title: Adaptive Interfaces for Massively Multiplayer Online Games

authors: Deaker, Chris

subjects: HCI

abstract: Massively multi-player online role-playing games (MMORPGs), such as World of Warcraft, have become very popular in recent years. These types of games typically feature rich and complex game environments, enabling more engaging game-play experiences. However, the complexity of the underlying game systems can also result in increased interface complexity, which may diminish player enjoyment - a major element of players' game experience. Players may customise their in-game interfaces to deal with this type of complexity and hence improve their performance, but the challenges associated with manual interface customisation may prevent some players from effectively personalising their own game interface. 

Players' behavioural models can be used to provide a means of determining potential player in-game behaviour, thus allowing for the automatic adaptation of game interfaces to better suit player needs. This thesis aims to determine whether player-modelled adaptive interfaces can improve players' game experience in MMORPGs.

A survey of MMORPG players was conducted to determine which aspects of player experience may be impacted by interface modification. The findings of this study informed the development of an adaptive interface feedback system which aimed to provide players with relevant information, in order to improve their game experience. This prototype system was then evaluated, in order to determine the impact of the developed system on players' game experience.

text: Adaptive Interfaces for Massively Multiplayer Online Games Massively multi-player online role-playing games (MMORPGs), such as World of Warcraft, have become very popular in recent years. These types of games typically feature rich and complex game environments, enabling more engaging game-play experiences. However, the complexity of the underlying game systems can also result in increased interface complexity, which may diminish player enjoyment - a major element of players' game experience. Players may customise their in-game interfaces to deal with this type of complexity and hence improve their performance, but the challenges associated with manual interface customisation may prevent some players from effectively personalising their own game interface. 

Players' behavioural models can be used to provide a means of determining potential player in-game behaviour, thus allowing for the automatic adaptation of game interfaces to better suit player needs. This thesis aims to determine whether player-modelled adaptive interfaces can improve players' game experience in MMORPGs.

A survey of MMORPG players was conducted to determine which aspects of player experience may be impacted by interface modification. The findings of this study informed the development of an adaptive interface feedback system which aimed to provide players with relevant information, in order to improve their game experience. This prototype system was then evaluated, in order to determine the impact of the developed system on players' game experience.

year: 2013

title: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand

authors: Butcher, Jane

subjects: overseas trained teacher

abstract: This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

text: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

year: 2012

title: Ōpōtiki Mai Tawhiti Kapa Haka

authors: Maxwell, Te Kahautu

abstract: Te Matatini is the World Champion Competition. Ōpōtiki Mai Tawhiti; Pool performance on Day 1 of the Te Matatini National Kapa Haka Competition. Ōpōtiki Mai Tawhiti placed second in the pool and qualified for the Top 9 Finals on Sunday 24th February 2013. Overall in the Pool qualifiers ŌpōTiki Mai Tawhiti placed 5th out of 41.

text: Ōpōtiki Mai Tawhiti Kapa Haka Te Matatini is the World Champion Competition. Ōpōtiki Mai Tawhiti; Pool performance on Day 1 of the Te Matatini National Kapa Haka Competition. Ōpōtiki Mai Tawhiti placed second in the pool and qualified for the Top 9 Finals on Sunday 24th February 2013. Overall in the Pool qualifiers ŌpōTiki Mai Tawhiti placed 5th out of 41.

year: 2013-02-21