provide the clearest indications for improvement among the considered methodologies while metrics and biometrics add different types of information that cannot be obtained otherwise. These findings can be applied to the development of 2-D games; we discuss how other types of games may differ from this. Finally, we investigate differences in the use of GUR methodologies in a follow-up study for a commercial game with children as players.
LINK
Introduction: Sensor-feedback systems can be used to support people after stroke during independent practice of gait. The main aim of the study was to describe the user-centred approach to (re)design the user interface of the sensor feedback system “Stappy” for people after stroke, and share the deliverables and key observations from this process. Methods: The user-centred approach was structured around four phases (the discovery, definition, development and delivery phase) which were fundamental to the design process. Fifteen participants with cognitive and/or physical limitations participated (10 women, 2/3 older than 65). Prototypes were evaluated in multiple test rounds, consisting of 2–7 individual test sessions. Results: Seven deliverables were created: a list of design requirements, a personae, a user flow, a low-, medium- and high-fidelity prototype and the character “Stappy”. The first six deliverables were necessary tools to design the user interface, whereas the character was a solution resulting from this design process. Key observations related to “readability and contrast of visual information”, “understanding and remembering information”, “physical limitations” were confirmed by and “empathy” was additionally derived from the design process. Conclusions: The study offers a structured methodology resulting in deliverables and key observations, which can be used to (re)design meaningful user interfaces for people after stroke. Additionally, the study provides a technique that may promote “empathy” through the creation of the character Stappy. The description may provide guidance for health care professionals, researchers or designers in future user interface design projects in which existing products are redesigned for people after stroke.
DOCUMENT
In this paper we compare the effects of using three game user research methodologies to assist in shaping levels for a 2-D platformer game, and illustrate how the use of such methodologies can help level designers to make more informed decisions in an otherwise qualitative oriented design process. Game user interviews, game metrics and psychophysiology (biometrics) were combined in pairs to gauge usefulness in small-scale commercial game development scenarios such as the casual game industry. Based on the recommendations made by the methods, three sample levels of a Super Mario clone were improved and the opinions of a second sample of users indicated the success of these changes. We conclude that user interviews provide the clearest indications for improvement among the considered methodologies while metrics and biometrics add different types of information that cannot be obtained otherwise.
DOCUMENT
Abstract Background Visuospatial neglect (VSN) is a cognitive disorder after stroke in which patients fail to consciously process and interact with contralesional stimuli. Visual Scanning Training (VST) is the recommended treatment in clinical guidelines. At the moment, several mixed reality versions of Visual Scanning Training (VST) are being developed. The aim of this study was to explore the opinions of end-users (i.e., therapists) on the use of Virtual Reality (VR) and Augmented Reality (AR) in VSN treatment. Methods Therapists played one VR and two AR Serious Games, and subsequently flled out a questionnaire on User Experience, Usability, and Implementation. Results Sixteen therapists (psychologists, occupational, speech, and physiotherapists) played the games, thirteen of them evaluated the games. Therapists saw great potential in all three games, yet there was room for improvement on the level of usability, especially for tailoring the games to the patient’s needs. Therapists’ opinions were comparable between VR and AR Serious Games. For implementation, therapists stressed the urgency of clear guidelines and instructions. Discussion Even though VR/AR technology is promising for VSN treatment, there is no one-size-fts-all applicability. It may thus be crucial to move towards a plethora of training environments rather than a single standardized mixed reality neglect treatment. Conclusion As therapists see the potential value of mixed reality, it remains important to investigate the efcacy of AR and VR training tools.
DOCUMENT
Trying to understand a player's characteristics with regards to a computer game is a major line of research known as player modeling. The purpose of player modeling is typically the adaptation of the game itself.We present two studies that extend player modeling into player profiling by trying to identify abstract personality traits, such as the need for cognition and self-esteem, through a player's in-game behavior.We present evidence that game mechanics that can be broadly adopted by several game genres, such as hints and a player's self-evaluation at the end of a level, correlate with the aforementioned personality traits. We conclude by presenting future directions for research regarding this topic, discuss the direct applications for the games industry, and explore how games can be developed as profiling tools with applications to other contexts.
LINK
Self-esteem is a personality trait utilized to support the diagnosis of several psychological conditions. With this study we investigate the potential that computer games can have in assessing self-esteem. To that end, we designed and developed a platformer game and analyzed how in-game behavior relates to Rosenberg's Self-Esteem Scale. We examined: i) how a player's self-esteem influences game performance, ii) how a player's self-esteem generally influences in-game behavior iii) the possible game mechanics that assist in inferring a player's self-esteem. The study was conducted in two phases (N=98 and N=85). Results indicate that self-esteem does not have any impact on the player's performance, on the other hand, we found that players' self-evaluation of game performance correlates with their self-esteem.
DOCUMENT
Introduction: Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning. Methods: A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors. Results: Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient’s problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated. Conclusion: All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.
DOCUMENT
