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Tech Report kmi-03-13 Abstract


Presence Based Play Towards a Design for Large Group Social Interaction
Techreport ID: kmi-03-13
Date: 2003
Author(s): Yanna Vogiazou and Marc Eisenstadt
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This poster addresses the fundamental research questions that guide our first steps in the design of innovative playful activities for large numbers of people, based primarily on their mere presence. Our research framework draws upon the areas of multiplayer games, instant messaging, social psychology and group behaviour. We introduce the concept of 'presence based play' to describe the way social interaction based on the simultaneous presence of many people can be enhanced as a meaningful and engaging experience in the networked world. Our design approach to 'presence based' multiplayer games is illustrated with a prototype which we developed to use as a testbed for a series of experiments.

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Appeared in: Proceedings of the First International Conference on Appliance Design (1AD), 6-8 May 2003, Bristol, UK.
 
KMi Publications Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.