Methods (group)

KRISTA:

Working out the lymph node environment and character interactions from a game manual perspective. I will be taking Advanced New Media classes on Fridays to become better acquainted with designing interactive applications, basic programming language, and hosting documents on the web.

Mid term goals: Create a storyboard for the game manual. This will include visual images, text, and an idea of the flow of the end product.

End of term goals: Create an interactive game manual. This will include visual images, 2D animations, and text. Write a paper that addresses one of my research questions (see individual proposal), or discusses a major challenge I faced in design and production.

Long term goals (after April): Interface the interactive game manual with a 3D game environment (lymph node city). Training for this may include completing Unity tutorials, and learning to render using Autodesk Maya.

GEOFF:

To design and create 3D characters to interact and function within a biological 3D environment. I will be learning Maya through my offered courses. I will explore character rigging and interaction mechanisms in depth.

(A resource, out of many of possibilities, to consider is "Maya 2008 character Modeling & Animation: Principle and Practices". In the table of contents, they break down character rigging into the following chapter topics: basic rigging and modeling, path animation and dynamics, biped character modeling, biped character rigging, motion animation. Each of these chapters include tutorials. Please see below how I intend to use this resource.)

First 6 weeks: I will be supplementing what I learn in my Maya class by following tutorials on how to model and rig a simple model. The complexity of this model (small number of joints versus full human character) will be discussed and determined.

Mid-term goals: Create a set of character designs for the game. This will include conceptual sketches of the characters, their motions, appearances and morphology. Currently, the intention is to create three archetypes of role-playing games: melee, long rang, support. (Also, provided I have time, in writing or in sketches I hope to address how they may potential interact with their surroundings, weapons, other characters.) I intend to be familiar enough with Maya to begin studying biped character modeling.

Last 6 weeks: I will again be supplementing my Maya skills with tutorials on biped modeling and rigging. Emotion and behavioural styles will not be emphasized in the scope of this course.

End-of-term goals: To animate a basic walk cycle with simple motions of one of the characters designed for midterm. The character will be driven by basic keys to move in a simple 3D environment. Paper addressing research questions posed in proposal.

Long-term goals (after April): Details to movement such as bounce, emotion. To create more realistic walk-cycle for presentation. Have the character interact properly with envisioned 3D lymph node environment.

WENSI

Method:

Design and model/render the lymph node environment.

For the designing part of my project, these are the books that I will use:

1. Luke Ahearn “ 3D game environments: create professional 3D game worlds” 2008 (Main textbook)

2. Ernest Adams “Fundamentals of Game Design, 2nd Ed” 2009, Chapter 4: Game Words ( Elective reference)

3.David MaCrthy, Ste Curran, Simon Byron “The art of producing games” 2005. (Elective reference)

For modeling/rendering part of my project, I will learn to model the lymph node world in Maya Course MSc2016H, also I will use these following books:

1. Michael Ingrassia “Maya for Games: Modeling and Texturing Techniques with Maya and Mudbox” 2008 (Main textbook)

2. Luke Ahearn “ 3D Game Taxtures: Create Professional Game Art Using Photoshop” 2009 (Elective reference)

3. Lightmapping in Maya: (Elective reference)

http://unity3d.com/support/resources/tutorials/lightmapping-in-maya

4. Building Scene: (Elective reference)

http://unity3d.com/support/documentation/Manual/Building%20Scenes.html

First 6 weeks: I will focus on studying how to design the game world from the textbook. Meanwhile, I will learn to model 3D game world through Maya Course MSc2016H

Mid-term goal: To create the basic sketch of the map of whole lymph node world. To complete several comprehensive sketches for various individual parts of the map.

Last 6 weeks: To further gain Maya modeling skill for creating the game world and to learn texture techniques. To start bringing objects from Maya to Unity, and to organize the game’s environment.

End of term goal: Base on the comprehensive sketches, I will finish modeling and start to apply texture on the parts of the game world that has been sketched in detail in the first 6 weeks. In addition, I will bring those objects from Maya and finish setting up a small part of the 3D environment that allows characters to move around.

Long term goal: To design other parts of the lymph node world, to create comprehensive sketches for those parts, and then to eventually build up the whole 3D lymph node game world.

Objectives (group)

Long-term goals:

To create a game that allows players to explore body tissues from a microscopic vantage point. The characters in this game may include lymphocytes, leukocytes, cancer cells, parasites, RBCs, or imagined ones (such as a nanomachine, or a shrunken human).

