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Zaki, N. A. A., N. Z. M. Zain, N. A. Z. M. Noor, and H. Hashim. "Developing a Conceptual Model of Learning Analytics in Serious Games for STEM Education." Jurnal Pendidikan IPA Indonesia 9, no. 3 (September 30, 2020): 330–39. http://dx.doi.org/10.15294/jpii.v9i3.24466.
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Utilizing serious games as teaching aid can stimulate students’ interest in learning and enhancing students’ understanding of STEM learning. The use of serious game on learning analytics for STEM learning provides assessment data to measure students’ performances and achievements of predefined learning outcomes. While numerous researches on learning analytic in serious games have been conducted, studies on their association with STEM learning are scarce. Past studies also indicate that teachers use serious games in teaching but yet to utilize serious games as assessment tools. This situation leads to the need of developing a conceptual model of learning analytics in serious games for STEM education (APPS-STEM). The conceptual model was initially developed through the focus group approach and literature review to examine the learning metrics of serious games, which is appropriate for STEM learning before being verified by experts. Based on the result from expert review, the conceptual model of APPS-STEM contains nine themes, namely effectiveness, problem-solving thinking and creativity, flexibility, key stakeholders, emotions, serious game design, curriculum profiles, learning profiles, and target user norms. This conceptual model is expected to serve as a guide for stakeholders to implement learning analytics in serious games design for STEM learning. Further study will be the development of serious game prototypes to determine the effectiveness of the APPS-STEM model in the STEM learning paradigm.
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Laranjeiro, Dionísia. "Development of Game-Based M-Learning Apps for Preschoolers." Education Sciences 11, no. 5 (May 12, 2021): 229. http://dx.doi.org/10.3390/educsci11050229.
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Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.
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Pratikto, Heri, Rizal Hanafiya, Muhammad Ashar, Muhammad Iqbal Akbar, and Yudi Tri Harsono. "Entrepreneurship Game Apps to Enhancement Student Skill Thinking Analytic in Class Online." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 08 (April 23, 2021): 155. http://dx.doi.org/10.3991/ijim.v15i08.21575.
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The use of educational entrepreneurship game apps as a medium for an online class for students to improve analytical skills regarding business processes. Learning that is only through gamification in game learning. This learning is carried out on a number of students who have the ability to play games well. There is also a desire to study business without using entrepreneurship textbooks as the object of this study. Game-based mobile apps development using entrepreneurial learning materials such as laundry and beverage sales is designed using the Design Thinking Process method. With a game prototype made according to the real market location and market potential which is quite profitable. Determination of initial capital is very important in this educational game to successfully play the game until the final level. (there are 5 trial levels). The results obtained from this gameplay show an increase in entrepreneurial analysis in students with the ability to answer post-test questions well with an average of 88.2 percent with an average game time of 42.8 minutes per level
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Yin, Pai-Ling, Jason P. Davis, and Yulia Muzyrya. "Entrepreneurial Innovation: Killer Apps in the iPhone Ecosystem." American Economic Review 104, no. 5 (May 1, 2014): 255–59. http://dx.doi.org/10.1257/aer.104.5.255.
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The mobile applications (apps) industry has exhibited rapid entry and growth in the midst of a recession. Using unique data from the iPhone application ecosystem, we examine how the development of 'killer apps' (apps appearing in the top grossing rank) varies by market and app characteristics. We find that previous app experience and no updating increase the likelihood of becoming a killer game app, while more updates increase the likelihood of becoming a non-game killer app. Development opportunities, level of competition, and demand preferences are possible drivers of the opposing innovation process results in game and non-game markets.
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Ghareb, Mazen Ismaeel. "HTML5, future to solve cross –platform issue in serious game development." Journal of University of Human Development 2, no. 4 (December 31, 2016): 443. http://dx.doi.org/10.21928/juhd.v2n4y2016.pp443-450.
