Module Code COM00126M MSc Degree Examinations 2019–20 DEPARTMENT OF COMPUTER SCIENCE Research Methods for Human-Computer Interaction (RESM) Open Assessment Open Individual Assessment Issued: 2019 October 9th, 12:00 noon Submission due: 2020 January 15th, 12:00 noon Feedback and marks due: 2020 February 12th, 12:00 noon All students should submit their answers through the electronic submission system: http://www.cs.york.ac.uk/student/assessment/submit/ by 2020 January 15th, 12:00 noon. An assessment that has been submitted after this deadline will be marked initially as if it had been handed in on time, but the Board of Examiners will normally apply a lateness penalty. Your attention is drawn to the section about Academic Misconduct in your Departmental Handbook: https://www.cs.york.ac.uk/student/handbook/. Any queries on this assessment should be addressed by email to Paul Cairns at
[email protected]. Answers that apply to all students will be posted on the VLE. Rubric: Please answer all questions in this assessment. Where specific word limits are given for a particular answer, any words beyond those limits will not be marked. Your exam number should be on the front cover of your assessment. You should not be otherwise identified anywhere on your submission. Page 1 of 4 Module Code COM00126M Part 1 The papers referenced in this assessment are either from the International Journal of Human-Computer Studies or Computers in Human Behavior. You should have full access to these articles through the University systems and library. QUESTION 1 (12 marks) Read the following paper: Chittaro, L., Buttussi, F. (2019) Exploring the use of arcade game elements for attitude change: Two studies in the aviation safety domain. Int. J. of Human-Computer Studies, 127, 112–123 Critique Study 1 of Chittaro and Buttussi (2019) in terms of construct, internal, external and ecological validity in relation to the goals of the study. Remember a critique should include strengths as well as weaknesses. (12 marks) QUESTION 2 (16 marks) Read the following paper: Ameerbakhsh, O., Maharaj, S., Hussain, A., McAdam, B. (2019) A comparison of two methods of using a serious game for teaching marine ecology in a university setting. Int. J. of Human-Computer Studies, 127, 181–189 1. In the study in Ameerbakhsh et al. (2019), there is both a quantitive part, which looks like an experiment, and a qualitative part, which uses thematic analysis to analyse open-ended questions. Critique the thematic analysis in terms of the quality of the data gathered, the method of analysis and the reporting of the findings. (9 marks) 2. The quantitative part of the study used Likert items to see how people felt about their learning experience. Discuss that data, as presented in Table 2, first in terms of what it says on its own and then in relation to the findings from the qualitative data. (7 marks) QUESTION 3 (11 marks) It is known that, sometimes, exposure to a concept in a game can lead to it being less primed (Zendle, Cairns and Kudenko (2018) Comp. in Hum. Behav., 78). That is, people are less able to bring the concept to mind. It is therefore possible that players who are exposed longer to the evacuation game in Chittaro and Buttussi (2019) might in fact remember less about what the game is trying to teach. To test this, an experiment was devised to give two groups of participants different amounts of time playing with the game, namely 60s (one minute) or 300s (five minutes), to see if those who played longer remembered the rules as well. The data is presented in the quantitative dataset on the VLE. In the dataset, Short is the condition with a shorter player time of 60s compared to Long with 300s. The primary measure used is the more robust measure of player knowledge used in Study 2 of Chittaro and Buttussi. We also measured the level of the game that each player reached (from 1 to 12). Page 2 of 4 Module Code COM00126M 1. Summarise the data with a table of suitable descriptive statistics and a graphical presentation. (3 marks) 2. Analyse the data using an appropriate statistical test and correctly report the results of that test. (2 marks) 3. Explore the possible relationship between a player’s knowledge and the level of the game that the player achieves. (4 marks) 4. Interpret your analysis in terms of the goals of the experiment. (2 marks) QUESTION 4 (21 marks) As well as serious games helping you to learn things relevant to the real world, there is growing evidence that playing games generally can have benefits. Watch the video “Can Video Games Make You Smarter?” on YouTube: https://www.youtube.com/watch?v=OOsqkQytHOs The qualitative dataset on the VLE is a collection of comments attached to this video. Perform a content analysis on the comments in the dataset. You are not expected to do inter-rater reliability. 1. Write an appropriate report of the content analysis, including your coding definitions. (12 marks) 2. From your analysis, what would you conclude?(3 marks) 3. Discuss your conclusions as you would for a report of this as a study. (5 marks) Part 2 A popular genre of games is idle games, that is, games that run in the background or require time to pass before players can take more actions. It is possible that idle games, because they are played over a long period, may be more suitable to bring about learning through serious games. This next section is all about devising a study to investigate how idle games may be useful as serious games. QUESTION 5 (20 marks) Conduct a literature review into the use of idle games as serious games. Write up the findings of your review in the form of an annotated bibliography of the ten references that most inform your proposed study. Each entry in the bibliography should include a full, correctly formatted reference and an annotation of no more than 150 words. Here is an example bibliography entry (that you cannot use!): Cutting, J., Gundry, D., Cairns, P. (2019) Busy doing nothing? What do players do in idle games? Int. J. of Human-Computer Studies, 122, 133-144 Page 3 of 4 Module Code COM00126M This study looks at how people engage in the game of Neko Atsume. It proposes an alternative definition of engagement in idle games that is different from engagement in other games. It could be useful to frame and measure of how engagement takes place in a serious idle game alongside the learning in the game. Marks will be given for: 1. Correct formatting of references. 2. Quality of the references. 3. The analysis presented in the annotation to the reference leading towards informing the choice of dependent variable. QUESTION 6 (10 marks) Write the method section for your study. This could be a qualitative, quantitative or a mixed methods study but you should give a clear aim for the study, a full methodology for the study and a description of how you will analyse the data that you gather. Use your literature review to justify the design of your study. QUESTION 7 (10 marks) What are the ethical concerns you should address before you run this study? End of examination paper Page 4 of 4
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