JAIST Repository: 視線追従装置を用いたリズムアクションゲームにおけるスキルの分析
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(2) The 24th Annual Conference of the Japanese Society for Artificial Intelligence, 2010. 3G1-OS2a-1. £°GĐvåõIJġĭĒĚĞİĶĜķĭþèíČĠęijÿ` An analysis of skill in Rhythm Action Game with an Eye Tracker <"É. *1. gÉ *2. Takuya Ohara. ÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ. *1É. Tsutomu Fujinami. ½6P36¼36. School of Knowledge Science, Japan Advanced Institute of Science and Technology Abstract: The importance of skills has been increased recently as manualÉ labors are still widely on demand. We have investigated properÉ tiesÉ commonly observable among variety of skills. However, it is not easy toÉ study the embodied knowledge, i.e. the items of knowledge enablingÉ skills, given the complexity of tacit knowing, especially when itsÉ contexts are not specified. Therefore, we focused on a rhythm actionÉ game to investigate open skill, a class of skills whose contexts areÉ unknown, with a hope that our study might cast a new light on tacitÉ knowing under unspecific contexts. We analyzed the skill required toperÉ form the rhythm action game using an Eye Tracker. We found throughÉ our experiment that the experts fix their eyes on a particular pointÉ while they play the game. Similar phenomena are observed in otherÉ activities, where the skills are thought to be open one. The experts areÉ found to control their visions by limiting the time to watch items soÉ that they can perform the task most effectively, which suggests they mayÉ automate the perception-action cycle.. 1. s-bßý/Oú»i êiyþďčùåČêÝôÿ i ÿÆĈ,ĀBß0 ÿ²Đ®ċÝpþJ¡ýĠ ęijć&Yþ0 ðùåČÞôčĊi ÿ2ìĀÝ»êuă čR÷õöíúçČćÿĀ=ýìÝąðĎi Đ³ðùĠ ęijЬþøíùåìîûêJ¡ûý÷ùìČÞðéðýêĊÝ »êĠęijЬþøíùåì/%ÝIéĊp¶āûp òȵ þĀ3ýY»êJ¡ûýċÝø]Āôÿp µ Đ@¦ðþìåýüÿ)ÅoêäČÞ¯BÝĠęijÿ ³oĐ¢ðÝpþééČY»ĐlðõċÝ ÿi ā ¬
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(22) The 24th Annual Conference of the Japanese Society for Artificial Intelligence, 2010 !ÒìÜÉëÅåØÄ[$êâhlÆ[$,1995ÇÍêúĕĈďėĀ ùėČî|ÊÑÞÝÄ>yÞmgyáeÎG êÍÞàÚÜÉëÅÑìêâÑÞÍêÄđÿČð÷üĐĕùėČî| ÊÑÞÝ%ÚØþöĒÎÄđÿČð÷üĐĕùėČÞÉÊNâÙ ÐábåêÕâYèA}á9nÛÄÐØþöĒÝÈëÑ ÞÎJ:ÝÏëÅ×ÓÜÄôėĊĕþöĒîBÛÞÒìëYÞ ^êÓ íÖÜÄþöĒâ]Íêu_áÍÍëHâZ Î|ËëâÍßÊÍîOÓÜÉÏØÉÅ. [Blumberg,2000] Fran C. Blumberg: The Effects of children's Goals for Learning on Video Game Performance.ĘJournal of Applied Developmental Psycology Ę Volume 21, Issue 6, November-December2000, Pages641-653ę [Bruce D,2002Bruce] D. Bartholow and Craig A. Anderson. Effects of Violent Video games on Aggressive Behavior: Potential Sex Difference, Journal of Experimental Social Psychology, Volume 38, May 2002, Pages 283-290 [Castel,2005]Alan D. Castel, Jay pratt and Emily Drummond. The effects of action video game experience on the time course of inhibition of return and the efficieniy of visual search. Acta Psycologica, Volume 119,Issue 2, June 2005, Pages 217-230 [Craig A,2000]Craig A. Anderson, and Karen E. Dill. Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and in life. Journal of Personality and Social Psychology, Volume 78, Issue 4, April 2000, Pages 772-790 [Craig A,2004]Craig A. Anderson. An update on the effects of playing violent video games. Journal of Adolescence,Volume 27, Issue 1, February 2004, Pages 113-122 [Griffiths,1999]Mark Griffiths. Violent video games and aggression: A review of the literature. Aggression and Violent Behavior, Volume 4, Issue 2, Summer1999, Pages 203-212 [Janne B,2003]Janne B. Funk, Debra D. Bushman, Jennifer Jenks ando Heidi Bechtoldt. Playing violent video games, desensitization, and moral evaluation in children. Journal of Applied Developmental Psycology, Volume 24, Issue 4, September 2003, Pages 413-436. Processing Information. Journal of The Psychological Review, 1956, vol. 63, pp. 81-97] [Plogsties,1997]H.-R. Plogsties. A case of video geme induced convulsions. Journal of the Neurological Scienceses, Volume 150, Supplement 1, Septmber 1997, Page S301 [Uhlmann,2004]Eric Uhlmann and Jane Swanson. Exposure to violent video gmaes increases automatic aggressiveness. Journal of Adollescence, Volume 27, Isseu 1, Februaly 2004, Pages 41-52 º{ §¯®¦»{G8Äfà âPÃÃôėĊ ĕĖþöĒqþċėĂîĎĄĒÞÓÜÃà xhl@~ ¨¦¡§¢ ÁÁ¥©¤«¦ §¯®¦ º{£§¯®¬»{G8ÄôėĊĕĖþöĒâCRÞÓÜâfà â;îÞçàÚØ ;Hâc xhl@~ ¨¬¡§¢ ÁÁ¥ª¤«¬ §¯®¬ ºF{£¨¦¦¬»LU')ÄF{<ÄăēćùėČÞzY¤ Uyd ´¸³ áéëhl¤ ĆòôčĄñõĒĖĉïýñĖüþă Č) ¹À¿®£µ¶¥§£ ÁÁ¯©¤¯®¡¨¦¦¬¢» ºTK£¨¦¦¯»TKiÄQ
(23) î-ÞÓØCD\(ü þăČâc =&`)hl& ¥±°£óĕĀăòĕč ĕąúĕĈďėăñĕø ¡¨¦¦¯¢ÁÁ¥ª©¤«¦ º{X£¨¦¦¬»{XÄ Þrtáêìë1æÒâcÞÄ gcA}áéë þöĒâ 2?Ěě36 ?ME ¨¦¦¬ 3 © I ·¼¾½Â®¤¨ª º /£¨¦¦®» /7Ägâj) þöĒûòóĕþÃ. gâGäâðĊĔėā /7s Á¼¾½Â§¨¤§¬ º[$£§¯¯«»º5.')')Ä[$*SÄ4âúĕĈďėĀ ùėČãÞ>AyÌéãmgAyÞâ ¡§¯¯«¢ÁÁ¥§ª§¤§ª¯ ºW£¨¦¦»oj)A}')')ÄWwÄV +îaÉØ)uUyáÔëv, 0gy)p ¨§ "#'k¡¨¦¦¢§²©¤¦§ . [Mangun G,2003]Mangun G., Zani A., and Provervio A. M. Neural Machine of attention.TheCognitive Electrophysiology of Mind and Brain,(2003)Pages 247-258 [Larkin,2000]Marilynn Larkin. Violent video games increase aggression. The Lancet, Volume355, Issue 9214, 29 April 2000, Page 1525 [Miller,1956]George A. Miller. The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for. -4-.
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