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serious games as a learning medium have progressed in the previous couple of years. They have been connected to support learning in different fields, for example, security, medical services, and instruction. Serious games can scale from low spending recreations up to high spending diversions relying upon the recreations' destinations and elements. For example, military may use recreational software with 3D reenactment. This is the majority of scenarios in learning environments focusing on motivation to learn. Nevertheless, game development stays as a tedious, complex, and difficult process. With the use of HTML5, however, there is a growing shift towards web apps as opposed to native code. HTML5 technologies are enabling game applications to run in the browser with some native app functionality. HTML5 has received a great deal of attention since its release in 2009, there are numerous articles and discussions on the Internet. In this work, we present how we can use HTML5 canvas as game engine and use it as a cross platform engine for developing a serious game with implementation of some simple games. We mention the advantage and simplicity of canvas HTML5 for web game development. In addition, we review further cross-platform compilers that support HTML5. Finally, we make a comparison of 10 of cross platform apps that support HTML5 in game development in order to help specify which cross platform can be used in game development generally and serious game specifically.
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Neupane, Aatish, Derek Hansen, Jerry Alan Fails, and Anud Sharma. "The Role of Steps and Game Elements in Gamified Fitness Tracker Apps: A Systematic Review." Multimodal Technologies and Interaction 5, no. 2 (January 22, 2021): 5. http://dx.doi.org/10.3390/mti5020005.
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This article reviews 103 gamified fitness tracker apps (Android and iOS) that incorporate step count data into gameplay. Games are labeled with a set of 13 game elements as well as meta-data from the app stores (e.g., avg rating, number of reviews). Network clustering and visualizations are used to identify the relationship between game elements that occur in the same games. A taxonomy of how steps are used as rewards is provided, along with example games. An existing taxonomy of how games use currency is also mapped to step-based games. We show that many games use the triad of Social Influence, Competition, and Challenges, with Social Influence being the most common game element. We also identify holes in the design space, such as games that include a Plot element (e.g., Collaboration and Plot only co-occur in one game). Games that use Real-Life Incentives (e.g., allow you to translate steps into dollars or discounts) were surprisingly common, but relatively simple in their gameplay. We differentiate between task-contingent rewards (including completion-contingent and engagement-contingent) and performance-contingent rewards, illustrating the differences with fitness apps. We also demonstrate the value of treating steps as currency by mapping an existing currency-based taxonomy onto step-based games and providing illustrations of nine different categories.
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Gillani, Umar Farooq, Muhammad Ishfaq Khan, Manzar Waseem Ishaq, Kashif Aziz, and Muhammad Nawas Akram. "The Factors of Why the People of Pakistan Do Not Purchase Paid Apps." International Journal of Online Marketing 10, no. 2 (April 2020): 44–56. http://dx.doi.org/10.4018/ijom.2020040104.
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Despite the huge growth potential that has been predicted for purchase intention toward paid apps and the mobile game market, little is known about what motivates game players to make such purchases. The purpose of this article is to build a research model based on the satisfaction literature and studies of value theory to identify the antecedents of paid app purchase intention in the context of mobile games. The proposed model was empirically tested and uses data from 310 players of different games groups. Multiple regression, Process Macro, and moderation regression were used to measure the research model. The results tell that satisfaction to the mobile game has a significant influence on a player's intention to make paid app purchase. The perceived values of the game have a direct influence on the satisfaction of all players but appear to have relatively moderation impact of price have significant negative impact on the purchase intentions of players. Specifically, our study revealed a high price decrease the purchase intention of a satisfied player.
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Maulana, Mohammad Rizky, Mujahidah Ulfa, and Abdulrahman Tryanti. "A CASE STUDY OF SEVEN ELEMENTARY STUDENTS IN LEARNING LISTENING SKILL THROUGH MOBILE GAMES." Lingua 1, no. 01 (January 28, 2019): 43–51. http://dx.doi.org/10.34005/lingua.v1i01.158.
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This study aims to explore, describe and analyze the use of mobile game application byelementary students to support EFL (English as a Foreign Language) learning particularlylistening skill. In this study, observation and interview are utilized to obtain the data. 8(Eight) Elementary students were participated in this study. Finding shows that studentsuse mobile game application to access content such as listen to English words or sentenceby native speaker and vocabulary. The participants of this study show positive responsetoward the use of mobile game apps in learning English listening skill. They believed thatusing mobile game apps helped them in listening, vocabulary and spelling. As theimplication of this study, it is recommended to use mobile game application for EFLstudents in order to boost their interest in learning English and the apps can be one of bestmedia to teach listening for young learners.
