We reopen the investigation into the formal and conceptual relationship between bidirectional optimality theory (Blutner in J Semant 15(2):115–162, 1998 , J Semant 17(3):189–216, 2000 ) and game theory. Unlike a likeminded previous endeavor by Dekker and van Rooij (J Semant 17:217–242, 2000 ), we consider signaling games not strategic games, and seek to ground bidirectional optimization once in a model of rational step-by-step reasoning and once in a model of reinforcement learning. We give sufficient conditions for (...) equivalence of bidirectional optimality and the former, and show based on numerical simulations that bidirectional optimization may be thought of as a process of reinforcement learning with lateral inhibition. (shrink)

Résumé À partir de données expérimentales issues d’un jeu de la confiance répété, nous estimons des modèles structurels de formation des croyances permettant de distinguer les modes d’apprentissage des deux joueurs. Nous trouvons que les deux joueurs ne peuvent être décrits par le même mode d’apprentissage. Des simulations sur longue période montrent ensuite que l’interaction de ces deux types d’agents peut conduire à des issues contrastées.

We investigate the stability of mixed strategy equilibria in 2 person (bimatrix) games under perturbed best response dynamics. A mixed equilibrium is asymptotically stable under all such dynamics if and only if the game is linearly equivalent to a zero sum game. In this case, the mixed equilibrium is also globally asymptotically stable. Global convergence to the set of perturbed equilibria is shown also for (rescaled) partnership games, also known as potential games. Lastly, mixed equilibria of partnership (...) games are shown to be always unstable under all dynamics of this class. (shrink)

We investigate the stability of mixed strategy equilibria in 2 person (bimatrix) games under perturbed best response dynamics. A mixed equilibrium is asymptotically stable under all such dynamics if and only if the game is linearly equivalent to a zero sum game. In this case, the mixed equilibrium is also globally asymptotically stable. Global convergence to the set of perturbed equilibria is shown also for (rescaled) partnership games, also known as potential games. Lastly, mixed equilibria of partnership (...) games are shown to be always unstable under all dynamics of this class. (shrink)

By employing binary committee choice problems, this paper investigates how varying or eliminating feedback about payoffs affects: subjects’ learning about the underlying relationship between their nominal voting weights and their expected payoffs in weighted voting games; the transfer of acquired learning from one committee choice problem to a similar but different problem. In the experiment, subjects choose to join one of two committees and obtain a payoff stochastically determined by a voting theory. We found that: subjects learned (...) to choose the committee that generates a higher expected payoff even without feedback about the payoffs they received; there was statistically significant evidence of “meaningful learning” only for the treatment with no payoff-related feedback. This finding calls for re-thinking existing models of learning to incorporate some type of introspection. (shrink)

The language we use over the course of conversation changes as we establish common ground and learn what our partner finds meaningful. Here we draw upon recent advances in natural language processing to provide a finer‐grained characterization of the dynamics of this learning process. We release an open corpus (>15,000 utterances) of extended dyadic interactions in a classic repeated reference game task where pairs of participants had to coordinate on how to refer to initially difficult‐to‐describe tangram stimuli. We find (...) that different pairs discover a wide variety of idiosyncratic but efficient and stable solutions to the problem of reference. Furthermore, these conventions are shaped by the communicative context: words that are more discriminative in the initial context (i.e., that are used for one target more than others) are more likely to persist through the final repetition. Finally, we find systematic structure in how a speaker's referring expressions become more efficient over time: Syntactic units drop out in clusters following positive feedback from the listener, eventually leaving short labels containing open‐class parts of speech. These findings provide a higher resolution look at the quantitative dynamics of ad hoc convention formation and support further development of computational models of learning in communication. (shrink)

The aim of this study was to test whether an online video game can be used to investigate planning ability and whether fluid intelligence, objective numeracy, and subjective numeracy are predictive of game performance. Our results demonstrate that fluid intelligence is particularly important, which is in line with previous non-game-based studies that show a relationship between classical planning tests and fluid intelligence. Video games have been previously used for research into cognitive processes and taking them online facilitates data collection (...) on a larger scale. Online video games also afford data collection without the expense and stress of a laboratory environment. For these reasons, using online video games to investigate human cognition is a promising alternative to the classic cognitive paradigms used in laboratories. (shrink)

