CHAPTER ONE

INTRODUCTION

1. BACKGROUND OF THE STUDY

Computer games have been classified as the “Human-level AI’s Killer Application” (Laird & van Lent 2000). State-of the-art computer games recreate real-life environments with a surprising level of detail. These environments are usually populated with many characters (allies or enemies) that require human-level intelligence and exhibit believable behaviors. However, even though there have been enormous advances in computer graphics, animation and audio for games, most of the games contain very basic artificial intelligence (AI) techniques, if any. As a result, the whole atmosphere created by the game can be broken when the game and characters situated within it behave in a non-believable manner, resulting in a potentially impaired player experience. On the other hand, creating richer experiences requires a great deal of engineering effort on the part of game developers.

Once the question of “intelligence” has been answered, one can turn to asking for the meaning of “artificial intelligence”. This is defined by the dictionary as “the study of the modelling of human mental functions by computer programs”. If one looks at the history of this science however, one will easily discover that this description is far less than accurate as AI is not necessarily confined to the simulation of methods that are biologically accurate or biologically possible (McCarthy, 2003). Another definition for artificial intelligence for instance is the ability “to solve problems that would require intelligence if solved by humans” (Johnson and Wiles, 2001), or the ability of a system to adapt to its environment through learning.

In recent years, interest in applying AI techniques to computer games has seen a notable increase (e.g., see workshops dedicated to game AI in recent conferences such as ICCBR 2005 and IJCAI 2005). The vast majority of this work, however, focuses on small sub-problems within a computer game (small tactical-level problems, coordination, path planning, etc.) or is not situated within a real game. Although this research provides interesting solutions and ideas, it cannot be directly applied by computer game companies. As computer games are being developed by increasingly large project teams with increasingly tight timelines, game developers do not have the necessary cycles needed to try and transition these techniques to their own games. One of the long-term goals of our work is to reduce the transition effort needed in applying academic AI techniques in real games. Further, we want to ease the effort in developing more complex AI for computer games to make them more adaptive and appealing to the player.

Projects like NERO are repeatable. Currently there is a unique confluence of the ideas, people, tools, and technology required to implement similar projects. Many AI researchers today have grown up playing video games and are motivated to improve them, and at the same time many university departments are beginning to see video games as a legitimate medium, worthy of study and research (Laird & van Lent 2000). These schools are bringing people from the game industry to their programs so that game industry veterans and academic research students can work alongside each other. Simultaneously, some game development tool companies have forged new business models that allow them to price their products in ways that university programs can afford. And finally, exponential increases in processor power have enabled advanced AI to run in real time on personal computers.

Thus there is an opportunity to create projects in academia that yield potential benefits for both research and commercial interests. Current university projects reflect this interest in using computer games as a test-bed for AI research (Adobbati et al. 2001, Geisler 2002, McLean 2003). These articles report results in applied AI research, however few articles document the development processes used in obtaining the results. Discussing project development processes can aid groups in other universities to conduct applied artificial intelligence research projects with video game test beds successfully. This article outlines the process the DMC has employed to develop such a project. It describes the approaches used; challenges encountered, and make suggestions for implementing projects such as these in other academic environments

1. STATEMENT OF THE PROBLEM

The development of AI techniques for computer games would impact in several other areas outside the game industry. Autonomous characters can be used in any anthropomorphic interface, and have already been employed in a variety of applications including as instruction agents in training environments (Lester & Stone 1997), as presentation agents for giving slide presentations (Lester & Stone 1998), and as guide agents on websites (Isbister & Doyle 2003). Interactive plots (drama management agents) can be employed in education and training environments (Isbister & Doyle 2001). There is also great interest in applying lessons from game design to the design of ”serious games” for use in military and corporate applications (Sawyer 2003).

If a program manages to pass the turing test, i.e. manages to convince a human that it is human (and therefore intelligent) itself, that program can be considered somewhat intelligent. However, a number of people claim that the turing test alone would not be enough to allow judgement of the artificial intelligence of a program. John Searle’s “Chinese Room argument” (Searle 1980) states that just by following a set of rules regarding a language one might be able to pass the turing test in a language one does not even understand (Chinese in the case of his argument) which would mean that the turing test itself could not be used to measure intelligence or understanding. In addition to that, during the turing test the interrogator knows that he is participating in a game, generating some form of bias in which the interrogator's imagination makes him perceive intelligence where there is none. There are a number of philosophers who question if AI can ever reach a level of intelligence that could be compared to that of a human. However, not everyone thinks of human-level intelligence as a goal for the development of AI. Each different interpretation of the term “artificial intelligence” is associated with different approaches to achieving AI. In turn, each of those approaches is more or less suitable for the different areas of AI research.

It is therefore from the above existing gap in literature that the study intends to investigate the relationship between artificial intelligence and video games.

1. AIM AND OBJECTIVES OF THE STUDY

The aim of the study is to investigate the relationship between artificial intelligence and video games

The study specific seeks to:

1. Examine the impact of video games on artificial intelligence
2. Assess the role of researchers in promoting the study of video games
3. Identify a set of challenges that computer games present for the AI community.
4. Find out ways to promote and encourage video games

1. RESEARCH QUESTIONS

The following research questions will be address in the study:

1. What is the impact of video games on artificial intelligence?
2. What is the role of researchers in promoting the study of video games?
3. What are the set of challenges that computer games present for the AI community?
4. What are the ways to promote and encourage video games?

1. RESEARCH HYPOTHESIS

 H0 there is no significant relationship between artificial intelligence and video games

H1 there is significant relationship between artificial intelligence and video games

1. SIGNIFICANCE OF THE STUDY

The study is important because it will improve the player experience, since an adaptive game can adapt to each individual player to better fit his or her playing style and goals.

It will also reduce the development effort, since if a game is able to adapt itself, the developers require less effort trying to foresee all possible situations.

Ultimately, the findings of the study will either reveal the relationship effect of artificial intelligence and video games.

1. SCOPE OF THE STUDY

The study is on artificial intelligence and video games. The study is limited to finding the relationship between artificial intelligence and video games; impact of video games on artificial intelligence; role of researchers in promoting the study of video games; set of challenges that computer games present for the AI community; and ways to promote and encourage video games.

1. LIMITATION OF THE STUDY

TIME CONSTRAINTS: One the challenges experienced by the researcher is the issue of time; the research will simultaneously engage in departmental activities like seminars and attendance to lectures. But the researcher was able to meet up with the deadline for the submission of the project.

FINANCIAL CONSTRAINTS: Every research work needs funding; however lack of adequate funds might affect the speed of the researcher in getting materials for completion of the project.

1. DEFINITION OF TERMS

Artificial intelligence

Artificial intelligence (AI) is the ability of a computer or a robot controlled by a computer to do tasks that are usually done by humans because they require human intelligence and discernment.

Artificial intelligence is a technology that is already impacting how users interact with, and are affected by the Internet. In the near future, its impact is likely to only continue to grow. AI has the potential to vastly change the way that humans interact, not only with the digital world, but also with each other, through their work and through other socioeconomic institutions – for better or for worse.

Video games

A video game is an electronic game that involves interaction with a user interface or input device – such as a joystick, controller, keyboard, or motion sensing device – to generate visual feedback for a player. ... Video games are classified into a wide range of genres based on their type of gameplay and purpose.