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Rogerson, Melissa J., and Martin Gibbs. "Finding Time for Tabletop." Games and Culture 13, no. 3 (2016): 280–300. http://dx.doi.org/10.1177/1555412016656324.
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Hobby board gaming is a serious leisure pastime that entails large commitments of time and energy. When serious hobby board gamers become parents, their opportunities for engaging in the pastime are constrained by their new family responsibilities. Based on an ethnographic study of serious hobby board gamers, we investigate how play is constrained by parenting and how serious board gamers with these responsibilities create opportunities to continue to play board games by negotiating the context, time, location, and medium of play. We also examine how these changes influence the enjoyment players derive from board games across the key dimensions of sociality, intellectual challenge, variety, and materiality.
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Cenci-Goga, Beniamino, Alberto Amicabile, Musafiri Karama, et al. "Effect of Delayed Refrigeration on the Microbial Carcass Contamination of Wild Boars (Sus scrofa)." Animals 11, no. 5 (2021): 1434. http://dx.doi.org/10.3390/ani11051434.
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The immediate refrigeration of meat after slaughter is a key issue for the proper storage and aging of meat. The industry standard cold chain relies on low temperatures and ventilation to lower the internal carcass temperature to 0–4 °C within the first 48 h, i.e., within four times the so-called semi-cooling time. On the other hand, for games, once bled and eviscerated, the carcass must be sent to a point where it can be sectioned or kept on air for maturation at refrigeration temperature. The precautions to observe are few and simple but essential: protect the meat and start the cooling process quickly. After preparing the animal (bleeding and evisceration), it may be necessary to face a period of transport that is sometimes long and not very easy; while small animals can be easily transported in a backpack, larger ones must necessarily be carried by several people or sometimes dragged to the vehicle capable of transporting them. It is obvious that a wild boar opened from the jaws to the pelvis and dragged for hundreds of meters will tend to be contaminated, although these contaminations are to be considered secondary for the preservation of the meat, compared to contamination by the intestinal contents. In an attempt to investigate the effect of delayed refrigeration on wild boar carcass contamination, the aim of this work was to determine a correlation between several hunting and logistic parameters (age, sex, animal weight, shooting distance, number of shots, weather and temperature and time from shot to refrigeration and to analysis) and bacterial contamination of the carcass. The correlation coefficient, r, was found to be 0.038 for the eviscerated body weight (p < 0.05), 0.091 for the external temperature on the day of hunting (p < 0.05), 0.027 for the time from shot to refrigeration (p = 0.081), 0.038 for the time from refrigeration to analysis (p < 0.05) and 0.043 for the time from shot to analysis (p < 0.05). These results stand for a negative correlation between the bacterial population and eviscerated carcass weight and between the bacterial population and external temperature and for a positive correlation between the time from shot to analysis and from refrigeration to analysis. No association was demonstrated between the bacterial population and the time from shot to refrigeration.
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d'Astous, Alain, and Karine Gagnon. "An inquiry into the factors that impact on consumer appreciation of a board game." Journal of Consumer Marketing 24, no. 2 (2007): 80–89. http://dx.doi.org/10.1108/07363760710737085.
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PurposeBoard games such as Monopoly and Scrabble enjoy a great deal of popularity among players of all ages. The objective of this study was to identify the characteristics of board games that impact significantly on players' appreciation.Design/methodology/ approachA review of the literature and a qualitative study with players and board game professionals resulted in the identification of seven explanatory factors. A survey was conducted among 169 adult players selected using an area sampling method.FindingsThe survey results revealed that the most important factor in explaining players' appreciation of a board game was the extent to which the game was able to make them fantasize and live uncommon experiences. The second factor in importance was the entertainment that is associated with playing a game. Some unexpected differences were found between male and female players. Whereas the surprise elements of a game had a positive impact on men's appreciation, they were not significant among women. In turn, the rhythm of the game had a positive effect on women's appreciation whereas it did not impact on men's appreciation.Research limitations/implicationsPlayers' perceptions were limited to board games with which they were familiar.Practical implicationsThe results of this research offer some insights for the design and marketing of new board games. They indicate that the success of a new board game depends on the game's capacity to make players live a unique play experience and interact with other players. They also suggest that marketing communication should be adapted to the segments of male and female board game players.Originality/valueThis research brings useful knowledge about the factors that make consumers enjoy a board game.
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Tsarava, Katerina, Korbinian Moeller, and Manuel Ninaus. "Training Computational Thinking through board games: The case of Crabs & Turtles." International Journal of Serious Games 5, no. 2 (2018): 25–44. http://dx.doi.org/10.17083/ijsg.v5i2.248.
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As a cognitive ability computational thinking describes a specific way of algorithmic reasoning building on concepts and processes derived from computer programming/coding. Recently, computational thinking was argued to be a fundamental and educationally relevant 21st century skill that should be fostered already in childhood. Accordingly, we developed three life-size board games – Crabs & Turtles: A Series of Computational Adventures – aimed at providing an unplugged and low-threshold introduction to computational thinking. In particular, the games aimed at introducing basic coding concepts and computational thinking processes to 8 to 9-year-old primary school children. In the current study, we first describe the design of the games in detail to explicate the development process and allow for reproducibility. We then report on a first empirical evaluation of feasibility and user experience of our educational board games in a two-phase approach. We conducted quantitative analyses of player experience and qualitative feedback of adult student participants (Phase 1) and a sample of gamification experts and teachers (Phase 2). We examined users’ game experience with an adult population to ensure the game’s appropriateness. Results indicated overall positive game experience for all three games. Future studies would be desirable, which should evaluate player experience and learning outcomes in the primary target population of children.
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Sarhan, Shahenda, Mohamed Abu ElSoud, and Hebatullah Rashed. "Enhancing Video Games Policy Based on Least-Squares Continuous Action Policy Iteration: Case Study on StarCraft Brood War and Glest RTS Games and the 8 Queens Board Game." International Journal of Computer Games Technology 2016 (2016): 1–14. http://dx.doi.org/10.1155/2016/7090757.
