Sense of Play 07: David Hayward, Uncanny AI

Nov 7, 20071 like404 views

This document discusses a game design symposium and how gamers and programmers view artificial intelligence differently. It notes that uncanny valley is not just about appearance but also involves behavior. The document references several websites on topics like android engineering, webcomics, digital masks, and autonomous functions.

Entertainment & Humor Technology

Gamers experience AI from an aesthetic point of view. Programmers can appreciate it in terms of mechanics.

http://www.ed.ams.eng.osaka-u.ac.jp/research/Android/android_eng.htm

Uncanny Valley is not just about appearance, it involves behaviour too.

Uncanny Valley is not just about appearance, it involves behaviour too. Intersection:

Uncanny Valley is not just about appearance, it involves behaviour too. Intersection: Broken or Partial AI

Uncanny Valley is not just about appearance, it involves behaviour too. Intersection: Broken or Partial AI Strange Human Behaviour

[email_address] http://func-auton.net/blog

El documento presenta un ejercicio visual que involucra la percepción del color y la palabra, destacando el conflicto entre los hemisferios cerebrales. Se incluyen instrucciones específicas para realizar el ejercicio, así como una serie de caracteres y símbolos que parecen ser ruido o codificación no funcional. Termina con una expresión que sugiere frustración por la falta de atención o concentración.

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Le document traite de la refonte des outils d'information dans les aéroports de Paris, soulignant des enjeux tels que l'expansion du marché du duty-free et les exigences environnementales. Il évoque également la transformation des aéroports en espaces multiculturels et commerciaux, appelés 'aéro-villes' ou 'aéro-malls'. Enfin, il souligne l'importance de la technologie au service de l'écologie et de la responsabilité sociale dans ce contexte.

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The document summarizes information about the International Game Developers Association (IGDA) Education Special Interest Group (EdSIG) and the Global Game Jam event. It discusses the history and goals of IGDA EdSIG in developing curriculum standards for game education programs. It also provides details about the Global Game Jam, including its growth in participants since 2009 and positive feedback from attendees. Hosting requirements and benefits of participating in the Global Game Jam for both students and researchers are outlined.

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Sony Computer Entertainment Europe provides updates on their academic development programs for PSP and PS3. The programs offer real devkits, software tools, middleware access and support to help students learn. Students gain industry contacts and feedback through studio visits, talks and potential job shadowing. The PS3 program additionally provides a game engine with documentation and samples to help students learn multi-core optimization.

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This document discusses teaching new tricks to senior dogs. As dogs age, their ability to learn new commands can decrease, but it is still possible with patience. The key is keeping training sessions positive, short and focused on commands the dog has already mastered at first. Praise and treats can help motivate older dogs. While it may take longer, with consistency even senior dogs can continue learning well into their golden years.

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Kim Blake has organized university open days at Blitz Games Studios since 2006 to address graduate quality issues and provide opportunities for students. The events include presentations from industry professionals, studio tours, and feedback sessions. They benefit both students and Blitz through recruiting and PR. Analysis of registrations and submissions over the years shows variability between universities and disciplines in converting to invitations. Student feedback indicates the events help gauge course quality and career preparation. Blitz will continue the open days and is launching a new website to further support students securing jobs in the industry.

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The Scottish Centre for Excellence in Computer Games Education is located at the Institute of Arts, Media and Computer Games at Abertay University. It received ?8.8 million over 3 years to build out over 4000 square meters of space with 270 PC and Mac workstations to support their 6 undergraduate programs, 3 postgraduate programs, and Dare to be Digital initiative serving over 740 full time students and 150 graduating students per year. The Center aims to provide institutional, sector, and agency commitment to excellence in computer games education through specialized programs, mentorship, and professional development opportunities.

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The document discusses why games are an effective medium for education according to a survey of over 1,100 teens. It finds that 97% of teens play games and at least half play daily, with little gender difference. It lists five reasons why games are good for education: 1) Teens enjoy games 2) Games can teach any subject 3) Games are still evolving 4) Games can be profitable 5) Games replace TV time. It then outlines an education game development plan focusing on annual themes and working with UK indie developers to target an "interesting" price range. A number of completed and upcoming games are listed along with evaluation metrics.

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Jonathan Blow argues that video games must evolve from merely entertaining players to fostering deeper emotional and intellectual experiences. He highlights the conflict between story and gameplay dynamics, suggesting that games often fail to integrate these aspects effectively, resulting in shallow player experiences. To reach a potential golden age, the industry should shift focus toward meaningful interactivity and player-driven narratives rather than traditional storytelling models.

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The document discusses the evolution of Xbox Live Community Games, highlighting the development enabled by XNA Game Studio and its impact on game creation and distribution. It outlines key aspects such as community content management, monetization opportunities for creators, and the peer review system for game safety and classification. Additionally, it mentions future plans for consumer discoverability and the platform's expansion to more countries.

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The document outlines ten commandments for game development education, emphasizing a holistic approach that integrates various disciplines and encourages teamwork, creativity, and historical understanding of games. It advises against a narrow focus on aesthetics or dogma, advocating instead for learning from failure and building industry relationships. Additionally, it cautions against superficial program structuring that merely adds game courses to existing curricula.

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