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Submitted by António Freitas (amsf@uma.pt) on 2017-09-12T10:27:28Z No. of bitstreams: 1 MestradoYuri Almeida.pdf: 6210569 bytes, checksum: 9df39dbfa20659b90fd676d1f7459af6 (MD5) Made available in DSpace on 2017-09-12T10:27:28Z (GMT). No. of bitstreams: 1 MestradoYuri Almeida.pdf: 6210569 bytes, checksum: 9df39dbfa20659b90fd676d1f7459af6 (MD5) Previous issue date: 2017-03-14

This thesis argues that moral complexity corresponds to moral competence and is fundamental in experiencing, analysing and optimising the phenomenon of morality in videogames. The goal of this research is to provide a novel empirical approach to the field of videogame ethics and new perspectives on player-centred design in game development. The thesis begins by providing a comprehensive historical state of the art of the field of videogame ethics. Georg Lind’s central work on moral competence is then introduced. This includes moral competence as a concept but also as an empirical device to measure the ability of translating moral orientations into action through the MCT (Moral Competence Test). Furthermore, moral complexity is defined on basis of moral competence, and a field study of selected videogames that exemplify the model. On the basis of the definition of moral complexity, a videogame prototype was built allowing for two degrees of moral complexity (low and high). The following chapter includes a report of the development process of the game and explains how moral complexity is used as a model to create a game in two versions, exhibiting different degrees of moral challenge. While results have not been able to confirm the hypotheses outlined in the introduction, which means that there is no statistically significant correlation between player satisfaction, moral complexity and moral competence, this research presents a novel approach to test statements that are considered conventional in the field of videogame ethics. Its significance can be seen in its interdisciplinarity which tries to go beyond theoretical claims in regards to morality in videogames., Benjamin Joseph Hanußek, Masterarbeit Universität Klagenfurt 2023

The recently emerged field of game analytics and thedevelopment and adaptation of business intelligence techniques tosupport game design and development has given data-driventechniques a direct role in game development. Given that all digitalgames contain some sort of spatial operation, techniques for spatialanalysis had their share in these developments. However, themethods for analyzing and visualizing spatial and spatio-temporalpatterns in player behavior being used by the game industry arenot as diverse as the range of techniques utilized in game research,leaving room for a continuing development. This paper presents areview of current work on spatial and spatio-temporal gameanalytics across industry and research, describing and defining thekey terminology, outlining current techniques and theirapplication. We summarize the current problems and challenges inthe field, and present four key areas of spatial and spatio-temporalanalytics: Spatial Outlier Detection, Spatial Clustering, SpatialPredictive Models, Spatial Pattern and Rule Mining. All key areasare well-established outside the context of games and hold thepotential to reshape the research roadmap in game analytics.

The potential of games in empowering underrepresented groups is a central theme in the field of media studies. However, to ensure that everyone can benefit from them, it is necessary to ensure that they are inclusive and accessible. In the present work, we have implemented a Participatory Action Research (PAR) approach to target this problem, right at the stage of training new game designers and game developers. Thus, through a game-design-based or experimental game design pedagogical approach, we intended to promote inclusive and accessibility-driven game design and development skills in students, while decreasing their negative attitudes towards people with Intellectual Disability (pwID). A protocol with a Non-Governmental Organization in the field was established and, during two semesters, students were challenged to develop 10 accessible games and physical interfaces for pwID and motor disabilities, through participatory processes. Pre and post assessment was conducted, through a mixed-method approach. After participating in this process, students reported satisfaction and increased knowledge of cognitive and motor accessibility, and inclusive game design in general. Moreover, the attitudinal assessment showed significantly lower levels of prejudiced beliefs towards pwID (p < 0.05).