The main objective of this project was to develop an innovative vehicle behavior engine within a dynamic global gaming environment. This engine, once created, will serve as a versatile tool, enabling any development team utilizing the Unreal engine to craft advanced games centered around motorization. The primary focus of this research was the diversification of testing groups based on gender and experience for finding difference between different game engine. Additionally, three distinct scenarios were created to identify differences in biofeedback measures.
This study investigates the behavioral differences between machine agents and human participants when they play the same game. We aim to experimentally clarify the advantages and disadvantages of agent-based simulation (ABS) and gaming simulation (GS) and to identify the suitability of each method for various types of research topics. A multi-player game, which models the energy technology selection and price competition of energy companies in a liberalized market, was implemented via ABS and GS under two conditions: with and without carbon tax conditions. The machine agents identified better strategies of energy technology selection in the without-tax condition, whereas the human participants identified better strategies in the with-tax condition. In terms of price competition, the behaviors of machine agents were adaptive and rational, whereas those of human participants were not. These results suggest that the ABS is suitable for determining relatively simple strategies and investigating the adaptive behavior under strategic situations; conversely, the GS is suitable for investigating the real behaviors of humans in relatively complex situations and for inferring the socio-political failures caused by their psychological aspects.
Serious games and simulations are increasingly used in fields such as education, healthcare, defence and business training. Serious games and simulations transcend entertainment games, by offering a platform to engage with complex issues in a safe, controlled environment. However there are also risks associated with serious games and simulations, such as those posed to the psychological safety of learners. In relation to games or simulations, psychological safety refers to being able to engage without fear of negative personal consequences. How do you ensure that a serious game or simulation is safe, and fosters a sense of security and trust? This paper explores the ways that psychological safety can be considered when designing a serious game. By synthesising insights gathered from interviews with multiple acclaimed serious game developers with the current literature regarding psychological safety in serious game and simulation design, specific frameworks, approaches and challenges are examined. By examining these issues, this paper aims to increase the understanding of how various aspects of simulation and game design can impact psychological safety.
While being a competent facilitator is accepted as a vital skill for effective use of simulations and games for learning, the theory behind good practice is less often examined critically. This paper considers theories underlying the what and why of enactment of facilitation, drawing on work from fields as diverse as adult learning, knowledge management, philosophy, physics and organisational behaviour. It explores relationships among these theories as presented in the book 'Facilitating Simulations' [13]. A framework for exploring connections - and gaps - between theory and practice is introduced to identify and strengthen connections between theoretical formulations of concepts and practical applications of resulting propositions. Key concepts introduced, include mapping the learning journey from novice to expert, developing a preparedness mindset, clarifying underlying values and beliefs informing well-known modes of education, factors influencing curriculum design, and ways in which knowledge creation is modelled and managed. For facilitators who find they are already unconsciously enacting many of these precepts, becoming consciously aware can improve practice. Conversely newcomers to facilitation can find ideas for shaping behaviour to better accord with good practice requirements.
In 2015, the UN General Assembly unanimously adopted the Sustainable Development Goals (SDGs). Target 12.3 states the following: "By 2030, halve per capita global food waste at the retail and consumer levels and reduce food losses along production and supply chains, including post-harvest losses." To create a sustainable society, reducing food waste and disposal throughout the Food Supply Chain (FSC) is necessary. Reducing the loss of vegetables and fruits is essential because they account for a significant proportion of losses and waste at each stage of distribution, retail, and consumption. In contrast, increasing the intake of vegetables and fruits is crucial for health. However, increasing vegetable intake is often challenging, and without proper utilization, vegetables can be wasted. Therefore, this study designed a digital game based on the vegetable supply chain to enhance consumer health awareness, increase vegetable intake, and develop a sustainable food supply chain.
