Neil Suttie | Heriot-Watt University (original) (raw)

Papers by Neil Suttie

doi: 10.3389/fneng.2014.00021 Brain–computer interface game applications for combined neurofeedba... more doi: 10.3389/fneng.2014.00021 Brain–computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum

Interactive Digital Narrative, 2015

This document proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG ana... more This document proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in a SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may be useful also for teachers to evaluate effectiveness of a given game and better understand how to use it in educational settings.

Computers & Education, 2013

This document is the author's post-print version of the journal article, incorporating any revisi... more This document is the author's post-print version of the journal article, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right bala... more Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right balance between gaming and educational experience. This requirement raises challenges regarding realization of their intelligence and personalization. We aim to overcome the problems of research fragmentation and identify some of the main issues by presenting a summary of relevant contributions from Artificial Intelligence and Personalization, together with a discussion on their future directions. In this paper, we ...

Narratives are used to construct and deconstruct the time and space of events. In games, as in re... more Narratives are used to construct and deconstruct the time and space of events. In games, as in real life, narratives add layers of meaning and engage players by enhancing or clarifying content. From an educational perspective, narratives are a semiotic conduit for evoking critical thinking skills and promoting knowledge discovery/acquisition. While narrative is central to Serious Games (SG), the relationships between gameplay, narrative and pedagogy in SG design remain unclear, and narrative's elemental influence on learning outcomes is not fully understood yet. This paper presents a purpose-processing methodology that aims to support the mapping of SG design patterns and pedagogical practices, allowing designers to create more meaningful SGs. In the case of narrative, the intention is to establish whether Narrative Serious Game Mechanics (NSGM) can provide players with opportunities for reasoning and reflective analysis that may even transcend the game-based learning environment.

This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Netwo... more This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Network of Excellence on serious games (SGs) that has a focus upon pedagogy-driven design of SGs. The overall framework presented in this paper concerns some elements that we consider key for the design of a new generation of more pedagogically-effective and easily author-able SGs: pedagogical perspectives, learning goals mapping to game mechanics and cognition-based SGs models. The paper also includes two corresponding illustrative case studies, developed by the network, on (1) the analysis of the Re-mission game based on the developed analytical framework of learning and game mechanics and (2) the Sandbox SGs cognition-based model in the Travel in Europe project. Practitioner notes: What is already known about this topic:  Early studies have demonstrated the valuable contributions of game-based approaches in education and training.  Early work has revealed particular strengths in some ent...

Computers & Education, 2013

Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited out... more Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions. This paper presents the development approach of a digital game: PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships), designed by a cross-disciplinary team of UK researchers from Coventry University's Studies in Adolescent Sexual Health (SASH) research group and the Serious Games Institute (SGI). Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content. Early efficacy testing of the game solution was validated through a clusterrandomized controlled trial in local schools (n ¼ 505) indicated some positive outcomes in favour of the game-based approach, based on self-reported measures of psycho-social preparedness for avoiding coercion (F [3, 501] ¼ 15.306, p < .001, h 2 p ¼ 0.084). Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play. Together, the results demonstrated real benefits for pedagogy-driven game-based approaches to support the delivery of RSE within a classroom setting.

Essential for the development of effective Serious Games is the careful balance of education and ... more Essential for the development of effective Serious Games is the careful balance of education and play. It is necessary to develop a clear understanding of game mechanics (i.e. the tools of game-play) and how these relate to relevant educational strategies. In this paper, we raise conceptual questions regarding the nature of Serious Games and the relationship between game mechanics, pedagogy and the conceptual level at which they connect. In developing theoretical framework linking game mechanics and learning, we aim to ease the work of the Serious Game designers attempting to produce both fun and pedagogically effective Serious Games.