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With the rapid advent of video games recently and the increasing numbers of players and gamers, only a tough game with high policy, actions, and tactics survives. How the game responds to opponent actions is the key issue of popular games. Many algorithms were proposed to solve this problem such as Least-Squares Policy Iteration (LSPI) and State-Action-Reward-State-Action (SARSA) but they mainly depend on discrete actions, while agents in such a setting have to learn from the consequences of their continuous actions, in order to maximize the total reward over time. So in this paper we proposed a new algorithm based on LSPI called Least-Squares Continuous Action Policy Iteration (LSCAPI). The LSCAPI was implemented and tested on three different games: one board game, the 8 Queens, and two real-time strategy (RTS) games, StarCraft Brood War and Glest. The LSCAPI evaluation proved superiority over LSPI in time, policy learning ability, and effectiveness.
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Barbara, Jonathan. "Measuring User Experience in Board Games." International Journal of Gaming and Computer-Mediated Simulations 6, no. 1 (2014): 64–79. http://dx.doi.org/10.4018/ijgcms.2014010105.
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Measuring user experience in board games is broadly unexplored with research mainly focused on digital games. This paper assesses the suitability of using a questionnaire, developed for digital games, for use on board games - thus providing a common measure of user experience between board and digital games. The study involved play testing a themed board game with undergraduate computing students and alumni, measuring user experience via the Games Experience Questionnaire whilst testing for reliability and validity. Findings obtained high scores in both criteria, suggesting that the GEQ is a suitable tool to measure user experience in board games and thus a valid candidate for comparing game design across varied game media such as digital and board games.
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Sato, Aiko, and Jonathan de Haan. "Applying an Experiential Learning Model to the Teaching of Gateway Strategy Board Games." International Journal of Instruction 9, no. 1 (2016): 3–16. http://dx.doi.org/10.12973/iji.2016.912a.
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Rubino, John. "Board Games." CFA Institute Magazine 15, no. 3 (2004): 30–36. http://dx.doi.org/10.2469/cfm.v15.n3.2865.
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Bayeck, Rebecca Yvonne. "Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research." Simulation & Gaming 51, no. 4 (2020): 411–31. http://dx.doi.org/10.1177/1046878119901286.
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Background Recent years have seen the resurgence of board games designed for entertainment, and to teach or explicate real life problems. The revival of board gameplay has been discussed in mainstream media, and has drawn the attention of researchers. Yet, in the field of games studies, the conception of games as learning spaces is mostly emphasized through digital/video games. Aim This literature review reveals the current knowledge regarding the learning potential of board games in various settings, subjects, and diverse learners. Results Board games are spaces for mathematical learning and learning spaces that can enable the learning of various contents. Board games allow for various interactions that result in players engaging in computational thinking, teamwork, and creativity. Conclusion The relationship between board gameplay and learning is evidenced across disciplines and countries. Board games simplify complex issues and systems, which make them appropriate to further explore learning and concepts such as motivation and computational thinking in formal and informal settings. Furthermore, there is need to expand research on learning in commercial board games.
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Chuah, Swee-Hoon, Robert Hoffmann, and Jeremy Larner. "PERCEIVED INTENTIONALITY IN 2 × 2 EXPERIMENTAL GAMES." Bulletin of Economic Research 68, S1 (2016): 78–84. http://dx.doi.org/10.1111/boer.12073.
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Booth, Paul. "Board, game, and media." Convergence: The International Journal of Research into New Media Technologies 22, no. 6 (2016): 647–60. http://dx.doi.org/10.1177/1354856514561828.
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Interactive media board games reflect a changing media culture. Converging media text and technology with game play mechanics and rules, these board games exist as a hybrid form of game and media. In this article, I examine interactive paratextual board games – games based on media products that utilize other forms of media to produce random or immersive experiences. While previous discussions of media franchising investigates game paratexts through industrial and economic shifts, I explicate aesthetic, ludic, and textual concerns of cult franchises through an analysis of three interactive board games, namely, Isaac Asimov’s Robot VCR Mystery Game, the Star Trek: The Next Generation Interactive VCR Board Game, and the Indiana Jones DVD Adventure Game. Ultimately, I argue that these interactive paratextual board games manifest, reflect, and augment early convergence culture characteristics, revealing that interactive board games exemplify contemporary new media characteristics.
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Sousa, Micael. "Serious board games: modding existing games for collaborative ideation processes." International Journal of Serious Games 8, no. 2 (2021): 129–46. http://dx.doi.org/10.17083/ijsg.v8i2.405.
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Modern board games are booming, exploring new design elements, and providing dynamics that can support unique experiences. Serious game approaches can benefit from these insights and novelty. With the appropriate adaptation, modern board games may become flexible and cheaper ways to use and prototype serious games. Exploring these games and player engagement can support digital game design. Digital game designers may learn from modern board games to playtest player engagement and build prototypes for their serious games. This paper describes an experience with several adapted modern board games aiming to create a “Light Collaborative Ideation Process”, supported by the “Engagement Design” model and “The big five personality traits”. The game session objectives concerned fostering collaboration and ideation among participants in an informal meeting. The session successfully supported the potential of using modern board games, although showing the limitations and future developments required to benefit from the modding approach.
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Brenskott, Krzysztof. "Jak czytać planszówki? Gry planszowe zorientowane na narrację a powieści hipertekstowe." Wielogłos, no. 3 (45) (2020): 161–80. http://dx.doi.org/10.4467/2084395xwi.20.026.12834.
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How to Read Board Games: The Similarities between Narrative-Oriented Board Games and Hypertext Novels In Storytelling in the Modern Board Game: Narrative Trends from the Late 1960s to Today, Marco Arnaudo describes how board games can create narratives by using the tools that ludology and postclassical narratology provide. The way narratives emerge from tabletop games is extremely unique and interactive: they are created through the synergy of the game rules, material components, and actions undertaken by players. Board games, treated as transmedial narrative systems in which the text is entangled in various relations with images, sounds, or the ludic aspects of games, can become an area of research in literary studies. The aim of this paper is to demonstrate that a scholar can effectively use knowledge of hypertext novels or ergodic literature to study narrative-oriented board games.
