HCII 2017
Permanent URI for this communityhttps://repositorio.grial.eu/handle/grial/932
Emerging interactive systems for education session at the HCI International 2017 Conference, held in Vancouver, Canada, 9 - 14 July 2017
Organized by GRIAL Research Group of the University of Salamanca and GRETEL Research Group of the La Salle, Universitat Ramon Llull
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Item Subliminal learning. What do games teach us?(Springer, 2017-07-13) Quesada-Mora, V. A.; Gallego-Durán, F. J.; Molina-Carmona, R.; Llorens-Largo, F.In video games, organic tutorials are first levels of the games, designed to teach their basic controls while the player plays. They provide some kind of subliminal learning, are very effective and natural and teach without losing the fun, but they are not easy to be properly designed. The purpose of this research is assisting the designers in the task of de ning organic tutorials by proposing a guide of design principles and patterns. After reviewing the learning theories and design techniques for organic tutorials, an analysis of some representative video games is performed. Then, a guide made of ten principles is proposed. This guide helps the developers to clearly understand the fundamentals of organic tutorials and sheds light on what games teach us. It helps to understand some kind of subliminal learning and opens the way to design other learning experiences based on the proposed principles.Item Presentation: Subliminal learning. What do games teach us?(2017-07-17) Quesada-Mora, V. A.; Gallego-Durán, F. J.; Molina-Carmona, R.; Llorens-Largo, F.Subliminal Learning. What do Games Teach us? Vicente A. Quesada Mora, Francisco J. Gallego-Durán, Rafael Molina-Carmona, Faraón Llorens-Largo, University of Alicante, SpainItem Training Socially Responsible Engineers by Developing Accessible Video Games(Springer, 2017-07-13) Molina-Carmona, R.; Satorre-Cuerda, R.; Villagrá-Arnedo, C.; Compañ-Rosique, P.University has an active social responsibility that is addressed both by acting responsibly as institution and by transferring this ethical duty to the students. Our proposal is achieving the social inclusion of disabled people, as part of the social responsibility of future engineers, through the realization of the final degree project in collaboration with associations of disabled users, in particular through the design and development of adapted video games. This paper presents our experience in developing these projects in collaboration with an association of users with cerebral palsy. The objective is training the students in the social responsibility but also solving some problems of inclusion in the collective of disabled users (such as the access to digital entertainment) and carrying out an in-depth study about the interaction problems for users with cerebral palsy, providing concrete and practical solutions. The methodology for this experience is Action Research, with four research stages (plan, implement, evaluate and reflect) that are iteratively repeated. Following this methodology, three iterations have been carried out and a fourth one is planned. As a result, three adapted video games have been developed and a guide for adapting video games to people with cerebral palsy has been defined. This experience has served to introduce the aspects of social responsibility in the curricula of engineers in a very effective way and to study and design new ways of making video games accessible to disabled people, giving them the chance to exercise their right to entertainment.Item Presentation: Training socially responsible engineers by developing accessible video games(2017-07-17) Molina-Carmona, R.; Satorre-Cuerda, R.; Villagrá-Arnedo, C.; Compañ-Rosique, P.Training Socially Responsible Engineers by Developing Accessible Video Games Rafael Molina-Carmona, Rosana Satorre-Cuerda, Carlos Villagrá-Arnedo, Patricia Compañ-Rosique, University of Alicante, Spain