Browsing by Author "Choong, Lydia"

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    Support Autonomy: Exploring Player Perspectives on AI-Supported Onboarding in Video Games
    (Association for Computing Machinery, 2025-04-25) Choong, Lydia; Cmentowski, Sebastian; Kukshinov, Eugene; Tu, Joseph; Nacke, Lennart E.
    Video game onboarding faces the challenge of teaching game mechanics in a fun and engaging way. Artificial intelligence (AI) solutions have become a quick fix to help users understand technology. However, little is known about how AI supports player onboarding in video games. To address this knowledge gap, this research explores player perspectives on AI-supported onboarding. We conducted a qualitative user study (n = 20) to investigate player expectations, attitudes, and concerns about AI-supported learning experiences. Players learn primarily through the lived experience of a game and value personalized guidance during onboarding. Participants emphasized the importance of maintaining control over how AI is used during onboarding and the freedom to choose their support level. Our results suggest that players want future AI-supported onboarding systems to prioritize their agency, encourage active learning, and maintain transparency throughout the learning process. We contribute to game design research by proposing balanced, player-centric AI-supported onboarding experiences in video games.
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    Using AI-Supported Onboarding Systems in Video Games to Improve Player Experience
    (University of Waterloo, 2024-04-15) Choong, Lydia; Nacke, Lennart; Zhao, Jian
    Video games face the challenge of providing onboarding that motivates new players to engage with a game beyond their initial experience. Interactive media inherently influences players’ cognitive load during the learning process; video games must therefore determine a method of teaching new players game mechanics without exceeding their mental capacity for processing new information. Too much guidance can cause player frustration or boredom, while too little guidance can overwhelm. Instead of using restrictive onboarding methods, this thesis proposes that video games can use artificial intelligence systems that handle some in-game decisions to reduce new players’ cognitive load. To demonstrate this concept I designed and evaluated Joker, a turn-based strategy game with an AI-supported onboarding system that suggests an action on the player’s turn. I conducted a mixed-methods within-subjects study (n = 20) to examine the impact of AI-supported suggestions on new players’ cognitive load and to better understand the relationship between AI-supported onboarding systems and player experience. Results indicate that AI-supported suggestions successfully reduce players’ cognitive load, but that too low of a cognitive load negatively impacts players’ ability to learn from the AI-supported suggestions. Players primarily learn through lived game experience, and they strongly value interaction, agency, and personalization during the onboarding process. Future implementations of AI in onboarding should therefore ensure that AI-supported onboarding methods maintain a player’s ability to learn, and additionally use these dynamic systems to provide increased player control over the onboarding experience.