DOCSLIB.ORG

Evaluating VR Driving Simulation from a Player Experience Perspective

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Evaluating VR Driving Simulation from a Player Experience Perspective Evaluating VR Driving Simulation from a Player Experience Perspective Marcel Walch Philipp Hock Abstract Ulm University Ulm University The majority of HCI research in the field of automotive in- 89081 Ulm, Germany 89081 Ulm, Germany terfaces and driver-vehicle interaction is conducted utiliz- [email protected] [email protected] ing driving simulators. High-fidelity simulators are expen- sive; in consequence, many researchers use consumer Julian Frommel David Dobbelstein gaming hardware and flat screens as an alternative. In re- Ulm University Ulm University 89081 Ulm, Germany 89081 Ulm, Germany cent years VR devices have become affordable and are [email protected] [email protected] applied already in some driving studies. It has not been shown whether driving simulations can use VR to increase Katja Rogers Michael Weber immersion in low-cost setups. We conducted a pilot study Ulm University Ulm University with 20 participants using a racing game as simulation 89081 Ulm, Germany 89081 Ulm, Germany software. The results of this pilot study indicate that using [email protected] [email protected] a VR headset can potentially dissociate participants to a higher degree from the real world compared to the use of Felix Schüssel flat screens. However, participants felt a higher discomfort Ulm University using the VR HMD. Despite expectations, today’s VR tech- 89081 Ulm, Germany [email protected] nology does not appear to be a generally better choice than flat screens for driving simulator studies. Author Keywords Permission to make digital or hard copies of part or all of this work for personal or Driving simulation; virtual reality; HMD; player experience; classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation simulator sickness; immersion. on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author. Copyright is held by the owner/author(s). ACM Classification Keywords CHI’17 Extended Abstracts, May 06-11, 2017, Denver, CO, USA H.5.2 [Information interfaces and presentation (e.g., HCI)]: ACM 978-1-4503-4656-6/17/05. http://dx.doi.org/10.1145/3027063.3053202 User Interfaces: Evaluation/methodology Introduction to the young age of well-realised VR, a literature search Vehicles and in particular their features like driving modes, yielded no direct comparisons of VR and real-world driving, driver assistance systems and user interfaces are evolving nor of VR and low-cost driving simulators. continuously [23]. In consequence, a lot of user studies are conducted to evaluate new concepts (e.g. [5, 10, 16, 22, In consequence, we investigated whether the use of VR 24]). As a tradeoff, many studies are executed in driving headsets is beneficial regarding simulator sickness and dis- simulators, since studies in real cars are often problematic comfort compared to a flat screen driving simulator setup. due to approvals for road traffic, liability issues, high costs Moreover, we measured presence and immersion as a fac- for test sites or the danger that is posed by early prototypes tor for realism as well as emotion and motivation as mea- to participants or other road users. These issues gain extra sures for the participants’ state. Current low-fidelity VR weight in the domain of highly automated driving. simulations are very specialized custom builds, thus we decided to use a racing game as simulation software that High-fidelity driving simulators, for instance equipped with supports both modes. real car mockups on hexapods, are intended to create a realistic testing environment, however these simulators are Experiment expensive. In consequence, a lot of research is conducted A within-subject study with 20 participants was conducted in low-fidelity driving simulators that use gaming hardware in a low-fidelity driving simulator setup to investigate the and flat screens or projections in front of the driver. effect of a VR and a non-VR display condition on the sub- jective experiences of the participants. Research has shown that the choice of game interface can affect enjoyment, motivation, and even in-game personal- Apparatus ity [1]. Another study showed that the control device in a The study was conducted in a driving simulator that was racing game (i.e. Xbox 360 controller vs. U-shaped speed equipped with a RaceRoom game seat and a Fanatec wheel vs. wireless racing wheel) affected game involve- steering wheel and pedals. The simulation was displayed ment [12]. This and other studies indicate that interface either on three 40 inches screens or via an HTC Vive as naturalness leads to more perceived realism, and together shown in Figure1. The racing game Project Cars [21] was may predict spatial presence