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Vazirabad, Aylar Fallah, and Farahman Farrokhi. "Investigating Digital Apps: Gaming Elements and Learning Context." International Journal of Applied Linguistics and English Literature 9, no. 3 (May 31, 2020): 25. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.3p.25.
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The present study investigated four methods implemented to improve phrasal verb knowledge by two digital apps among Iranian learner-players. A total of 174 students of intermediate level took part in this mixed-method, quasi-experimental research. The first group was blended learning, in the second group the apps acted as the main tutor, the third group played autonomously, outside of the class and the fourth group was gamified as well as non-digital, investigating digital apps, through gaming elements and various learning context. One-Way ANOVA and Tukey HSD was used to analyse the quantitative data and ANCOVA was used for adjusting both quantitative data and pre and post-test covariation. Qualitative data analysis was based on game diary and questionnaire results by means of descriptive statistics. The results revealed that all groups improved their knowledge. Although students in game as blended learning in both digital game types outperformed other groups. Game as tool did not improve as high as game as tutor. Students in Phrasal Nerds outperformed Kahoot. Play time in game as tutor was the highest. Game as tool had the least improvement. Majority of participants prefer a classroom coach. Comparing Nerds and Kahoot, participants prefer Nerds app as it includes a story line. However, among game features, the degree of learning and playing leaded to a focus on reading and repeating game stages for new phrasal verbs to make new sentences to use in daily life rather than using them to discuss how to rescue grandfather or implicit learning by playing informally.
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Waweru, B. W., P. S. Joseph Ng, and H. C. Eaw. "Gamesy." International Journal of Business Strategy and Automation 2, no. 3 (July 2021): 36–52. http://dx.doi.org/10.4018/ijbsa.20210701.oa3.
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Games have existed since time immemorial and have proved to significantly change people's mentality and attitudes towards countless scenarios. Although games are ‘time wasters', we should acknowledge the one thing that games offer, constant testing, and learning a simple game engages the brain and proves that games are an asset in mental development. Thus, gamification can be used to provide a fun learning environment. In this article, the authors discuss how gamification has been implemented in various applications over the years, people's take on gamification and gamified apps from a survey and interview conducted, and thereafter design a student-oriented gamified study app, Gamesy, that makes use of game elements to improve performance in school and change/improve study habits in a game environment via progressive game design. With this, better performance may be realized in the tertiary education level.
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Gaeta, Eugenio, María Eugenia Beltrán-Jaunsaras, Gloria Cea, Bernadette Spieler, Andrew Burton, Rebeca Isabel García-Betances, María Fernanda Cabrera-Umpiérrez, David Brown, Helen Boulton, and María T. Arredondo Waldmeyer. "Evaluation of the Create@School Game-Based Learning–Teaching Approach." Sensors 19, no. 15 (July 24, 2019): 3251. http://dx.doi.org/10.3390/s19153251.
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The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum. This paper focuses on presenting the validation context as well as the evaluation of these tools. The Hassenzahl model and AttrakDiff survey were used for measuring users’ experience and satisfaction, and for understanding emotional responses, thus providing information that enables testing of the acceptability and usability of the developed apps. After two years of usage of code-making apps (i.e., Create@School and its pre-design version Pocket Code), the pupils processed knowledge from their academic subjects spontaneously as game-based embedded knowledge. The students demonstrated creativity, a practical approach, and enthusiasm regarding making games focused on academic content that led them to learning, using mobile devices, sensors, images, and contextual information. This approach was widely accepted by students and teachers as part of their everyday class routines.
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Bitrián, Paula, Isabel Buil, and Sara Catalán. "Gamification in sport apps: the determinants of users' motivation." European Journal of Management and Business Economics 29, no. 3 (May 14, 2020): 365–81. http://dx.doi.org/10.1108/ejmbe-09-2019-0163.
