David Farrell | Glasgow Caledonian University (original) (raw)

Papers by David Farrell

When game designers talk of ludonarrative dissonance, they are detecting incongruity between narr... more When game designers talk of ludonarrative dissonance, they are detecting incongruity between narrative context and ludic action. The debate over whether games should be thought of more as dynamic formal systems or narrative stories continues across disciplines in academia and design. Instead of trying to position games as being one or the other, this paper argues for a holistic view of game design that advocates using both ludic and narrative aspects together to achieve a greater effect. Instead of continually highlighting ludonarrative dissonance in games, we should identify, celebrate, and learn from ludonarrative harmony.
Drawing inspiration from Frijda’s laws of emotion and Lantz’s aesthetic view of play, we suggest that the ability of games to create an apparently real situation offers designers the opportunity to create emotionally resonant experiences that change players’ perspectives on the greater world.

Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing p... more Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing pupil motivation. Playing games is considered to be an intrinsically motivating activity. Unfortunately, many GBL games aren’t intrinsically motivating. Better understanding and application of motivational models to GBL design may help both GBL designers as well as educators in general make more enjoyable learning experiences. Self Determination Theory (SDT) is a motivational theory that providesawayofunderstandinghumanmotivationinanycontext(Deci&Ryan2000). SDTsuggests that humans are motivated by Autonomy, Relatedness, and Competence (ARC). There is a growing body of evidence to support the theory that high perceived support for ARC is related to feelings of high intrinsic motivation (Przybylski et al, 2012, Przybylski, Rigby and Ryan, 2010, Gagne & Deci, 2005). SDT also offers a path from extrinsic, towards intrinsic motivation. If we can apply SDT to games, or education in general, we might be able to improve the experience of the learner such that they perceive activities as enjoyable, interesting and intrinsically motivating. To test whether SDT could encourage and predict engagement in a GBL context, a Serious Game (Career Quest), was designed and implemented. Thegametaughtemployabilityskillstofinalyear“SeriousGames”studentsatGlasgow Caledonian University but the primary purpose of the game was to implement SDT overtly and investigate whether we could measure differences in engagement or motivation for players who had greater or lesser ARC support. 37 students played the game for 10 minutes at the beginning of class over a period of 4 weeks. In addition to this compulsory play session, there was a different, optional challengedaily. Engagementwiththedailytaskwasusedasanimplicitmeasureofengagementwith the intention of validating standard SDT questionnaires that measure engagement. Results indicate that the implementation of the SDT model in this game cannot fully explain levels of engagement. The degree of engagement with the optional Daily Task was not predicted by the either the level of ARC support given to players or a self­report questionnaire that assessed student interest in their Serious Game class. Possible explanations are discussed including the subtle distinctions between objective ARC support and p​erceived ARC support as well as the idea that SDT may require an additional component such as “Purpose” to predict engagement.

For any given Game Based Learning (GBL) project to be successful, the player must learn something... more For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design practice. Cognitive Walkthrough (CW) is a user-interface design technique that helps designers model how a type of user will understand an interface. We suggest that CW should be extended for use in any context where a designer must model a user’s thinking. We present an extension of CW that is suitable for constructivist GBL and apply it to a previously evaluated game to understand why one section of the game was more successful than another. The CW extension explains hitherto puzzling results and suggests further development of CWs for designer support may be beneficial.

Abstract Handwashing, respiratory hygiene and antibiotic resistance remain major public health co... more Abstract Handwashing, respiratory hygiene and antibiotic resistance remain major public health concerns. In order to facilitate an effective outcome when teaching the basic principles of hand and respiratory hygiene, educational interventions should first target school children. As computer games are ubiquitous in most children's lives, e-Bug developed computer games targeted at teaching children handwashing, respiratory hygiene and antibiotic resistance.

Abstract Web server log analysis is being increasingly used to evaluate the user behaviour on hea... more Abstract Web server log analysis is being increasingly used to evaluate the user behaviour on healthcare resource web sites due to the detailed record of activity that they contain. This study aimed to use this information to evaluate the e-Bug web site, a healthcare resource that provides a range of educational resources about microbes, hand and respiratory hygiene, and antibiotics.

Abstract As a complement to the e-Bug teaching pack, two e-Bug games were developed to provide co... more Abstract As a complement to the e-Bug teaching pack, two e-Bug games were developed to provide content that aimed to entertain as well as to educate. A set of agreed learning outcomes (LOs) were provided by the scientific partners of the e-Bug Project and the games were developed using user-centred design techniques (the needs, wants and limitations of the potential game players were assessed at each stage of the design process).

