Investigating Variations in Gameplay: Cognitive Implications
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
There is increasing interest in creating computer games for learning, problem solving, and other high-level cognitive activities. When investigating whether gameplay is conducive to such activities, gameplay is often studied as a whole. As a result, cognitive implications can be linked to the game but not to its structural elements. Given that gameplay arises from interaction between the player and the game, it is the structural components of interaction that should be investigated to better understand the design of gameplay. Furthermore, minor variations in the components of interaction can have significant cognitive implications. However, such variation has not been studied yet. Thus, to gain a better understanding of how we can study the effect of interaction on the cognitive aspect of gameplay, we conducted an exploratory investigation of two computer games. These games were isomorphic at a deep level and only had one minor difference in the structure of their interaction. Volunteers played these games and discussed the cognitive processes that emerged. In one game, they primarily engaged in planning, but in the other game they primarily engaged in visualizing. This paper discusses the results of our investigation as well as its implications for the design of computer games.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it