In corporate environments, there is a growing interest in deploying more effective solutions in supporting competence development, namely to address the identified need of developing soft-skills (eg: negotiation, leadership) and complex competences (eg: sense-making and cross-cultural communication). The “learning by doing” has gained prominence, in particular when considering the use of serious games as the delivery platform for the educational content. However, the adoption of serious games alone is not a guarantee for effective learning and consequently, the aim of this paper is to present the integrative framework that combines together five key developments in education research, namely Knowledge Ecology, Social Learning Communities, Threshold Concepts, Experience Management and Cognitive Management. Based on the integrative framework, the paper proceeds to present the TARGET componentized platform.

This study was conducted with the purpose to explore the potential of serious games to utilize systematic learning variation. We employed a methodology that followed the learning study method, while we also introduced experimental and control groups in order to allow for more direct comparison. In this study we did not have control over the employed serious game (vLeader) and thus had to implement our experiment through its supplementary materials. The study explores a systematic approach towards serious games design. This study provides weak evidence of greater stakeholder awareness by the group that has experienced variation. Its exploratory findings provide a valuable contribution that could inform design of future serious games.

Without achieving a clear understanding of the learning domain, it is difficult to develop a successful serious game that enables users to achieve the desired learning outcomes. Thus, the first step in serious game design is to establish an understanding of the particular learning domain, usually through consultation with domain experts. Whilst game design is inherently a creative process, we believe the capturing of the knowledge domain can be systematised and we present a structured approach to knowledge elicitation and representation as a basis for serious game design. We have adapted and extended the applied cognitive task analysis (ACTA) method and have combined it with additional knowledge representation frameworks. We explain how the outputs of this approach can inform the game mechanic and the development of non-player characters, and apply it to the design of a serious game aimed at reducing time-tocompetence in soft project management skills for professionals working in corporate environments. A total of 26 domain experts from five different countries were involved in a two-stage interview process. The interviews yielded more than 300 task elements, and information about the cognition underlying the more challenging tasks. This data was incorporated into several representation frameworks and used to indicate features to be implemented in the game and the game mechanics of the supported features. (C) 2011 International Federation for Information Processing Published by Elsevier B.V. All rights reserved.

In order to save time and costs, organizations are increasingly investing in technologyenhanced learning systems to fulfil their employee training requirements. Serious games are one possible approach to technology-enhanced learning where learners play game scenarios designed to facilitate competence development as they entertain. Previous research suggests that privacy is an important factor affecting the acceptance of information systems in organizations. Research on privacy in technology-enhanced learning has usually focused on data types assumed to be sensitive without user input on how they perceive the data. Additionally, proposed solutions consist in applying generic data protection techniques to already designed systems as opposed to trying to include privacy considerations during the design process. In this paper, we describe preliminary research into the potential privacy risks of serious games for competence development. We present findings from a workshop with developers of a serious game system and three focus groups with prospective learnerparticipants of the same system. Our findings indicate some potential areas of user concern e.g. the collection and retention of performance data for internal recruitment purposes, and the association of avatars with real identities inside the game environment. We conclude by making some initial recommendations concerning the privacy issues that employee and organizational representatives should be aware of when negotiating the deployment of a learning system of this type. UCL DEPARTMENT OF

Organizations are increasingly investing in technology-enhanced learning systems to improve their employees' skills. Serious games are one example; the competitive and fun nature of games is supposed to motivate employee participation. But any system that records employee data raises issues of privacy and trust. In this paper, we present a study on privacy and trust implications of serious games in an organizational context. We present findings from 32 interviews with potential end-users of a serious games platform called TARGET. A qualitative analysis of the interviews reveals that participants anticipate privacy risks for the data generated in game playing, and their decision to trust their fellow employees and managers depends on the presence of specific trust signals. Failure to minimize privacy risks and maximize trust will affect the acceptance of the system and the learning experience - thus undermining the primary purpose for which it was deployed. Game designers are advised to provide mechanisms for selective disclosure of data by players, and organizations should not use gaming data for appraisal or selection purposes, and clearly communicate this to employees.

A major challenge in todays fast pace world is the acquisition of competence in a timely and efficient manner, whilst keeping the individual highly motivated. This paper presents a novel based on the use of serious games driven by Case Based Reasoning (CBR) tailored by Threshold Concepts (TC) to present the learner with the most efficient choice of game scenarios to address their present competence gap. This allows the learner to maximise their time in competence development. This is current work-in-progress.