Abstract e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce ... more Abstract e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce awareness in school children of microbes, prudent antibiotic use, hygiene and the transmission of infection. Prior to the production of the resource, it was essential to examine the educational structure across each partner country and assess what school children were being taught on these topics.

Abstract Antibiotic resistance is an increasing community problem and is related to antibiotic us... more Abstract Antibiotic resistance is an increasing community problem and is related to antibiotic use. If antibiotic use could be reduced, the tide of increasing resistance could be stemmed. e-Bug is a European project involving 18 European countries, partly funded by The Directorate-General for Health and Consumers (DG SANCO) of the European Commission.

Abstract Health promotion interventions aimed at children and young people have the potential to ... more Abstract Health promotion interventions aimed at children and young people have the potential to lay the foundations for healthy lifestyles. One such intervention, e-Bug, aims to provide schoolchildren with knowledge of prudent antibiotic use and how to reduce the spread of infection. Many children and schools approach learning in different ways; therefore, it is essential to research school needs and the variety of learning styles when creating any school resources.

Abstract. This paper discusses the design and implementation of a browser based game (“e-Bug Dete... more Abstract. This paper discusses the design and implementation of a browser based game (“e-Bug Detectives”) that teaches 13-15 year olds about hygiene, microbes and appropriate antibiotic use. Despite the recent interest in technology enhanced learning, there has been little investigation of how to develop design a game that teaches specific Learning Outcomes (LOs) using an established pedagogy. We demonstrate that Problem Based Learning (PBL) is an appropriate framework for games that aim to teach a number of disparate LOs.

Abstract. Web server logs have been used via techniques such as user profiling and recommendation... more Abstract. Web server logs have been used via techniques such as user profiling and recommendation systems to improve user experience on websites. The data contained within server logs however has generally been inaccessible to nontechnical stakeholders on website development projects due to the terminology and presentation used. We describe a process that uses visualisation to enable these stakeholders to identify questions about site usage including user profiling and behaviour.

When game designers talk of ludonarrative dissonance, they are detecting incongruity between narr... more When game designers talk of ludonarrative dissonance, they are detecting incongruity between narrative context and ludic action. The debate over whether games should be thought of more as dynamic formal systems or narrative stories continues across disciplines in academia and design. Instead of trying to position games as being one or the other, this paper argues for a holistic view of game design that advocates using both ludic and narrative aspects together to achieve a greater effect. Instead of continually highlighting ludonarrative dissonance in games, we should identify, celebrate, and learn from ludonarrative harmony.
Drawing inspiration from Frijda’s laws of emotion and Lantz’s aesthetic view of play, we suggest that the ability of games to create an apparently real situation offers designers the opportunity to create emotionally resonant experiences that change players’ perspectives on the greater world.

Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing p... more Game Based Learning (GBL) is often promoted by those who wish to improve learning by increasing pupil motivation. Playing games is considered to be an intrinsically motivating activity. Unfortunately, many GBL games aren’t intrinsically motivating. Better understanding and application of motivational models to GBL design may help both GBL designers as well as educators in general make more enjoyable learning experiences. Self Determination Theory (SDT) is a motivational theory that providesawayofunderstandinghumanmotivationinanycontext(Deci&Ryan2000). SDTsuggests that humans are motivated by Autonomy, Relatedness, and Competence (ARC). There is a growing body of evidence to support the theory that high perceived support for ARC is related to feelings of high intrinsic motivation (Przybylski et al, 2012, Przybylski, Rigby and Ryan, 2010, Gagne & Deci, 2005). SDT also offers a path from extrinsic, towards intrinsic motivation. If we can apply SDT to games, or education in general, we might be able to improve the experience of the learner such that they perceive activities as enjoyable, interesting and intrinsically motivating. To test whether SDT could encourage and predict engagement in a GBL context, a Serious Game (Career Quest), was designed and implemented. Thegametaughtemployabilityskillstofinalyear“SeriousGames”studentsatGlasgow Caledonian University but the primary purpose of the game was to implement SDT overtly and investigate whether we could measure differences in engagement or motivation for players who had greater or lesser ARC support. 37 students played the game for 10 minutes at the beginning of class over a period of 4 weeks. In addition to this compulsory play session, there was a different, optional challengedaily. Engagementwiththedailytaskwasusedasanimplicitmeasureofengagementwith the intention of validating standard SDT questionnaires that measure engagement. Results indicate that the implementation of the SDT model in this game cannot fully explain levels of engagement. The degree of engagement with the optional Daily Task was not predicted by the either the level of ARC support given to players or a self­report questionnaire that assessed student interest in their Serious Game class. Possible explanations are discussed including the subtle distinctions between objective ARC support and p​erceived ARC support as well as the idea that SDT may require an additional component such as “Purpose” to predict engagement.

