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Funded Projects

ILearnRW: Integrated Intelligent Learning Environment for Reading and Writing

Logo The aim of the ILearnRW project is to contribute towards a move away from traditional assistive software which uses a computer simply as an alternative to pen and paper and towards developing next generation learning software which uses a computer system to facilitate the learning process for children with dyslexia and/or dysorthographia. Towards this end, we will develop an Integrated Intelligent Learning Environment for Reading and Writing demonstrating for the following features: 1. User modeling (a profile is built for each learner); 2. Personalized content presentation (the type of dyslexia of the specific user influences the text presentation process); 3. Engaging learning activities (integrate learning activities into serious games where the game scenarios and interaction mechanisms will depend on the learners profile, the learning strategy adopted and the student’s performance). Funding scheme: FP7-ICT. Start: October 2012, End: September 2015

Collaborators (at UoM): Georgios N. Yannakakis, Rilla Khaled, Héctor P. Martínez and Vincent E. Farrugia

For more information about this project, visit the official page.

C2Learn: Fostering Creativity in Learning through Digital Games

The C2Learn project aims to introduce an innovative digital gaming and social networking environment incorporating diverse tools, the use of which can foster co-creativity in learning processes in the context of both formal and informal educational settings.

The Institute of Digital Games is responsible for the game design and development of mixed-initiative procedural content generation tools. Funding scheme: FP7-ICT. Start: November 2012, End: October 2015

Collaborators (at UoM): Georgios N. Yannakakis, Mirjam P. Eladhari, Kenneth Hullett and Yana Knight

For more information about this project, visit the official page.

Games for Health

The Games for Health project attempts to combine technologies and concepts from computer games and persuasive game design in health. The project’s area is mental health, focusing on screening, diagnosing and treating soldiers with Post Traumatic Stress Disorder (PTSD). We aim to develop an exposure therapy game which will feature advanced user profiling/modeling for detecting stress in PTSD patients via their physiological signals and adapt game elements to personalise the treatment of PTSD. Funding scheme: RTI (DK). Start: September 2010, End: August 2012

Collaborators (at UoM): Georgios N. Yannakakis and Christoffer Holmgård

For more information about this project, visit the official page.

SIREN: Social games for conflIct REsolution based on natural iNteraction

Improving conflict resolution skills among the population at large is of paramount importance for a healthier, more peaceful and productive European society. These skills are best taught in early years, using teaching tools that are appropriate and engaging for today’s children, for whom computer games and social networks are natural parts of life. The SIREN project aims to create a new type of educational game, the conflict resolution game, which takes advantage of recent advances in serious games, social networks, computational intelligence and emotional modelling to create uniquely motivating and educating games that can help shape how children think about and handle conflict. The software developed by the project will be able to automatically generate conflict scenarios that fit the teaching needs of particular groups of children with varying cultural background, maturity, and technical expertise, and the desired learning outcomes as specified by a teacher. Funding scheme: FP7-ICT-2009-5. Start: September 2010, End: August 2013

Collaborators (at UoM): Georgios N. Yannakakis and Rilla Khaled

For more information about this project, visit the official page.

EUCROMA - The European Cross Media Academy

EUCROMA is an international training program in development of cross / transmedia projects, which integrate digital animation and games. The high-intensity program delivers 30 ECTS credit points in the spring term. The training brings together talented European students to learn key development methods and innovative collaboration routines.

Collaborators (at UoM): Mirjam P. Eladhari

For more information about this project, visit the official page.

Other Projects

Project Constructive: AI based Game Design

Logo Project Constructive aims to design, develop and evaluate innovative features for constructive and positive game play experiences in multi-player virtual spaces. The work is conducted in the subject area of computing science, in the intersection of artificial intelligence (AI) and game design. In the project, the notion of what AI based game design is, and can be, is explored. A collection of resources related to the topic is to appear at the URL in the near future. The method used for exploration is iterative development, evaluation, and assessment of experimental research prototypes.

Collaborators: Mirjam P Eladhari (UoM), Michael Mateas (UCSC), Noah Wardrip-Fruin (UCSC), Josh McCoy (UCSC), Anne Sullivan (UCSC), Gillian Smith (NorthEastern), Magnus Johansson (SU), Harko Verhagen (SU)

For more information about this project, visit the official page.

Games and Narrative: A Reconceptualization

Although narrative is one of the most discussed topics in game research, most theorists that use the term retain an understanding of the concept derived from non-ergodic media such as literature and film. The laborious work in framework building by theorists like Chatman, Prince and Genette have created a notion of narrative that is robust for some media, but severely lacking when applied to games - a medium none of these theorists had in mind when laying out their narratological maps. Over a decade after the fuss and bluster surrounding the narratology/ludology discussion and we are no closer to a through understanding of narrative in games. This project aims to produce a framework that does just that: reconceptualize our notions of narrative for the specific characteristics of games, rather than shoe-horning awkwardly existing models of narrative designed for other media with very different properties. The project is still in its early stages of development.

Collaborators: Ivan Callus, Gordon Calleja

REFLECT: Reflective game design

Logo Reflective game design describes games designed to trigger critical reflection in their players, particularly concerning what game actions may mean in a larger socio-cultural frame. In keeping with a larger reflective design agenda, critical reflection can refer to provocation. The outputs of reflective game design will not necessarily soothe the player or make them feel safe; they may pique interest, encourage players to ask questions, to take notice, and to take action.

REFLECT explores how people experience reflection in games, captures design knowledge of how to induce reflection in game experiences, and puts that design knowledge into practice.

Collaborators: Rilla Khaled

For more information about this project, visit the official page.

In-Game: From Immersion to Incorporation

Logo One of the most commonly yet vaguely deployed concepts in the industry and academia alike is immersion--a player's sensation of inhabiting the space represented onscreen. Overuse of this term has diminished its analytical value and confused its meaning, both in analysis and design. Rather than conceiving of immersion as a single experience, I view it as blending different experiential phenomena afforded by involving gameplay. I have thus proposed a framework (based on qualitative research) to describe these phenomena: the player involvement model. This model encompasses two constituent temporal phases--the macro, representing offline involvement, and the micro, representing moment-to-moment involvement during gameplay--as well as six dimensions of player involvement: kinesthetic, spatial, shared, narrative, affective, and ludic. The intensified and internalized experiential blend can culminate in incorporation--a concept that I propose as an alternative to the problematic immersion.

Collaborators: Gordon Calleja

For more information about this project, visit the official page.

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