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Deshmukh, Amit S. "Culture of Sedentary Play in India – The Space Context." Board Game Studies Journal 12, no. 1 (2018): 65–80. http://dx.doi.org/10.2478/bgs-2018-0004.
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Abstract Playing of sedentary games with dice and playing board games have had a major role in the Indian culture since at least 3000 BCE. This is shown by archaeological sites and early literary references in the Rig-Veda, Mahabharata and other texts. Some of these games have survived in the form of boards, game pieces, dice and cards. Apart from actual sets, the traces of board games can also be found in Hindu rock cut temples. These sculptures and paintings appear across the medieval period. The list is exhaustive. The game play also finds its presence on numerous temple floorings, carved or inscribed. Why would somebody carve these board games on these spaces? Interestingly, throughout history, some board games have increased its popularity, and some have disappeared from artistic expressional record. How did one board game overtake the other in terms of its popularity in the later phases of history? What made these games socially acceptable and popular? Where were these games played? What was the space context? The paintings dominantly show royal houses, court rooms as spaces. Were there special pavilions used for game playing by Indian royals? In India board games were traditionally played at ground level. With growing European influence in the subcontinent in the 18th century, local elites adopted the western custom of elevated furniture for board games. Did this change the space context? The paper thus tries to evolve parameters to analyze the impact of board games on spaces and would throw light on the “space context” with reference to Indian board games tracing it to the contemporary time.
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Ratminingsih, Ni Made. "IMPLEMENTASI BOARD GAMES DAN PENGARUHNYA TERHADAP HASIL BELAJAR BAHASA INGGRIS." Jurnal Ilmu Pendidikan 24, no. 1 (2018): 19. http://dx.doi.org/10.17977/um048v24i1p19-28.
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Abstract: Implementation of Board Games and its Effect on Students’ English Learning Achievement. This study is an experimental research which aims at investigating the effect of board games on students’ English learning achievement. The population of this research was all elementary schools in 9 districts of Buleleng Regency determined by intact group random sampling taken using lottery. There were 12 experimental groups and 12 control groups which consisted of 681 students of grade 4, 5 and 6 representing 4 areas of eastern, western, northern, and sourthern Buleleng Regency. The experimental groups were taught with board games, while the control groups were taught without board games. The data were analyzed non-parametrically using Kruskal Wallis and Mann-Whitney. The results prove that board games have an effect on the students’ English learning achievement.Abstrak: Implementasi Board Games dan pengaruhnya terhadap Hasil Belajar Bahasa Inggris. Penelitian ini merupakan penelitian eksperimental yang menginvestigasi pengaruh board games terhadap hasil belajar bahasa Inggris siswa. Populasi penelitian adalah sekolah dasar di 9 kecamatan di Kabupaten Buleleng, yang ditentukan dengan menggunakan intact group random sampling berdasarkan lotere. Terdapat 12 kelompok eksperimental dan 12 kelompok kontrol yang berjumlah 681 siswa kelas 4, 5, dan 6 yang mewakili 4 area Kabupaten Buleleng Timur, Barat, Utara dan Selatan. Kelompok eksperimental mendapatkan tindakan, yaitu diajar dengan menggunakan board games, sedangkan kelompok kontrol diajar dengan tanpa menggunakan board games. Data dianalisis secara non parametrik dengan menggunakan analisis Kruskal Wallis dan Mann-Whitney. Hasil penelitian membuktikan bahwa board games berpengaruh terhadap peningkatan hasil belajar Bahasa Inggris siswa.
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Tuomisto, Maiju, and Maija Aksela. "Design and evaluation framework for relevant chemistry-related educational card and board games." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (2015): 429–38. http://dx.doi.org/10.31129/lumat.v3i4.1014.
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During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.
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Haglund, Björn, and Louise Peterson. "Why use board games in leisure-time centres? Prominent staff discourses and described subject positions when playing with children." International Journal for Research on Extended Education 5, no. 2-2017 (2018): 188–206. http://dx.doi.org/10.3224/ijree.v5i2.06.
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Board games are traditionally seen as an important Swedish leisure-time centre activity, but research regarding this activity is sparse. This study aims to fill part of that void through a web survey directed to members in a closed Facebook group focusing on leisure-time centres. Fifty-five informants’ answers were analysed using critical discourse analysis to find why staff at leisure-time centres use board games. The article also discusses the subject positions the staff use when playing board games with the children. The results reveal four prominent discourses, which were termed: supporting social structure, learning social competence, substituting digital games, and learning cognitive abilities. The results also reveal three subject positions while playing board games: developer, supervising judge, and participant. The informants’ discourses regarding their reasons for using board games and the positions the staff settled into while playing board games drew mostly from a social pedagogical arena. However, features that emphasize traditional school related content are also evident.
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Sulistianingsih, Endang, Rizka Febriani, and Jcs Pradjarto. "The Effect of Interactive Board Games (IBG) on Vocabulary Achievement." Langkawi: Journal of The Association for Arabic and English 5, no. 2 (2019): 127. http://dx.doi.org/10.31332/lkw.v5i2.1458.
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Vocabulary Achievement is an element of learning the language which may assist students in understanding the language through basic English skills. Interactive Board Games are board games that use multimedia system (PowerPoint) teaching technique. This is often one of the traditional games that may be played by group activity and paired with a blackboard to focus on visual media activity. To find out the effect of using Interactive Board Games on students’ vocabulary achievement, we used the quantitative approach by assigning experimental research. There were two groups that we used in this research. Group one as experimental group and other as a control group. We used Total Pscycal Response (TPR) method for both groups, but we often gave Interactive Board Games to the experimental group in the learning process. There were eight meetings that we conducted into the experimental group with treatment using Interactive Board Games. We calculated the data from the test given when students learning English used Interactive Board Games. Before the test gave to the sample, the writer gave the test to students who have the same ability but not sample to know regarding validity and reliable of the test. Based on the t-test, we found that the t-ratio was higher than the t-table. The result indicated that there was a significant difference between the students who were taught using Interactive Board Games and the students who were not taught using Interactive Board Games.