Lecture Notes in Computer Science, 2015

Journal of autism and developmental disorders, Jan 26, 2015

Neurofeedback training (NFT) approaches were investigated to improve behavior, cognition and emot... more Neurofeedback training (NFT) approaches were investigated to improve behavior, cognition and emotion regulation in children with autism spectrum disorder (ASD). Thirteen children with ASD completed pre-/post-assessments and 16 NFT-sessions. The NFT was based on a game that encouraged social interactions and provided feedback based on imitation and emotional responsiveness. Bidirectional training of EEG mu suppression and enhancement (8-12 Hz over somatosensory cortex) was compared to the standard method of enhancing mu. Children learned to control mu rhythm with both methods and showed improvements in (1) electrophysiology: increased mu suppression, (2) emotional responsiveness: improved emotion recognition and spontaneous imitation, and (3) behavior: significantly better behavior in every-day life. Thus, these NFT paradigms improve aspects of behavior necessary for successful social interactions.

Procedia Computer Science, 2012

In this article we discuss the possible use of real-time psychophysiology towards the design and ... more In this article we discuss the possible use of real-time psychophysiology towards the design and implementation of an adaptive affective agent for Serious Games. This work is still in its early stages and this position article aims to present a reflection on the technical and methodological conditions to be met so as to conduct successfully this research. Our hypothesis is that, through the combination of psycho-physiological measurements and in-game behaviour/achievement monitoring, we should be able to identify whether or content is contributing to an efficient and engaging educational experience.

Methods, Models, and Strategies, 2013

ABSTRACT Digital technologies have increased the pace of knowledge creation, sharing, and the way... more ABSTRACT Digital technologies have increased the pace of knowledge creation, sharing, and the way in which learning is being undertaken. This chapter considers how Serious Games (SGs) as a digital technology endeavours to support effective lifelong learning. Three fundamental characteristics of the SG ecosystem, namely, game mechanics, interoperability, and assessment, are considered here as strategic elements that impact upon how SGs are to support learning, how they affect the learning environment, and ultimately, the SG development process. A prospective deconstruction of SGs into its pedagogical elements and its game mechanic nodes is presented to make aware the interoperability modus from which topical (domain) frameworks or architectures can be structured and assessed. To this end, the chapter explores the conceptual underpinnings through a case study on the eAdventure platform and argues that the key elements form the foundation for strategic development and implementation of SGs

Procedia Computer Science, 2012

Essential for the development of effective Serious Games is the careful balance of education and ... more Essential for the development of effective Serious Games is the careful balance of education and play. It is necessary to develop a clear understanding of game mechanics (i.e. the tools of game-play) and how these relate to relevant educational strategies. In this paper, we raise conceptual questions regarding the nature of Serious Games and the relationship between game mechanics, pedagogy and the conceptual level at which they connect. In developing theoretical framework linking game mechanics and learning, we aim to ease the work of the Serious Game designers attempting to produce both fun and pedagogically effective Serious Games.

Lecture Notes in Computer Science, 2014

Lecture Notes in Computer Science, 2013

Lecture Notes in Computer Science, 2014

Frontiers in neuroengineering, 2014

Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills,... more Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain-computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent....

British Journal of Educational Technology, 2014

This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Netwo... more This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Network of Excellence on serious games (SGs) that has a focus upon pedagogy-driven design of SGs. The overall framework presented in this paper concerns some elements that we consider key for the design of a new generation of more pedagogically-effective and easily author-able SGs: pedagogical perspectives, learning goals mapping to game mechanics and cognition-based SGs models. The paper also includes two corresponding illustrative case studies, developed by the network, on (1) the analysis of the Re-mission game based on the developed analytical framework of learning and game mechanics and (2) the Sandbox SGs cognition-based model in the Travel in Europe project.

Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right bala... more Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right balance between gaming and educational experience. This requirement raises challenges regarding realization of their intelligence and personalization. We aim to overcome the problems of research fragmentation and identify some of the main issues by presenting a summary of relevant contributions from Artificial Intelligence and Personalization, together with a discussion on their future directions. In this paper, we ...

doi: 10.3389/fneng.2014.00021 Brain–computer interface game applications for combined neurofeedba... more doi: 10.3389/fneng.2014.00021 Brain–computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum

Interactive Digital Narrative, 2015

This document proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG ana... more This document proposes the Learning Mechanics-Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in a SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may be useful also for teachers to evaluate effectiveness of a given game and better understand how to use it in educational settings.

