This project is a new type of game center in the "game paradise" Akihabara, Tokyo. In Japan, anime, cosplay, Game industry and virtual world have developed very mature and attractive, while in the reality society, most people are under great pressure. Those lead to the Otaku culture, refer to people like to stay at home, obsessed with virtual world and avoid the real social activities. Game and game center tend to become negative things in many ways. So in this project I want to add new fun circulations in the building, and create new games which help people have better interaction with spaces, to encourage those "negative""lazy" gamer to go out to look around the real world.

The primary purpose of conducting this research was to establish game assessment guidelines and characteristics for integrating elected characteristics of games into ongoing instructional approaches. The cost of repurposing commercial-off-the-shelf (COTS) games could offer a considerably lower cost alternative than the cost of creating a new instructional game developed for a specific instructional goal. The McNeese Game Assessment Tool (MGAT), created for the assessment of games in this usability study, is currently in a beta stage and was found to have potential for future game assessment. The overall assessment indicated that the tool was effective in analyzing game products for reuse potential and that the five instruments that make up the tool did meet the purpose of the design. However, the study also indicated that the instruments needed recommended modifications and further testing with a larger population group before the tool could be utilized. The assessment process identified in this study was a step forward in the area of game and simulation integration research. This study indicated that more research is needed in the area of instructional design to enhance instructional integration goals for future game, simulation and training applications.

Gamification, the implementation of game elements in a non-game context, is a rapidly growing field of research. One element of gamification that has experienced a rapid growth in popularity is the use of digital badges. Despite widespread adoption in educational settings, there are still gaps in the understanding of their effects on motivation, engagement, learning, and other factors. Furthermore, feedback delivered through badges can include a symbolic reward for successful completion of a task, providing a credential for gaining a skill, or acknowledging mastery of a particular piece of knowledge. This study implemented digital badges in online courses at a large urban two-year college. Badges were used to deliver embedded feedback and analyze the results on motivation, engagement, and learning. An experimental group received badges over the course of a three week module composed of various learning activities targeting course learning outcomes. A control group experienced the same learning activities without receiving the digital badges. Results indicated insignificant differences in perceived motivation, learning gains, and perceived engagement between the two groups. Positive results were observed regarding increased peer-to-peer engagement evidenced by a significant increase in discussion board activity. The increased engagement of peers leads to the subsequent building of a strong learning community. This positive group association can provide a feeling of support which leads to increased effort, persistence, and goal achievement. Potential causes are discussed and suggestions for future research are provided.

Critical making is an approach to scholarship which combines discursive methods with creative practices. The concept has recently gained traction in the digital humanities, where scholars are looking for ways of integrating making into their research in ways that are inclusive and empowering to marginalized populations. This dissertation explores how digital humanists can engage critical making as a form of activism in electronic literature, specifically in the interactive fiction platform Twine. The author analyzes the making process of her own activist Twine game The Deserters and embeds the project within digital humanities discourses on activism and social justice, hypertext, electronic literature, critical making, and hacker culture. The Deserters is a text-based digital game based on the experiences of the author's family as refugees from East Germany. The player's objective in the game is to research a family's history by searching the game-world for authentic documents, including biographical writings, journal entries, photographs, and records, thereby retracing historical events through personal experience. The Deserters aims at inspiring a compassionate and empathetic stance towards immigrants and refugees today. The author reflects on the ethical, narrative, aesthetic, and technical choices she made throughout the creation process of The Deserters to create a critical activist game. The results of the analysis demonstrate that Twine offers a unique environment for composing politically impactful personal narratives. From the project, the author derives best practices for activist critical making, which emphasize the importance for makers to imagine the needs and perspectives of their audience. The work expands digital humanities' theoretical and practical toolkit for critical making.

The prevalence of regular video game use among populations of all ages, genders, geographic locations, and life experiences has grown exponentially in recent years (Entertainment Software Association, 2021). Gaming provides many players with an opportunity to engage in an immersive, engaging, and enjoyable activity that has the power to positively impact many facets of quality of life and well-being (Jones, 2021; Britnell & Goldberg, 2002). Despite monumental strides made in the gaming industry to ensure gaming controllers and software settings are accessible for players with disabilities, many players still face barriers to video game access following the onset of injury, illness, or an existing condition. The relationship between the occupational therapy profession and the prevalence of video game technologies is multifaceted. First, occupational therapists are tasked with adapting tasks or environments to facilitate access and independence in activities that a particular client finds meaningful. Additionally, occupational therapists ground the nature of their work in creating evaluation methods and intervention approaches that leverage a client’s established meaningful occupations in producing functional outcomes through therapeutic exercise and activity (AJOT, 2020). Given the large and growing population of clients who consider gaming a meaningful occupation, this project asserts that occupational therapists have the following responsibilities related to adequately serving the needs of their current and future clients: 1. Acquiring knowledge needed to successfully adapt gaming hardware and gameplay tasks through assistive technologies to facilitate access and independence in gameplay for leisure or social participation purposes 2. Acquiring knowledge needed to successfully embed game-based activities within occupational therapy interventions to ensure treatment sessions remain occupation based, meaningful, and engaging to applicable client populations. Despite these factors, gaming knowledge and adoption among occupational therapists remains relatively low due to a variety of factors discussed in further detail throughout this paper (Hills et al., 2016; Jones, 2021; Levac et al., 2017; Thomson et al., 2016). This project assessed the current body of evidence-based literature related to the therapeutic implications of gaming, the nature of current barriers contributing to low technology adoption rates, and established approaches deemed effective in mitigating these barriers in detail. This large body of data and evidence was used to create the Gaming and Occupational therapy Adoption Training Program (G.O.A.T.). This program leverages a multidimensional approach in providing a comprehensive intervention program for occupational therapists that ultimately seeks to increase the adoption of gaming technologies within the occupational therapy profession.

Game design principles have been discussed and developed since the late 1990's and are still created and discussed today. There have been many efforts to collect, identify, and create these principles, yet no effort has been made to test their implementation. This thesis presents an approach to formally analyzing games with game design principles. We gathered 50 game design principles from textbooks, Internet journals, collection efforts, and academic papers. Informal analysis of all 50 were performed, specifically looking at their ability to apply directly to games itself, as well as how much knowledge of things external were required. Of these 50, 5 were selected and a more in depth analysis was done. For each of these 5 principles we present a specification one would use to model their game, and verify that the game design principle at hand applies. / Thesis / Master of Applied Science (MASc) / We present a formal analysis of many Game Design principles, giving formal models for each.

Royal Blood is a piece of software that confronts the author's childhood traumas and attempts to empower the audience through interactive emergent theater. On the surface Royal Blood is a multiplayer action video-game, however the roots of this game lay in the Psychomagic therapeutic practices that were first established by the cult film director Alejandro Jodorowsky.

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