To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more (...) in self-evaluation of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction. (shrink)

The lostness measure, an implicit and unobtrusive measure originally designed for assessing the usability of hypertext systems, could be useful in Virtual Reality (VR) games where players need to find information to complete a task. VR locomotion systems with node-based movement mimic actions for exploration and browsing found in hypertext systems. For that reason, hypertext usability measures, such as “lostness” can be used to identify how disoriented a player is when completing tasks in an educational game by examining steps (...) made by the player. An evaluation of two different lostness measures, global and local lostness, based on two different types of tasks, is described in a VR educational game using 13 college students between 14 and 18 years old in a first study and extended using 12 extra participants in a second study. Multiple Linear Regression analyses showed, in both studies, that local lostness, and not global lostness, had a significant effect on a post-game knowledge test. Therefore, we argued that local lostness was able to predict how well-participants would perform on a post-game knowledge test indicating how well they learned from the game. In-game experience aspects (engagement, cognitive interest, and presence) were also evaluated and, interestingly, it was also found that participants learned less when they felt more present in the game. We believe these two measures relate to cognitive overload, which is known to have an adverse effect on learning. Further research should investigate the lostness measure for use in an online adaptive game system and design the game system in such a way that the risk of cognitive overload is minimized when learning, resulting in higher retention of information. (shrink)

In this paper we revise Reinforcement Learning and adaptiveness in Multi-Agent Systems from an Evolutionary Game Theoretic perspective. More precisely we show there is a triangular relation between the fields of Multi-Agent Systems, Reinforcement Learning and Evolutionary Game Theory. We illustrate how these new insights can contribute to a better understanding of learning in MAS and to new improved learning algorithms. All three fields are introduced in a self-contained manner. Each relation is discussed in detail with (...) the necessary background information to understand it, along with major references to relevant work. (shrink)

ABSTRACT In this paper we discuss the potential of digital games to create meaningful educational experiences that contribute to the learning of ethics in higher education Science, Technology, Engineering and Mathematics degrees. We describe the design of a new digital ethics game with a focus on the challenges we encountered when applying existing theoretical frameworks for educational games and propose ways to address these challenges. We contend that existing design frameworks fail to account for the ‘wickedness’ of (...) ethical problems – i.e. their inconclusive, complex, and sometimes inherently contradictory nature – as they are centred around consequentiality and consistent game-system feedback to players’ actions. Drawing from a Deweyan account of the ‘educative experience’ we seek to contribute to a domain-adequate theory of transformational experience and transformational play in the context of educational ethics game design. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning in Dramatic and Virtual Worlds:What Do Students Say About Complementarity and Future Directions?John O'Toole (bio) and Julie Dunn (bio)A top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of the Virtually Impossible Computer Company's Conquerors of the World Series. Tension is high as the presentations begin, but this tension soon turns (...) to outright conflict as some proposals suggest George Mallory as the conqueror, and the financial backer will have none of him. The backer, it seems, has her own agenda and is determined to allow for only one view of history—the one that records Sir Edmund Hillary as a New Zealand hero and the only real conqueror of the tallest mountain on earth. The designers become more and more agitated until suddenly someone bangs their hand on the table and calls out, "Hang on... just because you've got the money doesn't mean... kids need to learn about both these men... they need to learn about history." With that the drama is cut by the teacher. The deep understandings about "history's purchased page" that can be generated when drama and computers are brought together for learning have been made explicit... but could these same outcomes have been achieved using just one of these approaches?IntroductionThe research explored within this article was generated as part of the Media Station, a project funded by the Australasian Collaborative Research Centre for Interaction Design (ACID), with an overall mission to investigate the potential of massively multiplayer online games for learning. This particular subproject, History's Purchased Page, saw researchers from interaction design [End Page 89] and drama education come together with a group of young learners to investigate their perceptions of the complementarity of computers and live classroom drama and to brainstorm future possibilities for applying computer-based technologies to drama-based learning. We sought to discover the following:• What do young learners say about how they experience and value learning in a context involving a combination of drama and computers?• What ideas do these young learners have about how future technologies might enrich the complementarity of this combination?As the drama researchers involved in this project, we had been experimenting with this perhaps slightly unusual combination for over a decade by incorporating computers into a number of our drama units within our primary textbook Pretending to Learn.1 Our goal in these experimentations had always been to enrich the classroom drama experience by taking advantage of the information capacity of the Internet and other computer-based resources, including databases. For example, we had used The First Fleet Database2 to support a drama unit where the learners take on the role of convicts arriving in Australia in 1788. We discovered that this material, combined with other documentation and historical materials available via the Internet, greatly enhanced not only the historical accuracy of the work but also the level of engagement experienced by the learners when in role. Therefore, we were very keen to extend this work by exploring new possibilities and were especially keen to develop a better understanding of what the learners made of this interactivity.In recent years the partnering of these two quite different approaches to learning has developed quite a research following, and a number of drama teachers and researchers have become interested in the complementarity of these ways of learning.3 At the same time, researchers and designers from the field of computer-assisted learning have also noted these connections. This goes back to the work of Brenda Laurel, who first drew attention to the intriguing links between computers and theatre in her now famous text Computers as Theatre.4 With the rapid growth of interactive learning tools such as 3-D immersive worlds, blogs, and online voice and text chat spaces, the opportunities for exploration of these connections have also grown, with each of these offering exciting new possibilities when used in conjunction with the highly interactive and engaging strategies of process drama.Process drama is a way of group learning, through whole-class improvised drama, with students (and sometimes the... (shrink)

Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons (...) with aphasia and other communication disorders, (ii) based on comput- er game technology as well as on theory in dialogic education and argumenta- tion theory, and (iii) designed for mobile devices with larger screens. (shrink)

This article builds upon earlier research in which the authors presented case studies focused on the design and development of two original ethical learning video games. Through this case study and a review of relevant literature, the authors explored the content creation of, and theoretical rationale for, the design and development of ethics games. Both games were geared toward an undergraduate student audience as casual learning games to be completed in a few hours of (...) gameplay. To update and expand this original work, the authors reviewed contemporary research on identity, cognition, and self in relation to video game environments as well as literature dealing more specifically with ethics and video games. From this literature base and their applied design experiences, the authors offer ten guidelines as best practices to follow for aspiring ethics game developers. (shrink)

Contents. Introduction. 1. Preliminaries. 2. Normal Form Games. 3. Extensive Games. 4. Applications of Game Theory. 5. The Methodology of Game Theory. Conclusion. Appendix. Bibliography. Index. Does game theory—the mathematical theory of strategic interaction—provide genuine explanations of human behaviour? Can game theory be used in economic consultancy or other normative contexts? Explaining Games: The Epistemic Programme in Game Theory—the first monograph on the philosophy of game theory—is an attempt to combine insights from epistemic logic and the philosophy (...) of science to investigate the applicability of game theory in such fields as economics, philosophy and strategic consultancy. I prove new mathematical theorems about the beliefs, desires and rationality principles of individual human beings, and explore in detail the logical form of game theory as it is used in explanatory and normative contexts. I argue that game theory reduces to rational choice theory if used as an explanatory device, and that game theory is nonsensical if used as a normative device. A provocative account of the history of game theory reveals that this is not bad news for all of game theory, though. Two central research programmes in game theory tried to find the ultimate characterisation of strategic interaction between rational agents. Yet, while the Nash Equilibrium Refinement Programme has done badly thanks to such research habits as overmathematisation, model-tinkering and introversion, the Epistemic Programme, I argue, has been rather successful in achieving this aim. "The 'epistemic' approach to game theory has emerged over the past twenty-five years. What is this approach? How does it differ from the conventional equilibrium-based approach to game theory? What have been its strengths and weaknesses to date? To find out, read this comprehensive and excellently written account". Adam Brandenburger, J. P. Valles Professor of Business Economics and Strategy, Stern School of Business, New York University "Reading Boudewijn de Bruin's book should be rewarding both for game theorists interested in the conceptual foundations of their discipline and for philosophers who want to learn more about formal analysis of strategic interaction. It provides an in-depth logical study of the currently dominant epistemic approaches to non-cooperative games, with an eye both to the attractions and to the serious challenges facing the Epistemic Programme". Wlodek Rabinowicz, Professor of Practical Philosophy, Department of Philosophy, Lund University . (shrink)

