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________________________________________________________________________In the domain of computer games, research into the interaction between player and game has centred on 'enjoyment', often drawing in particular on optimal experience research and Csikszentmihalyi's 'Flow theory'. Flow is a well-established construct for examining experience in any setting and its application to game-play is intuitive. Nevertheless, it's not immediately obvious how to translate between the flow construct and an operative description of game-play. Previous research has attempted this translation through analogy. In this article we propose a practical, integrated approach for analysis of the mechanics and aesthetics of game-play, which helps develop deeper insights into the capacity for flow within games.The relationship between player and game, characterized by learning and enjoyment, is central to our analysis. We begin by framing that relationship within Cowley's user-system-experience (USE) model, and expand this into an information systems framework, which enables a practical mapping of flow onto game-play. We believe this approach enhances our understanding of a player's interaction with a game and provides useful insights for games' researchers seeking to devise mechanisms to adapt game-play to individual players.

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The authors of this paper are based at the University of Ulster in Northern Ireland. Darryl Charles specialises in computational intelligence for games and virtual worlds. Michael McNeill is interested in graphics algorithms and interaction within the same context. Therese Charles is currently completing her PhD studies in the area of game based learning, under the supervision of Dave Bustard and Michaela Black, who have an interest in innovative approaches to e-learning and teaching in general. AbstractIt is generally accepted that informative and timely feedback is important to a student's learning experience within higher education. In the study of commercial digital games it has also become increasingly understood that games are particularly good at providing effective feedback of this form to gameplayers. We discuss recent game based learning research that attempts to harness the motivating qualities of digital games to inform the design of educational technology. Results from this research demonstrate student participation and performance can be improved by providing Game-Based Feedback (GBF) to students. The GBF approach awards points to students for the successful completion of tasks throughout a course of study. Points and achievements accumulated over time builds a profile that provides a student with a potentially powerful representation of their educational identity. In this paper, we argue that virtual worlds are particularly suitable for this form of GBF and can further enhance a student's understanding of their educational standing. We outline a Virtual Learning Landscape (VLL) design that is embedded within a multi-user virtual environment, where educational feedback is supplied to students via their avatar and a virtual world's landscape. The core structural principles of the proposed VLL are explained and several examples of the use of the VLL are provided to illustrate the system. IntroductionIn comparison to secondary school, university can be a complex learning experience for students. In particular, students find that they have much more responsibility for their own learning. Degree courses have fewer timetabled classes and class sizes are often significantly larger. Typically, attendance, while encouraged, is not compulsory, and contact time with teachers is much less than they are used to. It may be argued that to be successful on a degree, a student needs to learn how to learn within the university context. They must understand that learning within a university is about understanding the processes and systems that help them build skills and knowledge. It is about forming good learning habits: good attendance, preparing for class, reflection, good communication with peers and teachers, reading around a topic, consistent work ethics, knowing who to go when in trouble, and other implicit institutional expectations. From a university teaching perspective, the focus is naturally placed on the communication of compul-

This systematic review examined the physical and cognitive effects of physically based interactive computer games (ICGs) in older adults. Literature searching was carried out from January 2000 to June 2011. Eligible studies were trials involving older adults (>65 years) describing the effects of ICGs with a physical component (aerobic, strength, balance, flexibility) on physical or cognitive outcomes. Secondary outcomes included adverse effects, compliance, and enjoyment. Twelve trials met the inclusion criteria. ICG interventions varied in terms of software, game type, and nature of the computer interaction. Although there was preliminary evidence that ICG is a safe and effective exercise intervention for older adults, the dearth of high-quality evidence limits this finding. No major adverse effects were reported and two studies reported minor events. ICG could be improved further by tailoring interventions for older adults; in particular, they should aim to optimize participant safety, motivation, and enjoyment for this population.