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PurposeGamification is a tool with great potential to motivate individuals to increase their physical activity. That is why sport apps for mobile devices, such as Nike+ or Strava, have integrated game elements. There is, however, little evidence of gamification's effectiveness in this field. Therefore, the aim of the present study is to analyze the impact of game elements included in gamified sports' apps on the satisfaction of basic psychological needs (i.e. competence, autonomy and relatedness). Similarly, the research analyzes the impact of these needs on autonomous motivation.Design/methodology/approachTo achieve these goals, data were collected from users of gamified sport apps, using an online questionnaire. The data were analyzed using partial least squares structural equation modeling.FindingsThe results showed that interaction in the app with achievement-related game elements satisfied the needs for competence, autonomy and relatedness; social-related elements satisfied the need for relatedness; and immersion-related elements satisfied the needs for competence and autonomy. Similarly, satisfaction of the needs for autonomy and relatedness while using the app is crucial to experience autonomous motivation.Practical implicationsThe findings of this study provide guidelines for practitioners and app developers.Originality/valueBased on self-determination theory, the paper provides new insights into the relationship between game elements included in sport apps and individuals' basic psychological needs and motivation.
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Ross, Alexander, and David Nieborg. "Spinning is winning: Social casino apps and the platformization of gamble-play." Journal of Consumer Culture 21, no. 1 (February 2021): 84–101. http://dx.doi.org/10.1177/1469540521993931.
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Social casino apps are an emergent genre in the app economy that sits at the intersection of three different industries: casino gambling, freemium mobile games, and social media platforms. This institutional position has implications for the social casino app’s political economy and culture of consumption. We argue that social casino apps are representative of a broader casualization of risk that has taken hold in a platform society. By combining the uncertainty and chance associated with gambling with the interruptibility, informality, and modularity of free-to-play mobile games, social casino apps offer complete contingency in how they are designed and played. Game progression and social networking features are used to normalize the relationship between the consumer of social casino apps and the contingency of their desired form of play. As a result, the experience of risk is no longer restricted to the casino floor and in fact becomes a part of one’s daily routine. This casualization of risk marks the next adaptation of the contingent cultural commodity, where nothing is guaranteed and everything is subject to chance.
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Mohd Rashid, Noor Asmina, Shaharuddin Md Salleh, and Norah Md Noor. "The Role of Game Elements in Improving Jawi Skills through a Mobile Game 'G-Jawi'." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 7 (November 8, 2018): 20. http://dx.doi.org/10.3991/ijim.v12i7.9636.
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The existence of a game-based mobile application in the field of education has largely helped students to be more interested and motivated to learn due to the presence of game elements in the apps which makes learning more interesting. The <em>Jawi</em> script is one of the subjects that is difficult to learn by younger generation since they do not apply the use of <em>Jawi</em> in their private lives. The inclusion of creative features such as game elements should attract students to explore the <em>Jawi</em> script. A pre- experimental one- group pre- test and post- test study was conducted in which a game-based mobile application for learning <em>Jawi</em> subject named G-<em>Jawi</em> was developed and tested among 20 primary school students in order to observe how the elements of the game in the mobile app impacted their <em>Jawi</em> spelling skills. The apps were also evaluated by 5 teachers and the findings shows that the game-based mobile application was able to improve the students’ performance. This finding was supported by positive results amongst the students which revealed a mean value for the post- test was higher than the pre- test of 89.00. In conclusion, the mobile games app has successfully enhanced student’s understanding of <em>Jawi</em> subjects compared to the traditional learning methods.
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Clim, Antonio, and Răzvan Daniel Zota. "Game theory in designing mHealth apps for monitoring hypertension." Management & Marketing. Challenges for the Knowledge Society 14, no. 2 (June 1, 2019): 220–31. http://dx.doi.org/10.2478/mmcks-2019-0015.
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Abstract The Game Theory model provides revolutionary grounds for tackling problems in an optimal manner by considering various constraints and conditions. This research paper proposes a novel idea of monitoring, diagnosis and treatment of hypertension using game theory model using systematic review methodology. The theoretical framework for designing software called Hypertension Management System (HMS) is proposed using underlying principles of game theory by considering patients and doctors as players. The system is installed in the smartphones of players and its functioning follows the hierarchy of Big Data mining and extraction. The theoretical framework of HMS starts from data sensing through physical sensors, proceeds along layers for data processing and reduction, and finally arrives at the decision-making step to assist doctors in the treatment of disease. This novel system will reduce the mortality due to chronic diseases like hypertension by enabling game patients and doctors to deal with its symptoms in a timely manner according to feedback from previous data.
