{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":22,"n_cols":5,"rows_kept":22,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[4,2,4,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[10,2,10,3],[11,2,11,3],[13,2,13,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNISA996464397503316"]
[null,null,"Titolo",null,"HCI in games : serious and immersive games : third international conference, HCI-games 2021, held as part of the 23rd HCI international conference, HCII 2021, virtual event, July 24-29, 2021, proceedings, part II / / Xiaowen Fang, editor"]
[null,null,"Pubbl/distr/stampa",null,"Cham, Switzerland : , : Springer, , [2021]"]
[{"$nulls":4},"©2021"]
[null,null,"ISBN",null,"3-030-77414-7"]
[null,null,"Descrizione fisica",null,"1 online resource (414 pages)"]
[null,null,"Collana",null,"Lecture Notes in Computer Science ; ; 12790"]
[null,null,"Disciplina",null,"794.8"]
[null,null,"Soggetti",null,"Computer games"]
[{"$nulls":4},"Human-computer interaction"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Intro -- Foreword -- HCI International 2021 Thematic Areas and Affiliated Conferences -- Contents - Part II -- Contents - Part I -- Serious Games -- Mindful Gaming: User Experiences with Headspace and Walden, a Game -- 1 Introduction and Related Literature -- 1.1 Headspace and the Gamification of Mindfulness -- 1.2 Walden and Traditions of Mindful Play -- 1.3 Qualitative Studies on User Experiences and Why They Matter for Studying Mindfulness -- 1.4 Research Questions and Scope of This Study -- 2 Theoretical Framework -- 3 Method: Phenomenological Case Study -- 4 Findings -- 4.1 Mindfulness as Contemplative Self-reflection -- 4.2 Mindfulness as a Long-Term Process -- 4.3 Mindfulness as a Byproduct of Play, and a Third-Order Design Problem -- 4.4 Mindfulness as a Tension Between Exploring vs. Completing Objectives -- 5 Practical Applications of this Research for Iterative, Playcentric Design of Mindfulness Software -- 6 Limitations and Suggestions for Future Research -- 7 Conclusions and Suggestions for How to Develop Mindfulness Software -- References -- Gamification of ERP Training in Local Governments -- 1 Introduction -- 2 Literature Review -- 2.1 Gamification Features -- 2.2 Extrinsic Motivation -- 2.3 Intrinsic Motivation -- 2.4 Retention of Information -- 2.5 The Effectiveness of Traditional ERP Training -- 2.6 Experience of Local Governments in Training for New Technology -- 2.7 Gamification Application in the Enterprise Environment -- 2.8 "]
[{"$nulls":4},"Gamification Models in Education -- 3 Case Study -- 4 Proposed Research Model -- 5 Conclusion -- Appendix: Proposed Sample of the Gamification Training in One Local Government -- References -- Orpheus: A Voice-Controlled Game to Train Pitch Matching -- 1 Introduction -- 2 Related Works -- 2.1 Basic Concepts in Pitch Matching -- 2.2 Serious Games for Pitch Matching -- 3 Design and Implementation."]
