Using Answer Set Programming for Solving Boolean Games

Boolean games are a framework for reasoning about the rational behaviour of agents, whose goals are formalized using propositional formulas. They offer an attractive alternative to normal-form games, because they allow for a more intuitive and more compact encoding. Unfortunately, however, there is currently no general, tailor-made method available to compute the equilibria of Boolean games. In this paper, we introduce a method for finding the pure Nash equilibria based on disjunctive answer set programming. Our method is furthermore capable of finding the core elements and the Pareto optimal equilibria, and can easily be modified to support other forms of optimality, thanks to the declarative nature of disjunctive answer set programming. Experimental results clearly demonstrate the effectiveness of the proposed method.

Decentralized Computation of Pareto Optimal Pure Nash Equilibria of Boolean Games with Privacy Concerns

In Boolean games, agents try to reach a goal formulated as a Boolean formula. These games are attractive because of their compact representations. However, few methods are available to compute the solutions and they are either limited or do not take privacy or communication concerns into account. In this paper we propose the use of an algorithm related to reinforcement learning to address this problem. Our method is decentralized in the sense that agents try to achieve their goals without knowledge of the other agents’ goals. We prove that this is a sound method to compute a Pareto optimal pure Nash equilibrium for an interesting class of Boolean games. Experimental results are used to investigate the performance of the algorithm.

Think, code, succeed: The Programming Studio as a games-based collaboration:Paper published in the Proceedings of the Association for Teacher Education in Europe conference: Teacher Education through Partnerships and Collaborative Learning Communities, Glasgow, UK. ATEE, 2015

This paper investigates the profile of teachers in the island of Ireland who declared themselves willing to undertake professional development activities in programming, in particular to master programming by taking on-line courses involving the design of computer games. Using the Technology Acceptance Model (TAM), it compares scores for teachers “willing” to undertake the courses with scores for those who declined, and examines other differences between the groups of respondents. Findings reflect the perceived difficulties of programming and the current low status accorded to the subject in Ireland. The paper also reviews the use of games-based learning as a “hook” to engage learners in programming and discusses the role of gamification as a tool for motivating learners in an on-line course. The on-line course focusing on games design was met with enthusiasm, and there was general consensus that gamification was appropriate for motivating learners in structured courses such as those provided.

Playing immersive games on the REVERIE platform

REVERIE (REal and Virtual Engagement in Realistic Immersive Environments) [1] is a multimedia and multimodal framework, which supports the creation of immersive games. The framework supports the creation of games integrating technologies such as 3D spatial audio, detection of the player’s body movement using Kinect and WIMO sensors, NPCs (Non-Playable Characters) with advanced AI capabilities featuring various levels of representation and gameplay into an immersive 3D environment. A demonstration game was developed for REVERIE, which is an adapted version of the popular Simon Says game. In the REVERIE version, a player tries to follow physical instructions issued by two autonomous agents with different degrees of realism. If a player follows a physical instruction correctly, they are awarded one point. If not, they are deducted one point. This paper presents a technical overview of the game technologies integrated in the Simon Says demo and its evaluation by players with variable computer literacy skills. Finally the potential of REVERIE as an immersive framework for gaming is discussed, followed by recommendations for improvements in future versions of the framework.

A aprendizagem cooperativa em matemática como alternativa pedagógica: o método "teams games tournaments"

Dissertação de mestrado, Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Universidade do Algarve, 2005

A Crisis in Physics Education: Games to the Rescue!

An education in Physics develops both strong cognitive and practical skills. These are well-matched to the needs of employers, from engineering to banking. Physics provides the foundation for all engineering and scientific disciplines including computing technologies, aerospace, communication, and also biosciences and medicine. In academe, Physics addresses fundamental questions about the universe, the nature of reality, and of the complex socio-economic systems comprising our daily lives. Yet today, there are emerging concerns about Physics education: Secondary school interest in Physics is falling, as is the number of Physics school teachers. There is clearly a crisis in physics education; recent research has identified principal factors. Starting from a review of these factors, and from recommendations of professional bodies, this paper proposes a novel solution – the use of Computer Games to teach physics to school children, to university undergraduates and to teacher-trainees.

The Glasgow 2014 XX Commonwealth Games and Scottish Independence: “Political Truce” or Political Truth(s)?

This paper explores the political reaction to Lord McConnell’s appeal for a political ‘truce’ in the form of a temporary halt to campaigning by all political parties and organisations involved in the debate regarding the Scottish independence referendum during the Glasgow 2014 Commonwealth Games (BBC, 2014; McConnell, 2014). Urging both sides of the debate to cease campaigning for the two-week period of the Glasgow 2014 games, the current Labour peer and past First Minister of the Scottish Parliament cited concerns that there are “genuine concerns that the Games, and the image of Scotland, could be damaged by attempts by either side – for and against – to use the Games to promote their cause, or to use the venues for campaigning” (McConnell, 2014). Drawing upon the principles of both a critical discourse and a narrative analysis methodological approach, this paper will scrutinise the nature of the political reactions to McConnell’s proposal from a variety of perspectives on both sides of the independence referendum debate. In particular, the emphasis in the responses from both sides of the debate regarding the apolitical nature of the 2014 Games will be critiqued, drawing upon the arguments of past analyses of sporting mega-events which highlight the potential for political exploitation of such events by the host nations (e.g. Horne, 2007; Grix, 2012; Houlihan and Giulianotti, 2012; Roche, 2006). Furthermore, the findings of academic research on the political implications of hosting the Commonwealth Games will be considered (e.g. Majumdar and Mehta, 2010; Van Der Westhuizen, 2004; Macintosh and Greenhorn, 1992; Majumdar, 2011; Lockstone and Baum, 2010; Macfarlane and Herd, 1986), highlighting a number of precedents which demonstrate the numerous challenges faced in any attempts to the keep the 2014 Games free from political influence.

Selecting Robust Strategies in RTS Games via Concurrent Plan Augmentation

Thesis (Master's)--University of Washington, 2015

Culture and the 2012 games: creating a tourism legacy?

The role of tourism in delivering wider economic legacies is strongly stated in recent national tourism policy documents. The Olympic Games are envisaged to have the legacy impact of ‘4 million extra visitors’ and ‘50,000 extra jobs’ over 4 years (DCMS (2011). Government Tourism Policy, p. 15). This paper considers the nature of Olympic tourism and the possible contribution of the Cultural Olympiad to developing a cultural tourism legacy. It does this by investigating local perceptions of culture and local cultural enactments in the London Borough of Hackney, one of the five boroughs surrounding the Olympic Park. This research shows that local cultural enactments and programming connected to the Olympics are largely motivated by a wider social agenda. They are funded by a wide variety of arts, social and youth programmes and largely reflect initiatives and projects that were already in place in the Borough. While there is an acceptance that cultural events might stimulate the visitor economy, specific discourses around ‘tourism’ and ‘tourists’ are not expressed by the people engaged in the local process.