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Category Archives: Learning and Ideas

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Understanding Video Games – An introduction

The PolyBlog
January 28 2015

One of my goals for the new year is to spend time in some formal “learning” and I opted to sign up for some online courses through Coursera. The short version is that I don’t need a certificate or another degree, this is learning just for me, and I’d like it to be relatively low-intensity, so mostly I’m just accessing the lectures and the reading material for self-directed learning more than taking an interactive class.

I decided to start with one that was potentially interesting more than life-changing, and the first out of the box is “Understanding Video Games” offered by the University of Alberta. Note that these courses are offered for credit too, I’m just not pursuing that option. The professors for the course are Leah Hackman and Sean Gouglas, both at UofA, and the course used a combination of written materials, video lectures, and discussion forum. I passed on the discussion forum part, mostly just interested in the written+videos. Truth be told, the course is “over” at this point, so I’m just accessing the archives, but in order, like the course was run. Hard to tell if I should use “past tense” since the course is over or “present tense” as it is an online course that I’m doing now.

The opening week’s readings are from Game Studies, a journal of game research, and the article is available online (http://gamestudies.org/1202/articles/the_algorithmic_experience). It’s an interesting article that explores how most games, in whatever form, are essentially algorithms with inputs and outputs, and once you give it the right input, you get the desired output. It also debates to some extent the “video game as an art form” that allows for interactive art rather than passive appreciation of art, “video game as sport”, since it has winnable solutions. However, I think of far more interest and yet not explored adequately in the article is how algorithms have evolved from a single window, 4-bit limited gaming (like say Pong) to 8-bit varied gaming (like Super Mario Bros) to 64-bit open gaming (like online systems). The algorithms have progressed from linear A to B storylines towards more multi-nodal storylines that can have innumerable outcomes, albeit with a few main ultimate outcomes.

The intro video pitches the course as looking at video games and how they entertain, inform and challenge us, but I think it is more the interactions between the three that interest me, and how we’re willing to sacrifice some for the other. For example, there are TV shows that are just watching other people play, to see how they do it, and it’s surprising to me that it is actually watchable TV. I enjoy watching my nephew play sometimes, and I follow along, but really I’m just a companion to his quest. The sidekick, not the hero. Yet others love games like Bejewelled and Candy Crush that hold no interest for me at all. There’s no story, it’s just repetition to me. Yet hugely popular — kicking up the challenge, downplaying information, and leveraging entertainment. Hackman notes that some game elements have stayed relatively stable over the years — such as moving around on a screen, using a controller, playing a hero, solving puzzles, finding patterns, and/or following linear processes — and the course will cover three main areas — they’ll start with basic terminology and concepts for the industry, how academics are theorizing about game frameworks, and then apply the theories to more cultural topics (like gender, identify, violence, etc.).

Not a bad start to the course, and I’m looking forward to the rest of it.

Posted in Learning and Ideas | Tagged Coursera, games, learning, video | Leave a reply

Help with a statistical question

The PolyBlog
April 19 2013

So I need help with a statistical question. It starts off relatively easy, and then I complicate it with two aspects that result in my having no idea how to handle it at all. Let’s start with the easy part. Let’s assume there are two ranked lists, and in the first instance I’ll just do five things in the list:

List OneList Two
  1. A
  2. B
  3. C
  4. D
  5. E
  1. D
  2. E
  3. C
  4. A
  5. B

What I want to know is how much the rankings in list one differ from list two. An easy way to do that (Solution A)  is to compare the differences:

  • A(L1) to A(L2) = three spots lower i.e. -3
  • B = three spots lower i.e. -3
  • C = same spot i.e. 0 change
  • D = three spots higher i.e. +3
  • E = three spots higher i.e. +3

Net result is essentially 0, as it should be…for every displacement in list 1 to list 2, there is a corresponding displacement of another item. In the end, they’ll net out at zero change.

So, the proper statistical technique (Solution B) would be to use nominal values — ignoring the +/- — and ending up with 4 changes of 3 spots and 1 change of 0, for a total of 12 spots of difference over 5 items in the list or an average difference of 2.4. So I could argue that the difference in rankings between list one and list two is about 2.5 spots on average. I’m okay up to that point. Not completely sure what that tells me, but it’s a number. I almost think I’m looking at two separate samples from a pool and calculating their degree of deviation from each other, but not quite since it is a full sample of the whole population (i.e. there are only five items in that example), not a “sample”, so I can’t use sampling methodology to see how different it is from some generic population.

So we come to the two complications…the first complication (call it C1) is of scale. My lists aren’t five items long, they are a 100 items long. I don’t think that complicates it too much, just one of “scope” more or less.

The second complication (C2) is much more insidious…the first list is fully ordered, #1-100. The second list, however, is grouped into five unequally sized tiers. I’ll use a smaller example than 100, just 10 to make it plain, and I’ll reverse them just so it is obvious the lists are different…I’ll also tuck in a third list that is for all intents and purposes identical to List One, just grouped differently:

List OneList TwoList Three
  1. A
  2. B
  3. C
  4. D
  5. E
  6. F
  7. G
  8. H
  9. I
  10. J
  1. I,J
  2. F,G,H
  3. D,E
  4. C
  5. A,B
  1. A,B
  2. C,D,E
  3. F,G
  4. H
  5. I,J

The obvious choice would be to convert List One or List Two to “match” each other…I could, for example, rank I vs. J in List Two to get a #1 and #2 slot, then F vs. G vs. H to get #3,4,5 (Solution C). However, that would require a lot of subjectivity on my part that isn’t very functional. In my list two example, I & J are basically “tied”, no way to differentiate them further.

