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Tech Report kmi-04-23 Abstract


Designing Multiplayer Games to Facilitate Emergent Social Behaviours Online
Techreport ID: kmi-04-23
Date: 2004
Author(s): Yanna Vogiazou and Marc Eisenstadt
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This paper discusses an exploratory case study of the design of games that facilitate spontaneous social interaction and group behaviours among distributed individuals, based largely on symbolic presence state changes. We present the principles guiding the design of our game environment: presence as a symbolic phenomenon, the importance of good visualization and the potential for spontaneous self-organization among groups of people. Our game environment, comprising a family of multiplayer bumper-car style games, is described, followed by a discussion of lessons learned from observing users of the environment. Finally, we reconsider and extend our design principles in light of our observations.

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Submitted to: ITSE - International Journal of Interactive Technology and Smart Education, Special Issue on 'Social Learning through Gaming'
 
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.