For any given Game Based Learning (GBL) project to be successful, the player must learn something... more For any given Game Based Learning (GBL) project to be successful, the player must learn something. Designers may base their work on pedagogical research, but actual game design is still largely driven by intuition. People are famously poor at unsupported methodical thinking and relying so much on instinct is an obvious weak point in GBL design practice. Cognitive Walkthrough (CW) is a user-interface design technique that helps designers model how a type of user will understand an interface. We suggest that CW should be extended for use in any context where a designer must model a user’s thinking. We present an extension of CW that is suitable for constructivist GBL and apply it to a previously evaluated game to understand why one section of the game was more successful than another. The CW extension explains hitherto puzzling results and suggests further development of CWs for designer support may be beneficial.

Abstract Handwashing, respiratory hygiene and antibiotic resistance remain major public health co... more Abstract Handwashing, respiratory hygiene and antibiotic resistance remain major public health concerns. In order to facilitate an effective outcome when teaching the basic principles of hand and respiratory hygiene, educational interventions should first target school children. As computer games are ubiquitous in most children's lives, e-Bug developed computer games targeted at teaching children handwashing, respiratory hygiene and antibiotic resistance.

Abstract Web server log analysis is being increasingly used to evaluate the user behaviour on hea... more Abstract Web server log analysis is being increasingly used to evaluate the user behaviour on healthcare resource web sites due to the detailed record of activity that they contain. This study aimed to use this information to evaluate the e-Bug web site, a healthcare resource that provides a range of educational resources about microbes, hand and respiratory hygiene, and antibiotics.

Abstract As a complement to the e-Bug teaching pack, two e-Bug games were developed to provide co... more Abstract As a complement to the e-Bug teaching pack, two e-Bug games were developed to provide content that aimed to entertain as well as to educate. A set of agreed learning outcomes (LOs) were provided by the scientific partners of the e-Bug Project and the games were developed using user-centred design techniques (the needs, wants and limitations of the potential game players were assessed at each stage of the design process).

Abstract e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce ... more Abstract e-Bug is a pan-European antibiotic and hygiene teaching resource that aims to reinforce awareness in school children of microbes, prudent antibiotic use, hygiene and the transmission of infection. Prior to the production of the resource, it was essential to examine the educational structure across each partner country and assess what school children were being taught on these topics.

Abstract Antibiotic resistance is an increasing community problem and is related to antibiotic us... more Abstract Antibiotic resistance is an increasing community problem and is related to antibiotic use. If antibiotic use could be reduced, the tide of increasing resistance could be stemmed. e-Bug is a European project involving 18 European countries, partly funded by The Directorate-General for Health and Consumers (DG SANCO) of the European Commission.

Abstract Health promotion interventions aimed at children and young people have the potential to ... more Abstract Health promotion interventions aimed at children and young people have the potential to lay the foundations for healthy lifestyles. One such intervention, e-Bug, aims to provide schoolchildren with knowledge of prudent antibiotic use and how to reduce the spread of infection. Many children and schools approach learning in different ways; therefore, it is essential to research school needs and the variety of learning styles when creating any school resources.

Abstract. This paper discusses the design and implementation of a browser based game (“e-Bug Dete... more Abstract. This paper discusses the design and implementation of a browser based game (“e-Bug Detectives”) that teaches 13-15 year olds about hygiene, microbes and appropriate antibiotic use. Despite the recent interest in technology enhanced learning, there has been little investigation of how to develop design a game that teaches specific Learning Outcomes (LOs) using an established pedagogy. We demonstrate that Problem Based Learning (PBL) is an appropriate framework for games that aim to teach a number of disparate LOs.

Abstract. Web server logs have been used via techniques such as user profiling and recommendation... more Abstract. Web server logs have been used via techniques such as user profiling and recommendation systems to improve user experience on websites. The data contained within server logs however has generally been inaccessible to nontechnical stakeholders on website development projects due to the terminology and presentation used. We describe a process that uses visualisation to enable these stakeholders to identify questions about site usage including user profiling and behaviour.