This study investigates the effects of a browser game as a motivational factor for the sharing of short written reflections. We have analysed 400 anonymous written reflections and conducted 10 interviews in order to get a deeper insight of the game experience. This is an opportunistic investigation and the authors did not have control over the game environment. We have found that there is a predominantly positive attitude towards the approach taken by the game, and a significantly higher level of contributions from participants, as compared to a recent investigation of contributions in social awareness streams. A number of user contributions that clearly do not match the game intentions are being reported and discussed. We draw the conclusion that persuasive tools and techniques can be employed within personal learning environments in order to guide learning. The paper makes a strong argument by example for the use of browser games as a persuasive tool in informal online learning.

The migration of media consumption to personal computers retains distributed social viewing, but only via nonsocial, strictly personal interfaces. This article presents an architecture, and implementation for media sharing that allows for enhanced social interactions among users. Using a mixed-device model, our work allows targeted, personalized enrichment of content. All recipients see common content, while differentiated content is delivered to individuals via their personal secondary screens. We describe the goals, architecture, and implementation of our system in this article. In order to validate our results, we also present results from two user studies involving disjoint sets of test participants.

The migration of media consumption to personal computers retains distributed social viewing, but only via nonsocial, strictly personal interfaces. This article presents an architecture, and implementation for media sharing that allows for enhanced social interactions among users. Using a mixed-device model, our work allows targeted, personalized enrichment of content. All recipients see common content, while differentiated content is delivered to individuals via their personal secondary screens. We describe the goals, architecture, and implementation of our system in this article. In order to validate our results, we also present results from two user studies involving disjoint sets of test participants.

Media consumption is an inherently social activity, serving to communicate ideas and emotions across both small-and largescale communities.The migration of the media experience to personal computers retains social viewing, but typically only via a non-social, strictly personal interface.This paper presents an architecture and implementation for media content selection, content (re)organization, and content sharing within a user community that is heterogeneous in terms of both participants and devices.In addition, our application allows the user to enrich the content as a differentiated personalization activity targeted to his/ her peer-group.We describe the goals, architecture and implementation of our system in this paper.In order to validate our results, we also present results from two user studies involving disjoint sets of test participants.

Media consumption is an inherently social activity, serving to communicate ideas and emotions across both small- and large-scale communities. The migration of the media experience to personal computers retains social viewing, but typically only via a non-social, strictly personal interface. This paper presents an architecture and implementation for media content selection, content (re)organization, and content sharing within a user community that is heterogeneous in terms of both participants and devices. In addition, our application allows the user to enrich the content as a differentiated personalization activity targeted to his/her peer-group. We describe the goals, architecture and implementation of our system in this paper. In order to validate our results, we also present results from two user studies involving disjoint sets of test participants.

It is well-established finding that people find maps easier to use when they are aligned so that "up" on the map corresponds to the user's forward direction. With map-based applications on handheld mobile devices, this forward/up correspondence can be maintained in several ways: the device can be physically rotated within the user's hands or the user can manually operate buttons to digitally rotate the map; alternatively, the map can be rotated automatically using data from an electronic compass. This paper examines all three options. In a field experiment, each method is compared against a baseline north-up condition. The study provides strong evidence that physical rotation is the most effective with applications that present the user with a wider map. The paper concludes with some suggestions for design improvements.

The UNIC project intends to address the digital divide by developing novel satellite-based technologies that will support the provision of TVcentric triple play services to rural areas. This paper presents the preliminary results from a requirements capture for these services. Interviews were conducted with 40 households in the UK and France. Participants were questioned about their use of television, other home entertainment technology (e.g. DVD, VCRs, radio, hifi, game consoles), computers and telephones. Our results show a demand for parallel services accessible through multiple interfaces including portable devices that would work throughout the home without the need for wiring.

Traditionally, an end-user has played only a pas- sive role when viewing commercial media: he/she is ex- pected to consume content, not interact with it. In this paper we explore advanced user interaction techniques in the home environment. One example of such ad- vanced interaction is the creation of micro-personalized recommendations: messages that can be used as a basis for social sharing of third-party content. We describe a system for the distributed creation of micro-personal recommendations in a consumer electronics setting and show initial user testing results.

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.

Introduction 1. Consciousness & Physicalism 2. Themes from Descartes 3. Identity Theories & the Generation Problem 4. HOT Theory I: The Mentalistic Reduction of Consciousness 5. HOT Theory II: Animals, Mental Sophistication & Dispositions 6. Self-Representational Theories7. Dennett I: Qualia Eliminated 8. Dennett II: Consciousness Fictionalized 9. Consciousness & Attention10. Representational Theories of Consciousness I 11. Representational Theories of Consciousness II 12. Conscious Intentionality & the Anti-Cartesian Catastrophe 13. Consciousness, Information & Panpsychism 14. Panpsychism, Aggregation & Combinatorial Infusion 15. Monism & Models. Index