Jessica Hammer

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A rich element of cooperative games are mechanics that communicate. Unlike automated awareness cues and synchronous verbal communication, cooperative communication mechanics enable players to share information and direct action by engaging with game systems. These include both explicitly communicative mechanics, such as built-in pings that direct teammates'(More)
Multi-player computer games are increasingly being designed to engage with interpersonal bodily interactions, however, their focus is often limited to facilitating direct body contact. In contrast, we propose that designers foster varying levels of body contact through the design of shared controller interactions to introduce new types of gameplay that(More)
Existing datasets tell us only a partial story about the contextual factors that impact learners in Massive Online Open Courses (MOOCs). Information about race/ethnicity, education, and income helps us understand socioeconomic status, but such data is notoriously difficult to collect in an international context. Extant MOOC studies have not paid due(More)
Open access and low cost make Massively Open Online Courses (MOOCs) an attractive learning platform for students all over the world. However, the majority of MOOCs are deployed in English, which can pose an accessibility problem for students with English as a Second Language (ESL). In order to design appropriate interventions for ESL speakers, it is(More)
Treehouse Dreams is a card game that can simultaneously function as an ice breaker for children engaged in group activities, and as a research tool for interviewing children. The game, which asks players to collectively imagine a fantasy treehouse, incorporates game design techniques that encourage openness and sharing. The game is also easily customizable(More)
Although xMOOCs are not designed to directly engage students via social media platforms, some students in these courses join MOOC-associated Facebook groups. This study explores the prevalence of Facebook groups associated with courses from MITx and HarvardX, the geographic distribution of students in such groups as compared to the courses at large, and the(More)
Peer feedback systems enable students to get feedback without substantially burdening the instructor. However, current systems typically ask students to provide feedback after class; this introduces challenges for ensuring relevant, timely, diverse, and sufficient amounts of feedback, and reduces time available for student reflection. This paper explores(More)
Massive Open Online Courses (MOOCs) have the potential to bridge education and literacy gaps by offering high quality, free courses to anyone with an Internet connection. MOOCs in their present state, however, may be relatively inaccessible to non-native English speakers, as a majority of MOOC content is in the English language. While a potential solution(More)
Playtesting, or using play to guide game design, gives designers feedback about whether their game is meeting their goals and the player's expectations. We report a case study of designing, deploying, and iterating on a series of playtesting workshops for novice game designers. We identify common missteps made by novice designers and address these missteps(More)