Learning the game: Breakdowns, breakthroughs and player strategies

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Learning the game: Breakdowns, breakthroughs and player strategies

Iacovides, I; Cox, AL; Knoll, T; (2014) Learning the game: Breakdowns, breakthroughs and player strategies. In: Jones, M and Palanque, P and Schmidt, A and Grossman, T, (eds.) Proceedings of the Extended Abstracts of the 32nd Annual ACM Conference on Human Factors in Computing Systems - CHI EA '14, ACM, Toronto, Canada. (pp. 2215 - 2220). ACM: New York, NY, USA. Green open access

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Abstract

Digital games are rich learning environments that require players to engage with challenging situations in order to progress. Recent research indicates that gameplay involves overcoming breakdowns and achieving breakthroughs in relation to player action, understanding and involvement. In particular, breakthroughs involve moments of insight where learning occurs which, in turn, can help increase involvement. However, little is known about how players actually achieve breakthroughs. We applied the breakdown/breakthrough "lens" to explore how players attempt to achieve breakthroughs in relation to two single player games. We identified a finite number of strategies that illustrate how players learn in games. These strategies are considered in relation to producing playable and engaging games.

Type:	Proceedings paper
Title:	Learning the game: Breakdowns, breakthroughs and player strategies
Event:	CHI 2014: 32nd Annual ACM Conference on Human Factors in Computing Systems: One of a CHInd
ISBN-13:	9781450324748
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1145/2559206.2581304
Publisher version:	http://dx.doi.org/10.1145/2559206.2581304
Language:	English
Additional information:	Permission to make digital or hard copies of part or all of this work for personal or 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 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).
UCL classification:	UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > UCL Interaction Centre
URI:	https://discovery.ucl.ac.uk/id/eprint/1428460