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De Oliveira Andrade, Gustavo, Rosa Maria E. Moreira Da Costa, and Vera Maria B. Werneck. "Stop-Dengue: Game for Children and Adolescents with Down Syndrome." International Journal for Innovation Education and Research 8, no. 10 (October 1, 2020): 528–40. http://dx.doi.org/10.31686/ijier.vol8.iss10.2709.
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This work aims at presenting an educational game for people with down syndrome with a focus on learning how to prevent and diagnose, viral Dengue disease. STOP-Dengue game was developed considering bibliographic research, a search for apps classified as games on the Google Play platform for smartphones, and a survey applied to a group of parents and caregivers to identify the best kind of educational stimuli for children and adolescents with down syndrome. The game presents details about Dengue viral disease, encouraging the active participation of children in the learning of this subject. A group of students with down syndrome participated in the evaluation of STOP-Dengue. The results showed that participants learned the concepts about Dengue, and the majority were satisfied with the game.
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Reynolds, Jennifer. "The Musings of ‘Evil Bastards’: Perspectives from Social Casino Game Professionals." Critical Gambling Studies 2, no. 1 (May 19, 2021): 13–20. http://dx.doi.org/10.29173/cgs35.
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Technology has blurred the lines between gambling and gaming. While the convergence can be witnessed on many different levels, social casino games on social networking sites and mobile apps illustrate just one example. Much of what we currently know about social casino games focuses on player behaviour, with little understanding about this genre from the perspective of social game professionals. This paper aims to fill the gap in our understanding of social casino games through interviews with the professionals who design them. In-depth interviews were conducted with 14 professionals from the social casino games industry. Interviews were analyzed using thematic analysis. Findings illustrate tensions that exist between the two fields of gambling and gaming; however, both are trying to separate themselves from the stigmatized ‘dirty secret’ that is gambling. Further, as a result of social casino games residing, for the most part, in an unregulated ‘grey area,’ findings illustrate the ethical struggle felt by social casino game professionals. This convergence has significant consequences, not only for players, but for game developers, designers, and researchers, and highlights the importance of game designer education.
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Bojanić, Milana, and Goran Bojanić. "Self-Learning Mechanism for Mobile Game Adjustment towards a Player." Applied Sciences 11, no. 10 (May 13, 2021): 4412. http://dx.doi.org/10.3390/app11104412.
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Mobile app markets have faced huge expansion during the last decade. Among different apps, games represent a large portion with a wide range of game categories having consumers in all age groups. To make a mobile game suitable for different age categories, it is necessary to adjust difficulty levels in such a way to keep the game challenging for different players with different playing skills. The mobile app puzzle game Wonderful Animals has been developed consisting of puzzles, find pairs and find differences game (available on the Google Play Store). The game testing was conducted on a group of 40 players by recording game level completion time and conducting a survey of their subjective evaluation of completed level difficulty. The study aimed to find a mechanism to adjust game level difficulty to the individual player taking into account the player’s achievements on previously played games. A pseudo-algorithm for self-learning mechanism is presented, enabling level difficulty adaptation to the player. Furthermore, player classification into three classes using neural networks is suggested in order to offer a user-specific playing environment. The experimental results show that the average recognition rate of the player class was 96.1%.
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Collins, Emily, Anna Cox, Caroline Wilcock, and Geraint Sethu-Jones. "Digital Games and Mindfulness Apps: Comparison of Effects on Post Work Recovery." JMIR Mental Health 6, no. 7 (July 18, 2019): e12853. http://dx.doi.org/10.2196/12853.