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Łodzikowski, Kacper, and Mateusz Jekiel. "Board games for teaching English prosody to advanced EFL learners." ELT Journal 73, no. 3 (2019): 275–85. http://dx.doi.org/10.1093/elt/ccy059.
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Abstract This exploratory study fills the gap in research on using print board games to teach English prosody to advanced EFL learners at university level. We developed three in-class print-and-play board games that accompanied three prosody-related topics in a course in English phonetics and phonology at a Polish university. For those topics, compared to topics without any board games, learners reported higher in-class engagement and obtained higher post-class quiz scores. At the end of the course, learners rated board games as equally or more useful than some of the other teaching aids. Although traditional printed worksheets were still rated as the most useful teaching aid, learners expressed their preference for using extra classroom time for playing board games instead of completing extra worksheet exercises. We hope these promising results will encourage teachers to experiment with implementing these and other board games in their advanced curricula.
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Winkelman, Philip M. "Board to Page to Board." Board Game Studies Journal 10, no. 1 (2016): 17–31. http://dx.doi.org/10.1515/bgs-2016-0002.
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Abstract The ways new games typically develop might be viewed as a continuum ranging from very gradual “evolution” based on mutations introduced to a single progenitor during play or recall, to sudden “intelligent design” based on a purposeful and original combination — or even invention — of ludemes independent of any particular lines of transmission. This paper argues that two proprietary 20th-century games, C.A. Neves’s Fang den Hut! and Lizzie Magie’s The Landlord’s Game, were developed in a different way, a bit outside the typical continuum. It analyzes the games’ general typologies, and specific ludemes, concluding that both games are modern adaptations of traditional Native American games encountered, not through play or even contact with players, but through the seminal ethnographic publications of Stewart Culin. Specifically, Fang den Hut! derives from Boolik via Games of the North American Indians, and The Landlord’s Game derives from Zohn Ahl via Chess and Playing-Cards.
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Naidoo, Rennie, Kalley Coleman, and Cordelia Guyo. "Exploring gender discursive struggles about social inclusion in an online gaming community." Information Technology & People 33, no. 2 (2019): 576–601. http://dx.doi.org/10.1108/itp-04-2019-0163.
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Purpose The purpose of this paper is to adopt a critical relational dialectics framework to identify and explore gender discursive struggles about social inclusion observed in an online gaming community, in South Africa. Design/methodology/approach The paper uses a technique called contrapuntal analysis to identify and explore competing discourses in over 200 messages on gender struggles about social inclusion posted in the local community’s gamer discussion board, based on seven threads initiated by women gamer activists. Findings The findings show how four interrelated gender discursive struggles about social inclusion and social exclusion animated the meanings of online gamer relations: dominance vs equality, stereotyping vs diversity, competitiveness vs cooperativeness and privilege vs empowerment. Practical implications Game designers should reinforce more accurate and positive stereotypes to cater for the rapidly growing female gamer segment joining the online gaming market and to develop a less chauvinistic and more diversely representative online gaming community. Enlightened gamers should exercise greater solidarity in fighting for gender equality in online gaming communities. Originality/value The critical relational dialectics analysis adopted in this study offers a promising avenue to understand and critique the discursive struggles that arise when online gamers from the different gender groups relate. The findings highlight the unequal discursive power and privilege of many white male gamers when discussing social inclusion. Advancing our understanding of these discursive struggles creates the possibilities for improving social inclusion in online gaming communities.
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Ghoman, Simran K., Siddhi D. Patel, Maria Cutumisu, et al. "Serious games, a game changer in teaching neonatal resuscitation? A review." Archives of Disease in Childhood - Fetal and Neonatal Edition 105, no. 1 (2019): 98–107. http://dx.doi.org/10.1136/archdischild-2019-317011.
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BackgroundNeonatal healthcare professionals require frequent simulation-based education (SBE) to improve their cognitive, psychomotor and communication skills during neonatal resuscitation. However, current SBE approaches are resource-intensive and not routinely offered in all healthcare facilities. Serious games (board and computer based) may be effective and more accessible alternatives.ObjectiveTo review the current literature about serious games, and how these games might improve knowledge retention and skills in neonatal healthcare professionals.MethodLiterature searches of PubMed, Google Scholar, Cochrane Central Register of Controlled Trials, CINAHL, Web of Science and EMBASE databases were performed to identify studies examining serious games in neonatology. All games, such as board games, tabletop games, video games, screen-based simulators, tabletop simulators and virtual reality games were included.ResultsTwelve serious games were included in this review (four board games, five video games and three virtual reality games). Overall, knowledge improvement was reported for the RETAIN (REsuscitationTrAINing for healthcare professionals) board game (10% increase in knowledge retention) and The Neonatology Game (4.15 points higher test score compared with control). Serious games are increasingly incorporated into Nursing and Medical School Curriculums to reinforce theoretical and practical learning.ConclusionsSerious games have the potential to improve healthcare professionals’ knowledge, skills and adherence to the resuscitation algorithm and could enhance access to SBE in resource-intensive and resource-limited areas. Future research should examine important clinical outcomes in newborn infants.
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Campbell, Murray. "Mastering board games." Science 362, no. 6419 (2018): 1118. http://dx.doi.org/10.1126/science.aav1175.
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Browne, Cameron. "Fractal board games." Computers & Graphics 30, no. 1 (2006): 126–33. http://dx.doi.org/10.1016/j.cag.2005.10.016.
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de Voogt, A. "Board Games in Academia: Platform of International Board Games Research." ICGA Journal 20, no. 3 (1997): 203–4. http://dx.doi.org/10.3233/icg-1997-20314.
