This paper explores how AI-driven storytelling can transform news articles into fictional narratives using structured retelling techniques. We introduce NewsReteller, a system that explores the generative capabilities of Large Language Models to create stories from news content through three distinct approaches: genre-based storytelling, which adapts narratives to established literary styles; structured storytelling, which reshapes events using predefined biased schemes (story skeletons); and data-driven storytelling, which emphasizes factual clarity and analytical framing. To assess the system's ability to reinterpret factual content, we generated multiple stories from a single news article using each of these approaches. The results illustrate how different retelling strategies influence narrative framing, thematic emphasis, and information presentation, highlighting the potential of our method to generate creative reinterpretations of real-world events.
Instrumental performance is widely recognized as a complex skill that relies on proprioception and hand–eye coordination. For beginners, achieving adequate motor coordination in the early learning stages is particularly challenging. Traditional methods depend on long-term, repetitive practice and professional instruction, which are not always accessible or effective. This study introduces a novel training method using Electrical Muscle Stimulation (EMS), which captures expert movements in real time and delivers corresponding electrical impulses to the learner’s muscles, enabling direct, physical guidance. This approach is designed to help beginners acquire fundamental motor skills more quickly and intuitively. A user study involving eight participants was conducted, including EMS-based training and a questionnaire. Results showed that participants rated the system highly in terms of usability, clarity of feedback, and overall training effectiveness.
Gamification is increasingly applied in cybersecurity training to enhance engagement and support knowledge retention through elements such as points, challenges, and rewards. However, its effectiveness remains debated, as employees' experiences vary, and specific game elements may not be equally beneficial for all learners. This study explores employees' perceptions of engagement, learning outcomes, and challenges in gamified cybersecurity training through an online survey of 53 participants in Germany. Findings indicate that while game elements were generally engaging, participants valued real-world problem-solving tasks, story-based scenarios, and simulated cyber-attacks over leader-boards and competition-based mechanics. Challenges such as extended training duration and unclear game mechanics led to frustration and reduced perceived effectiveness for some participants. Additionally, participants emphasized the importance of training that balances engagement with practical relevance. These findings suggest that gamified strategies should prioritize realistic, problem-solving tasks over competitive elements and ensure clarity in-game elements to maximize training effectiveness in workplace cybersecurity programs.
Although many games for health (GFH) have been validated as effective means of improving patient outcomes, to date, there are few large-scale deployments of them in healthcare settings. Acceptance of GFH in healthcare settings requires rigorous outcomes collection and analysis that justify the cost and effort required to create and deploy them. Implementation science frameworks can be used as a means of enabling stakeholder acceptance of innovative digital interventions. This paper discusses the process of using implementation science frameworks to facilitate and assess deployments of games for health in healthcare settings. Based on past successful deployments, we suggest a framework for developing and deploying such games.
Virtual Reality provides immersive experiences to players but can be limiting for bystanders and spectators. Asymmetric Virtual Reality (AVR) allows these people to join in on the game in a more social setting. In addition, this affords gameplay differentiation based on player motivation types. Although several frameworks for AVR exist, it is unclear how to design different interactions to improve social presence from the perspective of player types. Taking Yee's Gamer Motivation Model as a basis, we investigated existing alternative game controllers and performed a small-scale co-design session with a VR game developer. Through this we arrive at five dimensions for AVR gameplay interactions: Immersive, Energetic, Precise, Explorative and Strategic. We developed an exemplar game called Heist Extravaganza, where each dimension is translated into a specific role and associated interface. A preliminary evaluation shows promise of the different roles and design implications are subsequently discussed.
This study aims to develop a system that allows humans to interact naturally with unique characters appearing in two-dimensional manga-style animation works. We define the manga-anime style in Japanese Anime, analyze the characteristics of the expression, and design a system that allows a dialogue agent to use Large Language Models (LLMs) to behave like a manga-anime character. The proposed system uses LLMs to 1) process Voice Activity Projection (VAP) for user speech, switch character prompts in real-time, and generate agent speech that reflects personality and context; 2) determine the graphical/sound expressions of the manga-anime style, including comic symbols, backgrounds, effects, and composition, according to the speech of the agent; and 3) generate parameters based on the content and emotion as well as link them with animations of objects that characterize the agent. Using this system, we created an artificial intelligence character named "Kohane," whose emotional expression changes depending on the conversation with a human.