and enjoyment [13, 19]. Con- used for the simulation. For both conditions, participants sidering VR as a mediator to driving simulations, it may thus had to drive the same 20.64 km on a winding highway with be able to provide an even more realistic and immersive ex- the same automatic transmission vehicle. The track was perience. Yet there are also indications that familiarity with fenced off so that no other vehicles were present. Partici- controller use can affect flow and enjoyment inversely [8]; pants were instructed to pass the track as fast as possible, thus the novel VR experience might also distract from the but also with as little damage to the vehicle as possible. experience. Comparisons of real-life vs. high-cost simu- lation environments have indicated that study participants In the VR condition, participants wore the HTC Vive with a may drive differently depending on perceived realism [15], field of view (FOV) of 110° and a resolution of 2160 x 1200 which may influence VR studies. However, perhaps due pixels. The participants had an in-cockpit perspective (see Figure2) including a virtual representation of their body. Figure 1: Experimental setup: Participants saw the game [21] Figure 2: In-cockpit perspective (VR condition) of the racing either on the flat screens in front of them (traffic scene and a game [21]: In contrast to the flat screen condition the headset speedometer) or via a VR HMD (see in-cockpit scene in Figure2). displayed the cockpit including a virtual body of the driver. In the flat screen condition, the participants sat in front previous experience with driving, driving simulations and of three flat screens with a combined resolution of 5760 VR, as well as baseline simulator sickness levels and affec- x 1080 pixels and a FOV of approximately 135° depend- tive state. The game seat was then adjusted to the size of ing on the size of the participants. Instead of an in-cockpit the participant, and the driving task and the controls were perspective, we displayed only the driving scene (see Fig- explained. Next, participants had to drive the same track ure1) since it is common in simulator studies due to the in each condition once (HMD or flat panels in counterbal- hardware steering wheel in front of the participants. As a anced order). After each condition, they had to fill in an- compromise we displayed a speedometer on the lower right other questionnaire to assess simulator sickness, affective edge of the central screen, because participants could see state, immersion, presence, and intrinsic motivation. The the speedometer in the instrument cluster in the VR con- session ended with a final questionnaire regarding prefer- dition as shown in Figure2. To keep participants focussed ence and a compensation of 5 Euros. A session lasted for on the driving task and foster the simulation character, no about 50 minutes. other visualizations typically found in racing games (sec- tion times, damage etc.) were displayed. Graphic settings Measures for both conditions were the same and geared to provide The participants’ simulator sickness was assessed with the maximum frame rates. simulator sickness questionnaire (SSQ) [7], while the affec- tive state was measured via the self-assessment manikin Procedure (SAM) [2]. The immersive experience questionnaire (IEQ) [6] Each session started with an introduction to the study, a was used to measure immersion, and the presence ques- consent form, and a questionnaire on demographics and tionnaire (PQ) [25] for presence; finally, the questionnaires 10.0 also included the intrinsic motivation inventory’s (IMI) [11] variate revealed that the baseline SSQ total score signifi- ● interest/enjoyment subscale. cantly influenced the SSQ total score , F (1; 16) = 7:885, 2 ● p = 0:017, partial η = 0:330. Although the VR setup did 7.5 ● Participants elicit higher SSQ scores (M = 29:09, SD = 27:65) com- ● We recruited 20 participants (5 female, 14 male, 1 not re- pared to the flat screen setup (M = 16:41, SD = 14:06), ● 5.0 ported) from the university population through mailing lists when controlling for the SSQ baseline score, the visualisa- and social networks. Two female participants had to be ex- tion method did not have an significant effect on the SSQ 2.5 cluded: one participant interrupted the experiment due to total score, F (1; 16) = 0:652, p > 0:05. General Discomfort General nausea after experiencing the first condition (flat screens) 0.0 and filling in the subsequent questionnaires, the other passed Participants were further asked Please rate your general Flat Screens VR HMD the whole session (VR ! flat screens), but the camera set- discomfort: On a scale of 0 – 10, 0 being how you felt com- tings in the flat screen condition were corrupted (bumper ing in, 10 is that you want to stop, where are you now? af- Figure 3: General Discomfort.
