Educational games have emerged as potent tools for helping students understand complex concepts and are now ubiquitous in global classrooms, amassing vast data. However, there is a notable gap in research concerning the effective visualization of this data to serve two key functions: (a) guiding students in reflecting upon their game-based learning and (b) aiding them in analyzing peer strategies. In this paper, we engage educators, students, and researchers as essential stakeholders. Taking a Design-Based Research (DBR) approach, we incorporate UX design methods to develop an innovative visualization system that helps players learn through gaining insights from their own and peers’ gameplay and strategies.

Adaptation, or ability and willingness to consider an alternative approach, is a critical component of learning through reflection, especially in educational games, where there are often multiple avenues to success. As a domain, educational games have shown increased interest in using retrospective visualizations to promote and support reflection. Such visualizations, which can facilitate comparison with peer data, may also have an impact on adaptation in educational games. This has, however, not been empirically examined within the domain. In this work, we examine how comparison with other players’ data influenced adaptation, a part of reflection, in the context of a game that teaches parallel programming. Our results indicate that comparison with peers does significantly impact willingness to try a different approach, but suggest that there may also be other ways. We discuss what these results mean for future use of retrospective visualizations in educational games and present opportunities for future work.

Identifying explainable player strategies and decision patterns that give insights into player behavior is one of the most difficult tasks for game analytics, yet yields great informative potential for various purposes. Industrial stakeholders can capture player experience and infer issues or feedback on design, content, and game balancing - while players themselves might want to leverage this technique to contrast their style of play to other players, fostering self-regulated learning. On top of that, in the case of educational games, the identification of learning strategies (as well as the discovery of popular erroneous strategies) could even elevate their potential to successfully communicate educational concepts. To advance this field, we investigate how the spatial map of a game contributes to identifying player strategies and emphasize the importance of the appropriate level of abstraction to capture strategical decisions. Using visualizations and expert domain knowledge about spatial abstraction, we illustrate how the partitioning into affordance zones can reveal patterns and strategies in gameplay. To showcase the generalizability of our methodology, we investigate two case studies for the distinct genres of educational games (Parallel) and MMORPGs (Guild Wars 2). The two case studies unveil insightful strategies between different player sets of interest – only possible by the apt level of spatial abstraction.

In this demo paper, we present Parallel OPM. Informed by research on player needs of AI in educational games [1], it is a new visualization system that uses play community data from other players to help players compare and reflect on their gameplay with their peers in the game Parallel [2]. In this demo paper/session: participants will (i) have the opportunity to play a level in the game Parallel [2] (ii) Use the guided reflection system to analyze and reflect on their gameplay compared to their peers.

Play is a valuable context for investigating how users understand AI systems. This paper offers a case study that explores how users’ interactions with AI in other domains can be integrated into a game. Through this transformation, researchers and practitioners may uncover players’ misconceptions and learn how they evolve over time. In our case study, we adapt Stable Diffusion for use in a social human-AI interaction (HAI) game. The game introduces a challenging twist to a typical HAI and promotes discussion of users’ mental models with each other. We offer design considerations to help researchers design playful and social interactions that yield insights into players’ mental models.

The game design community has a long history of adapting different forms of AI techniques to produce new playable experiences. However, current AI-based game design literature focuses primarily on designers’ intent and expression. This paper argues that engaging with players’ perspectives on AI during development is an essential but often overlooked piece in existing AI-based game design processes. By integrating this perspective, game designers can better outline how players may experience AI in the context of games and tailor design decisions to the intended experience. This paper offers three case studies that incorporate the player perspective into the design process and discusses design implications.

Algorithmic fairness is an essential requirement as AI becomes integrated in society. In the case of social applications where AI distributes resources, algorithms often must make decisions that will benefit a subset of users, sometimes repeatedly or exclusively, while attempting to maximize specific outcomes. How should we design such systems to serve users more fairly? This paper explores this question in the case where a group of users works toward a shared goal in a social exergame called Step Heroes. We identify adverse outcomes in traditional multi-armed bandits (MABs) and formalize the Greedy Bandit Problem. We then propose a solution based on a new type of fairness-aware multi-armed bandit, Shapley Bandits. It uses the Shapley Value for increasing overall player participation and intervention adherence rather than the maximization of total group output, which is traditionally achieved by favoring only high-performing participants. We evaluate our approach via a user study (n=46). Our results indicate that our Shapley Bandits effectively mediates the Greedy Bandit Problem and achieves better user retention and motivation across the participants.