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Sasmita, Moch Tryandi Budiman, Samuel Gandang Gunanto, and Pandan Pareanom Purwachandra. ""Sibaaqun" Edukasi Pengenalan Huruf Hijaiyah Melalui Permainan Papan." Journal of Animation and Games Studies 5, no. 2 (2019): 133–52. http://dx.doi.org/10.24821/jags.v5i2.3033.
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The world of children is identical with a games or playing. Children learn by playing or by playing a game. But as time goes on, many games have more negative effects on children. The creation of works with the title "Sibaaqun Educational Media Introduction to Hijaiyah Letters and Islamic Literature through the Board Game", has the purpose of conveying knowledge of Islam and introducing the Hijaiyah letters to children through board games. The creation of the work of this board game intends to reduce the negative impact that children receive when playing. By making a game by inserting education in it, and also how to make the game run is non-boring. With the creation of this work, children can learn by playing. Children will get Islamic education in a board game.Keywords: board game, Hijaiyah letters, Islamic games, children's games
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Zagal, José P., Jochen Rick, and Idris Hsi. "Collaborative games: Lessons learned from board games." Simulation & Gaming 37, no. 1 (2006): 24–40. http://dx.doi.org/10.1177/1046878105282279.
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Burns, Tom, Sandra Sinfield, and Sandra Abegglen. "Case Study 3: Games and Board Games." Journal of Writing in Creative Practice 11, no. 2 (2018): 261–66. http://dx.doi.org/10.1386/jwcp.11.2.261_7.
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Halim, Zahid, Abdul Rauf Baig, and Kashif Zafar. "Evolutionary Search in the Space of Rules for Creation of New Two-Player Board Games." International Journal on Artificial Intelligence Tools 23, no. 02 (2014): 1350028. http://dx.doi.org/10.1142/s0218213013500280.
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Games have always been a popular test bed for artificial intelligence techniques. Game developers are always in constant search for techniques that can automatically create computer games minimizing the developer's task. In this work we present an evolutionary strategy based solution towards the automatic generation of two player board games. To guide the evolutionary process towards games, which are entertaining, we propose a set of metrics. These metrics are based upon different theories of entertainment in computer games. This work also compares the entertainment value of the evolved games with the existing popular board based games. Further to verify the entertainment value of the evolved games with the entertainment value of the human user a human user survey is conducted. In addition to the user survey we check the learnability of the evolved games using an artificial neural network based controller. The proposed metrics and the evolutionary process can be employed for generating new and entertaining board games, provided an initial search space is given to the evolutionary algorithm.
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Wong Hui Tiing, Catherine, and Melor Md Yunus. "Board Games in Improving Pupils’ Speaking Skills: A Systematic Review." Sustainability 13, no. 16 (2021): 8772. http://dx.doi.org/10.3390/su13168772.
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English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils. This systematic review was conducted to examine pupils’ perceptions on the use of board games in learning and speaking, as well as the usefulness of board games in improving their speaking skill. A total of 35 articles, from the period 2017–2021, were accessed through three databases: Google Scholar, ERIC and SAGE Journals. The review was conducted systematically based on the guidelines from the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the articles gathered, the results showed that the qualitative research design was mostly used to collect pupils’ opinions on the use of board games, while quantitative research design was mostly used to evaluate the usefulness of board games in improving speaking. Overall, the systematic review revealed that board games had several positive impacts in pupils’ speaking performances such as improving speaking competency, enhancing motivation in speaking and increasing interpersonal interaction among pupils. It is suggested that future studies could focus on investigating teachers’ opinions on the use of board games in teaching and speaking.
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Abdul Aziz, Azlina, and Nurul Shahira Mohd Raffi. "Developing board games to teach literary elements in ‘To Kill a Mockingbird’." Religación. Revista de Ciencias Sociales y Humanidades 4, no. 22 (2019): 186–95. http://dx.doi.org/10.46652/rgn.v4i22.569.
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The purpose of this research is to interrogate the effectiveness of developing board games to teach literary elements such as characters, setting and themes based on the literary text ‘To Kill a Mockingbird’ by Harper Lee. The development of board games in teaching English literature aims to help student teachers to critically examine their understanding of the approaches to teaching literature. It will further develop critical appreciation and cultural awareness for students whose English is a second language. This study is based on a course ‘Teaching of literature: Reading the word and the world’ taught to 45 Year 2 TESL undergraduate student teachers at the Faculty of Education, UKM. This case study was designed with four methods of data collection namely questionnaire, interview, student teachers’ board games and reflective essays. In this study, the student teachers had formed six groups and then had chosen either a theme or a character such as ‘Tom Robinson’, ‘Atticus Finch’, ‘Boo Radley’, ‘Scout Finch’, ‘Gender stereotyping’ and ‘Racism’ to be developed further into board games. They later reflected on the whole process of developing board games, identifying its strengths, weaknesses and suggestions on how to improve it. Generally, the participants perceived that developing board games helps them to teach the literary elements such as characters, setting and themes to the pupils.
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Miyakawa, Haruna, Noko Kuratomo, Hisham E. Bilal Salih, and Keiichi Zempo. "Auditory Uta-Karuta: Development and Evaluation of an Accessible Card Game System Using Audible Cards for the Visually Impaired." Electronics 10, no. 6 (2021): 750. http://dx.doi.org/10.3390/electronics10060750.
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Playing board games is important for people with a visually impairment, as it promotes interactive socialization and communication skills. However, some board games are not accessible to them at present. In this study, we proposed an auditory card game system that presents a card’s contents with auditory stimuli to all players, towards playing equally with others, regardless of whether they have a visual impairment or not as one of the solutions to make board games accessible. This proposal contributes significantly to expand the range of inclusive board games for the visually impaired. The purpose of this paper is to determine whether the game allows for fair competition for people with visual impairments and to clarify the effects of the valuable parameters of the system on the players. The effectiveness of the proposed system was verified by having experimental participants play “Auditory Uta-Karuta”. The results suggested that the proposed system has the potential for an accessible board game design regardless of visual impairment. In the following experiment, we investigated the impact of each valuable parameter of the system on the player’s perception of the board games to clarify the appropriate audio cue design method. The results of this experiment will greatly assist in designing an appropriate board game using the proposed system.
