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Psychomotor Skill Measurement of Video Game Players
Title
Psychomotor Skill Measurement of Video Game Players.
Creator
Carbone, Thomas, Hughes, Charles, McDaniel, Rudy, Smith, Peter, Smith, Roger, University of Central Florida
Abstract / Description
Psychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize...
Show morePsychomotor skills are a combination of innate abilities as well as skills developed because of repeated actions. Researchers have dedicated many studies to understand the extent to which past videogame play contributes to psychomotor skills and fine motor control dexterity. However, not all gamers are created equal. With today's proliferation of platforms, many people are gamers who never pick up a controller. Grouping all gamers together forms dangerous confounds when trying to generalize across a population as diverse as today's gamers.The current study aims to study a population comprised only of gamers to see if there are significant differences in their psychomotor skills. A psychomotor skills test has been developed, which is designed to simulate proven physical tests, with the express purpose of exposing differences between gamers. After filling out an extensive survey of gaming habits, participants completed the psychomotor skills test.Participants were then grouped by measured psychomotor ability and a selection of high and low performing gamers completed four tutorial exercises on the dV-Trainer by Mimic Technologies, a validated robotic laparoscopic training device.The study shows that the number of hours reported per week using analog controllers is correlated with the psychomotor score as measured by the newly developed simulation. In particular, the Purdue Pegboard and Finger Tapping simulation software is the best discriminator among members of the gamer population.
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Date Issued
2018
Identifier
CFE0007316, ucf:52131
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007316
The User Experience of Disney Infinity: Do Smart Toys Matter?
Title
The User Experience of Disney Infinity: Do Smart Toys Matter?.
Creator
Welch, Shelly, Smith, Peter, McDaniel, Rudy, Vie, Stephanie, University of Central Florida
Abstract / Description
?This study investigated what factors come into play when looking at the user experience involved with the commercial video game Disney Infinity (2.0 Edition), and sought to determine if the unique combination between sandbox and smart toy based gameplay present in gameplay offers an additional level of immersion.This study analyzed the effect of Disney Infinity (2.0 Edition) on immersion utilizing a Game Immersion Questionnaire modified to analyze play preference as well as video game...
Show more?This study investigated what factors come into play when looking at the user experience involved with the commercial video game Disney Infinity (2.0 Edition), and sought to determine if the unique combination between sandbox and smart toy based gameplay present in gameplay offers an additional level of immersion.This study analyzed the effect of Disney Infinity (2.0 Edition) on immersion utilizing a Game Immersion Questionnaire modified to analyze play preference as well as video game experience. The study methodology analyzed 48 users while playing in (")Toy Box(") mode both with and without the associated smart toys, or Disney characters.Results show that while there was no significant difference in immersion for either group, nor were there any significant correlations between variables, there was a preference for playing the game with the associated smart toys in both groups. Recommendations were made for continued research building on modifications to this study as well as future research exploring the potential for smart toys in other areas.
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Date Issued
2015
Identifier
CFE0005904, ucf:50890
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005904
Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs
Title
Designing games for learning: An investigation of instructional designers, game designers, and teachers design decisions and epistemological beliefs.
Creator
Kepple, Michelle, Hartshorne, Richard, Boote, David, Campbell, Laurie, Smith, Peter, University of Central Florida
Abstract / Description
Fields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of academic research including the affective, cognitive, and psychomotor domains. Traditionally, game designers tend to represent a different viewpoint about learning than instructional designers, or even teachers. More so, one of the fundamental roles designers play in making decisions is based on multiple factors, which...
Show moreFields within education and training have been exploring the use of educational computer-based games, often referred to as serious games (SG), in multiple disciplines of academic research including the affective, cognitive, and psychomotor domains. Traditionally, game designers tend to represent a different viewpoint about learning than instructional designers, or even teachers. More so, one of the fundamental roles designers play in making decisions is based on multiple factors, which include personal assumptions about constraints and perceived constraints in instructional practice. In order for games to be successful in classroom environments, classroom teachers need to be involved in the design process to help identify and assist in mitigating the classroom-based challenges that will be faced during implementation. The study sought to extend research on serious game attributes by examining the instructional design decisions and beliefs of individuals involved in the design, development, or implementation of serious games in education or training environments, through a web-based survey. Within the serious game community there are multiple approaches to designing learning environments; some view serious games as virtual environments explicitly for education or training, while others include digital games, simulations, and virtual worlds. While there is debate over the type of games that are most effective for learning, researchers have provided guiding qualifications and lists of characteristics that effective games should possess to improve current practice and implementation. Two central aims guided the study: (a) to identify relationships between the mental models put forth by each discipline when selecting serious game attributes, and (b) to provide insight into each subpopulation's beliefs about learning. Suggested implications for the study extend to educational practice, policy, and future research on designing, developing, and implementing serious games in learning environments. Findings suggest that the sample portrayed similar epistemological beliefs between all subgroups. Participants had the most sophisticated beliefs toward quick learning. Limited relationships were evident between participant's epistemological beliefs and selection of serious game attributes (SGA). However, findings indicated that each discipline has unique models and frameworks for designing serious games and perspectives on serious game implementation.