Understanding players' mental models are crucial for game designers who wish to successfully integrate player-AI interactions into their game. However, game designers face the difficult challenge of anticipating how players model these AI agents during gameplay and how they may change their mental models with experience. In this work, we conduct a qualitative study to examine how a pair of players develop mental models of an adversarial AI player during gameplay in the multiplayer drawing game iNNk. We conducted ten gameplay sessions in which two players (n = 20, 10 pairs) worked together to defeat an AI player. As a result of our analysis, we uncovered two dominant dimensions that describe players' mental model development (i.e., focus and style). The first dimension describes the focus of development which refers to what players pay attention to for the development of their mental model (i.e., top-down vs. bottom-up focus). The second dimension describes the differences in the style of development, which refers to how players integrate new information into their mental model (i.e., systematic vs. reactive style). In our preliminary framework, we further note how players process a change when a discrepancy occurs, which we observed occur through comparisons (i.e., compare to other systems, compare to gameplay, compare to self). We offer these results as a preliminary framework for player mental model development to help game designers anticipate how different players may model adversarial AI players during gameplay.

The advent of artificial intelligence (AI) and machine learning (ML) bring human-AI interaction to the forefront of HCI research. This paper argues that games are an ideal domain for studying and experimenting with how humans interact with AI. Through a systematic survey of neural network games (n = 38), we identified the dominant interaction metaphors and AI interaction patterns in these games. In addition, we applied existing human-AI interaction guidelines to further shed light on player-AI interaction in the context of AI-infused systems. Our core finding is that AI as play can expand current notions of human-AI interaction, which are predominantly productivity-based. In particular, our work suggests that game and UX designers should consider flow to structure the learning curve of human-AI interaction, incorporate discovery-based learning to play around with the AI and observe the consequences, and offer users an invitation to play to explore new forms of human-AI interaction.

Applying neural network (NN) methods in games can lead to various new and exciting game dynamics not previously possible. However, they also lead to new challenges such as the lack of large, clean datasets, varying player skill levels, and changing gameplay strategies. In this paper, we focus on the adversarial player strategy aspect in the game iNNk, in which players try to communicate secret code words through drawings with the goal of not being deciphered by a NN. Some strategies exploit weaknesses in the NN that consistently trick it into making incorrect classifications, leading to unbalanced gameplay. We present a method that combines transfer learning and ensemble methods to obtain a data-efficient adaptation to these strategies. This combination significantly outperforms the baseline NN across all adversarial player strategies despite only being trained on a limited set of adversarial examples. We expect the methods developed in this paper to be useful for the rapidly growing field of NN-based games, which will require new approaches to deal with unforeseen player creativity.

Social comparison-based features are widely used in social computing apps. However, most existing apps are not grounded in social comparison theories and do not consider individual differences in social comparison preferences and reactions. This paper is among the first to automatically personalize social comparison targets. In the context of an m-health app for physical activity, we use artificial intelligence (AI) techniques of multi-armed bandits. Results from our user study (n=53) indicate that there is some evidence that motivation can be increased using the AI-based personalization of social comparison. The detected effects achieved small-to-moderate effect sizes, illustrating the real-world implications of the intervention for enhancing motivation and physical activity. In addition to design implications for social comparison features in social apps, this paper identified the personalization paradox, the conflict between user modeling and adaptation, as a key design challenge of personalized applications for behavior change. Additionally, we propose research directions to mitigate this Personalization Paradox.

Reflection is a critical aspect of the learning process. However, educational games tend to focus on supporting learning concepts rather than supporting reflection. While reflection occurs in educational games, the educational game design and research community can benefit from more knowledge of how to facilitate player reflection through game design. In this paper, we examine educational programming games and analyze how reflection is currently supported. We find that current approaches prioritize accuracy over the individual learning process and often only support reflection post-gameplay. Our analysis identifies common reflective features, and we develop a set of open areas for future work. We discuss these promising directions towards engaging the community in developing more mechanics for reflection in educational games.

This paper recognizes idle games as a promising direction for exergames and other games designed for behavioral change. Based on a survey of 11 popular idle games, we extend existing literature by identifying the common core gameplay loop (active participation, inactive progress, and return reward) as well as the design patters used to support the loop. Furthermore, we propose an initial approach to extending idle game patterns to social exergames, focusing on improving player adherence.

Concurrent and parallel programming (CPP) skills are increasingly important in today's world of parallel hardware. However, the conceptual leap from deterministic sequential programming to CPP is notoriously challenging to make. Our educational game Parallel is designed to support the learning of CPP core concepts through a game-based learning approach, focusing on the connection between gameplay and CPP. Through a 10-week user study (n 25) in an undergraduate concurrent programming course, the first empirical study for a CPP educational game, our results show that Parallel offers both CPP knowledge and student engagement. Furthermore, we provide a new framework to describe the design space for programming games in general.