This game will have different challenges to overcome in different parts of the body, and may include: a racing or obstacle course through circulatory vessels, scavenger hunts (perhaps to collect the correct antigens, to then present to T and B cells and initiate immune responses), commanding an army of cells to: 1. eliminate pathogens in an acute inflammatory reaction, 2. clear up the resultant necrotic and cell debris, 3. regenerate and rebuild the area (this outcome may include permanent scar tissue, or complete regeneration, depending on how much damage was done), fight individual battles (against microorganisms, mutated cells, self-reacting immune cells i.e. in autoimmune diseases), finding and delivering toxins to the liver to be metabolized (this challenge could be time-senstive, so that if a player is too slow the body is poisoned), rectifying a peptic ulcer (this may involve: 1. fixing underlying causes: increasing mucous production, epithelial cell populations, clearing away h. pylori, decreasing HCl and pepsinogen secretions, and 2. repairing the areas), altering the metabolism occurring in the liver depending on blood glucose levels and nutrients available (i.e. perform gluconeogenesis when there isn't glycogen or glucose available), altering metabolic pathways in muscle cells depending on the oxygen demand or energy needs.

There are many possible plots, body areas, and challenges to elaborate on.

The target audience of this game will be high school students, and university students. Background or short tutorials will be given for every challenge, so that scientific concepts (that may be beyond those taught in high school) will not alienate the intended audience.

Short-term goals:

Create pre-production documents (storyboards, plot and character descriptions, game manual), an interactive application to present the game manual, and initial attempts at 3D rendered and rigged characters.

After April, these components will be unified and placed into a 3D lymph node environment; the character(s) should be able to navigate this environment, and the encyclopaedia should be accessible through game menus, or by clicking on objects in the 3D environment.

Literature review (group)

ENTERTAINMENT AND EDUCATION

Perhaps one of the biggest roadblocks in a student's learning process is maintaining the focus, attention, and interest needed to absorb a large quantity, or challenging quality, of information. Given that one definition of entertainment is: 'an activity that is diverting and that holds attention', it is tempting to propose that incorporating entertainment into education will improve learning outcomes, by increasing attention and motivation (Malouf, 1988).

Recent decades have witnessed technological advances that are reshaping entertainment; one particularly 'addictive' example is the gaming industry (Hsu, et al, 2009; Qiang, 2008). Psychological theories that may help explain why video games command attention include Malone and Lepper's (1987) intrinsic motivators; games may tap into seven of these motivators: challenge, curiosity, fantasy, control, competition, cooperation, and recognition. From Maslow's proposed hierarchy of needs, games may satisfy six: aesthetic, social, esteem, cognitive, self-actualization, and transcendence (Maslow, 1968). Achieving self-actualization through higher levels of learning is important to psychological well-being (Goldman and Kernis, 2002).

Given this consensus that social interaction is closely related to both motivation and psychological need, it is not surprising that social cues and social influence dynamics are important in learning (Meltzoff, et al 2009). Children learn and alter mental models by collaborating with peers, and reading social cues from teachers. Evidence is mounting that people can form social bonds with even rudimentary computer characters, and these characters may elicit personable responses by adopting anthropomorphic qualities (Fogg, et al, 2008). They may do this visually, emotionally, with sounds and voices, by taking on animate roles such as a mentor, companion, or competitor, or by performing social acts like apologizing, introducing themselves, thanking or taking turns.

Another educational advantage that games may offer is their ability to simulate environments, and cause and effect relationships, without limitations present in real-world environments like safety, time and distance (Hay et al). This combination of visual, spatial and auditory information that a player can manipulate may affect all three modalities of working memory: visuo-spatial, phonological, and central executive (Baddely, 1992). In experiments using stationary bikes, subjects that exercised with a virtually-simulated, passing environment exercised longer without perceiving any change in effort (Van Veen et al, 1998). This suggests that environmental simulations may not only affect the perception of time, but also behaviour and achievement.

Current pedagogical models are beginning to shift from a more traditional, classroom-based approach, to ones which acknowledge that a large fraction of a student's learning happens outside of school. Koschmann et al (1996) suggest that the current education system tends to over-simplify complex concepts, and that many graduated students have poor recall, are unaware when they have gaps in their recall, and can not put their knowledge into practise. They also propose that computers will be helpful in rectifying this by mediating collaborative, problem-based learning.