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Background Engagement in activities that promote the dissipation of work stress is essential for post work recovery and consequently for well-being. Previous research suggests that activities that are immersive, active, and engaging are especially effective at promoting recovery. Therefore, digital games may be able to promote recovery, but little is known about how they compare with other popular mobile activities, such as mindfulness apps that are specifically designed to support well-being. Objective The aim of this study was to investigate and compare the effectiveness of a digital game and mindfulness app in promoting post work recovery, first in a laboratory setting and then in a field study. Methods Study 1 was a laboratory experiment (n=45) in which participants’ need for recovery was induced by a work task, before undertaking 1 of 3 interventions: a digital game (Block! Hexa Puzzle), a mindfulness app (Headspace), or a nonmedia control with a fidget spinner (a physical toy). Recovery in the form of how energized participants felt (energetic arousal) was compared before and after the intervention and how recovered participants felt (recovery experience) was compared across the conditions. Study 2 was a field study with working professionals (n=20), for which participants either played the digital game or used the mindfulness app once they arrived home after work for a period of 5 working days. Measures of energetic arousal were taken before and after the intervention, and the recovery experience was measured after the intervention along with measures of enjoyment and job strain. Results A 3×2 mixed analysis of variance identified that, in study 1, the digital game condition increased energetic arousal (indicative of improved recovery) whereas the other 2 conditions decreased energetic arousal (F2,42=3.76; P=.03). However, there were no differences between the conditions in recovery experience (F2,42=.01; P=.99). In study 2, multilevel model comparisons identified that neither the intervention nor day of the week had a significant main effect on how energized participants felt. However, for those in the digital game condition, daily recovery experience increased during the course of the study, whereas for those in the mindfulness condition, it decreased (F1,18=9.97; P=.01). Follow-up interviews with participants identified 3 core themes: detachment and restoration, fluctuations and differences, and routine and scheduling. Conclusions This study suggests that digital games may be effective in promoting post work recovery in laboratory contexts (study 1) and in the real world, although the effect in this case may be cumulative rather than instant (study 2).
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Wang, Yunwen, and William B. Collins. "Systematic evaluation of mobile fitness apps: Apps as the Tutor, Recorder, Game Companion, and Cheerleader." Telematics and Informatics 59 (June 2021): 101552. http://dx.doi.org/10.1016/j.tele.2020.101552.
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Mee Mee, Rita Wong, Lim Seong Pek, Wong Yee Von, Khatipah Abd Ghani, Tengku Shahrom Tengku Shahdan, Md Rosli Ismail, and Yugeshineey Subba Rao. "A Conceptual Model of Analogue Gamification to Enhance Learners' Motivation and Attitude." International Journal of Language Education 5, no. 2 (June 30, 2021): 40. http://dx.doi.org/10.26858/ijole.v5i2.18229.
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The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners’ motivation and attitude.
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Di Dio, Salvatore, Francesco Massa, Antonino Nucara, Giorgia Peri, Gianfranco Rizzo, and Domenico Schillaci. "Pursuing softer urban mobility behaviors through game-based apps." Heliyon 6, no. 5 (May 2020): e03930. http://dx.doi.org/10.1016/j.heliyon.2020.e03930.
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Liao, Shu-hsien, and Wei-Lun Chiu. "Investigating the Behaviors of Mobile Games and Online Streaming Users for Online Marketing Recommendations." International Journal of Online Marketing 11, no. 1 (January 2021): 39–61. http://dx.doi.org/10.4018/ijom.2021010103.
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Mobile games have become online leisure and communication activities, so in recent years, different generation players have gradually become more involved in mobile games and the market has grown. Online streaming refers to entertainment and communicate in the form of a real-time broadcast on the internet, such as mobile gaming apps which create a one-stop game audio-visual interactive online marketing and social media/network platforms. Using a market survey on Taiwan players, a total of 1,020 questionnaires data are incorporated into a relational database. Big data analytics, including cluster analysis and association rules, are used to determine game players' profiles and their preference patterns and rules. Using cluster analysis, the authors divide Taiwan mobile game players into three clusters and then find each group's profiles. In addition, this study develops a rule-based recommendation approach, association rules, for investigating mobile games players' online streaming and purchasing behaviors in terms of online marketing recommendations.
