skip to main content

Attention:

The NSF Public Access Repository (NSF-PAR) system and access will be unavailable from 5:00 PM ET until 11:00 PM ET on Friday, June 21 due to maintenance. We apologize for the inconvenience.


Title: Game Data for the Paint Fever game

Game data collected through the "Paint Fever" game generated at the GRIST Lab for NSF Project 1901721

 
more » « less
Award ID(s):
1901721
NSF-PAR ID:
10470306
Author(s) / Creator(s):
Publisher / Repository:
figshare
Date Published:
Subject(s) / Keyword(s):
["Serious game experience, game approach"]
Format(s):
Medium: X Size: 35037184 Bytes
Size(s):
["35037184 Bytes"]
Location:
https://figshare.com/s/ad7b3730c1d21a66ce57
Sponsoring Org:
National Science Foundation
More Like this
  1. Working in a fast-paced environment can lead to shallow breathing, which can exacerbate stress and anxiety. To address this issue, this study aimed to develop micro-interventions that can promote deep breathing in the presence of stressors. First, we examined two types of breathing guides to help individuals learn deep breathing: providing their breathing rate as a biofeedback signal, and providing a pacing signal to which they can synchronize their breathing. Second, we examined the extent to which these two breathing guides can be integrated into a casual game, to increase enjoyment and skill transfer. We used a 2 × 2 factorial design, with breathing guide (biofeedback vs. pacing) and gaming (game vs. no game) as independent factors. This led to four experimental groups: biofeedback alone, biofeedback integrated into a game, pacing alone, and pacing integrated into a game. In a first experiment, we evaluated the four experimental treatments in a laboratory setting, where 30 healthy participants completed a stressful task before and after performing one of the four treatments (or a control condition) while wearing a chest strap that measured their breathing rate. Two-way ANOVA of breathing rates, with treatment (5 groups) and time (pre-test, post-test) as independent factors shows a significant effect for time [ F (4, 50) = 18.49, p < 0.001, η t i m e 2 = 0 . 27 ] and treatment [ F (4, 50) = 2.54, p = 0.05, η 2 = 0.17], but no interaction effects. Post-hoc t-tests between pre and post-test breathing rates shows statistical significance for the game with biofeedback group [ t (5) = 5.94, p = 0.001, d = 2.68], but not for the other four groups, indicating that only game with biofeedback led to skill transfer at post-test. Further, two-way ANOVA of self-reported enjoyment scores on the four experimental treatments, with breathing guide and game as independent factors, found a main effect for game [ F ( 1 , 20 ) = 24 . 49 , p < 0 . 001 ,   η g a m e 2 = 0 . 55 ], indicating that the game-based interventions were more enjoyable than the non-game interventions. In a second experiment, conducted in an ambulatory setting, 36 healthy participants practiced one of the four experimental treatments as they saw fit over the course of a day. We found that the game-based interventions were practiced more often than the non-game interventions [ t (34) = 1.99, p = 0.027, d = 0.67]. However, we also found that participants in the game-based interventions could only achieve deep breathing 50% of the times, whereas participants in the non-game groups succeeded 85% of the times, which indicated that the former need adequate training time to be effective. Finally, participant feedback indicated that the non-game interventions were better at promoting in-the-moment relaxation, whereas the game-based interventions were more successful at promoting deep breathing during stressful tasks. 
    more » « less
  2. The \emph{p-processor cup game} is a classic and widely studied scheduling problem that captures the setting in which a p-processor machine must assign tasks to processors over time in order to ensure that no individual task ever falls too far behind. The problem is formalized as a multi-round game in which two players, a filler (who assigns work to tasks) and an emptier (who schedules tasks) compete. The emptier's goal is to minimize backlog, which is the maximum amount of outstanding work for any task. Recently, Kuszmaul and Westover (ITCS, 2021) proposed the \emph{variable-processor cup game}, which considers the same problem, except that the amount of resources available to the players (i.e., the number p of processors) fluctuates between rounds of the game. They showed that this seemingly small modification fundamentally changes the dynamics of the game: whereas the optimal backlog in the fixed p-processor game is Θ(logn), independent of p, the optimal backlog in the variable-processor game is Θ(n). The latter result was only known to apply to games with \emph{exponentially many} rounds, however, and it has remained an open question what the optimal tradeoff between time and backlog is for shorter games. This paper establishes a tight trade-off curve between time and backlog in the variable-processor cup game. Importantly, we prove that for a game consisting of t rounds, the optimal backlog is Θ(n) if and only if t≥Ω(n3). Our techniques also allow for us to resolve several other open questions concerning how the variable-processor cup game behaves in beyond-worst-case-analysis settings. 
    more » « less
  3. Abstract Background

    Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment.

    Objectives and Methods

    With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students.

    Results and Conclusions

    The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics.

    Takeaways

    The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support.

     
    more » « less
  4. Motivated by non-local games and quantum coloring problems, we introduce a graph homomorphism game between quantum graphs and classical graphs. This game is naturally cast as a “quantum–classical game,” that is, a non-local game of two players involving quantum questions and classical answers. This game generalizes the graph homomorphism game between classical graphs. We show that winning strategies in the various quantum models for the game is an analog of the notion of non-commutative graph homomorphisms due to Stahlke [IEEE Trans. Inf. Theory 62(1), 554–577 (2016)]. Moreover, we present a game algebra in this context that generalizes the game algebra for graph homomorphisms given by Helton et al. [New York J. Math. 25, 328–361 (2019)]. We also demonstrate explicit quantum colorings of all quantum complete graphs, yielding the surprising fact that the algebra of the four coloring game for a quantum graph is always non-trivial, extending a result of Helton et al. [New York J. Math. 25, 328–361 (2019)].

     
    more » « less
  5. Abstract

    A training method to improve speech hearing in noise has proven elusive, with most methods failing to transfer to untrained tasks. One common approach to identify potentially viable training paradigms is to make use of cross-sectional designs. For instance, the consistent finding that people who chose to avidly engage with action video games as part of their normal life also show enhanced performance on non-game visual tasks has been used as a foundation to test the causal impact of such game play via true experiments (e.g., in more translational designs). However, little work has examined the association between action video game play and untrained auditory tasks, which would speak to the possible utility of using such games to improve speech hearing in noise. To examine this possibility, 80 participants with mixed action video game experience were tested on a visual reaction time task that has reliably shown superior performance in action video game players (AVGPs) compared to non-players (≤ 5 h/week across game categories) and multi-genre video game players (> 5 h/week across game categories). Auditory cognition and perception were tested using auditory reaction time and two speech-in-noise tasks. Performance of AVGPs on the visual task replicated previous positive findings. However, no significant benefit of action video game play was found on the auditory tasks. We suggest that, while AVGPs interact meaningfully with a rich visual environment during play, they may not interact with the games’ auditory environment. These results suggest that far transfer learning during action video game play is modality-specific and that an acoustically relevant auditory environment may be needed to improve auditory probabilistic thinking.

     
    more » « less