Load more

Recommended publications
  • Use of Computer Simulation Games for Instructional and Recruiting Purposes in Middle School and Jr
    Use of Computer Simulation Games for Instructional and Recruiting Purposes in Middle School and Jr. High Research Experiences for Teachers (RET) 2010 Melissa Miller, Randall Reynolds Science Teacher Lynch Middle School/Math Teacher Gravette Junior High School Abstract The 2010 Summer RET program at the University of Arkansas provided an opportunity for two public school teachers to conduct further research in the area of using computer simulation games for instructional purposes as well as for the recruitment of potential industrial engineering students. Emphasis was placed on how industrial engineering concepts could be explored through the use of a simulation game that would provide a high interest classroom project based upon sound curriculum. The challenge for the project was to refine an academic competition involving a simulation-based video game relating to Industrial Engineering. The project was divided into 2 divisions, one for junior level students in grades 6 – 8 and one for senior level students in grades 9 – 12. Obviously, a major issue was designing the competitions with a proper level of difficulty for both age groups while keeping the subject matter relevant to meaningful engineering concepts and instructional frameworks. The competitions were intended to help students acquire fundamental problem solving capabilities as well as a basic understanding of some tools used in Industrial Engineering and logistics. This project was completed under the leadership of two mentoring professors: Dr. Richard Cassady and Dr. Ed Pohl, who provided guidance and also secured funding necessary to support the implementation of the competition by providing the necessary supplies through the support of Dr.
    [Show full text]
  • A Validation of a Game-Based Assessment for the Measurement of Vocational Interest
    A VALIDATION OF A GAME-BASED ASSESSMENT FOR THE MEASUREMENT OF VOCATIONAL INTEREST A Thesis submitted to the faculty of San Francisco State University In partial fulfillment of the requirements for the Degree Master of Science In Psychology: Industrial/Organizational Psychology by Hope Elizabeth Wear San Francisco, California May 2018 Copyright by Hope Elizabeth Wear 2018 CERTIFICATION OF APPROVAL I certify that I have read A Validation of a Game-Based Assessment for the Measurement of Vocational Interest by Hope Elizabeth Wear, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Science in Psychology: Industrial/Organizational Psychology at San Francisco State University. Chris Wright, Ph.D. Professor A VALIDATION OF A GAME-BASED ASSESSMENT FOR THE MEASUREMENT OF VOCATIONAL INTEREST Hope Elizabeth Wear San Francisco, California 2018 Game-based assessments (GBAs) are a new type of technologically-based assessment tool which allow for traditional selection concepts to be measured from gameplay behaviors (e.g., completing levels by following game rules). GBAs use game elements to create an immersive environment which changes how assessments are traditionally measured but retains the psychometric properties within the game to assess a variety of knowledge, skills and abilities. In this study we examined the validity of a GBA for use as a measure of RIASEC vocational interests from Holland (1985). Participants played the GBA as well as completed traditional measures of RIASEC interests. We compared the scores from participants for congruence across the different measures using a multitrait-multimethod matrix (MTMM).
    [Show full text]
  • Truck Driving Simulator Pc Download
    Truck driving simulator pc download LINK TO DOWNLOAD Scania Truck Driving Simulator is a PC game that gives you the unique opportunity to get behind the wheels of Scania R-series truck. Scania Truck Driving Simulator is a very complete game, with a super-realistic simulation and fantastic graphics. The depth and variety of the game is another strength of Scania Truck Driving Simulator. The game has several game modes Driving license mode. · How to Download and Play Truck Simulator Europe on PC. Download and install BlueStacks on your PC. Complete Google sign-in to access the Play Store, or do it later. Look for Truck Simulator Europe in the search bar at the top right corner. Click to install Truck Simulator Europe from the search results4/5. Download and play the Scania Truck Driving Simulation for free The downloaded game has no time limit on the play time, however access to some of the game areas is limited until activated. Play free to see if you like the game, and to check whether it is compatible with your computer. · Get American Truck Simulator PC download (indir) for PC with crack. This vehicle simulation game is developed by the Czech company SCS Software. To some extent, it is the competitor of the video game sequel to Euro Truck Simulator 2. It was published at the Electronic Entertainment Expo, in 50 rows · · To see the full description of World Truck Driving Simulator, please visit on . euro truck simulator 3 pc game download will serve you with the best possible game base that would be an amazing thing to experience and to get the real life like fun.