I could however decide that, like in a sports competition:

  • I & J share rank “1”;
  • F,G,H share rank “3”;
  • D,E share rank “6”;
  • C would have rank “8”; and,
  • A & B would have rank “10”.

Seems like a good solution (Solution D), right? It’s the way tournaments do it. The problem is if I apply this technique to List Three, which is virtually identical to List One, just grouped into 5 levels instead of 10, the numbers don’t tell you that (i.e. 1: A,B; 2: C,D,E; 3: F&G; 4: H; 5: I&J). If I do comparisons, I’d end up with a total difference of “A=0, B =1, C=0, D=1, E=2, F=0, G=1, H=0, I=0, J=1” for a total of 6/10 or .6 difference), even though the lists are basically identical.

A second alternative (Solution E) to converting List Two/Three to List One format is to do “average” and uneven rankings…so from List Three, A&B wouldn’t be in position “1”, they would be between 1&2. So I would give them both the average of 1.5; C,D,E would average out at #4 (i.e. spots 3, 4, and 5, averaging out to spot 4), etc. Nominally this would work, i.e. they would “net out” correctly and not nominally, but I would still be left with calculating a difference not in terms of ranking but in terms of methodology of ranking.

Soooo, I think I need to find a way to convert List One into List Two/Three format. Since List Three shows me whether or not my methodology “works”, I’m going to compare List One and List Three for the next part. One way to convert L1 to L3 format is to just divide L1 into equal chunks (Solution F):

  1. A,B
  2. C,D
  3. E,F
  4. G,H
  5. I,J

This maintains the list format, divides it into equal chunks so not reflecting any bias of methodology in List Three, and preserves the ranking order. But if I then compare this “new” list one with List Three, I would get: A=0,B=0,C=0,D=0,E=1,F=0,G=1,H=0,I=0,J=0 for a net difference of 2 spots out of 10 items. It would show the list was “slightly” different, but not radically so, and would reflect essentially the difference in methodology in this “pure” example. Even if I bump it up to 100 items, those differences should be relatively minor. But again, primarily focusing on methodological differences.

Lastly, I have Solution G — I’ll convert List One into five levels, same as for List Three, but I will make them unequal size i.e. matching the size of the groups from List Three. If I do this for List One, it basically will look identical to List Three and comparing them would give me “net change = 0” and “nominal change = 0”. Which sounds good, but it basically means that I am “weighting” the results of List One to match the secondary lists’ ranking approach — for example, perhaps the original “weighting” would have been 9 items in Level 1 and 1 item at Level 5, but I wouldn’t know that.  Instead, I’m imposing the ranking / weightings of List Two/Three’s methodology onto the pre-established list in List 1.

Summary

  • Solution A (Net changes, matching lists) — doesn’t work as nets out and lists aren’t matched in my applied example;
  • Solution B (Nominal changes, matching lists) — doesn’t work as lists are matched in my applied example;
  • Solution C (Re-rank List 2) — doesn’t work as no way to differentiate List 2;
  • Solution D (Sports tournament) — doesn’t work on similar lists, adds a methodological problem to a ranking approach;
  • Solution E (Average rankings) — doesn’t work as it eliminate second methodological problem but still leaves measurement of the different approaches to rankings;
  • Solution F (Equal chunks) — semi-works but it would still measure difference in methodology and ranking approach; and,
  • Solution G (Weighted chunks) — semi-works as it reflects nominal change of 0 in matching lists, but adds bias of second ranking approach.

The only other thought I had was to combine the results of Solutions D, E, F, and G and take an average of the four approaches. Not sure if that helps or if I’m just compounding my methodological and ranking problems.

Would love some thoughts if anyone has any to share…FYI, this is for personal use, not a work issue, so it doesn’t have to be entirely statistically pure, but I would like a little more comfort with an approach than I have for Solution G currently.

Posted in Learning and Ideas | Tagged music, review, statistics | Leave a reply

TED talks about Education by Ken Robinson

The PolyBlog
March 30 2011

The videos below are two of the TED talks by Ken Robinson (2006 and 2010), who focuses on education systems. The first is about creativity, and how it is as important as literacy, but whereas we learn literacy, we tend to “unlearn” creativity.

The second one looks at how education systems tend to be like manufacturing enterprises, assembly line entities that go linearly from kindergarten to higher education. His talk argues for a different way of looking at it, more like a fine-dining restaurant than McEducation. The quote from Lincoln alone is probably worth the price of watching. Enjoy…

Posted in Learning and Ideas | Tagged creativity, education, government, ideas, system | Leave a reply

PS Transitions FP Initiative — The 2002 Conference

The PolyBlog
February 6 2011

Back in 2002, I was fortunate to be part of a group of ex-Carleton students, now working for the federal government, who wanted to put on a conference on Recruitment and Retention issues facing new public servants. The conference was a lot of work, and the team delivered it well (I’m not tooting my own horn here, most of my assistance was on the creation of a website). I’ve posted the report and documents under a main “PS Transitions FP” page, with sub-pages for:

  • Main Page / Page principale
  • Report / Rapport
  • Appendices / Annexes
  • Conference Documents / Documents de conférence
  • Photo Gallery / Galerie des photos
  • The Organizers / Les organisateurs et organisatrices
  • Archives

In true Canadian public servant fashion, most of the material is available in both French and English, although a few of the original source materials are only available in English. The full report is also available for download.

Posted in Learning and Ideas | Tagged civil service, conference, HR, report | Leave a reply

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