Market analysis of a new business opportunity in mobile-casual gaming: Partnership between Nmusic and Rovio Entertainment Ltd

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Strategy definition of a new business opportunity in mobile-casual gaming: Partnership between Nmusic and Rovio Entertainment Ltd.

A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics

Milk : students building mobile learning games in everyday places

This paper explores how mobile games can transform everyday places into dynamic learning spaces filled with information and inspiration. It discusses the motivation inherent in playing games and creating games for others, and how this stimulates an iterative process of creation and reflection and evokes a natural desire to engage in learning. The use of MiLK at the Adelaide Botanic Gardens is offered as a case in point. MiLK is an authoring tool that allows students and teachers to create and share SMS games for mobile phones. A group of South Australian high school students used MiLK to play a game, create their own games and play each other’s games during a day at the gardens. This paper details the learning processes involved in these activities and how the students reflected on their learning, conducted peer assessment, and engaged in a two-way discussion with their teacher about new technologies and their implications for learning. The paper concludes with a discussion of the needs and requirements of 21st Century learners and how MiLK can support constructivist and connectivist teaching methods that engage learners and may produce an appropriately skilled future workforce.

Using Mobile Learning Games for Delivery Purposes in Humanities

Games and applications with gamified elements have been used in teaching and learning widely. Gamified applications attract the interest of students and teachers because they assist them to achieve their cognitive and pedagogical purposes. This paper describes a study that explores the use of a gamified learning application designed to introduce students at key stages 3 and 4 (ages 14-15) to ancient Greek Philosophy. The study involves 3 tests and 3 different groups of students and aimed to explore if the application improves students' knowledge and understanding and to compare different styles of subject delivering. This paper presents and discusses in details the results of the first test.

Les casual games : définition à l’aide du savoir professionnel des designers de jeux

Le jeu casual est un phénomène majeur de l’industrie vidéoludique, pourtant il reste peu étudié et mal considéré. Les quelques définitions scientifiques recensées présentent des divergences importantes, ainsi qu’un décalage par rapport aux jeux produits. Les modèles théoriques en design de jeu, centrés sur le gameplay, semblent inadéquats face à ce phénomène. En utilisant le modèle du praticien réflexif de Donald Schön, l’objectif de notre recherche est d’apporter un nouvel éclairage sur le jeu casual grâce au savoir professionnel des designers de jeux. Notre approche est qualitative, d’inspiration phénoménologique : nous avons recueilli l’expérience de huit designers de jeux par l’intermédiaire d’entretiens semi-dirigés proches du récit de pratique. Nos résultats montrent que les concepts utilisés dans les modèles vidéoludiques traditionnels restent pertinents pour définir le jeu casual, mais demandent à être retravaillés afin de rendre compte des mutations de l’expérience de jeu. Ainsi, un challenge dans un jeu casual n’est pas un obstacle mais une opportunité d’action pour le joueur. De plus, la progression se fait par la variation des challenges plutôt que par l’augmentation de la difficulté. Ensuite, certains concepts qui semblaient pertinents pour définir les jeux casual, tels que la fiction positive, ont été rejetés par nos participants. Enfin, notre étude a permis de rassembler des informations sur le rôle du designer de jeu casual et le contexte dans lequel il exerce, ce qui permet d’expliquer certaines causes de la vision péjorative du jeu casual.

MiLK. Mobile Learning Kit

The Mobile Learning Kit is a new digital learning application that allows students and teachers to compose, publish, discuss and evaluate their own mobile learning games and events. The research field was interaction design in the context of mobile learning. The research methodology was primarily design-based supported by collaboration between participating disciplines of game design, education and information technology. As such, the resulting MiLK application is a synthesis of current pedagogical models and experimental interaction design techniques and technologies. MiLK is a dynamic learning resource for incorporating both formal and informal teaching and learning practices while exploiting mobile phones and contemporary digital social tools in innovative ways. MiLK explicitly addresses other predominant themes in educational scholarship that relate to current education innovation and reform such as personalised learning, life-long learning and new learning spaces. The success of this project is indicated through rigorous trials and actual uptake of MiLK by international participants in Australia, UK, US and South Africa. MiLK was awarded for excellence in the use of emerging technologies for improved learning and teaching as a finalist (top 3) in the Handheld Learning and Innovation Awards in the UK in 2008. MiLK was awarded funding from the Australasian CRC for Interaction Design in 2008 to prepare the MiLK application for development. MiLK has been awarded over $230,000 from ACID since 2006. The resulting application and research materials are now being commercialised by a new company, ‘ACID Services’.

