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      Exploring Enforced Collaborative Agreement in Gaming with Young People


      Electronic Visualisation and the Arts (EVA 2017) (EVA)

      Electronic Visualisation and the Arts

      11 – 13 July 2017

      Collaboration, Enforced Collaborative Agreement, Interaction Design, Co-location, Children

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          This paper explores the concept of Enforced Collaborative Agreement (ECA) whereby players in a digital game must synchronously ‘agree’ on their controller inputs in order to interact. The focus of this paper is on the collaborative strategies young people (aged 14-16 years) adopted to reach decisions and control during gameplay. A two player collocated game supporting three different interaction methods has been studied. Video analysis of gameplay, along with post-gameplay interviews, surveys and gameplay interaction logs were used to gain insights into player behavior. The key contributions of the paper are an understanding of six key strategies players adopted to reach agreement within an ECA game, a set of more general issues related to the ECA gameplay, and an exploration of the impact of different interaction methods on gameplay experience. The work highlights the potential benefits of ECA in alleviating the often solitary nature of children’s computer use.

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          Most cited references 28

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          The Construction of Shared Knowledge in Collaborative Problem Solving

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            Blazing angels or resident evil? Can violent video games be a force for good?

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              Video games: a route to large-scale STEM education?

              Video games have enormous mass appeal, reaching audiences in the hundreds of thousands to millions. They also embed many pedagogical practices known to be effective in other environments. This article reviews the sparse but encouraging data on learning outcomes for video games in science, technology, engineering, and math (STEM) disciplines, then reviews the infrastructural obstacles to wider adoption of this new medium.

                Author and article information

                July 2017
                July 2017
                : 1-10
                University of Central Lancashire

                Preston, UK
                © Fitton et al. Published by BCS Learning and Development. Proceedings of British HCI 2017 – Digital Make-Believe, Sunderland, UK.

                This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Electronic Visualisation and the Arts (EVA 2017)
                London, UK
                11 – 13 July 2017
                Electronic Workshops in Computing (eWiC)
                Electronic Visualisation and the Arts
                Product Information: 1477-9358BCS Learning & Development
                Self URI (journal page): https://ewic.bcs.org/
                Electronic Workshops in Computing


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