Digital Library Keyword Archives

augmented reality

- 9 articles or papers

 

“Can you send me a photo?” – A Game-Based Approach for Increasing Young Children’s Risk Awareness to Prevent Online Sexual Grooming

Susi Tarja Torstensson Niklas Wilhelmsson Ulf
2019 DiGRA '19 - Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

This paper presents a game-based approach for raising young children's online risk awareness, to decrease the risk of becoming the subject of sexual grooming. Hidden in the Park is an adventure game, including a classic game board and a tablet with Augmented Reality-technology. The game mechanics are based on data from true grooming processes. The game's target group is children aged 8-10 years. This paper describes the game development, from a prototype to an approved release version that will be released as a non-profit product during 2019. We describe the creation of the game mechanics, the iterative development process, and game evaluation. 25 pupils in the target group participated, but the ages 7-12 (n=70) were included to evaluate whether the game would suit the intended target group. Results show that the game is fun and engaging but that it also raise questions concerning online activities.

 

Hybrid Board Game Design Guidelines

Kankainen Ville Paavilainen Janne
2019 DiGRA '19 - Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

Hybrid board games combine non-digital and digital elements to introduce a new kind of game experiences. In this study, we present 17 design guidelines for hybrid board games. These guidelines are the result of an iterative process of workshopping with industry experts and academic researchers, supported by developer interviews and player survey. They are presented as starting points for hybrid board game design and aim to help the designers to avoid common pitfalls and evaluate different trade-offs.

 

Middle-aged Players’ Memorable Experiences with Pokémon GO

Koskinen Elina Alha Kati Leorke Dale Paavilainen Janne
2019 DiGRA '19 - Proceedings of the 2019 DiGRA International Conference: Game, Play and the Emerging Ludo-Mix

As the first location-based augmented reality game to gain mainstream popularity, Pokémon GO also reached an older demographic of players that have traditionally played less and whose play experiences are under-researched. In this article, we present the findings of a qualitative survey study (n=349) focusing on the middle-aged (40–65-year-old) Pokémon GO players’ memorable experiences from the time when the game’s popularity was at its peak and its player base likely most diverse. We analyzed the open-ended survey responses with thematic analysis, resulting in 7 categories and 88 thematic codes. The categories constructed were Game Play & Game Content, People & Sociability, Location, Circumstances & Context, Negative Events, Feelings and Other Codes. Through our analysis and findings, we provide insights to understand the play experiences of middle-aged players through Pokémon GO. These findings also capture the memorable moments of a massive, unique social phenomenon at its peak from the perspective of a traditionally overlooked demographic.

 

Tell-A-Dyrham-Tale, a Storytelling board game

De Angeli Daniela O'Neill Eamonn
2016 DiGRA/FDG ’16 – Proceedings of the 2016 Playing With History Workshop

Games are a well-established technique to promote dialogue, social interaction and engaging experiences. In particular, cards games can support the creation of creative and coherent narratives (Roussou et al., 2015). Based on famous storytelling board games such as Once upon a time and Tell-a-tale, we developed Tell-a-Dryham-Tale, a card game, to investigate the potential of games as a tool for the collaborative creation of narratives for Dyrham Park, a 17th Century National Trust heritage site in the UK. We ran a series of game sessions, which revealed visitors preference for particular historical information and stories. This data is informing the narrative of a subsequent Augmented Reality (AR) interactive experience that is in development.

 

Interactive Biotechnology: Design Rules for Integrating Biological Matter into Digital Games

Gerber Lukas C. Kim Honesty Riedel-Kruse Ingmar H.
2016 DiGRA/FDG '16 - Proceedings of the First International Joint Conference of DiGRA and FDG

In recent years, playful interactions with biological materials, including live organisms, have been increasingly explored and implemented. Such biotic games are motivated and enabled by biotechnological advances and their increasing presence in everyday life constitute a form of human-biology interactions (HBI). Here we systematically discuss the design space for “digital-biology hybrid” games, summarize current best-practice design rules based on recent works, and point to technologies that will enable others to design and utilize similar games to advance this field. In particular, we show how augmentation with overlaid digital objects provides a rich design space, we emphasize the advantages when working with microorganisms and light based stimuli, and we suggest using biotic processing units (BPUs) as the fundamental hardware architecture. In analogy to the history of digital games, we make some predictions on the future evolution of biotic games as the underlying core technologies become readily accessible to practitioners and consumers. We envision that broadening the development of playful interactive biotechnology will benefit game culture, education, citizen science, and arts.