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Campana, Samanta Bueno de Camargo, Eduardo Martins Morgado, Wilson Masasshiro Yonezawa, and Edriano Carlos Campana. "O processo de transposição de jogos de tabuleiro utilizado no ensino de matemática para o formato digital." Conhecimento & Diversidade 9, no. 18 (2018): 54. http://dx.doi.org/10.18316/rcd.v9i18.4101.
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Os jogos de tabuleiro são instrumentos pedagógicos bem conhecidos no ensino de matemática. Inúmeros jogos de tabuleiros estão disponíveis. Versões digitais desses jogos de tabuleiro ampliam as oportunidades de acesso e uso desses recursos didáticos. Este trabalho discute a transposição de jogos de tabuleiro educacionais da mídia física para mídia digital. O processo de transposição tem por objetivo oferecer a educadores e profissionais de tecnologia subsídios adequados para compreender como converter de jogos educacionais para versões digitais. Para isso, há a definição e comparação de características que são comuns aos jogos físicos e digitais: objetivos, feedback, recompensa, tempo, mecânica e level design. Tais características são comparadas entre si e discutidas com o objetivo de fundamentar a análise do processo de transposição de dois jogos de tabuleiros. Entrevistas semiestruturadas com dois professores de matemática e dois game designers evidenciam que a proposta de transposição é uma possibilidade viável tanto para educadores como para desenvolvedores.Palavras-chave: Jogos digitais. Jogos de tabuleiro. Transposição. Ensino de matemática. The process of transposition of board games used in mathematics teaching for digital formatBoard games are well-known pedagogical instruments in mathematics teaching. Numerous board games are available. Digital versions of these board games broaden the opportunities for access and use of these didactic resources. This work discusses the transposition of educational board games from physical media to digital media. The process of transposition aims to offer educators and technology professionals adequate subsidies to understand how to convert from educational games to digital versions. For this, there is the definition and comparison of features that are common to physical and digital games: goals, feedback, reward, time, mechanics and level design. Such characteristics are compared to each other and discussed in order to substantiate the analysis of the transposition process of two board games. Half-structured interviews with two math teachers and two game designers demonstrate that the transposition proposition is a viable possibility for educators and developers alike.Keywords: Digital games. Board games. Transposition. I teach math.
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Fjællingsdal, Kristoffer S., and Christian A. Klöckner. "Green Across the Board: Board Games as Tools for Dialogue and Simplified Environmental Communication." Simulation & Gaming 51, no. 5 (2020): 632–52. http://dx.doi.org/10.1177/1046878120925133.
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Background. Board games are a promising, yet rarely used arena for learning about environmental issues. Existing research suggests that they are highly innovative communication tools that make complex sustainability problems more salient and easily understandable. To date, little to no research exists where several environment-themed board games have been compared in a single study. Method. 17 respondents were invited to board game nights where they were tasked to play an environmental board game of their choosing. The respondents were then invited to participate in subsequent focus group interviews about their gameplay experience and learning outcomes. Results. 5 focus group interviews were transcribed and subjected to a qualitative thematic analysis, revealing 2 main themes; the first revolving around board games as simplified environmental simulations and the second revolving around the players’ perceptions of their own impact on the game board. Conclusion. Our results suggest that board games can be highly effective tools in some aspects of environmental communication. Limitations of the study and suggestions for future research are discussed.
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Lickiewicz, Jakub, Patricia Paulsen Hughes, and Marta Makara-Studzińska. "Serious Games and Board Games Versus Cultural Changes." Perspektywy Kultury 30, no. 3 (2020): 257–70. http://dx.doi.org/10.35765/pk.2020.3003.17.
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The impact of computer games on human functioning has become the subject of many studies and scientific reports. With the development of technology, games have transcended boards and become part of the video entertainment industry. However, technology did not end traditional games. It was only a matter of time before games were extended to other areas of life. Because games were so popular, educators found that students engage quickly with educational games. The article explains the aspects of serious games (SG), which are defined as digital games used for purposes other than entertainment. It describes the areas in which games can be used in the educational process, their effectiveness, and controversies regarding their use.
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Nyman Gomez, Christian, and Björn Berg Marklund. "Games for Cross-Cultural Training." International Journal of Serious Games 5, no. 4 (2018): 81–98. http://dx.doi.org/10.17083/ijsg.v5i4.259.
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This paper studies whether a board game can effectively raise awareness of cultural differences and their impacts on everyday life. Furthermore, the paper compares whether a board game might achieve this goal more efficiently, or differently, than more traditional ‘open discussion’ exercises. To conduct this study, a board game that present players with cultural dilemmas was designed and developed based on a comparative model of individualistic and collectivistic cultures. The game’s ability to generate discussion and engagement with cross-cultural topics was evaluated and compared with traditional discussion exercises in a series of experimental studies conducted in SFI (Swedish For Immigrants) classrooms. A follow-up survey was also conducted to compare long-term effects between the board game and the traditional discussion exercise. Results indicate that the game benefited participants’ discussions and reflections regarding cultural awareness directly after the game session, and that they retained their attitudes and perceptions of cultural awareness better than participants of the non-game exercise.
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Ma, Yiming, Flore Vallet, François Cluzel, and Bernard Yannou. "Analysing the Relevance of Serious Game Elements for Effectively Teaching Innovation Processes." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 439–48. http://dx.doi.org/10.1017/dsi.2019.47.