    [Show full text]
  • Emergent Behavior in Playerunknown's Battlegrounds by Christopher Aguilar, B.A. a Thesis in Mass Communications Submitted to T
    Emergent Behavior in PlayerUnknown’s Battlegrounds by Christopher Aguilar, B.A. A Thesis In Mass Communications Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Approved Bobby Schweizer, Ph.D. Chair of Committee Glenn Cummins, Ph.D. Megan Condis, Ph.D. Mark Sheridan Dean of the Graduate School August, 2019 Copyright 2019, Christopher Aguilar Texas Tech University, Christopher Aguilar, August 2019 ACKNOWLEDGEMENTS I just want to thank everyone that has been an inspiration for me on this journey to get me to this point of my academic success. To Dr. John Velez, who taught the gaming classes during my undergraduate that got me interested in video game research. For helping me choose which game I wanted to write about and giving me ideas of what kinds of research is possible to write. To Dr. Bobby Schweizer, for taking up the reigns for helping me in my thesis and guiding me through this year to reach this pedestal of where I am today with my work. For giving me inspirational reads such as T.L Taylor, ethnography, helping me with my critical thinking and asking questions about research questions I had not even considered. Without your encouragement and setting expectations for me to reach and to exceed, I would not have pushed myself to make each revision even better than the last. I am grateful to Texas Tech’s teachers for caring for their student’s success. My journey in my master’s program has been full of challenges but I am grateful for the opportunity I had.
    [Show full text]
  • The Military Entertainment Complex
    1 THEATERS OF WAR: THE MILITARY-ENTERTAINMENT COMPLEX Tim Lenoir and Henry Lowood Stanford University War games are simulations combining game, experiment and performance. The U.S. Department of Defense (DoD) has been the primary proponent of war game design since the 1950s. Yet, commercial game designers produced many of the ideas shaping the design of military simulations, both before and after the advent of computer-based games. By the 1980s, the seeds of a deeper collaboration among military, commercial designers, the entertainment industry, and academic researchers in the development of high-end computer simulations for military training had been planted. They built “distributed interactive simulations” (DIS) such as SIMNET that created virtual theaters of war by linking participants interacting with distributed software or hardware simulators in real time. The simulators themselves presented synthetic environments—virtual worlds—by utilizing advances in computer graphics and virtual reality research. With the rapid development of DIS technology during the 1990s, content and compelling story development became increasingly important. The necessity of realistic scenarios and backstory in military simulations led designers to build databases of historical, geographic and physical data, reconsider the role of synthetic agents in their simulations and consult with game design and entertainment talents for the latest word on narrative and performance. Even when this has not been the intention of their designers and sponsors, military simulations have been deeply embedded in commercial forms of entertainment, for example, by providing content and technology deployed in computer and video games. Building on a brief overview of the history of war games, we will sketch the history of military simulations leading to SIMNET in the late 1980s and projects building on this work through the mid-1990s.
    [Show full text]
  • Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education
    International Journal of Geo-Information Article Spationomy Simulation Game—Playful Learning in Spatial Economy Higher Education Vít Pászto 1,2,* , Jiˇrí Pánek 3 , René Glas 4 and Jasper van Vught 4 1 Department of Geoinformatics, Palacký University Olomouc, 17. listopadu 50, 77146 Olomouc, Czech Republic 2 Department of Informatics and Applied Mathematics, Moravian Business College Olomouc, tˇr.Kosmonaut ˚u1, 77900 Olomouc, Czech Republic 3 Department of Development and Environmental Studies, Palacký University Olomouc, 77146 Olomouc, Czech Republic; [email protected] 4 Department of Media and Culture Studies, Utrecht University, Muntstraat 2-2A, 3512 EV Utrecht, The Netherlands; [email protected] (R.G.); [email protected] (J.v.V.) * Correspondence: [email protected] Abstract: Simulation games, as a method of playful learning, have been used for more than 70 years in various disciplines with the economy as a leading application field. Their development has been tied with advances in computer science, and nowadays, hundreds of simulation games exist. However, simulation games are not just useful for encouraging disciplinary knowledge production; they also promise to be effective tools for interdisciplinary collaboration. To further explore these promises, we report on the design and playing of a simulation game on the boundary of geoinformatics and business and economics; an interdisciplinary field we have termed Spationomy. Within this game, students from different disciplinary (and cultural) backgrounds applied their knowledge and skills to tackle interdisciplinary problems. In this paper, we also analyze students’ feedback on the game Citation: Pászto, V.; Pánek, J.; Glas, to complement this aspect. The main goal is to discuss the design process that went into creating R.; van Vught, J.