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Date Issued
2015
Identifier
CFE0005964, ucf:50815
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005964
The Hammer or the Anvil: Developing Operational Adaptability through Simulations at the Tactical Level
Title
The Hammer or the Anvil: Developing Operational Adaptability through Simulations at the Tactical Level.
Creator
Mccarthy, Michael, Kincaid, John, Smith, Peter, Maxwell, Douglas, University of Central Florida
Abstract / Description
Operational Adaptability is a vital characteristic identified by senior Army leaders in today's military force. The U.S. Army is struggling with the definition and training of operational adaptability at the tactical level. In order to be a critical enhancement to the operational mission, operational adaptability needs to be trained through a training model that supports current U.S. Army doctrine. To develop a base foundation of operational adaptability, Soldiers must train as a collective...
Show moreOperational Adaptability is a vital characteristic identified by senior Army leaders in today's military force. The U.S. Army is struggling with the definition and training of operational adaptability at the tactical level. In order to be a critical enhancement to the operational mission, operational adaptability needs to be trained through a training model that supports current U.S. Army doctrine. To develop a base foundation of operational adaptability, Soldiers must train as a collective unit in a simulated operational environment in order to apply characteristics of operational adaptability.
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Date Issued
2016
Identifier
CFE0006536, ucf:51353
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006536
Gamification: Badges and Feedback
Title
Gamification: Badges and Feedback.
Creator
Macon, Brian, Fanfarelli, Joseph, Smith, Peter, McDaniel, Rudy, Boustique, Hatim, University of Central Florida
Abstract / Description
Gamification, the implementation of game elements in a non-game context, is a rapidly growing field of research. One element of gamification that has experienced a rapid growth in popularity is the use of digital badges. Despite widespread adoption in educational settings, there are still gaps in the understanding of their effects on motivation, engagement, learning, and other factors. Furthermore, feedback delivered through badges can include a symbolic reward for successful completion of a...
Show moreGamification, the implementation of game elements in a non-game context, is a rapidly growing field of research. One element of gamification that has experienced a rapid growth in popularity is the use of digital badges. Despite widespread adoption in educational settings, there are still gaps in the understanding of their effects on motivation, engagement, learning, and other factors. Furthermore, feedback delivered through badges can include a symbolic reward for successful completion of a task, providing a credential for gaining a skill, or acknowledging mastery of a particular piece of knowledge. This study implemented digital badges in online courses at a large urban two-year college. Badges were used to deliver embedded feedback and analyze the results on motivation, engagement, and learning. An experimental group received badges over the course of a three week module composed of various learning activities targeting course learning outcomes. A control group experienced the same learning activities without receiving the digital badges. Results indicated insignificant differences in perceived motivation, learning gains, and perceived engagement between the two groups. Positive results were observed regarding increased peer-to-peer engagement evidenced by a significant increase in discussion board activity. The increased engagement of peers leads to the subsequent building of a strong learning community. This positive group association can provide a feeling of support which leads to increased effort, persistence, and goal achievement. Potential causes are discussed and suggestions for future research are provided.
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Date Issued
2019
Identifier
CFE0007491, ucf:52641
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007491
The Weight of Words: Collecting and Visualizing Data from Twitter
Title
The Weight of Words: Collecting and Visualizing Data from Twitter.
Creator
McSwain, Daniel, Adams, JoAnne, Salter, Anastasia, Kovach, Keith, Smith, Peter, University of Central Florida
Abstract / Description
The Weight of Words is a web-based artwork designed to capture snapshots of Twitter discussions concerning the most popular topics of the day. The growth of social media in recent years has led to a sharp increase in thought and opinion sharing among the vocal population on the Internet. Twitter's use of trending topics allows users to be aware, and be a part of fun or silly stories as well as important news headlines and social movements. The Weight of Words is an exploration into using...
Show moreThe Weight of Words is a web-based artwork designed to capture snapshots of Twitter discussions concerning the most popular topics of the day. The growth of social media in recent years has led to a sharp increase in thought and opinion sharing among the vocal population on the Internet. Twitter's use of trending topics allows users to be aware, and be a part of fun or silly stories as well as important news headlines and social movements. The Weight of Words is an exploration into using Twitter's always changing landscape of conversation to generate graphic visualizations based on the most frequently used words at the time. This thesis includes a discussion regarding design considerations, application architecture, and data mining, as well as an examination of data visualization, social media, and human behavior. Through the construction of these visualizations I aim to provide a unique opportunity to discover patterns and trends from the popular topics of that current day. By providing viewers of this work with a unique perspective, I hope to encourage reflection and discussion of the current state of our culture's behavior and values.
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Date Issued
2016
Identifier
CFE0006479, ucf:51422
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006479
The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game
Title
The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game.
Creator
Fanfarelli, Joseph, McDaniel, Rudy, Smith, Peter, Bowers, Clint, Vie, Stephanie, University of Central Florida
Abstract / Description
Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games....
Show moreGame design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.
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Date Issued
2014
Identifier
CFE0005490, ucf:50341
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005490
Cooperative vs Competitive Goals in Educational Video Games
Title
Cooperative vs Competitive Goals in Educational Video Games.
Creator
Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
Abstract / Description
The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
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Date Issued
2012
Identifier
CFE0004603, ucf:49913
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004603