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AbstractSerious games (SGs) as a new educational format have gained interest among many scholars from diverse fields. SGs seem to be useful tools for teaching innovation processes (IP) as they guarantee intrinsic motivation and provide situated learning. So far, there is no guideline on designing IP games and lowering their development time while ensuring their effectiveness. To fill this gap, we should first analyse the existing IP games with evaluation methods and synthesise their commonalities. Numerous methods have been put forward in the literature to assess digital SGs; however, most of the SGs for IP are board games. That is why we explore in this paper the use of Serious Game Design Assessment (SGDA) framework to analyse IP board games. According to the case study on an open innovation board game, we suggest applying this method to examine the a priori relevance of game elements (components that make up a game system). Moreover, we make recommendations to complement the SGDA framework with Game and Learning Mechanics, and real-world information. This contribution should help designers transform traditional educational supports into serious board games for teaching IP.
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Frapolli, Fulvio, Amos Brocco, Apostolos Malatras, and Béat Hirsbrunner. "Decoupling Aspects in Board Game Modeling." International Journal of Gaming and Computer-Mediated Simulations 2, no. 2 (2010): 18–35. http://dx.doi.org/10.4018/jgcms.2010040102.
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Existing research on computer enhanced board games is mainly focused on user interaction issues and look-and-feel, however, this overlooks the flexibility of traditional board games when it comes to game rule handling. In this respect, the authors argue that successful game designs need to exploit the advantages of the digital world as well as retaining such flexibility. To achieve this goal, both the rules of the game and the graphical representation should be simple to define at the design stage, and easy to change before or even during a game session. For that reason, the authors propose a framework allowing the implementation of all aspects of a board game in a fully flexible and decoupled way. This paper will describe the Flexiblerules approach, which combines both a model driven and an aspect oriented design of computer enhanced board games. The benefits of this approach are discussed and illustrated in the case of three different board games.
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Depaulis, Thierry. "Board Games Before Ur?" Board Game Studies Journal 14, no. 1 (2020): 127–44. http://dx.doi.org/10.2478/bgs-2020-0007.
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Hale, Stephen J., Sonja Wakeling, J. Bruce Blain, Alim Pardhan, Shawn Mondoux, and Teresa M. Chan. "Side Effects May Include Fun: Pre- and Post-Market Surveillance of the GridlockED Serious Game." Simulation & Gaming 51, no. 3 (2020): 365–77. http://dx.doi.org/10.1177/1046878120904125.
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Introduction. As serious games are a relatively new phenomenon in medical education, there is little data on end user demographics or usage. In this study our goal was to describe the demographics and usage for purchasers of the GridlockED board game, a serious board game for teaching about a systems approach to managing care in the emergency department. Methods. We conducted a two-phase survey of individuals interested in purchasing GridlockED. Users were asked to complete a brief demographic survey before accessing the purchasing site. A follow-up survey was performed 3-6 months after the initial survey. That survey was to assess participants’ usage, play patterns, and what changes to GridlockED they would like to see. Individuals who did not purchase the board game were asked about their barriers to purchase. Results. After one year of sales, 213 games were purchased, 560 individuals had completed the intake survey with 408 consented to follow-up. Responding purchasers were from 16 different roles in healthcare in 11 countries. Our follow-up survey collated 53 responses (out of 408 individuals, 14% response rate). The majority (63%) of respondents reported having played the game, with the most common use cases being for fun (40%), teaching trainees (21%) or training with colleagues (13%). Price of the game unit was cited as the largest barrier to purchase (60%). Conclusion. GridlockED attracted interest from a wide range of medical professionals around the world. Users reported using the game for fun and for teaching/training purposes. The main barrier to purchase was the game’s price.
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Schoen, Lawrence M. "Mnemopoly: Board Games and Mnemonics." Teaching of Psychology 23, no. 1 (1996): 30–32. http://dx.doi.org/10.1207/s15328023top2301_5.
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A mnemonic system based on the game board from Parker Brothers' Monopoly® is described. Students' familiarity with the board, combined with simpler mnemonic devices (e.g., acrostics and rhymes), facilitated acquisition of this new system, called Mnemopoly. A classroom discussion of the basic principles common to mnemonic techniques enhances and illustrates the cognitive processes involved and provides an introduction to the study of human memory.
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Hall, Mark A. "Board Games in Boat Burials: Play in the Performance of Migration and Viking Age Mortuary Practice." European Journal of Archaeology 19, no. 3 (2016): 439–55. http://dx.doi.org/10.1080/14619571.2016.1175774.
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This contribution explores an aspect of boat burials in the second half of the first millennium AD across Northern Europe, specifically boat burials that included equipment for board games (surviving variously as boards and playing pieces, playing pieces only, or dice and playing pieces). Entangled aspects of identity, gender, cosmogony, performance, and commemoration are considered within a framework of cultural citation and connection between death and play. The crux of this article's citational thrust is the notion of quoting life in the rituals surrounding death. This was done both in the service of the deceased and in the service of those wanting to remember the deceased, the argument distills around the biographical trajectories or the different social and individual uses to which people put ostensibly simple things such as gaming pieces.
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Schlieder, Kiefer, and Matyas. "Geogames: Designing Location-Based Games from Classic Board Games." IEEE Intelligent Systems 21, no. 5 (2006): 40–46. http://dx.doi.org/10.1109/mis.2006.93.
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Barbara, Jonathan. "Measuring User Experience in Multiplayer Board Games." Games and Culture 12, no. 7-8 (2015): 623–49. http://dx.doi.org/10.1177/1555412015593419.
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Comparison of user experience between multiplayer digital games and board games is largely unexplored in the literature, with no instrument found to suitably measure user experience across game formats. This study explores the use of the Social Presence module of the Games Experience Questionnaire to measure user experience in a multiplayer board game involving 12 participants across 3 separate sessions. Scale analysis and correlation with semistructured interviews held with the participants suggest that the instrument is reliable and valid and can thus be used for measurement and comparison of user experience across game formats. The Games Experience Questionnaire can therefore be used to scale-up board game research by diminishing reliance on interviews as well as to assist in the choice between digital and nondigital implementation of gameplay forming part of an overarching story, such as in transmedial productions.
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de Voogt, Alex. "Misconceptions in the History of Mancala Games: Antiquity and Ubiquity." Board Game Studies Journal 15, no. 1 (2021): 1–12. http://dx.doi.org/10.2478/bgs-2021-0001.
