This paper presents a system for the exploration of projected interfaces. We describe our Visible Imagination (VI) platform combining a camera, projector and torch (flashlight) allowing interaction with the torchlight and shape capture. We describe six application sketches that demonstrate different interaction styles using the platform, reflecting on their success and how they may be applied to play.

As part of the mobile pervasive game, Professor Tanda's 'Guess A Where' [1] there was a need to allocate pre-authored content for the game on a daily basis to provide an enjoyable and engaging experience. To aid this allocation of content we collected and visualized context information about each player during the course of the game. The aim of these visualizations was to provide a method through which an author/orchestrator could retrospectively view a player's current total and daily context data gathered by the game. Observations made about this data could then be used to, not only allocate appropriate content but, to tailor the content to a specific player. This paper presents the data that was gathered and the visualizations created to achieve this process.

This study examines the development of a mobile phone-based pervasive game that related its user's environmental footprint. It discusses the design challenges, development and evaluation of the prototype game in order to identify the key strategies and mechanisms that relate to the production of pervasive systems for mass participation. Designing the user experience for such systems is particularly difficult, as the game had to educate and entertain without patronizing or preaching to the user. A prototype system was developed and trialed in order to identify and understand how users related to the experience and how the game may be further developed. We found that character-led tailored physical activities were generally found to be the most enjoyable, while players wanted more interaction with each other and more score-based content. Creating interdependent question sets and orchestrating the game arduous process. In the future a fully automated system will be key to its use.

We present a study of people's use of positional information as part of a collaborative location-based game. The game exploits self-reported positioning in which mobile players manually reveal their positions to remote players by manipulating electronic maps. Analysis of players' movements, position reports and communications, drawing on video data, system logs and player feedback, highlights some of the ways in which humans generate, communicate and interpret position reports. It appears that remote participants are largely untroubled by the relatively high positional error associated with self reports. Our analysis suggests that this may because mobile players declare themselves to be in plausible locations such as at common landmarks, ahead of themselves on their current trajectory (stating their intent) or behind themselves (confirming previously visited locations). These observations raise new requirements for the future development of automated positioning systems and also suggest that self-reported positioning may be a useful fallback when automated systems are unavailable or too unreliable.

Uncle Roy All Around You is an experience that mixes online and street participants, physical and virtual worlds, and programmed game-play with live performance. Street players journey through the city following clues on their PDA in search of the elusive Uncle Roy, while online players follow their progress in a parallel virtual model and try to help them. Analysis of the premier performance suggests that it was a compelling experience for street players, but less so for those online, leading us to propose several design changes. We also draw out broader design strategies including implicating the surrounding city in the game, creating ambiguity, enabling (safe) crossing of boundaries and encouraging social gameplay.

This paper presents an approach to combine concepts of symbolic acting and virtual storytelling with the support of cooperative processes. We will motivate why symbolic languages are relevant in the social context of awareness applications. We will describe different symbolic presentations and illustrate their application in three different prototypes.

We describe Uncle Roy All Around You, a mixture of game and theatre that took place in central London in late May and early June of 2003. Street players, equipped with handheld computers and wireless networking, journeyed through the streets of the city in search of an elusive character called Uncle Roy, while online players journeyed through a parallel 3D model of the city, were able to track their progress and could communicate with them in order to help or hinder them. We describe how Uncle Roy All Around You mixed elements of preprogrammed game content with live performance and behind the scenes orchestration to create a compelling experience, especially for street players. We suggest that finding ways to scale this approach to support larger numbers of participants is an important challenge for future research.

Components of Machiavellian beliefs were assessed in a sample of 198 children aged 9–12 years, and related to the psychoticism (P), extraversion (E), neuroticism (N), and lie (L) scales of the Junior Eysenck Personality Questionaire (JEPQ-S) personality measure (Francis & Pearson, 1988). Overall Machiavellianism was positively correlated with P and N scores, and negatively correlated with L scores. Factor analysis of the Kiddie–Mach scale (Christie & Geis, 1970) revealed three main factors: lack of faith in human nature, dishonesty, and distrust. All factors were positively correlated with P (the first two significantly more so in boys) and negatively correlated with L scores. Lack of faith in human nature was also positively correlated with age. The results are discussed in terms of the possible developmental trajectory of Machiavellian beliefs in connection with their socioemotional and behavioural correlates.

We welcome the comments of Arsenio and Lemerise on our original debate (Sutton, Smith & Swettenham, 1999a and 1999b). In this article we will once again clarify our position on the Social Information Processing (SIP) model: some consensus does seem to be emerging here. However, we argue that we can and should define social competence in a manner free of reference to social desirability in order to assess links with bullying skills and motivations. Moreover, we argue that focusing on motivations (such as those Arsenio and Lemerise mention that we highlight in our title) might provide both a clearer theoretical understanding of bullying and ultimately lead to a more effective set of techniques for dealing with it.

