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[null,"1.","Record Nr.",null,"UNISA996601561203316"]
[null,null,"Autore",null,"Fang Xiaowen"]
[null,null,"Titolo",null,"HCI in Games : 6th International Conference, HCI-Games 2024, Held As Part of the 26th HCI International Conference, HCII 2024, Washington, DC, USA, June 29-July 4, 2024, Proceedings, Part II"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing AG, , 2024"]
[{"$nulls":4},"©2024"]
[null,null,"ISBN",null,"9783031606953"]
[{"$nulls":4},"9783031606946"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (313 pages)"]
[null,null,"Collana",null,"Lecture Notes in Computer Science Series ; ; v.14731"]
[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 2024 Thematic Areas and Affiliated Conferences -- List of Conference Proceedings Volumes Appearing Before the Conference -- Preface -- 6th International Conference on HCI in Games (HCI-Games 2024) -- HCI International 2025 Conference -- Contents - Part II -- Contents - Part I -- Advancing Education Through Serious Games -- LEGO® for Professional Development: A Systematic Literature Review -- 1 Introduction -- 2 Methodology -- 2.1 Research Questions -- 2.2 Conducted Search -- 2.3 Inclusion and Exclusion Criteria -- 3 Results and Discussion -- 3.1 Demographics -- 3.2 How Is LEGO® Being Used in Adult Education for Professional Development? -- 3.3 Which LEGO® Types and Research Settings Have Been Used in Adult Education for Professional Development? -- 3.4 What Are the Identified Benefits of LEGO® in Various Educational Settings for Adults? -- 4 Conclusions, Limitations and Future Work -- References -- Motion-Control Video Games to Train and Assess the Articular Range of Motion in Physical Therapy Sessions -- 1 Introduction -- 2 Related Work -- 3 Video Game Design -- 3.1 Game Mechanics -- 3.2 Motion Controls -- 3.3 Solving the Orientation Problem -- 4 Proof of Concept -- 4.1 Shoulder Joint Training -- 4.2 Elbow Joint Training -- 5 Conclusion and Future Work -- References -- Tommi - A Web-Based Serious Game for Children Incentivizing a Healthy Lifestyle Combined with Environmental Awareness -- 1 Introduction -- 2 Fundamentals for Serious Game "]
[{"$nulls":4},"Development -- 3 Related Work -- 3.1 Serious Games for Children - A Healthy Diet -- 3.2 Impact of Food Production on the Environment -- 4 Implementation -- 4.1 Interview About Regionality and Seasonality -- 4.2 A Game Concept to Teach About Water/Carbon Footprint -- 4.3 Adapting the Serious Content for Children -- 4.4 Building Blocks of the Serious Game Tommi."]
[{"$nulls":4},"4.5 Adapting the Difficulty Level with Eye-Tracking -- 5 Evaluation -- 5.1 User Study Evaluating the Teaching Content -- 5.2 User Study Evaluating the Adjusting Difficulty Settings -- 6 Conclusion and Outlook -- References -- An Interactive Game Design for Children's Bird Watching Based on Flow Experience Theory -- 1 Introduction -- 2 Related Work -- 2.1 Traditional Intervention Methods for Nature Deficit Disorder -- 2.2 Video Games Help Boost Cognitive Development in Children -- 3 Proposed Solution -- 3.1 Build a Bird Watching Game Experience Model -- 3.2 AR Card Collection Promotes Children's Connection with Nature -- 4 Game Development -- 4.1 Visual Design Scene Design -- 4.2 Game Experience Process Design -- 4.3 Technical Realization -- 5 Evaluation and Results -- 5.1 Participant -- 5.2 Usability Evaluation Process -- 5.3 Results (SUS Test Results) -- 6 Conclusion and Future Work -- References -- Empowering Female Founders with AI and Play: Integration of a Large Language Model into a Serious Game with Player-Generated Content -- 1 Introduction -- 2 Approach and Overview -- 2.1 Considerations and Goals -- 2.2 Game Design and Visual Elements -- 2.3 Architecture and LLM Use -- 3 Bias and Discrimination Detection -- 4 Towards Matching Players with Content -- 5 LLM-Based Visual Novel Creation Process -- 5.1 Basic Concepts -- 5.2 Visual Novel Generation Process -- 5.3 Results of the Visual Novel Generation -- 6 Evaluation of LLM-Based Feedback -- 6.1 Approach -- 6.2 Results -- 7 Conclusions and Future Work -- References -- Learning or Entertaining? A Study on the Acceptance of Serious Games in Chinese Museums -- 1 Introduction -- 2 Theorical Background -- 2.1 The Application of Serious Games in the Field of Museums -- 2.2 Technology Acceptance Model (TAM) and Its Adapted Model -- 3 Hypothesis and Research Model."]