Entertainment Computing (EC) is a sub-discipline of computer science that deals with the creation of digital artifacts for hedonistic purposes. The United Nations Sustainable Development Goals (SDGs) provide a framework for overall sustainable development – ecologically, socially and economically – at the global, national and local level. Several positive examples of the use of EC artefacts, such as games, that have contributed to the achievement of SDGs, e.g. educational games in formal learning contexts, have prompted us to ask the overarching question of how EC might contribute to achieving the SDGs. To get an initial overview of the artifacts used and the targeted SDGs, we conducted a rapid literature review using the Scopus database. From a total of 860 records, we were able to identify 31 articles in which EC artifacts were used to support the achievement of various SDGs. The analysis shows that seven articles addressed all SDGs. Furthermore, in the remaining articles 13 out of 17 SDGs were specifically addressed. These findings induce a more detailed investigation of the contribution of EC to the SDGs promising as a means of deriving best practices for the use of EC artefacts to advance sustainable development worldwide.
This paper describes a framework for explainable AI for chip and hex war games. We use this framework to discuss rule variations on the war game "Take That Hill." For this game, we discuss the basic version and the variation with low-light conditions and examine how the strategy should change. We also discuss a game variation where the only objective is to minimize hits. This version has no distinctive winning and losing, but distinguishes between varying degrees of losing. Here, we look at the impact of changing game rules on choosing the best strategy. We also use the framework for the strategy game Othello and other specific small games for testing purposes.
This study explores how generative AI (Gen AI) painting systems can enhance social connectedness between young adults and children who live apart. We designed a system that transforms personal sound recordings, emotional prompts, and photos into visual artworks, and investigated how different levels of parents' related information involvement affect young adults' connectedness with their parents. Through a within-subject pilot study with three participants, we compared three modes of AI-assisted visualization, ranging from different levels of human information involvement based on Gen AI support. Our findings suggest that greater personalization, particularly when incorporating emotionally meaningful photos, can elicit stronger feelings of connection. However, more involvement does not always produce stronger connectedness; effectiveness depends on perceived emotional intent and contextual relevance. We conclude with design implications for future human-AI co-creative systems that aim to foster social connectedness in long-distance families.
This study proposes an input device that speeds up input operations in e-sports by eliminating the key pressing process from the keyboard and a method for presenting the key input sensation using relative motion. The device determines the input intention based on the myoelectric potentials generated just before finger movement, and determines the key target based on the change in finger pressure during key presses. Therefore, the proposed device realizes input that does not require key presses. In order to present a key input feeling to the user, the key causes relative motion by pushing the finger during input. An input speed comparison experiment was conducted using a device that can acquire the input time of the proposed device and the input time by key press input through a single key press input. The rapid input system was shown to be 0.030 s faster than the existing key input system. We also created a device that uses a solenoid to provide force feedback to the pad of finger during input, and conducted an experiment to compare the input values of a pressure sensor type device with and without feedback. We showed that the force presentation system considering to the faster input speed improves the usability of the system.
This paper explores AI-human collaboration in Sudoku puzzle generation by simulating five distinct co-creative strategies without relying on real-time user input. While prior work in AI-assisted puzzle generation has focused on static outputs or human-in-the-loop systems, this study introduces a rule-based human agent to systematically evaluate interaction dynamics. The framework integrates AI solvers with a simulated human model, using metrics such as difficulty, symmetry, and conflict resolution to assess puzzle quality. Preliminary experiments reveal that hybrid strategies, especially turn-based and negotiation-based collaboration, yield more balanced and aesthetically pleasing puzzles than AI-only approaches. While the findings provide initial insights into procedural content blending technical solvability with human-like creativity, this study represents an initial step toward modeling collaborative puzzle design. Future research should incorporate real human participant studies and incorporate game design heuristics to enrich evaluation beyond algorithmic measures.
