Huaxin Wei

Bio: Huaxin Wei is an academic researcher from Hong Kong Polytechnic University. The author has contributed to research in topics: Narrative & Storytelling. The author has an hindex of 7, co-authored 25 publications receiving 116 citations. Previous affiliations of Huaxin Wei include Simon Fraser University & University of Alberta.

Time and space in digital game storytelling

Abstract: The design and representation of time and space are important in any narrative form. Not surprisingly there is an extensive literature on specific considerations of space or time in game design. However, there is less attention to more systematic analyses that examine both of these key factors--including their dynamic interrelationship within game storytelling. This paper adapts critical frameworks of narrative space and narrative time drawn from other media and demonstrates their application in the understanding of game narratives. In order to do this we incorporate fundamental concepts from the field of game studies to build a game-specific framework for analyzing the design of narrative time and narrative space. The paper applies this framework against a case analysis in order to demonstrate its operation and utility. This process grounds the understanding of game narrative space and narrative time in broader traditions of narrative discourse and analysis.

Transdisciplinary Interaction Design in Design Education

Abstract: Transdisciplinary design which is the idea of design that transcends disciplinary boundaries has been proposed as a fourth design paradigm of interaction design education, scholarship, and practice alongside the technical, cognitive, and ethnographic paradigms. As an educational concern in particular, its aim is to teach students how to bring a values orientation to interaction design. Its focuses are design frameworks, values and ethics, design for important themes such as sustainability, equity, adaptation, justice, and social responsibility. This panel maps the state of the art in transdisciplinary interaction design education, considering also design scholarship and practice in relation to design education. The panel collects together a group of educators from chosen to provide a global perspective, with panelists from Canada, Denmark, Hong Kong, Korea, and Taiwan.

Analyzing the game narrative: structure and technique

Abstract: With rapid innovation in computational technologies, storytelling has found a new home in interactive digital media. Among all forms of interactive narrative, story-based digital games are clearly the most prosperous domain thanks to their incredible popularity. Narrative design for such games, however, is often under studied in the current practice of game analysis due to the lack of a mature discourse model specifically for games and interactive narratives. To facilitate a deep understanding of game narratives, powerful analytical instruments are needed to characterize game narratives and describe how narrative works in games. This research seeks to develop a descriptive framework to characterize and describe interactive and game narratives by applying and extending narrative theory. The framework aims to bring out new insights on interactive storytelling by observing how game narratives are constructed, what narrative techniques are used, and how narrative structure and technique affect the narrative and gameplay experience. By applying this framework to three games, the in-depth analyses systematically unravelled how various narrative principles and techniques operate in games and demonstrated the utility of the framework as an analytical instrument for the observation and understanding of the structure of interactive narratives.

Exploring Non-verbal Behavior Models for Believable Characters

Abstract: Believable characters constitute an important component of interactive stories. It is, therefore, not surprising to see much research focusing on developing algorithms that enhance character believability within interactive experiences, such as games, interactive narrative, and training environments. These efforts target a variety of problems, including portraying and synchronizing gestures with speech, developing animation tools that allow artists to manipulate and blend motions, or embed emotions within virtual character models. There has been very little research, however, devoted to the study of non-verbal behaviors, specifically mannerisms, patterns of movement including postures, gaze, and timing, and how they vary as a function of character attributes. This paper presents a work in progress of a study conducted to (1) identify key character characteristics recognized by animators using an acting model, and (2) formalize non-verbal behaviors patterns that animators use to express these character characteristics.

Change by design.

Abstract: Organisationspädagogik beschäftigt sich mit der Frage nach den Programmatiken und Semantiken des Organisierens, die für organisationale Strategien und Praktiken relevant werden. Sie beschäftigt sich mit der Frage nach der Veränderung organisationaler Routinen und den Akteuren des Wandels. Sie untersucht die Grammatiken, Regime und organisationalen Ordnungen des Neuen und beobachtet die Genese des Neuen im Organisieren und in der Forschung. Sie konzeptualisiert das Neue im Prozess des Organisierens. Wie also lassen sich aktuelle Programmatiken und Semantiken sowie Wissensordnungen des Neuen im Organisieren differenziert rekonstruieren? Welche Wissensbestände des Neuen werden wirksam für organisationale Programme, Strategien und Vorgehensweisen? Diesen Fragen geht der vorliegende Beitrag mit Blick auf die Wissenskulturen und -kontexte offener Gestaltungs-, Entwicklungsund Innovationsprozesse nach. Im internationalen Diskurs zeigt sich deutlich ein Trend hin zum Begriff des „Design“ als Reformulierung von Gestaltungsstrategien. So wird „Design” und besonders „Design thinking” zu einem „rising star” am globalen Firmament organisationalen Wandels und der Innovation (Weber 2013). Wie im Folgenden deutlich werden wird, formiert sich die Rede von der „Gestaltung“ sowohl in wissenschaftlichen wie auch in praxisbezogenen Diskursen. Als organisationales Veränderungswissen für Multistakeholderund „Open Innovation“Prozesse wird „Design“ und „Design-Thinking“ weit über seine klassische Gegenstandsbereiche hinaus Geltung zugesprochen und der Anspruch auf Definitionsmacht formuliert. „Design“ und „Design Thinking“ wird ein methodischer, organisationaler und sogar paradigmatischer Status zugewiesen (Mareis 2011). Dieser Begriff läßt sich als neue Mode des Organisierens und „Managens“ von organisationaler Veränderung diskutieren (Jackson 2001; Weber 2005). Handelt es sich hierbei lediglich um eine Management-Mode am Beratungsmarkt, einen Mythos des Organisierens oder ein neues Machtmodell des Organisierens (Weber 2007), das die Denkund Argumentationsfigur der „lernenden Organisation“ ablöst? Im Anschluss an eine wissensbasierte Perspektive auf den Designdiskurs (Weber

Third-wave HCI, 10 years later---participation and sharing

Abstract: In the second wave, the focus was on groups working with a collection of applications. Theory focused on work settings and interaction within well-established communities of practice. Situated action, distributed cognition, and activity theory were important sources of theoretical reflection, and concepts like context came into focus in the analysis and design of human-computer interaction. Proactive methods, such as a variety of participatory design workshops, prototyping, and contextual inquiries, were added to the toolbox. In the third wave, the use contexts and application Almost 10 years ago I gave a keynote at NordiCHI in which I discussed the second and third waves of HCI [1]. I chose the topic due to a general frustration over whether the third wave was about to throw out the baby with the bath water, discarding what was useful in the second wave. Here is my interpretation of the three waves: The first wave was cognitive science and human factors. It was model-driven and focused on the human being as a subject to be studied through rigid guidelines, formal methods, and systematic testing, as discussed by Liam Bannon [2]. He talked about the move to the second wave as that Third-Wave HCI, 10 Years Later— Participation and Sharing

Design For The Real World

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