[{"$nulls":4},"3.1 Perceived Usefulness (PU) and Perceived Ease of Use (PEU) -- 3.2 Facilitating Conditions (FC) -- 3.3 Perceived Enjoyment (PE) -- 4 Data Collection and Analysis -- 4.1 Data Collection -- 4.2 Data Analysis -- 4.3 Discussion -- 5 Design of Serious Games at the Museum -- 5.1 Experiential Game Models -- 5.2 Game Framework -- 5.3 Game Prototyping -- 6 Conclusion -- References -- The Impact of Alternate Reality Game on the Environmental Cognition for University Freshmen -- 1 Introduction -- 2 Related Work -- 2.1 Environmental Cognition -- 2.2 College Transition -- 2.3 Alternate Reality Games in Transition -- 3 Method -- 3.1 Game Design -- 3.2 Theoretical Framework -- 3.3 Procedure and Participants -- 3.4 Adjustment Categories and Measures -- 4 Results -- 4.1 Campus Familiarity and Exploration -- 4.2 Attitude Towards Challenges and Games -- 4.3 Self-esteem, Social Interaction and Anxiety -- 5 Discussion -- 5.1 Summary -- 5.2 Campus Familiarity -- 5.3 Attitude Changes -- 5.4 Psychological States -- 5.5 Social Attributes -- 6 Conclusion -- References -- Utilizing Party Game Strategies for Language Acquisition: A Novel Approach to Language Learning -- 1 Introduction -- 2 Related Works -- 2.1 Research on Game-Based Learning -- 2.2 Research on Game-Based Language Learning -- 2.3 Language Learning Dimensions -- 2.4 Language Learning Strategies SILL -- 2.5 Social Context Characteristics Model -- 2.6 MDA Game Design Framework -- 3 The MPGBLL Model -- 3.1 Model Basic Components Overview -- 3.2 The Concepts in the MPGBLL Model -- 4 Game Design of GetBack2Work -- 5 Experimental Research "]
[{"$nulls":4},"-- 5.1 Experimental Design -- 5.2 Experimental Process -- 5.3 Learning Session -- 5.4 Experimental Results -- 6 Questionnaire Research -- 7 Discussion and Conclusion -- 7.1 Limitations -- References."]
