Session:「Serious games」

Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3173892

論文アブストラクト: The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difficulty communicating, due to a lack of educational resources. We present findings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers' speech therapy goals had evolved to differ from those encoded in the games, that the games influenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent.

日本語のまとめ:

聴覚障害、難聴の方はうまく話すことは難しい。そのような方向けの発話学習ゲーム”Speak Up”を開発している。実際にインドの学校で"Speak Up"を試用した内容が書かれている。

The Effects of Badges and Avatar Identification on Play and Making in Educational Games

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3174174

論文アブストラクト: In our study (N=2189), we divided participants into 6 badge conditions: 1) Role model badges (e.g., Einstein), 2) Personal interest badges (e.g., Movies), 3) Achievement badges (e.g., "Code King"), 4) Choice, 5) Choice with badges always visible, and 6) No badges. Participants played a CS programming game, then used an editor to create their own level. Badges promoted avatar identification (personal interest, role model), player experience (achievement, role model), intrinsic motivation (achievement, role model), and self-efficacy (role model) during both the game and the editor. Independent of badges, avatar identification promoted player experience, intrinsic motivation, and self-efficacy. Additionally, avatar identification promoted greater overall time spent in both the game and the editor, and led to significantly higher overall quality of the completed game levels (as rated by 3 independent externally trained QA testers). Our study has implications for the design of badge systems and sheds new light on the effects of avatar identification on play and making.

日本語のまとめ:

ゲームをするときに自分の分身となるアバタ―などを設定したり、自分のできることを示したバッジをつけたりすることがある。そのようなバッジやアバターを設定することと、教育ゲームの制作や教育ゲームのプレイに関係性が書かれている。