    [Show full text]
  • Simulation Video Games May Redefine the Balance Between and Among the Right of Publicity, the First Amendment, and Copyright Law
    THIS VERSION DOES NOT CONTAIN PAGE NUMBERS. PLEASE CONSULT THE PRINT OR ONLINE DATABASE VERSIONS FOR PROPER CITATION INFORMATION. ARTICLE NO DOUBT ABOUT IT—YOU’VE GOT TO HAVE HART: SIMULATION VIDEO GAMES MAY REDEFINE THE BALANCE BETWEEN AND AMONG THE RIGHT OF PUBLICITY, THE FIRST AMENDMENT, AND COPYRIGHT LAW * BY JORDAN M. BLANKE ABSTRACT A few recent cases involving simulation video games have highlighted the difficulty of balancing the right of publicity with First Amendment rights. Courts have struggled to develop a definitive test because, among other things, there is significant variation in state right of publicity laws. Courts have experimented with different tests to try to balance the often-competing rights and interests. One of the most popular tests is the “transformative test,” which, fittingly, originates in the copyright doctrine of fair use—a doctrine that itself has a long history of conflict and coexistence with the First Amendment. I examine the history of the right of publicity, and I attempt to apply the various balancing tests in the context of simulation video games. I argue that courts must use a test that, first and foremost, places great weight on First Amendment expression. I also look at the future of efforts to balance competing interests between not only the right of publicity and the First Amendment, but also with copyright law. INTRODUCTION Several recent cases test the boundaries of, and the tensions among, several important rights, specifically, First Amendment freedoms of speech and press, the rights of privacy and publicity, and copyrights. The cases are similar—all involve simulation video games.1 Two of the suits were brought by college * Professor of Computer Information Systems and Law, Stetson School of Business and Economics, Mercer University; J.D., Emory University School of Law; M.S.
    [Show full text]
  • Gaming Practices, Self-Care, and Thriving Under Neoliberalism
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses November 2019 Gaming For Life: Gaming Practices, Self-Care, and Thriving Under Neoliberalism Brian Myers University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Critical and Cultural Studies Commons Recommended Citation Myers, Brian, "Gaming For Life: Gaming Practices, Self-Care, and Thriving Under Neoliberalism" (2019). Doctoral Dissertations. 1801. https://doi.org/10.7275/15065736 https://scholarworks.umass.edu/dissertations_2/1801 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. Gaming For Life: Gaming Practices, Self-Care, and Thriving Under Neoliberalism A Dissertation Presented by BRIAN H. MYERS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of Doctor of Philosophy September 2019 Department of Communication © Copyright by Brian H. Myers 2019 All Rights Reserved Gaming For Life: Gaming Practices, Self-Care, and Thriving Under Neoliberalism A Dissertation Presented By BRIAN H. MYERS Approved as to style and content by: ______________________________________________________________ Emily West, Chair _____________________________________________________________ Lisa Henderson, Member _______________________________________________________________ TreaAndrea Russworm, Member _____________________________________________________________________ Sut Jhally, Department Chair Department of Communication ACKNOWLEDGEMENTS If this project has taught me one thing, it is that the cultural image we have of the individual writer, sitting alone at a desk, spilling out words from his genius is a fiction.
    [Show full text]
  • A Study of Graphical User Interfaces in Video Games
    THE GOOD, THE BAD AND THE UNPLEASANT – A STUDY OF GRAPHICAL USER INTERFACES IN VIDEO GAMES Master of Science Thesis Jyrki Turunen 1 ABSTRACT Tampere University of Technology Master's Degree Programme in Information Technology JYRKI TURUNEN: The Good, The Bad and the unpleasant – A study of graphical user interfaces in video games Master of Science Thesis, 94 pages, 1 appendix page January 2017 Major: User Experience Examiner: Thomas Olsson Keywords: video games, gameplay, user interface design, usability, game design, graphical user interfaces This thesis revolves around user interface design, more specifically graphical user interface design in a particular context, which in this case is video games. It describes what makes this design focus so unique and important, how it differs from “traditional” software interface design and how do you actually make a great user interface for a video game. The thesis aims to analyze existing solutions, examples and guidelines for GUI design and then provide a concrete set of instructions and tips on how any designer can improve, hopefully even drastically, their own game's user interface or at least ensure a basic, acceptable baseline for it. So far I have not come across any paper with a similar topic, so the novelty value here lies in the establishment of basic guidelines for video game UI designers regardless of their speciality. The structure of the thesis starts with a short introduction to the topic and a description of the methodology used in the thesis. It then proceeds to talk about user interface design in general, introducing also the terms of usability and user experience (UX), graphical user interface (GUI) and game design while also providing more than one angle into the design process.