[{"$nulls":4},"3.1 Game Design -- 3.2 Prototype Implementation -- 4 Pilot Case Study -- 5 Conclusion -- References -- Influence of a Video Game on Children's Attention to Food: Should Games Be Served with a Character During Mealtime? -- 1 Introduction -- 2 Background -- 2.1 Related Work -- 2.2 Literature Review -- 3 Design Concepts -- 3.1 Theoretical Basis -- 3.2 Feedback Design -- 3.3 Character Design -- 4 Materials and Methods -- 4.1 Materials -- 4.2 Pre-survey -- 4.3 Procedure -- 5 Results -- 6 Conclusion and Discussion -- References -- Ludus Magnus - A Serious Game for Learning the Latin Language -- 1 Introduction -- 2 Related Work -- 3 Concept of Ludus Magnus -- 4 Story of Ludus Magnus -- 5 Important Gameplay Mechanics -- 5.1 Game Engine -- 5.2 Quest System -- 5.3 Interactive Objects -- 5.4 Equipment System -- 5.5 Combat System -- 5.6 Vocabulary Trainer -- 5.7 Grammar Exercises -- 5.8 Level Design -- 6 Future Work -- 6.1 Future Game Content -- 6.2 Future Evaluation -- 7 Conclusion -- References -- PLAY for LEARNING: Serious Games to Assist Learning of Basic Didactic Concepts: A Pilot Study -- 1 Introduction -- 2 Background -- 3 Research Methodology -- 4 Solution Design Proposal -- 4.1 Interfaces and Interaction Design -- 4.2 Design Implementation -- 4.3 Preliminary Assessment -- 4.4 Results and Discussion -- 5 Conclusion and Future Work -- References -- Improve Students' Learning Experience in General Chemistry Laboratory Courses -- 1 Introduction -- 2 Literature Review of VR Applications -- 2.1 Virtual Reality -- 2.2 Laboratory Education Methods -- 2.3 VR in Higher Education -- 3 Chemistry Lab and Proposed Design with VR Technology -- 3.1 Current Solution -- 3.2 Concerns of Current Solutions -- 3.3 Expectations of Future Systems -- 3.4 Possible Solutions -- 3.5 Proposed Study -- 4 Conclusions -- References."]
[{"$nulls":4},"A Study on Serious Game Practice to Improve Children's Global Competence -- 1 Introduction -- 1.1 Literature Review -- 2 Method -- 2.1 Design Concept -- 2.2 The Snake Battle -- 2.3 You Say One, I Say Two -- 2.4 First Meet -- 2.5 Animals Go Home -- 3 Results -- 4 Discussion -- 5 Limitation -- References -- JomGames: Creating a Motivating Learning Environment -- 1 The Behavioural Effects of Games on Students -- 2 Legacy and Related Works of Game Learning and Gamification -- 3 Methodology -- 4 Results and Findings -- 5 Conclusion, Limitation, and Future Work -- References -- Multicraft: A Multimodal Interface for Supporting and Studying Learning in Minecraft -- 1 Introduction -- 2 Prior Literature -- 2.1 Autcraft -- 2.2 Ability Based Design -- 2.3 Multimodal Learning Analytics -- 2.4 Spatial Reasoning Skills -- 2.5 Summary -- 3 Multicraft -- 3.1 Design Principles -- 3.2 System Technical Architecture -- 4 Part 1: User Experiences with Multicraft -- 4.1 Overview -- 4.2 Participants -- 4.3 User Testing Tasks -- 4.4 Data Collection -- 4.5 Data Analysis -- 4.6 Observations and Findings -- 5 Part 2: Multimodal Analyses of Minecraft Gameplay -- 5.1 Overview -- 5.2 Participants -- 5.3 User Testing Tasks -- 5.4 Data Collection -- 5.5 Data Analysis -- 5.6 Observations and Findings -- 6 Discussion -- 7 Limitations -- 8 Conclusion -- References -- Gamification and Learning -- Understanding the Impact on Learners' Reading Performance and Behaviour of Matching E-Learning Material to Dyslexia Type and "]
[{"$nulls":4},"Reading Skill Level -- 1 Introduction -- 2 Background -- 2.1 Dyslexia in Arabic -- 2.2 Adaptation in the E-Learning Domain -- 2.3 Related Work -- 3 Experiment 1: Dyslexia Type Adaptivity -- 3.1 Data Collection -- 3.2 DysTypeTrain System -- 3.3 Method -- 3.4 Participants -- 3.5 Findings -- 4 Experiment 2: Reading Skill Level Adaptivity."]