[{"$nulls":4},"The Challenge of Perception Tower: Fine Art Education Game Design Based on Visual Thinking Strategies -- 1 Introduction -- 2 Related Work -- 2.1 Fine Art Education Game -- 2.2 Visual Thinking -- 3 Method -- 3.1 Concept -- 3.2 Seeing Mechanics -- 3.3 Imagining Mechanics -- 3.4 Drawing -- 3.5 Dynamics and Aesthetics -- 4 Process and Result -- 4.1 Interaction Layer -- 4.2 Presentation Layer -- 4.3 Logic Layer -- 4.4 Data Layer -- 5 Pilot User Study -- 6 Conclusion and Future Work -- References -- Player Experience and Engagement -- The Influence of Game Aesthetics on Game Engagement and Retention in Open-World, Single-Player Games -- 1 Introduction -- 1.1 The Link Between Game Aesthetics and Engagement -- 1.2 The Link Between Game Aesthetics and Retention -- 1.3 The Link Between Engagement and Retention -- 2 Methods -- 2.1 Data Collection -- 2.2 Measures -- 3 Result -- 4 Discussion -- 5 Conclusion -- References -- Which Exergame Is Better for Older Adults? an Exploratory Study on User Perspectives of Virtual Reality, Exercube, and 2D Exergames -- 1 Introduction -- 2 Related Work -- 2.1 Exergaming and Older Adults -- 2.2 Technology Acceptance and Adoption Among Older Adults -- 3 Method -- 3.1 Participants -- 3.2 Exergame Introduction to Participants -- 3.3 Data Collection and Further Exploration -- 4 Ethical Considerations -- 5 Findings -- 5.1 RQ1: Criteria for Platform Selection -- 5.2 RQ2: Platform Preferences and Comparisons -- 6 Discussion -- 6.1 Suggestions and Implications -- 6.2 Limitations and Future Work -- 7 Conclusion -- References -- \"I Hope There Are Beasties in the Next One\": Positivity Through Interaction in Death-Themed Digital Games -- 1 Introduction - Death and Digital Games -- 2 Interacting with Death in Digital Games -- 2.1 Death as Failure State -- 2.2 Death as Core Game Experience -- 3 Death-Themed Games and Coziness."]
[{"$nulls":4},"4 Death-Themed Games and Positivity Through Mechanics -- 4.1 I Am Dead: Interacting with Memory Through Objects -- 4.2 Spiritfarer: Interacting with Characters Through Care -- 4.3 Outer Wilds: Interacting with the Universe Through Curiosity -- 5 Conclusion -- References -- Prototyping a Virtual Reality Therapeutic Video Game to Support the Social Reinsertion of Burned Children -- 1 Introduction -- 2 Related Work -- 3 Video Game Design -- 4 Proof of Concept -- 4.1 Focus Group with Domain Experts -- 4.2 Formative User Study -- 5 Conclusion and Future Work -- References -- How StarCraft II Players Cope with Toxicity: Insights from Player Interviews -- 1 Introduction -- 2 Background -- 2.1 Theoretical Perspective: The Coping Theory of Lazarus and Folkman -- 2.2 Previous Research on Coping with Toxicity in Multiplayer Online Games -- 2.3 Study Context: The RTS Game StarCraft II -- 3 Materials and Methods -- 3.1 Data Collection -- 3.2 Analysis -- 4 Findings -- 4.1 Reciprocal Reactance -- 4.2 Psychological Maneuvering -- 4.3 Social Silencing -- 4.4 Functional Detachment -- 4.5 Affective Detachment -- 4.6 Interpersonal Bargaining -- 4.7 Crisis Signaling -- 4.8 Eroding Trust -- 5 Discussion -- 5.1 Key Findings -- 5.2 Theoretical and Practical Contributions -- 5.3 Limitations and Future Work -- 6 Conclusion -- References -- Human Use of Vintage Beings: How to Harness the Shock of the Old -- 1 Introduction -- 2 Current Art Worlds and Terms of Importance in TTRPGs -- 3 Background -- 3.1 Early Enthusiast Computing &amp -- the Shift from the Parlor to an Industry -- 3.2 Early Role-Playing Games -- 3.3 Early Video Games -- 3.4 Computer-Science Education or Computing Education Research -- 4 Data -- 4.1 Targeted Recruitment -- 4.2 "]
[{"$nulls":4},"Method -- 4.3 Instrument -- 5 Analysis -- 5.1 Respondent Backgrounds -- 5.2 Gaming Identity -- 5.3 Affiliations and Scene Participation."]
[{"$nulls":4},"5.4 Actual Play."]