    [Show full text]
  • Virtual Reality
    Virtual reality L. Katz, J. Parker, H. Tyreman & R. Levy Sport Technology Research Laboratory, University of Calgary, Calgary, Canada. Abstract Virtual reality (VR) involves technology and visual art that allows a user to inter- act with a computer-simulated environment. These environments can range from a simulation of an authentic situation to the creation of a wholly imagined world. While most virtual reality environments (VREs) are primarily visual experi- ences (computer screens, large screen displays, multiple screens and stereoscopic displays) new tools are being developed that enhance the visual experience by addressing other sensory modalities (e.g. sound, tactile feedback and smell). VR has been used effectively to train astronauts, pilots, physicians, military person- nel, and now, even athletes. While the cost of creating VRE is the most expensive type of computer development, the entry of game manufacturers into the fi eld is drastically changing the cost of producing and using these environments. This chapter provides an overview of VR and focuses on the most promising develop- ments in VR, especially in the area of sport and exercise. The implications of these innovations for other spheres of activity are also discussed. Keywords: virtual reality, virtual environments, virtual reality environments, simulation, gaming, reaction time 1 Introduction This chapter acquaints the reader with the issues related to virtual reality (VR) in sport and human performance and also highlights the potential of these types of environments to revolutionize the approach to equipping and training athletes and coaches. Extrapolation of the impact of this promising technology to other diverse fi elds is provided. VR has been defi ned previously [1].
    [Show full text]
  • Video Games and Risky Decision Making Kira Bailey Iowa State University
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2012 What would my avatar do? Video games and risky decision making Kira Bailey Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Behavioral Neurobiology Commons, Cognitive Psychology Commons, and the Other Psychology Commons Recommended Citation Bailey, Kira, "What would my avatar do? Video games and risky decision making" (2012). Graduate Theses and Dissertations. 12595. https://lib.dr.iastate.edu/etd/12595 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. What would my avatar do? Video games and risky decision making by Kira Bailey A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Psychology Program of Study Committee: Robert West, Major Professor Craig A. Anderson Terry Childers Alison Morris Bethany Weber Iowa State University Ames, Iowa 2012 Copyright © Kira Bailey, 2012. All rights reserved ii TABLE OF CONTENTS LIST OF FIGURES iii LIST OF TABLES iv ACKNOWLEDGEMENTS v ABSTRACT vi CHAPTER 1. GENERAL INTRODUCTION 1 Video Games 4 Decision Making 15 Overview of the Current Studies 28 CHAPTER 2. STUDY 1 31 Method 35 Results 42 Discussion 54 CHAPTER 3. STUDY 2 61 Method 63 Results 69 Discussion 86 CHAPTER 4.
    [Show full text]
  • Simulation Video Games As Learning Tools: an Examination of Instructor Guided Reflection on Cognitive Outcomes
    Georgia State University ScholarWorks @ Georgia State University Department of Middle-Secondary Education and Middle-Secondary Education and Instructional Instructional Technology (no new uploads as of Technology Dissertations Jan. 2015) Spring 5-7-2011 Simulation Video Games as Learning Tools: An Examination of Instructor Guided Reflection on Cognitive Outcomes Kevin R. Wood Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/msit_diss Part of the Education Commons Recommended Citation Wood, Kevin R., "Simulation Video Games as Learning Tools: An Examination of Instructor Guided Reflection on Cognitive Outcomes." Dissertation, Georgia State University, 2011. https://scholarworks.gsu.edu/msit_diss/77 This Dissertation is brought to you for free and open access by the Department of Middle-Secondary Education and Instructional Technology (no new uploads as of Jan. 2015) at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle-Secondary Education and Instructional Technology Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, SIMULATION VIDEO GAMES AS LEARNING TOOLS: AN EXAMINATION OF INSTRUCTOR GUIDED REFLECTION ON COGNITIVE OUTCOMES, by KEVIN RICHARD WOOD, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs.
    [Show full text]