Tasks in augmented reality (AR), such as 3D interaction and instructional comprehension, are often designed for users with uniform sensory abilities. Such an approach, however, can overlook the more nuanced needs of Deaf and Hard of Hearing (DHH) users who might have reduced auditory perception. To better understand these challenges, our study utilized the single-player AR game Angry Birds AR as a probe to explore how 11 DHH participants and 15 hearing participants experienced AR interactions. Our findings highlight that DHH users prefer interaction based on context, effective haptic cues, audio cue substitutes, and clear instructional design. We, therefore, propose the following design recommendations to enhance the accessibility of AR for DHH users. This includes customizable UI options, modular feedback systems, and virtual avatars for sign language instructions.

With the expanding popularity of Location-Based Games and the rise of advertising therein, there exists a need to comprehend the impact of Location-Based Game Advertising (LGA). This paper seeks to identify what makes positively affective LGA, leveraging Pokémon GO as a probe. Researchers conducted twenty-seven (n=27) semi-structured interviews with Pokémon GO players to reveal lived experiences regarding LGA. Our findings highlight the following direct implications for LGA: (1) LGA act as a digital billboard, conveying qualitative alongside locative information, and (2) well-received LGA enhances the player’s agency. We additionally identify findings that have auxiliary implications to LGA: (3) positive memorability occurs when points of interest match physical reality, and (4) ludic engagement is a mediating factor in the memorability of locations. This research demonstrates that LGA in Location-Based Games is surprisingly well-received. However, developers must provide extra consideration to the player’s agency for such techniques to be effective.

The goal is to raise awareness and encourage learning cybersecurity principles by making competitions appealing to a wider audience. In an effort to make events compelling, attractive, and watchable, the researchers will develop systems to support visualizations and make the transactions between teams in different cybersecurity competitions easy to comprehend. In informing and educating the audience on the intricacies of the competition through engaging visualizations, cybersecurity competitions will be opened up to a world beyond just participants. In doing so, we can potentially attract new talent into the field. Our team seeks to make prototype visualizations for key actions in various student cybersecurity competitions and assess spectator understanding of key principles of the competition.

The growing shortage of skilled professionals in cybersecurity and forensics has increased global demand for information systems professionals. To identify and attract more students to cybersecurity and forensics programs, the authors developed a game engine along with a sequence of entertaining, engaging, and educational games, suitable for forensics and cybersecurity courses. This paper focuses on the design and development of a modular educational game framework composed of a game engine and a GUI-based game creator. Following narrative and storylines of the game via interactive dialogs and visualized abstract concepts, students are motivated and engaged to obtain the necessary knowledge. Students will also develop their problem solving skills by using real tools and technologies while playing the game. The GUI-based game creator allows educators to create and develop new educational games by only focusing on game content.

Games have made their way into the classroom in a multitude of ways to attract and retain students. The academic community has made great strides incorporating games into academic study. Although some have suggested formal links, little work has been done on formalizing how game design can inform instructional design. We explore this avenue by showing existing overlaps between the disciplines and areas where game design and instructional design can inform each other. Examples from a series of introductory programming courses will demonstrate the connections and suggest future development.

CMS is a secure and scalable web-based course management system developed by the Cornell University Computer Science Department. The system was designed to simplify, streamline, and automate many aspects of the workflow associated with running a large course, such as course creation, importing students, management of student workgroups, online submission of assignments, assignment of graders, grading, handling regrade requests, and preparation of final grades. In contrast, other course management systems of which we are aware provide only specialized solutions for specific components, such as grading. CMS is increasingly widely used for course management at Cornell University. In this paper we articulate the principles we followed in designing the system and describe the features that users found most useful.