Volume 3 Issue 3
Authors: Olivier Guy; Ronan Champagnat
Abstract: What is the difference between experiencing the game and what comes out a discussion about it? How far goes the rationality of the user? What is his responsibility in his blunders, and what should be considered as a consequence of fate? All these topics are tackled by Lacan, and the psychologists of psychoanalysis, and we may apply the findings of his school of thought to game design and HCI. Stephane Donikian believes that we need to go further within language as we consider the user, and Lacan happens to be the most appropriate to that task. Others schools could be closer to the Wittgensteinian views as in Hutto, and consider the user as a game theory player, while we want to show that they are wrong: the experience of HCI is hard to speak of, we lack the words, and it varies greatly from person to person. Computers are rational machines while humans are not. Cognitive science has tried to find ways that are below language, while Lacan searches the subject in language. Hence telling the story of an HCI experience is more of a matter of a narrative event and contrasts with the unspeakable reality of the interaction. We used the concepts of symbolization and reality to discuss what is within human grasp in the experience, and what remains too far from our reach. For example a few features of HCI design could go unrecognized by the user or its behavior could be interpreted as voluntary while it could be unconscious.
Keywords: Applications of Game Theory; Player Satisfaction and Experience in Games; Player/Opponent Modeling in Games; Psychology/Psychoanalysis Applied to HCI
Authors: You-Huei Chen; Kuo-En Chang; Yao-Ting Sung; Huei-Tse Hou; Shu-Ping Chang
Abstract: Statistics show that the popularity of Chinese as a second language (CSL) continues to increase. CSL-related institutes are being established throughout Asia, Europe, and the Americas. Therefore, research on CSL instructional methods is gaining more interest among educators and scholars. However, a systematic comparison of different CSL instructional methods is lacking. This study aimed to develop a coding scheme based on the qualitative observation-analysis of long-term in-class video recordings of the instructional processes of various CSL courses, for use as a research tool that assists in the evaluation and analysis of CSL instructional methods. The study applied the Delphi method to assess the validity of the coding scheme and to provide an example of how the coding scheme is applied. Our CSL-IMCC-scheme is a highly reliable analytical tool with high validity that allows teachers and researchers to conduct long-term classroom observations. In our scheme, we have also explored other common and innovative CSL instructional methods, such as computer-aided language teaching. We expect this scheme to serve as a valuable reference for future CSL-related research.
Keywords: Chinese as a Second Language; CSL; Instructional Method; Delphi; Coding Scheme