We propose a formal framework for interpretable machine learning. Combining elements from statistical learning, causal interventionism, and decision theory, we design an idealised explanation game in which players collaborate to find the best explanation for a given algorithmic prediction. Through an iterative procedure of questions and answers, the players establish a three-dimensional Pareto frontier that describes the optimal trade-offs between explanatory accuracy, simplicity, and relevance. Multiple rounds are played at different levels of abstraction, allowing the players to explore (...) overlapping causal patterns of variable granularity and scope. We characterise the conditions under which such a game is almost surely guaranteed to converge on a optimal explanation surface in polynomial time, and highlight obstacles that will tend to prevent the players from advancing beyond certain explanatory thresholds. The game serves a descriptive and a normative function, establishing a conceptual space in which to analyse and compare existing proposals, as well as design new and improved solutions. (shrink)

Serious games have become an important tool to train individuals in a range of different skills. Importantly, serious games or gamified scenarios allow for simulating realistic time-critical situations to train and also assess individual performance. In this context, determining the user’s cognitive load during training seems crucial for predicting performance and potential adaptation of the training environment to improve training effectiveness. Therefore, it is important to identify in-game metrics sensitive to users’ cognitive load. According to Barrouillets’ time-based resource-sharing (...) model, particularly relevant for measuring cognitive load in time-critical situations, cognitive load does not depend solely on the complexity of actions but also on temporal aspects of a given task. In this study, we applied this idea to the context of a serious game by proposing in-game metrics for workload prediction that reflect a relation between the time during which participants’ attention is captured and the total time available for the task at hand. We used an emergency simulation serious game requiring management of time-critical situations. Forty-seven participants completed the emergency simulation and rated their workload using the NASA-TLX questionnaire. Results indicated that the proposed in-game metrics yielded significant associations both with subjective workload measures as well as with gaming performance. Moreover, we observed that a prediction model based solely on data from the first minutes of the gameplay predicted overall gaming performance with a classification accuracy significantly above chance level and not significantly different from a model based on subjective workload ratings. These results imply that in-game metrics may qualify for a real-time adaptation of a game-based learning environment. (shrink)

I introduce an extension of the Lewis-Skyrms signaling game, analysed from a dynamical perspective via simple reinforcement learning. In Lewis’ (Convention, Blackwell, Oxford, 1969) conception of a signaling game, salience is offered as an explanation for how individuals may come to agree upon a linguistic convention. Skyrms (Signals: evolution, learning & information, Oxford University Press, Oxford, 2010a) offers a dynamic explanation of how signaling conventions might arise presupposing no salience whatsoever. The extension of the atomic signaling game examined (...) here—which I will refer to as a salience game—introduces a variable parameter into the atomic signaling game which allows for degrees of salience, thus filling in the continuum between Skyrms’ and Lewis’ models. The model does not presuppose any salience at the outset, but illustrates a process by which accidentally evolved salience is amplified, to the benefit of the players. It is shown that increasing degrees of salience allow populations to avoid sub-optimal pooling equilibria and to coordinate upon conventions more quickly. (shrink)

Evidence presented in Salmon (2001; Econometrica 69(6) 1597) indicates that typical tests to identify learning behavior in experiments involving normal form games possess little power to reject incorrect models. This paper begins by presenting results from an experiment designed to gather alternative data to overcome this problem. The results from these experiments indicate support for a learning-to-learn or rule learning hypothesis in which subjects change their decision rule over time. These results are then used to construct (...) an adaptive learning model which is intended to mimic more accurately the behavior observed. The final section of the paper presents results from a simple simulation based analysis comparing the performance of this adaptive learning model with that of several standard decision rules in reproducing the choice patterns observed in the experiment. (shrink)