Computers & Education, 2013

This document is the author's post-print version of the journal article, incorporating any revisi... more This document is the author's post-print version of the journal article, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right bala... more Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right balance between gaming and educational experience. This requirement raises challenges regarding realization of their intelligence and personalization. We aim to overcome the problems of research fragmentation and identify some of the main issues by presenting a summary of relevant contributions from Artificial Intelligence and Personalization, together with a discussion on their future directions. In this paper, we ...

Narratives are used to construct and deconstruct the time and space of events. In games, as in re... more Narratives are used to construct and deconstruct the time and space of events. In games, as in real life, narratives add layers of meaning and engage players by enhancing or clarifying content. From an educational perspective, narratives are a semiotic conduit for evoking critical thinking skills and promoting knowledge discovery/acquisition. While narrative is central to Serious Games (SG), the relationships between gameplay, narrative and pedagogy in SG design remain unclear, and narrative's elemental influence on learning outcomes is not fully understood yet. This paper presents a purpose-processing methodology that aims to support the mapping of SG design patterns and pedagogical practices, allowing designers to create more meaningful SGs. In the case of narrative, the intention is to establish whether Narrative Serious Game Mechanics (NSGM) can provide players with opportunities for reasoning and reflective analysis that may even transcend the game-based learning environment.

This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Netwo... more This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Network of Excellence on serious games (SGs) that has a focus upon pedagogy-driven design of SGs. The overall framework presented in this paper concerns some elements that we consider key for the design of a new generation of more pedagogically-effective and easily author-able SGs: pedagogical perspectives, learning goals mapping to game mechanics and cognition-based SGs models. The paper also includes two corresponding illustrative case studies, developed by the network, on (1) the analysis of the Re-mission game based on the developed analytical framework of learning and game mechanics and (2) the Sandbox SGs cognition-based model in the Travel in Europe project. Practitioner notes: What is already known about this topic:  Early studies have demonstrated the valuable contributions of game-based approaches in education and training.  Early work has revealed particular strengths in some ent...

Computers & Education, 2013

Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited out... more Didactic approaches to Relationships and Sex Education (RSE) have been shown to yield limited outcomes when compared to approaches that stimulate peer discussion and debate. Creating effective interventions, which stimulate peer involvement, remains a demanding task and finding a solution that is not only engaging but also pedagogically sound is vital. A case thus exists for exploring how game technology might facilitate more feasible solutions. This paper presents the development approach of a digital game: PR:EPARe (Positive Relationships: Eliminating Coercion and Pressure in Adolescent Relationships), designed by a cross-disciplinary team of UK researchers from Coventry University's Studies in Adolescent Sexual Health (SASH) research group and the Serious Games Institute (SGI). Psychological targets for game content were identified through Intervention Mapping (IM) and the game design process was based on the Four-Dimensional Framework of Learning (4DF) emphasizing the context of deployment, learner profiling and the pedagogical perspective that influence the mode of representation of the learning content. Early efficacy testing of the game solution was validated through a clusterrandomized controlled trial in local schools (n ¼ 505) indicated some positive outcomes in favour of the game-based approach, based on self-reported measures of psycho-social preparedness for avoiding coercion (F [3, 501] ¼ 15.306, p < .001, h 2 p ¼ 0.084). Analysis of observation data suggests that blending this interactive game-based approach with traditional classroom delivery encouraged the teachers and students to engage in communal discussions and debriefing during and after game play. Together, the results demonstrated real benefits for pedagogy-driven game-based approaches to support the delivery of RSE within a classroom setting.

Essential for the development of effective Serious Games is the careful balance of education and ... more Essential for the development of effective Serious Games is the careful balance of education and play. It is necessary to develop a clear understanding of game mechanics (i.e. the tools of game-play) and how these relate to relevant educational strategies. In this paper, we raise conceptual questions regarding the nature of Serious Games and the relationship between game mechanics, pedagogy and the conceptual level at which they connect. In developing theoretical framework linking game mechanics and learning, we aim to ease the work of the Serious Game designers attempting to produce both fun and pedagogically effective Serious Games.