[{"$nulls":4},"4.1 Experiment's Questions and Hypotheses -- 4.2 Measurements and Data Collection -- 4.3 DysSkillTrain System -- 4.4 Method -- 4.5 Participants -- 4.6 Results -- 5 Discussion -- 6 Conclusion and Future Work -- References -- Scaffolding Executive Function in Game-Based Learning to Improve Productive Persistence and Computational Thinking in Neurodiverse Learners -- 1 Computational Thinking (CT) -- 1.1 Engaging Neurodiverse Learners in CT Through Games -- 2 Productive Persistence -- 3 Executive Function -- 3.1 Designing Supports for Neurodiverse Learners in CT through Games -- 4 Overview of INFACT -- 4.1 Example 1: NumberFactory -- 4.2 Example 2: Zoombinis -- 5 Discussion -- 6 Conclusion -- References -- A Framework of Gamified Learning Design Targeting Behavior Change and Design of a Gamificated Time Management Training Manual -- 1 Introduction -- 2 Behavior Change Model -- 2.1 TTM and SNAP Model -- 3 Design -- 3.1 Background of Design -- 3.2 Content of Design -- 3.3 Gamification of Design -- 4 Application -- 4.1 Environment -- 4.2 Application of the Manual -- 4.3 Discussion -- 5 Experiment -- 5.1 Questions and Hypothesis -- 5.2 Method -- 5.3 Results -- 5.4 Discussion -- 6 Conclusion -- References -- Can Games and Gamification Improve Online Learners' Outcomes and Satisfaction on the Madrasati Platform in Saudi Arabia? -- 1 Introduction -- 2 Background -- 2.1 Games and Gamification Elements -- 3 The Madrasati Platform -- 3.1 Teachers and the Madrasati Platform -- 3.2 The Effect on Learners of Integrating Games and Gamification into Learning -- 4 Discussion -- 5 Conclusion -- References -- Methodological Considerations for Understanding Students' Problem Solving Processes and Affective Trajectories During Game-Based Learning: A Data Fusion Approach -- 1 Introduction -- 2 Research Context and Purpose -- 2.1 Data Sources and Participants."]
[{"$nulls":4},"3 Approaches to Multimodal Data Collection and Analysis -- 3.1 Emotion from Facial Expression -- 3.2 Emotion from Gameplay Sequence -- 3.3 Multimodal Data Fusion Between Facial Expression and Gameplay Data -- 4 Multimodal Data Fusion of Zoombinis Gameplay Data -- 4.1 Data Wrangling Procedure -- 4.2 Modeling Students' Problem Solving Process with Hidden Markov Models -- 5 Discussion and Implications -- References -- Using Eye Tracking for Research on Learning and Computational Thinking -- 1 Introduction -- 2 Theoretical Constructs and Perspectives -- 2.1 Eye-Mind Assumption (EMA) and Visual Attention -- 2.2 Engagement -- 2.3 Inferring Cognitive Processes, States, and Traits via Eye Tracking -- 2.4 Cognitive Load and Effort -- 3 Prior Eye-Tracking Reviews -- 3.1 Summary -- 4 A Survey and Evaluation of Existing Eye-Tracking Technologies -- 4.1 Introduction -- 4.2 Evaluation of Freeware Eye-Trackers -- 5 Conclusion and Implication -- References -- Evaluating the Use of Visual Prompts in Online Meeting Applications for Kindergarteners -- 1 Introduction -- 2 Literature Review -- 3 Methods -- 3.1 Participants -- 3.2 Equipment -- 3.3 Tasks -- 3.4 Procedures -- 3.5 Design Implementation -- 3.6 Evaluation -- 4 Results -- 4.1 Accuracy Rate -- 4.2 Completion Time -- 4.3 Optimum Visual Prompt -- 5 Discussion -- 6 Conclusion -- References -- Gamification Design Predicaments for E-learning -- 1 Introduction -- 2 Related Work -- 3 Game Theory: Background -- 4 Gamification Design "]
[{"$nulls":4},"Predicaments -- 5 Discussion -- 6 Conclusion -- References -- Game Design, Creativity and e-Learning: The Challenges of Beginner Level Immersive Language Learning Games -- 1 Introduction: Remote Learning for Language Acquisition -- 2 Games as Learning Facilitators -- 3 Case Study: Portuguese as Foreign Language Course -- 3.1 Research Methods."]
[{"$nulls":4},"3.2 First Results and Discussion: Challenges and Opportunities."]