Game-theoretic solution concepts describe sets of strategy profiles that are optimal for all players in some plausible sense. Such sets are often found by recursive algorithms like iterated removal of strictly dominated strategies in strategic games, or backward induction in extensive games. Standard logical analyses of solution sets use assumptions about players in fixed epistemic models for a given game, such as mutual knowledge of rationality. In this paper, we propose a different perspective, analyzing solution algorithms as processes (...) of learning which change game models. Thus, strategic equilibrium gets linked to fixed-points of operations of repeated announcement of suitable epistemic statements. This dynamic stance provides a new look at the current interface of games, logic, and computation. (shrink)

The cultural red king effect occurs when discriminatory bargaining practices emerge because of a disparity in learning speed between members of a minority and a majority. This effect has been shown to occur in some Nash Demand Game models and has been proposed as a tool for shedding light on the origins of sexist and racist discrimination in academic collaborations. This paper argues that none of the three main strategies used in the literature to support the epistemic value of (...) these models—structural similarity, empirical confirmation, and how-possibly explanations—provides strong support for this modeling practice in its present form. (shrink)

We propose a formal framework for interpretable machine learning. Combining elements from statistical learning, causal interventionism, and decision theory, we design an idealised explanation game in which players collaborate to find the best explanation for a given algorithmic prediction. Through an iterative procedure of questions and answers, the players establish a three-dimensional Pareto frontier that describes the optimal trade-offs between explanatory accuracy, simplicity, and relevance. Multiple rounds are played at different levels of abstraction, allowing the players to explore (...) overlapping causal patterns of variable granularity and scope. We characterise the conditions under which such a game is almost surely guaranteed to converge on a optimal explanation surface in polynomial time, and highlight obstacles that will tend to prevent the players from advancing beyond certain explanatory thresholds. The game serves a descriptive and a normative function, establishing a conceptual space in which to analyse and compare existing proposals, as well as design new and improved solutions. (shrink)

This paper discusses how language games might facilitate a reimagining of learning conversations in art education, by comparing them with Socratic, Kantian and post-structuralist dialogical perspectives that inform group critique. It proposes that language games may facilitate the construction of more personal and layered modes of conversation, instead of prescribing processes intended to seek universal truths, authentic self-knowledge, or disruptive critical scepticism. It argues that they promote the recognition of all co-learners as people who come with their (...) own valuable original ideas and backgrounds. (shrink)

We evaluate the asymptotic performance of boundedly-rational strategies in multi-armed bandit problems, where performance is measured in terms of the tendency (in the limit) to play optimal actions in either (i) isolation or (ii) networks of other learners. We show that, for many strategies commonly employed in economics, psychology, and machine learning, performance in isolation and performance in networks are essentially unrelated. Our results suggest that the appropriateness of various, common boundedly-rational strategies depends crucially upon the social context (if (...) any) in which such strategies are to be employed. (shrink)

We propose a formal framework for interpretable machine learning. Combining elements from statistical learning, causal interventionism, and decision theory, we design an idealisedexplanation gamein which players collaborate to find the best explanation(s) for a given algorithmic prediction. Through an iterative procedure of questions and answers, the players establish a three-dimensional Pareto frontier that describes the optimal trade-offs between explanatory accuracy, simplicity, and relevance. Multiple rounds are played at different levels of abstraction, allowing the players to explore overlapping causal (...) patterns of variable granularity and scope. We characterise the conditions under which such a game is almost surely guaranteed to converge on a (conditionally) optimal explanation surface in polynomial time, and highlight obstacles that will tend to prevent the players from advancing beyond certain explanatory thresholds. The game serves a descriptive and a normative function, establishing a conceptual space in which to analyse and compare existing proposals, as well as design new and improved solutions. (shrink)

Organizations are increasingly looking for ways to reap the benefits of cognitive diversity for problem solving. A major unanswered question concerns the implications of cognitive diversity for longer-term outcomes such as team learning, with its broader effects on organizational learning and productivity. We study how cognitive style diversity in teams—or diversity in the way that team members encode, organize and process information—indirectly influences team learning through collective intelligence, or the general ability of a team to work together (...) across a wide array of tasks. Synthesizing several perspectives, we predict and find that cognitive style diversity has a curvilinear—inverted U-shaped—relationship with collective intelligence. Collective intelligence is further positively related to the rate at which teams learn, and is a mechanism guiding the indirect relationship between cognitive style diversity and team learning. We test the predictions in 98 teams using ten rounds of the minimum-effort tacit coordination game. Overall, this research advances our understanding of the implications of cognitive diversity for organizations and why some teams demonstrate high levels of team learning in dynamic situations while others do not. (shrink)