Governance challenges in the global games industry

Current governance challenges facing the global games industry are heavily dominated by online games. Whilst much academic and industry attention has been afforded to Virtual Worlds, the more pressing contemporary challenges may arise in casual games, especially when found on social networks. As authorities are faced with an increasing volume of disputes between participants and platform operators, the likelihood of external regulation increases, and the role that such regulation would have on the industry – both internationally and within specific regions – is unclear. Kelly (2010) argues that “when you strip away the graphics of these [social] games, what you are left with is simply a button [...] You push it and then the game returns a value of either Win or Lose”. He notes that while “every game developer wants their game to be played, preferably addictively, because it’s so awesome”, these mechanics lead not to “addiction of engagement through awesomeness” but “the addiction of compulsiveness”, surmising that “the reality is that they’ve actually sort-of kind-of half-intentionally built a virtual slot machine industry”. If such core elements of social game design are questioned, this gives cause to question the real-money options to circumvent them. With players able to purchase virtual currency and speed the completion of tasks, the money invested by the 20% purchasing in-game benefits (Zainwinger, 2012) may well be the result of compulsion. The decision by the Japanese Consumer Affairs agency to investigate the ‘Kompu Gacha’ mechanic (in which players are rewarded for completing a set of items obtained through purchasing virtual goods such as mystery boxes), and the resultant verdict that such mechanics should be regulated through gambling legislation, demonstrates that politicians are beginning to look at the mechanics deployed in these environments. Purewal (2012) states that “there’s a reasonable argument that complete gacha would be regulated under gambling law under at least some (if not most) Western jurisdictions”. This paper explores the governance challenged within these games and platforms, their role in the global industry, and current practice amongst developers in the Australian and United States to address such challenges.

Food Fury: Online Casual Game Development for Nutrition Education

Introduction: The United States is currently experiencing increased prevalence of obesity. This is a particular problem amongst children who require dietary and activity behavioral change to mitigate this problem. The use of computer games as channels to motivate health behavior in children is increasing. Casual games are a subset of computer games that are simple in design, easy to access and play, popular with children, and have the potential to be effective for drill and practice learning. [See PDF for complete abstract]

Playing with sound and gesture in digital audio games

This article introduces the genre of a digital audio game and discusses selected play interaction solutions implemented in the Audio Game Hub, a prototype designed and evaluated in the years 2014 and 2015 at the Gamification Lab at Leuphana University Lüneburg.1 The Audio Game Hub constitutes a set of familiar playful activities (aiming at a target, reflex-based reacting to sound signals, labyrinth exploration) and casual games (e.g. Tetris, Memory) adapted to the digital medium and converted into the audio sphere, where the player is guided predominantly or solely by sound. The authors will discuss the design questions raised at early stages of the project, and confront them with the results of user experience testing performed on two groups of sighted and one group of visually impaired gamers.

The 10% rule. Maximising learning through collaborative game design

This paper presents a retrospective view of a game design practice that recently switched from the development of complex learning games to the development of simple authoring tools for students to design their own learning games for each other. We introduce how our ‘10% Rule’, a premise that only 10% of what is learnt during a game design process is ultimately appreciated by the player, became a major contributor to the evolving practice. We use this rule primarily as an analytical and illustrative tool to discuss the learning involved in designing and playing learning games rather than as a scientifically and empirically proven rule. The 10% rule was promoted by our experience as designers and allows us to explore the often overlooked and valuable learning processes involved in designing learning games and mobile games in particular. This discussion highlights that in designing mobile learning games, students are not only reflecting on their own learning processes through setting up structures for others to enquire and investigate, they are also engaging in high-levels of independent inquiry and critical analysis in authentic learning settings. We conclude the paper with a discussion of the importance of these types of learning processes and skills of enquiry in 21st Century learning.