 

Two Worlds, One Gameplay: A Classification of Visual AR Games

Knauer Marina Mütterlein Joschka
2016 DiGRA/FDG '16 - Proceedings of the First International Joint Conference of DiGRA and FDG

At the end of the last century, augmented reality (AR), i.e. the enrichment of our perception with digital information, was said to be the new striking technology. Yet, games are still one of the fewest considered application areas although researchers have frequently emphasized that the technology is destined for games (eg. Feiner et al. 1997, van Krevelen and Poelman 2010). Previous works on AR games form an inconsistent field of study. In order to advance research in this fragmented field and to offer a reference point for further research and practical applications, we develop a classification of AR games using three sources: an extensive literature review, a Delphi survey (Linstone and Turoff 1975), and the usage of AR in selected fictional works. The result classifies AR games according to four criteria: the used device, the tracking technology, the setting of both the device and the player, i.e. where and how the game is played, and the orientation alongside the left section of the reality-virtuality-continuum (Milgram et al. 1994) in relation to the goal of the game.

 

Augmented Reality for a Casual User: Designing Tools for Interaction with the Virtual World

Suomela Riku Mattila Jouka Räsänen Eero Koskinen Timo
2002 Computer Games and Digital Cultures Conference Proceedings

Augmented Reality (AR) merges the real and virtual worlds into one combined user experience. Users have access to digital data surrounding them, which can be used for various purposes. Real world always has a limited space for representing information, but the digital world can hold any amount of information at any location. This can be used to pass digital content and stories between people, which is not possible in the real world. Everyone should be able to pass on his or her opinions and be able to interact with other people with similar interests. This paper describes AR content creation tools that are currently being implemented. The tools can be used to create AR stories, games and any kind of AR data. Users can customize their digital worlds and create their own layers on top of the reality.

 

Agency Reconsidered

Wardrip-Fruin Noah Mateas Michael Dow Steven Sali Serdar
2009 DiGRA '09 - Proceedings of the 2009 DiGRA International Conference: Breaking New Ground: Innovation in Games, Play, Practice and Theory

The concept of “agency” in games and other playable media (also referred to as “intention”) has been discussed as a player experience and a structural property of works. We shift focus, considering agency, instead, as a phenomenon involving both player and game, one that occurs when the actions players desire are among those they can take (and vice versa) as supported by an underlying computational model. This shifts attention away from questions such as whether agency is “free will” (it is not) and toward questions such as how works evoke the desires agency satisfies, employ computational models in the service of player action and ongoing dramatic probability, use interfaces and mediation to encourage appropriate audience expectation, shift from initial audience expectation to an understanding of the computational model, and can be shaped with recognition of the inherently improvisational nature of agency. We focus particularly on agency in relation to the fictional worlds of games and other playable media.

 

Extending the ‘Serious Game’ Boundary: Virtual Instructors in Mobile Mixed Reality Learning Games

Doswell Jayfus Harmeyer Kathleen
2007 DiGRA '07 - Proceedings of the 2007 DiGRA International Conference: Situated Play

Virtual Instructor enabled mobile augmented reality learning (MARL) games have the potential to provide a fun and educational experience. In these types of "serious games", learners/game players may wear a mobile headsup display that provide a rich graphical interface over the real world allowing the real world to be augmented with digital annotations including animation, graphics, text, and video. Graphical annotations may highlight specific realworld objects that hint the player to manipulate an object in order to achieve a certain objective in the game. Additionally, a mobile headset may display resource stats including, but not limited to, team hit points and geographical location of individual team members participating in the game experience. Furthermore, a virtual instructor may assist in providing instruction on how to play the video game and assist students in solving challenges that require academic skills. Hence, in a MARL game, a virtual instructor may provide continuous and autonomous instructin or guidance to the game player/learners anytime, anyplace, and at any-pace. The virtual instructor may serve as a mission leader or guide for the player's real-world quest.