Through a phenomenological study of horse-human relations, this article explores the ways in which, as embodied beings, we live relationally, rather than as separate human identities. Conceptually this challenges oppositional logic and humanist assumptions, but where poststructuralist treatments of these issues tend to remain abstract, this article is concerned with an embodied demonstration of the ways in which we experience a relational or in-between logic in our everyday lives.

This paper provides an empirical and conceptual account on seeing machine learning models as part of a sociotechnical system to identify relevant vulnerabilities emerging in the context of use. As ML is increasingly adopted in socially sensitive and safety-critical domains, many ML applications end up not delivering on their promises, and contributing to new forms of algorithmic harm. There is still a lack of empirical insights as well as conceptual tools and frameworks to properly understand and design for the (...) impact of ML models in their sociotechnical context. In this paper, we follow a design science research approach to work towards such insights and tools. We center our study in the financial industry, where we first empirically map recently emerging MLOps practices to govern ML applications, and corroborate our insights with recent literature. We then perform an integrative literature research to identify a long list of vulnerabilities that emerge in the sociotechnical context of ML applications, and we theorize these along eight dimensions. We then perform semi-structured interviews in two real-world use cases and across a broad set of relevant actors and organizations, to validate the conceptual dimensions and identify challenges to address sociotechnical vulnerabilities in the design and governance of ML-based systems. The paper proposes a set of guidelines to proactively and integrally address both the dimensions of sociotechnical vulnerability, as well as the challenges identified in the empirical use case research, in the organization of MLOps practices. (shrink)

Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, (...) but it fails to find any additional benefit of sleeping during a break from practice. We discuss reasons why the well-established phenomenon of sleep consolidation might not manifest in an observational study of skill development. We put the spacing effect into the context of the other known influences on skill learning: improvement with practice, and individual differences in initial performance. Analysis of performance data from games allows experimental results to be demonstrated outside of the lab and for experimental phenomenon to be put in the context of the performance of the whole task. (shrink)

This ground-breaking textbook focuses on the use of play techniques and games to facilitate the positive behavioral, social, and emotional development of children with and without special needs. The chapters in this book center on the use of games and play to facilitate emotional expression, develop friendships and encourage appropriate behaviors in community contexts, such as schools, that are critical to children's adaptation in the world. For example, there are chapters explaining the importance of playground interactions for children, (...) role play to develop social skills and learn to express emotions, games to facilitate appropriate behavior and prosocial development in the classroom, and play as an outlet for the expression of emotion and development of children with special needs, including medical and mental health conditions. Readers will learn skills for coaching positive behaviors in individual and group settings, and will learn strategies to enhance social skills and help children develop emotionally in a variety of contexts (e.g., classrooms) and circumstances (e.g., having chronic illnesses or coping with mental health issues that make social engagement more challenging). Important "take-home" messages and critical techniques for fostering children's skills will be presented, and the engaging material presented in the chapters will facilitate knowledge of what to do and how to improve children's social and emotional development through play techniques and games. -- Back cover. (shrink)

Using an observational sample of players of a simple online game, we are able to trace the development of skill in that game. Information on playing time, and player location, allows us to estimate time of day during which practice took place. We compare those whose breaks in practice probably contained a night's sleep and those whose breaks in practice probably did not contain a night's sleep. Our analysis confirms experimental evidence showing a benefit of spacing for skill learning, (...) but it fails to find any additional benefit of sleeping during a break from practice. We discuss reasons why the well-established phenomenon of sleep consolidation might not manifest in an observational study of skill development. We put the spacing effect into the context of the other known influences on skill learning: improvement with practice, and individual differences in initial performance. Analysis of performance data from games allows experimental results to be demonstrated outside of the lab and for experimental phenomenon to be put in the context of the performance of the whole task. (shrink)

