@article{dominguez_cardona-rivera_vance_roberts_2016, title={The Mimesis Effect: The Effect of Roles on Player Choice in Interactive Narrative Role-Playing Games}, DOI={10.1145/2858036.2858141}, abstractNote={We present a study that investigates the heretofore unexplored relationship between a player's sense of her narrative role in an interactive narrative role-playing game and the options she selects when faced with choice structures during gameplay. By manipulating a player's knowledge over her role, and examining in-game options she preferred in choice structures, we discovered what we term the Mimesis Effect: when players were explicitly given a role, we found a significant relationship between their role and their in-game actions; participants role-play even if not instructed to, exhibiting a preference for actions consistent with their role. Further, when players were not explicitly given a role, participants still role-played -- they were consistent with an implicit role -- but did not agree on which role to implicitly be consistent with. We discuss our findings and broader implications of our work to both game development and games research.}, journal={34TH ANNUAL CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS, CHI 2016}, author={Dominguez, Ignacio X. and Cardona-Rivera, Rogelio E. and Vance, James K. and Roberts, David L.}, year={2016}, pages={3438–3449} }
 @inproceedings{barik_everett_cardona-rivera_roberts_gehringer_2013, title={A community college blended learning classroom experience through Artificial Intelligence in Games}, ISBN={9781467352611}, url={http://dx.doi.org/10.1109/fie.2013.6685093}, DOI={10.1109/fie.2013.6685093}, abstractNote={We report on the experience of teaching an industry-validated course on Artificial Intelligence in Computer Games within the Simulation and Game Design department at a two-year community college during a 16-week semester. The course format used a blended learning just-in-time teaching approach, which included active learning programming exercises and one-on-one student interactions. Moskal's Attitudes Toward Computer Science survey showed a positive and significant increase in students in both interest (W(10) = 25, p = 0.011) and professional (W(10) = 49.5, p = 0.037) constructs. The Felder-Soloman Index of Learning Styles (n = 14) failed to identify any statistically significant differences in learning styles when compared to a four-year CS1 class. In the final class evaluation, 8 out of 13 students (62%) strongly or very strongly preferred the blended learning approach. We validated this course through four semi-structured interviews with game companies. The interview results suggest that companies are strongly favorable to the course content and structure. The results of this work serve as a template that community colleges can adopt for their curriculum.}, booktitle={2013 IEEE Frontiers in Education Conference (FIE)}, publisher={IEEE}, author={Barik, Titus and Everett, Michael and Cardona-Rivera, Rogelio E. and Roberts, David L. and Gehringer, Edward F.}, year={2013}, month={Oct} }