Tactical Agent Personality

Tan, Chek Tien; Cheng, Harry H.

doi:10.1155/2011/107160

“…As we discovered here, only significant relationships between Red and achievement within the game were found, and no significant links were observed between Red and social interaction or casual playing such as making friends, joining guilds, and pet or house system. Content personalization and system customization based on a user's personality factors have long been interests of the game development [21]. This finding has important implication for game design, since it provides valuable information for game designers to understand and meet the need of target users as accurately as possible.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Player’s Value Systems and Their In-Game Behavior in a Massively Multiplayer Online Role-Playing Game

Wang

¹

,

Yu

²

2017

International Journal of Computer Games Technology

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This study examines the relationship between player's value systems and their actions in playing a massively multiplayer online role-playing game. Online survey data from 1,577 players were paired with their behavioral metrics within the game. A number of correlations were found between the scores of value system and the in-game metrics. Participants that scored high on the Red value system tend to spend more real money in the game, level up their character and ability as quickly as possible, and seek other achievements in the forms offered by game world. These characteristics for fun, power, and immediate gratification are also predicted by the Red value system. The finding provides valuable information on how to better design, evaluate, and understand enjoyment in games. The results also show the possibility of using the game as a platform in inferring players' value systems and in training people to develop certain skills.

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GISS and GISP Facilitate Higher Education and Cooperative Learning Design

Ahamer

¹

2014

Handbook of Research on Transnational Higher Education

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International cooperation in higher education management has successfully expanded on Geographic Information Science and Systems (here named GISS, for the “space of places”), which facilitates the exchange of worldviews among learners. On a general level, after clarification of the notions of “design,” “pedagogy,” “GIS,” and “path dependency,” the potential for self-organized Web-supported learning is explored. Global socio-economic trends in land-use, energy, and economy (i.e., collective evolutionary learning) serve to provide lessons for individual learning procedures. Path dependency is a concept used both in economics and education management. This chapter suggests using a collaborative, dialogic learning structure that allows learners to act on several layers of reality simultaneously: the cognitive, discoursive, social, interactive, and integrative. Strategies for graphic notation of social procedures within “social spaces” are suggested. Graphical Information on Social Procedures (here named GISP, for the “space of flows”) should facilitate the design of online courses and blended learning courses because it allows for analyzing the interplay of different horizons and layers of human interaction. To sum up, this chapter uses several analogies from global socio-economic trends in order to describe the highly complex challenges and opportunities for auto-adaptive online pedagogy and the design of higher education that leads towards the dynamic self-responsibility of learners.

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GISS and GISP Facilitate Higher Education and Cooperative Learning Design

Ahamer

¹

2016

Geospatial Research

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International cooperation in higher education management has successfully expanded on Geographic Information Science and Systems (here named GISS, for the “space of places”), which facilitates the exchange of worldviews among learners. On a general level, after clarification of the notions of “design,” “pedagogy,” “GIS,” and “path dependency,” the potential for self-organized Web-supported learning is explored. Global socio-economic trends in land-use, energy, and economy (i.e., collective evolutionary learning) serve to provide lessons for individual learning procedures. Path dependency is a concept used both in economics and education management. This chapter suggests using a collaborative, dialogic learning structure that allows learners to act on several layers of reality simultaneously: the cognitive, discoursive, social, interactive, and integrative. Strategies for graphic notation of social procedures within “social spaces” are suggested. Graphical Information on Social Procedures (here named GISP, for the “space of flows”) should facilitate the design of online courses and blended learning courses because it allows for analyzing the interplay of different horizons and layers of human interaction. To sum up, this chapter uses several analogies from global socio-economic trends in order to describe the highly complex challenges and opportunities for auto-adaptive online pedagogy and the design of higher education that leads towards the dynamic self-responsibility of learners.

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Tactical Agent Personality

Cited by 5 publications

References 8 publications

The Relationship between Player’s Value Systems and Their In-Game Behavior in a Massively Multiplayer Online Role-Playing Game

The Relationship between Player’s Value Systems and Their In-Game Behavior in a Massively Multiplayer Online Role-Playing Game

GISS and GISP Facilitate Higher Education and Cooperative Learning Design

GISS and GISP Facilitate Higher Education and Cooperative Learning Design

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