The constructivist learning theory posits that experiences drive learning, and much work has been done on how to incorporate this principle into education. Constructivist learning environments encompass microworlds, goal-based scenarios, problem based learning, anchored instruction, and open-ended learning environments (Jonassen & Rohrer-Murphy, 1999). These learning environments are arguably epitomized in the virtual reality labs that now exist in many schools in the United States, supplementing courses on physics, engineering, mathematics, and the sciences (Conetzkey, 2009). Information scientists are taking advantage of shared, online virtual worlds as new media in which to store and retrieve knowledge (Sidorko, 2009).

Emotions are very powerful in influencing memory (LeDoux, 1996; Clore and Gasper, 2000; Hamann, 2001), and may enhance learning through the mood-congruency effect (Matt et al, 1992), or by improving heuristic and creative thinking (Norman, 2003). Emotions affect self-discipline and achievement, where negative emotions or anxiety may bring about worst case scenarios (Wegner, 1994).

Computer games in particular may evoke emotional responses (Van Reekum, 2000). While human emotion is complex, some elements found in games that may do this include the sudden appearance, movement, or rapid approach of objects, unexpected loud or sharp noises, pop-up windows, subjects that command a large portion of the visual field, movement in the peripheral vision, and stimuli related to evolutionarily innate biases: such as crying sounds, violent or romantic imagery (Brave and Nass, 2008).

INTERACTIVE STORYTELLING AND COMMUNICATION

Interactivity and the use of computers as tools may increase a student's sense of control, self-efficacy, and confidence (Fogg et al, 2008). They may achieve this by allowing the student to tailor their own learning experience, or by breaking large blocks of linear information into smaller paths of interconnected information (Herbert, 1974). Computers in particular may facilitate change in behaviour, and have proved useful tools in therapeutic studies with children (Tombari, Fitzpatrick, and Childress, 1985).

In order for any teacher or tool to impart knowledge, a student must believe these sources are credible. Fogg et al (2008) define credibility as a perceived quality composed of a source's trustworthiness (i.e. is the source knowledgeable, experienced, and competent), and its creator's expertise (i.e. their knowledge and skill). It is interesting to note that one of the most influential factors on credibility in websites, is their aesthetic 'feel' (Fogg et al, 2008). Other elements that affect credibility include internal consistency of virtual environments (this doesn't necessarily entail hyper-realism, just that the style is cohesive and understandable); including credentials such as references, outside links, content policies, photos, and contact information; a user-friendly site navigation; tailored user experience; no ads or overly commercial elements; no glitches or signs of an amateur product (Fogg et al, 2008; Stanford Web Credibility Research, 2004).

EXAMPLES OF INTERACTIVE STORYTELLING IN EDUCATION:

A software program that teaches genetic concepts to (high school students?); a website that outlines links between cognition, mental pathologies, and genetics (this site also has a customizable learning experience, in that you can navigate using connected maps or through traditional drop-down menus); a virtual tour of the cell (a good example of a visual and interactive application with encyclopedia elements). A virtual modelling tool designed to teach the astronomy of the solar system; this was also part of learning science research into the efficacy of VR tools in classrooms.

RESEARCH DESIGN CONSIDERATIONS

In designing experiments that determine the success of educational games in classrooms, there are many things to consider:

1. If an experimental and control group are used, will the experimental group be taught solely with an educational game, or will the game supplement traditional instruction?

2. Should groups be randomized, or controlled by selecting students with similar GPAs, demographics, or cultural backgrounds?

3. A large sample size would be ideal in overcoming sampling biases, but how willing will schools be to participate in such studies?

4. Would a cross-over design, in which experimental and control groups switch treatments halfway through the study, be possible?

5. How can long-term retention be separated from short-term retention of knowledge? A way to address these might be to test students immediately after learning the material, and again three months later.

6. What should be incorporated into a pre-test? Examples may include: student's current knowledge of the class subject, their mood, home life, and prior experience with games.

IMMUNOLOGY

The lymph node environment:

This space will be enclosed by the lymph node's capsule (dense irregular connective tissue), representing the boundary which our character cannot cross (for now).