While the common way to enjoy two-person comedic dialogue, such as double act, is by watching it, performing Japanese manzai has recently gained attention for its entertainment value and effectiveness in improving dialogue skills. However, performing manzai is challenging, as it requires memorizing scripts and mastering its unique intonation, actions, and timing. In this study, we propose "Manzai Karaoke," a real-time visual guidance system that assists two-person manzai performances. Similar to karaoke, this system provides script line displays and nonverbal performance cues, enabling inexperienced users to perform manzai. To design an interface that meets the key requirements-allowing users to perform with ease and ensuring audience amusement-we conducted a two-step prototyping and user study. The first step validated the feasibility of real-time comedy performance assistance, revealing that in addition to displaying script lines, guidance on intonation, emotion, actions, and timing is essential. The second step demonstrated that the implemented interface incorporating these elements effectively meets the requirements. This study contributes to the field of entertainment computing by demonstrating the potential of visual guidance and providing design recommendations for assisting novice manzai performances.
The integration of game-based learning in higher education has gained increasing attention as a means to enhance student engagement and learning outcomes. This study evaluates the educational game Welten der Werkstoffe (WdW) as a replacement for traditional homework in a materials science course at TH Köln. The research investigates whether WdW can maintain or improve student learning success, engagement, and enjoyment compared to conventional assignments. A quasi-experimental study was conducted, comparing exam results from a control group (n = 91) that completed traditional homework with those from an experimental group (n = 68) that used WdW. Additionally, survey data provided insights into student experiences and perceptions. Findings indicate that replacing homework with WdW did not negatively impact overall academic performance, with students in the experimental group achieving comparable or slightly improved grades. Engagement levels were high, with nearly half of the students actively participating in the game. However, results revealed a significant difference in game perception between gamers and non-gamers, with the latter requiring additional support to navigate the game effectively. These findings highlight both the potential and challenges of implementing educational games in higher education. The study suggests that well-designed educational games can serve as viable alternatives to traditional assignments but must consider diverse student backgrounds and gaming experience. Future research should explore adaptive onboarding strategies to ensure accessibility for all learners and assess the long-term impact of game-based learning on knowledge retention and student motivation.
This paper presents DITTO-Mirror, a Mixed Reality (MR) system that explores how users construct, maintain, and question fictional logic during interaction. In DITTO-Mirror, a virtual object appears to be reflected in a real mirror, despite the absence of any physical reflection. This illusion is created using two identical virtual objects: one is directly manipulated by the user, while the other is placed in a mirror-symmetric position relative to the real mirror, creating the appearance of a reflection. Users interacting with this system readily accept the mirrored object as part of the real world, exhibiting behaviors consistent with their belief in its physicality. However, when a second mirror is placed-one not recognized by the system and therefore not displaying the mirror virtual object-users experience discomfort and confusion. This reaction highlights a disruption not in visual realism, but in the fictional coherence they had come to internalize. These moments reveal that belief in MR is actively constructed and can be strategically challenged to provoke reflection and curiosity. We argue that MR can serve as a medium of designed fictionality, where belief and disbelief are not passive states but dynamic, interactive processes.
In this study, we explore the entertainment value of the activity of sensing imperceptible static electricity and present a VR system in which a player tactilely detects static electricity presented in a 360° radius around the forearm within the virtual space, and removes it using a controller. To achieve this, we developed a static electricity haptic device featuring two charging elements that rotate around the forearm. To enhance the perceived presence of the static electricity, vibration of the charging elements is also employed.