BACKGROUND:Bullying is investigated as part of the individual's general framework of attitudes towards interpersonal relationships, social competition and motivation in school.AIMS:It was hypothesised that bullying behaviour and pro-bullying attitudes would be associated with socially competitive attitudes in the classroom, Machiavellianism, and the personality constructs of Psychoticism and Extraversion.SAMPLES:198 9- to 12-year-old children from two Glasgow primary schools.METHODS:Children completed several measures: a newly developed questionnaire assessing motivations behind social competition and effort in class, the Kiddie-Mach scale, the Pro-Victim scale, items from the Olweus Bullying Questionnaire, and the Junior Eysenck Personality Questionnaire.RESULTS:A 'Desire for social success' factor (incorporating a deliberate lack of effort) was negatively correlated with support for victims of bullying, even after partialling out Machiavellianism, Psychoticism, and social desirability. Pro-victim attitudes were in turn negatively correlated with Machiavellianism and Psychoticism, and positively correlated with Lie score. Finally, children categorised as bullies scored significantly higher than controls on Machiavellianism, and significantly lower in terms of pro-victim attitudes.CONCLUSIONS:Results are discussed in terms of further study and implications for classroom practice and anti-bullying policy.

Powell, Rosen, and Huff (1997) found a strong relationship between avoidance of responsibility and Disruptive Behaviour Disorder (DBD) symptomology in a sample of undergraduate students. Focusing on children with conduct disorder, Happe and Frith (1996) offered an alternative association in terms of a theory of mind impairment. However, no such deficiency was found using first‐order false belief tasks. This study assessed the links between disruptive behaviour, avoidance of responsibility and a more advanced test of theory of mind (Baron‐Cohen, Jolliffe, Mortimore, & Robertson, 1997) in a sample of 81 children aged 11‐13 years. Factor analysis of the Avoidance of Responsibility Scale (Powell et al., 1997) with this younger sample revealed three main factors: victim justification, shifting blame, and denial/lack of remorse. DBD was only associated with the shifting blame factor, indicating that DBD may be predominantly related to an avoidance of responsibility that involves transfer onto another person. Although theory of mind performance was not linked to DBD, it was positively correlated with the denial/lack of remorse factor. Results are discussed in terms of current theories of DBD and further research in the area.

Recent years have seen a shift in bullying research from a dyadic focus on the characteristics of the Bully and the Victim to the recognition of bullying as a whole group process, with the majority of children playing some kind of role, This study uses a shortened adaptation of the Participant Role Scale approach [Salmivalli et al. 1996, Aggr Behav 22:1-15] to identify these roles in 193 children aged 7 to 10 years. Four main factors were identified, indicating that the adapted scale remains a reliable way of distinguishing the Victim, Defender of the victim, and Outsider roles both from each other and from roles involved in bullying others. Progress in the measurement of bullying as a group process and the success of intervention strategies may depend on finding clearer distinctions between ringleader Bullies and the children that help them or reinforce their behavior, using the Participant Role Scale approach to mobilize peer pressure and isolate ringleaders from their social support. (C) 1999 Wiley-Liss, Inc.

Bullying in schools has been found to be widespread. The popular stereotype of a bully, supported by theories based on the social skills deficit model, is of a powerful but ‘oafish’ person with little understanding of others. In this article, we trace the origin of this view, and present an alternative view: that some bullies, at least, will need good social cognition and theory of mind skills in order to manipulate and organise others, inflicting suffering in subtle and damaging ways while avoiding detection themselves. Such skills, although likely to be utilised in all bullying, may be particularly useful for ringleader bullies and in the indirect forms of bullying which are more common between girls. Suggestions for further research in this area are made, and implications for anti‐bullying work briefly discussed.

Social DevelopmentVolume 8, Issue 1 p. 132-134 Debate Socially Undesirable Need Not Be Incompetent: A Response to Crick and Dodge Jon Sutton, Jon SuttonSearch for more papers by this authorPeter K. Smith, Peter K. SmithSearch for more papers by this authorJohn Swettenham, John SwettenhamSearch for more papers by this author Jon Sutton, Jon SuttonSearch for more papers by this authorPeter K. Smith, Peter K. SmithSearch for more papers by this authorJohn Swettenham, John SwettenhamSearch for more papers by this author First published: 25 December 2001 https://doi.org/10.1111/1467-9507.00085Citations: 57AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume8, Issue1March 1999Pages 132-134 RelatedInformation

In contrast to the popular stereotype and research tradition of the ‘oafish’ bully lacking in social skills and understanding, the bully may be a cold, manipulative expert in social situations, organizing gangs and using subtle, indirect methods. Performance on a set of stories designed to assess understanding of cognitions and emotions was investigated in 193 7‐10‐year‐olds in relation to role in bullying. Ringleader bullies scored higher than ‘follower’ bullies (those who helped or supported the bully), victims and defenders of the victim. Results are discussed in terms of the need for further research into cognitive skills and emotion understanding in children who bully, the possible developmental pathway of social cognition in bullying and important implications for intervention strategies.