The stroma, or intercellular matrix, will contain reticular fibers (these may be solid obstacles, or immaterial and present for accuracy and instruction), reticular cells, and fibroblasts going about their business of maintaining the loose connective tissue framework of the lymph node.

The node will be divided into three general areas: the medulla, paracortex, and cortex. Inside the medulla can be found medullary cords and lymph sinuses, the latter may contain lymphocytes, macrophages, floating antigens and antibodies (these may be travelling to or from the other layers of the lymph node, or exiting the node through the efferent lymphatic vessel).

Inside the paracortex (or thymus-dependent zone) there will be many T-cells, which may be arriving through high endothelial venules, or through lymph sinuses connecting with one of the afferent lymphatic vessels. They could be accepting antigens from APCs (the MHCII interaction), proliferating (and possibly differentiating into cytotoxic T cells or T helper cells) in response to antigen stimulation, secreting cytokines that mobilize other T cells after antigen stimulation, or emigrating from the lymph node through the efferent lymphatic vessel.

The cortex, or outermost of the three layers, will contain many B cells. These will aggregate into nodules, and if they have been stimulated by antigen, will form germinal centres with proliferating B cells (differentiating into plasma cells that secrete antibodies, or into long-lived memory B cells). This germinal centre can be further divided into an interior dark zone (where proliferation occurs), basal light (B cells migrating out), and apical light zone (B cells migrating out, APCs and T helper cells may also be here) .

(Copyright Linda Wilson-Pauwels)

Introduction (group)

The entertainment and gaming industry is constantly evolving. New advances in things like graphics are driven by a high demand by consumers. These consumers include children to young adults, many of them students. Parallel to the evolution of the computer era, and the expansion of the population of computer-adept individuals, entertainment too has constantly been evolved functionally to incorporate better ways for social interaction (Freedman and Liu, 1996). The field of communication and education has always benefited from such advances; however, often, our willingness to embrace these advances greatly lags behind the rate of the advances.

While biomedical communications has yet to fully venture into educational gaming, the latter industry has always been present. Many educational games are circulated and played in the classrooms worldwide. Where they differ from purely entertaining and mainstream games is in the reception possibly due to the nature of their play. Education games are often single player games - multiplayer only to the extent of roster accessibility to gage one’s rank amongst peers - whose main function is to educate (Chang et. al., 2009). Indeed, this is what the purpose of educational games are, to education. But, the method by which they do so is often one that pushes information towards the player. Learning is accomplished by rigorous regiments that may be tedious, too challenging or too easy (Koschmann et. al., 1996). In short, their success depends still on a structured method of delivery, set within an educational institute that can monitor the use of such programs. The attractiveness of such games outside such institutions are, thus, limited.

Games are successful for their abilities to entertain. They entertain by engaging players with a set of motivators that include: challenge, curiosity, fantasy, control, competition, cooperation, and recognition (Hsu et. al., 2009). For example, the latter half of these motivators entice players by catering and fostering their social needs. Variety, and informal engagements allow players to explore the world at their own place. Their advance as playable characters are determined by themselves, meeting challenges as they see fit. Their ability to make their own decisions, to reap the rewards of their efforts, and to control their own evolution determine the attractiveness and success of a game. So what do games offer to educators and communicators? The purpose is not to simply adopt these addictive factors into our own profession, but it warrants us, nevertheless, to examine what it is that promotes such high levels of replay.

The reason why replay is of such importance is that it is where educational games fall short. Educational games, by their conventions, decrease replay value because of any of the reasons mentioned earlier, such as repetitiveness, and information bombardment. Yet, as it is with knowledge communication, repetition and regiment are critical to knowledge integration by the recipient (Bahrick et. al., 2005). Exploration and immersion within the knowledge at hand allow individuals to not only retain information for short periods of time, like for the expanse of a 3 hour exam, but to retain and recall the information in the long-term.

This project intends to explore, to create and provide educators with an education resource that more fully adopts the current standards and conventions of the gaming and entertainment industry. The objective is to create a novel 3D game that may help students ages understand immuno-physiological processes within the body. The approach and philosophy that will be adopted is that of informal learning, to allow the student or player to advance and explore the material or world at their own pace. The belief is that by doing do, we will allow the game to engage the player with all that is entertaining about a game. The replay that follows will allow the students to learn the scientific material presented to them through complex structural, functional, and social interactions that a game can offer. Ultimately, students and player will motivate themselves to play and learn.