Past experience with video games and cognitive abilities have been hypothesized to independently facilitate a greater ability to learn new video games and other complex tasks. The present study was conducted to examine this “learning to learn” hypothesis. We examined the predictive effects of gaming habits and cognitive abilities on learning of two novel video games in 107 participants. One video game was from the action genre, and the other was from the strategy genre. Hours (...) spent gaming per week and working memory were found to specifically predict learning of the novel strategy video game, after controlling for the effects of age, gender, and action game learning. In contrast, self-identification as a “gamer” was the only specific significant predictor of action game learning, after controlling for the effects of age, gender, and strategy game learning. Age of the participant negatively impacted learning of both games; however, the pattern of the predictive relationships on both action and strategy game learning was not moderated by age. Importantly, a preference for the action versus the strategy game genre had no differential effects on learning of the two novel games, nor were there any gender differences in identification as a gamer or genre preference. Findings from this study suggest that while past gaming experience and cognition do appear to influence the learning of novel video games, these effects are selective to the game genre studied and are not as broad as the “learning to learn” model suggests. (shrink)

How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more ‘concrete’ and ‘personal’ and therefore more (...) engaging. To achieve this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method. (shrink)

We argue that pedagogic authority relies on love, which is misunderstood if seen as a matter of actions and subjects. Love is based not on finite subjects and objects existing in Euclidean space and linear time, but, rather, on the non-finite ontology, space and time of relations. Loving authority is a matter of calling and vocation, arising from the spontaneous and simultaneous call-and-response of a lively relation. We make this argument through a reading of Buber’s I–You relation and Murdoch’ s (...) account of the responsiveness of ascetic discipline. In presenting this analysis, we draw upon a case study from a research project on Australian teachers and students. (shrink)

This article introduces a computational model which illustrates how a population of agents can coordinate a vocabulary for goal oriented behavior through repeated local interactions, called “Action Games”. Using principles of self organization and specific assumptions on their behavior, the agents learn the goals and a vocabulary for them. It is shown that the proposed model can be used to investigate the coordination of vocabularies for goal oriented behavior both in a vertical and in a horizontal transmission scheme. Furthermore, (...) it is shown that in this model shared vocabularies can only be learned from multiple demonstrations consisting of exactly these actions that are strictly required to reach the goal. Keywords: robot imitation; self organization; vocabularies. (shrink)

This article introduces a computational model which illustrates how a population of agents can coordinate a vocabulary for goal oriented behavior through repeated local interactions, called “Action Games”. Using principles of self organization and specific assumptions on their behavior, the agents learn the goals and a vocabulary for them. It is shown that the proposed model can be used to investigate the coordination of vocabularies for goal oriented behavior both in a vertical and in a horizontal transmission scheme. Furthermore, (...) it is shown that in this model shared vocabularies can only be learned from multiple demonstrations consisting of exactly these actions that are strictly required to reach the goal. Keywords: robot imitation; self organization; vocabularies. (shrink)

Prior research suggests brokers do not always act in the best interests of clients, although morally obligated to do so. We empirically investigated this issue focusing on trades executed at best execution price, before and after the introduction of electronic limit-order trading, on the London Stock Exchange. As a result of limit-order trading, the proportion of trades executed at the best execution price for the customer significantly increased. We attribute this to a sustained increase in the liquidity of stocks as (...) a result of limit-order trading, regardless of market capitalisation. We discuss the ethical implications of our findings and conclude that market structures that enhance market competitiveness may help reconcile broker and client interests. (shrink)

This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal (...) experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’. (shrink)

This study examined the link between employees’ adult attachment orientations and perceptions of line managers’ interpersonal justice behaviors, and the moderating effect of national culture. Participants from countries categorized as low collectivistic and high collectivistic completed an online survey. Attachment anxiety and avoidance were negatively related to interpersonal justice perceptions. Cultural differences did not moderate the effects of avoidance. However, the relationship between attachment anxiety and interpersonal justice was non-significant in the Southern Asia cultural cluster. Our findings indicate the importance (...) of ‘fit’ between cultural relational values and individual attachment orientations in shaping interpersonal justice perceptions, and highlight the need for more non-western organizational justice research. (shrink)