Social media, data analytics and videogames development : Halfbrick case study

Social media platforms are of interest to interactive entertainment companies for a number of reasons. They can operate as a platform for deploying games, as a tool for communicating with customers and potential customers, and can provide analytics on how players utilize the; game providing immediate feedback on design decisions and changes. However, as ongoing research with Australian developer Halfbrick, creators of $2 , demonstrates, the use of these platforms is not universally seen as a positive. The incorporation of Big Data into already innovative development practices has the potential to cause tension between designers, whilst the platform also challenges the traditional business model, relying on micro-transactions rather than an up-front payment and a substantial shift in design philosophy to take advantage of the social aspects of platforms such as Facebook.

Indicators of wellbeing in recreational video game players

Video game play is a popular entertainment choice, yet we have a limited understanding of the potential wellbeing benefits associated with recreational play. An online survey (final sample, n = 297) addresses this by investigating how the player experience related to wellbeing. The impact of amount of play, game genre, mode of play (social or solitary play) and the psychological experience of play (flow and need satisfaction) on a multi-dimensional measure of wellbeing (emotional, psychological and social) was examined via hierarchical regression. Age, gender, the play of casual games compared to shooters, and in-game experiences of flow, autonomy and relatedness were associated with increases in dimensions of wellbeing.

Jogos casuais: comunicação, entretenimento e desenvolvimento sustentável em EcoCity

A complexidade do fenômeno comunicacional desafia estudiosos do campo na atualidade, principalmente no âmbito dos ambientes sociais. O processo de interação mediada, por exemplo, ganhou grandes proporções na virada do século XXI com o advento das Tecnologias de Informação e de Comunicação (TIC). Os suportes tecnológicos eletrônicos ou computacionais passaram a nortear grande parte do entretenimento e da comunicação. Nesse caminho esta pesquisa analisa novas práticas de comunicação na atualidade e aponta como os jogos eletrônicos, ou também chamados games, vêm se conjugando nos processos de mediação nessas práticas. O trabalho envolve os jogos para computador, mais especificamente os chamados jogos casuais. O objeto de estudo são os tipos de interação social em jogos casuais online e o corpus de análise é o EcoCity, um jogo de simulação com final aberto que funciona nos sites de serviço de rede social. A abordagem da construção de cidades sustentáveis no game traz fatores ambientais à cena. A hipótese é que a socialização em torno desses fatores podem de alguma forma agregar valor nos usos e apropriações que os indivíduos fazem dos jogos casuais durante os processos comunicativos e interativos.

Seeker: A Serious Game for Improving Cognitive Abilities

Toma, I., Dascalu, M., & Trausan-Matu, S. (2015). Seeker: A Serious Game for Improving cognitive Abilities. In 14th IEEE Int. Conf. RoEduNet (pp. 73–79). Craiova, Romania: IEEE.

Perceptual user interface framework for immersive information retrieval environments (An experimental framework for testing and rapid iteration)

The use of perceptual inputs is an emerging area within HCI that suggests a developing Perceptual User Interface (PUI) that may prove advantageous for those involved in mobile serious games and immersive social network environments. Since there are a large variety of input devices, software platforms, possible interactions, and myriad ways to combine all of the above elements in pursuit of a PUI, we propose in this paper a basic experimental framework that will be able to standardize study of the wide range of interactive applications for testing efficacy in learning or information retrieval and also suggest improvements to emerging PUIs by enabling quick iteration. This rapid iteration will start to define a targeted range of interactions that will be intuitive and comfortable as perceptual inputs, and enhance learning and information retention in comparison to traditional GUI systems. The work focuses on the planning of the technical development of two scenarios, and the first steps in developing a framework to evaluate these and other PUIs for efficacy and pedagogy.