Yun-Gyung Cheong
ABSTRACT
Conflict is an unavoidable feature of life, but the development of conflict resolution management skills can facilitate the parties involved in resolving their conflicts in a positive manner. The goal of our research is to develop a serious game in which children may experiment with conflict resolution strategies and learn how to work towards positive conflict outcomes. While serious games related to conflict exist at present, our work represents the first attempt to teach conflict resolution skills through a game in a manner informed by sociological and psychological theories of conflict and current best practice for conflict resolution. In this paper, we present a computational approach to conflict generation and resolution. We describe the five phases involved in our conflict modeling process: conflict situation creation, conflict detection, player modeling and conflict strategy prediction, conflict management, and conflict resolution, and discuss the three major elements of our player model: assertiveness, cooperativeness, and relationship. Finally, we overview a simple resource management game we have developed in which we have begun experimenting with our conflict model concepts.
- Choices and voices. http://playgen.com/choices-and-voices/. PLAYGEN, accessed Jan 2010.Google Scholar
- Handbook on conflict management skill. http://www.cgg.gov.in. Centre for Good Governance, accessed Feb. 2010.Google Scholar
- Global conflict: Palestine, 2007.Google Scholar
- F. Aureli and D. Smucny. The role of emotion in conflict and conflict resolution. In F. Aureli and F. B. M. d. Waal, editors, Natural conflict resolution, chapter 10. University of California Press, Berkeley, 2nd edition, 2006.Google Scholar
- R. Aylett, M. Vala, P. Sequeira, and A. Paiva. Fearnot! - an emergent narrative approach to virtual dramas for anti-bullying education. In International Conference on Virtual Storytelling, Saint Malo, France, 2007. Google ScholarDigital Library
- M. Bowman, S. K. Debray, and L. L. Peterson. Empowering students to handle conflicts through the use of drama. Journal of Peace Education, 4:1--120, 2007.Google ScholarCross Ref
- M. Deutsch. Cooperation and competition. In M. Deutsch, P. T. Coleman, and E. C. Marcus, editors, The handbook of conflict resolution: theory and practice, pages 23--42. Jossey-Bass, San Francisco, CA, 2nd ed edition, 2006.Google Scholar
- M. Deutsch. Introduction. In M. Deutsch, P. T. Coleman, and E. C. Marcus, editors, The handbook of conflict resolution: theory and practice, pages 1--22. Jossey-Bass, San Francisco, CA, 2nd ed edition, 2006.Google Scholar
- C. Grappiolo, Y.-G. Cheong, J. Togelius, R. Khaled, and G. N. Yannakakis. Towards player adaptivity in a serious game for conflict resolution. In VS -Games 2011 Natural Interaction and Player Satisfaction in Games Workshop, Athens, Greece, May 2011. Google ScholarDigital Library
- J. Gratch, W. Mao, and S. Marsella. Modeling Social Emotions and Social Attributions in Cognitive Modeling and Multi-Agent Interaction, Run Sun (ed.), pp 219--251. Cambridge University Press, 2006.Google Scholar
- M. T. Greenberg, R. P. Weissberg, M. U. O. Brien, J. E. Zins, L. Fredericks, H. Resnik, and M. J. Elias. Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6--7):466--474, June-July 2003.Google Scholar
- J. Huizinga. Homo Ludens: A Study of the Play-Element In Culture. Beacon Press, Boston, MA, 1955.Google Scholar
- D. W. Johnson and R. T. Johnson. Conflict resolution and peer mediation programs in elementary and secondary schools: A review of the research. Review of Educational Research, 66(4):459--506, January 1996.Google ScholarCross Ref
- W. Kreidler. Teaching Conflict resolution through children literature (Grades K-2). Teaching Resources, 1994.Google Scholar
- B. Laursen and C. A. Hafen. Future directions in the study of close relationships: Conflict is bad (except when it's not). Social Development, 19:858--872, 2010.Google ScholarCross Ref
- E. G. Lindner. Emotion and conflict. In M. Deutsch, P. T. Coleman, and E. C. Marcus, editors, The handbook of conflict resolution: theory and practice, pages 268--293. Jossey-Bass, San Francisco, CA, 2nd ed edition, 2006.Google Scholar
- M. J. M. C. Luis. A assembleia de turma como dispositivo de mediacao e conictos. Master's thesis. Universidade de Lisboa-Faculdade de Psicologia e Ciencias da Comunicacao, 2009.Google Scholar
- J. McCoy, M. Treanor, B. Samuel, B. Tearse, M. Mateas, and N. Wardrip-Fruin. Comme il faut 2: a fully realized model for socially-oriented gameplay. In Proceedings of the Intelligent Narrative Technologies III Workshop, INT3 '10, pages 10:1--10:8, New York, NY, USA, 2010. ACM. Google ScholarDigital Library
- P. Pedersen. Simulations: A safe place to take risks in discussing cultural differences. Simulation and Gaming, 26(2):201--206, 1995. Google ScholarDigital Library
- E. M. Raybourn. Computer game design: New directions for intercultural simulation game designers. Developments in Business Simulation and Experiential Exercises, 24, 1997.Google Scholar
- C. U. Shantz. Conflicts between children. Child Development, 58:283--305, 1987.Google ScholarCross Ref
- C. U. Shantz. Conflict in child and adolescent development. Cambridge University Press, Cambridge, England, 1992.Google Scholar
- D. W. Simkins and C. Steinkuehler. Critical Ethical Reasoning and Role-Play. Games and Culture, 3(3--4):333--355, July 2008.Google Scholar
- N. Swanstrom and M. Weissmann. Conflict, Conflict Prevention and Conflict Management and Beyond: A Conceptual Exploration. POLICY PAPER, 2005.Google Scholar
- M. Szella and S. Thurne. Measuring social dynamics in a massive multiplayer online game. Social Networks, 32:4:313--329, 2010.Google Scholar
- K. W. Thomas. Conflict and conflict management: Reflections and update. Journal of Organizational Behavior, 13(3):265--274, 1992.Google ScholarCross Ref
- B. Winn. The design, play, and experience framework. In Handbook of Research on Effective Electronic Gaming in Education, pages 1010--1024. IGI Global Publication, Hershey, Philadelphia, July 2008.Google ScholarCross Ref
Index Terms
- A computational approach towards conflict resolution for serious games
Recommendations
Operationalizing conflict strategies in a board game
FDG '19: Proceedings of the 14th International Conference on the Foundations of Digital GamesThe aim of conflict resolution education is to impart essential strategies and skills for resolving conflicts effectively. While these are important life skills, conflict resolution can be difficult to teach because it requires individuals to interact ...
Serious Games Modeling
BDCA'17: Proceedings of the 2nd international Conference on Big Data, Cloud and ApplicationsRecently, serious games have become a crucial strategy that is devoted to improve e-learning. Nowadays, they play an important role in attaching player and learner to learn by having fun and to retain as much pedagogical information as possible. As a ...
Using serious games in computer science education
Koli Calling '11: Proceedings of the 11th Koli Calling International Conference on Computing Education ResearchGames are generally considered to be motivating and engaging and people spend a lot of time playing recreational games. Serious games can be used in Computer Science (CS) education to offer a different type of method to learn and discuss relevant ...
Comments