Haptic gloves have been shown to enhance user experience and learning in interactive virtual reality environments. By incorporating hand tracking and haptic feedback, these devices can improve user sensations with more realistic and natural interactions. Previous research highlights the benefits of haptic gloves in improving presence, engagement, usability, and performance. However, there is a lack of quantitative studies analyzing the behavior of experienced video game players in relation to their interactions with the elements of the virtual reality system and their preferred device to perform each of these interactions. This study examines how experienced video game players interact with objects in a virtual environment using haptic gloves compared to traditional VR controllers. A virtual reality experience featuring various tasks and interactive elements was developed to conduct the experiment. The participants, familiar with virtual reality technology, conducted interactions with both controllers and gloves. The results indicate that players generally prefer traditional controllers. However, haptic gloves are more effective for interactions that do not require high precision, such as pushing objects. Although users perceive gloves as innovative and engaging, they also find them uncomfortable.
In a dense 3D environment, evaluations of user interface design for occluded internal structures focused primarily on a time-based measure of efficiency of selection and manipulation. However, there is a tradeoff when designing automated hints in these environments in the case of strategy-based games, as these hints compromise the mentally demanding nature of a 3D game and the player's ability to envision a mental map of the environment. In the case of a desktop-based 3D Connect Four, hinting that an opponent will win the next round can be presented to the player in two ways: previewing the danger position with a differently colored sphere or revealing the existing spheres that only needs one more opponent sphere to win. We conducted a within-subjects study of 12 participants to test these two hints versus a control condition. The results reveal a trade-off between the helpful and distracting nature of hints and how such hints might affect challenge and cognitive load. The insights from this user study point to better 3D game hint designs and balancing the gameplay when hints are present or absent.
Humor is a universal form of expression across cultures and eras. However, it has predominantly relied on visual and auditory modalities, and the potential of humor in alternative sensory modalities, such as taste, has remained unexplored. This study investigates Ajigiri, a gustatory comedy in which participants prepare funny tastes in response to abstract textual prompts like "What does an angel's halo taste like?" and have them evaluated through blind tasting. We conducted a qualitative analysis of related videos on YouTube and data collected from a participatory workshop (N=20). Our analysis revealed that creators employed both bottom-up and top-down strategies to construct tastes in response to prompts. In some cases, they also attempted exaggerated performances by incorporating non-edible items such as screws or drugs. In contrast, evaluators tended to favor tastes that were at least somewhat aligned with the prompt and fell within an acceptable range of discomfort. By applying Benign Violation Theory, which posits that humor occurs when a violation is simultaneously perceived as benign, we show that this framework helps explain the boundaries of both creation and evaluation in gustatory comedy. We further discussed how technologies such as electrogustatory stimulation and crossmodal taste displays could help expand the range of violations perceived as benign. This study positions taste as a novel medium for humorous expression and suggests its potential as a promising application for taste displays and multimodal interfaces.
We present a longitudinal VR-study conducted with second- graders, focusing on the practical challenges and insights gained from integrating immersive room-scale VR math learning in a primary school setting. Over six weeks, twenty children participated in a total of 197 training sessions, resulting in 3540 min of VR gameplay. Our primary goal is to provide methodological insights into the feasibility and impact of VR as an educational tool for young children. Our findings indicate that the VR sessions were generally highly engaging, safe and suitable. Instances of cybersickness were rare; however, issues with headset fit and isolated collisions occurred, underscoring the need for sufficiently large play areas with proper buffer zones and dedicated supervision. Children quickly developed VR competence and demonstrated increased confidence in interacting with the virtual environment and engaging with learning content over time. Our findings contribute to understanding the potential of VR for young children in educational contexts, offering key insights into feasibility and safety of VR learning applications and methodological considerations for future studies.
Breaking is a dance duel between two dancers to music improvised by a DJ. Since breaking was chosen as an official competition at the Paris Olympics, many people have begun to watch the competitions on television. When a dancer freezes in time with a beat or scratch in breaking, it is called "kill the beat," and when it is successful, the audience gets very excited. However, TV viewers may have difficulty hearing the music due to the announcer's or commentator's voice, making it difficult to judge if the kill the beat is successful or not. In addition, some in the audience may be hard of hearing. Therefore, we developed a visualizer for the beats and scratches of breaking DJ performances.
