Browsing by Subject "Computer games"

Now showing 1 - 5 of 5
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    Adaptive ensemble learning with confidence bounds for personalized diagnosis
    (AAAI Press, 2016) Tekin, Cem; Yoon, J.; Van Der Schaar, M.
    With the advances in the field of medical informatics, automated clinical decision support systems are becoming the de facto standard in personalized diagnosis. In order to establish high accuracy and confidence in personalized diagnosis, massive amounts of distributed, heterogeneous, correlated and high-dimensional patient data from different sources such as wearable sensors, mobile applications, Electronic Health Record (EHR) databases etc. need to be processed. This requires learning both locally and globally due to privacy constraints and/or distributed nature of the multimodal medical data. In the last decade, a large number of meta-learning techniques have been proposed in which local learners make online predictions based on their locally-collected data instances, and feed these predictions to an ensemble learner, which fuses them and issues a global prediction. However, most of these works do not provide performance guarantees or, when they do, these guarantees are asymptotic. None of these existing works provide confidence estimates about the issued predictions or rate of learning guarantees for the ensemble learner. In this paper, we provide a systematic ensemble learning method called Hedged Bandits, which comes with both long run (asymptotic) and short run (rate of learning) performance guarantees. Moreover, we show that our proposed method outperforms all existing ensemble learning techniques, even in the presence of concept drift.
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    Auction-based serious game for bug tracking
    (The Institution of Engineering and Technology(IET ), 2019-10) Üsfekes, Ç.; Tüzün, Eray; Yılmaz, M.; Macit, Y.; Clarke, P.
    Today, one of the challenges in software engineering is utilising application lifecycle management (ALM) tools effectively in software development. In particular, it is hard for software developers to engage with the work items that are appointed to themselves in these ALM tools. In this study, the authors have focused on bug tracking in ALM where one of the most important metrics is mean time to resolution that is the average time to fix a reported bug. To improve this metric, they developed a serious game application based on an auction-based reward mechanism. The ultimate aim of this approach is to create an incentive structure for software practitioners to find and resolved bugs that are auctioned where participants are encouraged to solve and test more bugs in less time and improve quality of software development in a competitive environment. They conduct hypothesis tests by performing a Monte Carlo simulation. The preliminary results of this research support the idea that using a gamification approach for an issue tracking system enhances the productivity and decreases mean time to resolution.
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    Do computer games enhance learning about conflicts? A cross-national inquiry into proximate and distant scenarios in Global Conflicts
    (Pergamon Press, 2015) Kampf, R.; Cuhadar E.
    Interactive conflict resolution and peace education have developed as two major lines of practice to tackle intractable inter-group conflicts. Recently, new media technologies such as social media, computer games, and online dialogue are added to the existing set of tools used for peace education. However, a debate is emerging as to how effective they are in motivating learning and teaching skills required for peace building. We take issue with this question and have conducted a study investigating the effect of different conflict contexts on student learning. We have designed a cross-national experimental study with Israeli-Jewish, Palestinian, and Guatemalan undergraduate students using the Israeli-Palestinian and Guatemalan scenarios in the computer game called "Global Conflicts." The learning effects of these scenarios were systematically analyzed using pre- and post-test questionnaires. The study indicated that Israeli-Jews and Palestinians acquired more knowledge from the Guatemalan game than Guatemalans acquired from the Israeli-Palestinian game. All participants acquired knowledge about proximate conflicts after playing games about these scenarios, and there were insignificant differences between the three national groups. Israeli-Jews and Palestinians playing the Israeli-Palestinian game changed their attitudes about this conflict, while Guatemalans playing the Guatemalan game did not change their attitudes about this case. All participants changed their attitudes about distant conflicts after playing games about these scenarios. © 2014 Elsevier Ltd.
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    Does conflict content affect learning from simulations? A cross-national inquiry into the Israeli-Palestinian and Guatemalan conflict scenarios
    (Wiley-Blackwell Publishing, Inc., 2015) Cuhadar, C. E.; Kampf, R.
    It is important to find out whether the content of a simulation has any effect on learning, whether students learn better when the simulation is about a conflict they directly experience as opposed to a conflict they have hardly heard about, and whether learning about a specific conflict changes from one identity group to another. In this article, we address these questions in a five-group experimental study, with direct parties to the conflict (Israeli-Jewish, Palestinian, and Guatemalan), third/secondary parties to the conflict (Turkish, American, and Brazilian), and distant parties to the conflict. Our results indicate that learning varies not only from one group to the other, but also with the salience of the conflict. While the simulations increase the level of knowledge about that particular conflict in almost all situations, when attitude change is concerned, the effects diversify from one group to the other. © 2015 International Association for Conflict Management and Wiley Periodicals, Inc.
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    Representation and women : construction of gender-roles in computer games
    (1996) Özcivelek (Durlu), Leyla
    Developments in computer industry gave way computer games to become a popular entertainment agent for children as well as for adults. Interactive quality of computer games has displaced television and traditional games, however, they have become unattractive to women because of the fact that the pleasures offered by these games are gender-specific since they are offered into consumption with a male "Model Player" in mind. The purpose of this particular study is to illustrate the constitution of gender of the player by the discourse itself as a fact independent from the gender of the actual player. In this connection, topics such as gender-role socialization, representation of women in popular culture, computer as a gendered technology will be the main issues to be investigated in order to demonstrate the constitution of the player through an analysis of a group of role-playing games.