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Abstract Mancala games are commonly defined by the appearance of the boards and mode of moving the pieces. The similarities have led to the belief that most mancala games are historically related or that they may be identified by appearances alone. Their ubiquity in Africa and their occurrence as graffiti boards on ancient monuments has created speculation about their antiquity. To this date their ancient status cannot be confirmed by archaeological or historical evidence. Based on today’s understanding, mancala games are of distinct kinds with separate histories while their antiquity goes back hundreds of years but not yet thousands. Mancala games have been instrumental in showing that so-called complex societies and the presence of board games are not necessarily related. By extension, state formation and the development of board games should not be connected based on the evidence of contemporary mancala gaming practices.
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Sapała, Barbara, and Małgorzata Sławińska. "Olsztyn as a Little Homeland in Board Games for Children – the Example of a Historical German Game and Polish Contemporary Games." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 59–77. http://dx.doi.org/10.17951/en.2021.6.59-77.
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The aim of this study is to analyze the contents of regional board games for kids from the perspective of developing attachment to their little homeland. Two modern Polish games, Olsztyn mnie kręci (Olsztyn Turns Me On) and Przytul Olsztyn (Give Olsztyn a Hug), and a pre-war German game Spacer po Olsztynie (A Walk in Olsztyn) were examined. An attempt was made in the study to answer the following question: What image of Olsztyn has been created by the analyzed games? The theoretical framework for the study was the history of Warmia and the changing principles of education, which is currently referred to as “regional”. The selection of local buildings and facilities, and the way of their presentation, were found to be the key factors when interpreting the importance of the examined board games for strengthening the children’ bonds with their little homeland. The analysis revealed that the pre-war board game emphasized the German and monocultural character of the city, as well as its rapid development. On the other hand, Polish games depict Olsztyn as the capital city of the Warmia Region, and focus on its multicultural heritage. The games highlight the beauty of Olsztyn as a garden-city, and its tourism potential.
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Gilbert, Daniel E., and Martin T. Wells. "Ludometrics: luck, and how to measure it." Journal of Quantitative Analysis in Sports 15, no. 3 (2019): 225–37. http://dx.doi.org/10.1515/jqas-2018-0103.
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Abstract Game theory is the study of tractable games which may be used to model more complex systems. Board games, video games and sports, however, are intractable by design, so “ludological” theories about these games as complex phenomena should be grounded in empiricism. A first “ludometric” concern is the empirical measurement of the amount of luck in various games. We argue against a narrow view of luck which includes only factors outside any player’s control, and advocate for a holistic definition of luck as complementary to the variation in effective skill within a population of players. We introduce two metrics for luck in a game for a given population – one information theoretical, and one Bayesian, and discuss the estimation of these metrics using sparse, high-dimensional regression techniques. Finally, we apply these techniques to compare the amount of luck between various professional sports, between Chess and Go, and between two hobby board games: Race for the Galaxy and Seasons.
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Payne, Ian. "Did the Anglo-Saxons Play Games of Chance? Some Thoughts on Old English Board Games." Antiquaries Journal 86 (September 2006): 330–45. http://dx.doi.org/10.1017/s0003581500000184.
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H J R Murray, the distinguished board games historian, stated categorically in 1952 that the popular Germanic game of tæfl (more specifically referred to in a ninth- to twelfth-century Norse context as hnefatafl), a game entirely of skill, was the only board game played in Anglo-Saxon England. But Old English literary evidence might pose a challenge to Murray's thesis, and could be taken to suggest that the English also played games of chance (perhaps even tabula, an ancestor of backgammon) in the first millennium AD.
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Bartolucci, Marco, Francesco Mattioli, and Federico Batini. "Do Board Games Make People Smarter?" International Journal of Game-Based Learning 9, no. 4 (2019): 1–14. http://dx.doi.org/10.4018/ijgbl.2019100101.
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In recent years, the authors have witnessed the rebirth of board games. This contribution aims to investigate the educational potential of non-random board games in two ways: the comparison of performances of “expert adult players” and “adult non-players” through a correlation study (n=45) and the comparison between the results achieved by a group of children after 26 hours of game training (n=10) and those of a control group that carried out traditional educational activities (n=10) by using a nonrandomized control group pretest-posttest. Specifically, the findings relating to fluid intelligence, analytical and converging cognitive processes and creativity were compared. The results suggest that non-random board games can be an important stimulus for the cognitive functions, with a particular focus on the creative side, and therefore have an important educational function.
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Alifiar, Ilham, Vidya Febrasca Tenderly, and Annisa Nurhayati. "PENGARUH METODE PERMAINAN BOARDGAME EDUCATION “PHARMAPOLEIN” TERHADAP PEMAHAMAN MATERI KEFARMASIAN MAHASISWA." JFL: Jurnal Farmasi Lampung 9, no. 2 (2021): 92–98. http://dx.doi.org/10.37090/jfl.v9i2.337.
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ABSTRACT Mission of pharmacy education is to develop and nurture skills in lifelong learning. Broad insight, skills in communication, and teamwork is a must for the pharmaceutical profession. The learning method greatly affects the results of understanding each individual, especially in understanding pharmaceutical material which is considered difficult. Educational games are used as a teaching method because they help complement and strengthen the material being taught. Board games have continued to grow in popularity and the pedagogical value of the games has been supported many times. So, this board game is designed to have enough challenging elements to nurture student interest. The game tactic used collaboration and competition in the classroom. Competition has been found to increase motivation. Thus, that motivation can be used to understand the pharmaceutical material contained in the game. Aim this study is to determine the potential modification of the monopoly board game in increasing student comprehension of pharmaceutical material. The pharmapolein game was examined on both pharmacy and non-pharmacy student respondents (n = 12). From the test, it was obtained a correlation value of and 0.885 and a significance value of 0.000, so the conclusion was that the board game game could increase student knowledge in mastery of pharmaceutical science. Keywords: Board Games, Pharmapolein, Pharmacy