Lecture Notes in Computer Science, 2015

Journal of autism and developmental disorders, Jan 26, 2015

Neurofeedback training (NFT) approaches were investigated to improve behavior, cognition and emot... more Neurofeedback training (NFT) approaches were investigated to improve behavior, cognition and emotion regulation in children with autism spectrum disorder (ASD). Thirteen children with ASD completed pre-/post-assessments and 16 NFT-sessions. The NFT was based on a game that encouraged social interactions and provided feedback based on imitation and emotional responsiveness. Bidirectional training of EEG mu suppression and enhancement (8-12 Hz over somatosensory cortex) was compared to the standard method of enhancing mu. Children learned to control mu rhythm with both methods and showed improvements in (1) electrophysiology: increased mu suppression, (2) emotional responsiveness: improved emotion recognition and spontaneous imitation, and (3) behavior: significantly better behavior in every-day life. Thus, these NFT paradigms improve aspects of behavior necessary for successful social interactions.

Procedia Computer Science, 2012

In this article we discuss the possible use of real-time psychophysiology towards the design and ... more In this article we discuss the possible use of real-time psychophysiology towards the design and implementation of an adaptive affective agent for Serious Games. This work is still in its early stages and this position article aims to present a reflection on the technical and methodological conditions to be met so as to conduct successfully this research. Our hypothesis is that, through the combination of psycho-physiological measurements and in-game behaviour/achievement monitoring, we should be able to identify whether or content is contributing to an efficient and engaging educational experience.

Methods, Models, and Strategies, 2013

ABSTRACT Digital technologies have increased the pace of knowledge creation, sharing, and the way... more ABSTRACT Digital technologies have increased the pace of knowledge creation, sharing, and the way in which learning is being undertaken. This chapter considers how Serious Games (SGs) as a digital technology endeavours to support effective lifelong learning. Three fundamental characteristics of the SG ecosystem, namely, game mechanics, interoperability, and assessment, are considered here as strategic elements that impact upon how SGs are to support learning, how they affect the learning environment, and ultimately, the SG development process. A prospective deconstruction of SGs into its pedagogical elements and its game mechanic nodes is presented to make aware the interoperability modus from which topical (domain) frameworks or architectures can be structured and assessed. To this end, the chapter explores the conceptual underpinnings through a case study on the eAdventure platform and argues that the key elements form the foundation for strategic development and implementation of SGs

Procedia Computer Science, 2012

Essential for the development of effective Serious Games is the careful balance of education and ... more Essential for the development of effective Serious Games is the careful balance of education and play. It is necessary to develop a clear understanding of game mechanics (i.e. the tools of game-play) and how these relate to relevant educational strategies. In this paper, we raise conceptual questions regarding the nature of Serious Games and the relationship between game mechanics, pedagogy and the conceptual level at which they connect. In developing theoretical framework linking game mechanics and learning, we aim to ease the work of the Serious Game designers attempting to produce both fun and pedagogically effective Serious Games.

Lecture Notes in Computer Science, 2014

Lecture Notes in Computer Science, 2013

Lecture Notes in Computer Science, 2014

Frontiers in neuroengineering, 2014

Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills,... more Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain-computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent....

British Journal of Educational Technology, 2014

This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Netwo... more This paper presents findings emerging from the EU-Funded Games and Learning Alliance (GALA) Network of Excellence on serious games (SGs) that has a focus upon pedagogy-driven design of SGs. The overall framework presented in this paper concerns some elements that we consider key for the design of a new generation of more pedagogically-effective and easily author-able SGs: pedagogical perspectives, learning goals mapping to game mechanics and cognition-based SGs models. The paper also includes two corresponding illustrative case studies, developed by the network, on (1) the analysis of the Re-mission game based on the developed analytical framework of learning and game mechanics and (2) the Sandbox SGs cognition-based model in the Travel in Europe project.

Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right bala... more Effectiveness of Serious Games (SG) depends very much on their capacity to provide the right balance between gaming and educational experience. This requirement raises challenges regarding realization of their intelligence and personalization. We aim to overcome the problems of research fragmentation and identify some of the main issues by presenting a summary of relevant contributions from Artificial Intelligence and Personalization, together with a discussion on their future directions. In this paper, we ...