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Payne, Hannah E., Victor BA Moxley, and Elizabeth MacDonald. "Health Behavior Theory in Physical Activity Game Apps: A Content Analysis." JMIR Serious Games 3, no. 2 (July 13, 2015): e4. http://dx.doi.org/10.2196/games.4187.
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Studley, Thomas, Jon Drummond, Nathan Scott, and Keith Nesbitt. "Evaluating Digital Games for Competitive Music Composition." Organised Sound 25, no. 1 (March 4, 2020): 75–88. http://dx.doi.org/10.1017/s1355771819000487.
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Digital games are a fertile ground for exploring novel computer music applications. While the lineage of game-based compositional praxis long precedes the advent of digital computers, it flourishes now in a rich landscape of music-making apps, sound toys and playful installations that provide access to music creation through game-like interaction. Characterising these systems is the pervasive avoidance of a competitive game framework, reflecting an underlying assumption that notions of conflict and challenge are somewhat antithetical to musical creativity. As a result, the interplay between competitive gameplay and musical creativity is seldom explored. This article reports on a comparative user evaluation of two original games that frame interactive music composition as a human–computer competition. The games employ contrasting designs so that their juxtaposition can address the following research question: how are player perceptions of musical creativity shaped in competitive game environments? Significant differences were found in system usability, and also creativity and ownership of musical outcomes. The user study indicates that a high degree of musical control is widely preferred despite an apparent cost to general usability. It further reveals that players have diverse criteria for ‘games’ which can dramatically influence their perceptions of musical creativity, control and ownership. These findings offer new insights for the design of future game-based composition systems, and reflect more broadly on the complex relationship between musical creativity, games and competition.
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Rajani, Nikita B., Dominik Weth, Nikolaos Mastellos, and Filippos T. Filippidis. "Use of gamification strategies and tactics in mobile applications for smoking cessation: a review of the UK mobile app market." BMJ Open 9, no. 6 (June 2019): e027883. http://dx.doi.org/10.1136/bmjopen-2018-027883.
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ObjectiveMobile phone-based interventions have been proven to be effective tools for smoking cessation, at least in the short term. Gamification, that is, the use of game-design elements in a non-game context, has been associated with increased engagement and motivation, critical success factors for long-term success of mobile Health solutions. However, to date, no app review has examined the use of gamification in smoking cessation mobile apps. Our review aims to examine and quantify the use of gamification strategies (broad principles) and tactics (on-screen features) among existing mobile apps for smoking cessation in the UK.MethodsThe UK Android and iOS markets were searched in February 2018 to identify smoking cessation apps. 125 Android and 15 iOS apps were tested independently by two reviewers for primary functionalities, adherence to Five A smoking cessation guidelines, and adoption of gamification strategies and tactics. We examined differences between platforms with χ2tests. Correlation coefficients were calculated to explore the relationship between adherence to guidelines and gamification.ResultsThe most common functionality of the 140 mobile apps we reviewed allowed users to track the days since/until the quit date (86.4%). The most popular gamification strategy across both platforms was performance feedback (91.4%). The majority of apps adopted a medium level of gamification strategies (55.0%) and tactics (64.3%). Few adopted high levels of gamification strategies (6.4%) or tactics (5.0%). No statistically significant differences between the two platforms were found regarding level of gamification (p>0.05) and weak correlations were found between adherence to Five A’s and gamification strategies (r=0.38) and tactics (r=0.26).ConclusionThe findings of this review show that a high level of gamification is adopted by a small minority of smoking cessation apps in the UK. Further exploration of the use of gamification in smoking cessation apps may provide insights into its role in smoking cessation.
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Tamtama, Gabriel Indra Widi, Paulus Suryanto, and Suyoto Suyoto. "Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten." International Journal of Engineering Pedagogy (iJEP) 10, no. 1 (January 27, 2020): 150. http://dx.doi.org/10.3991/ijep.v10i1.11551.
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English is essential for children because it is an international language that is al-ways used in various fields, both in the world of work, education, economics, and social. One method of learning for children is by playing while learning. Gamification in the field of education is an educational approach to motivate stu-dents to enjoy learning by applying the game design. The purpose of this study is to approach the learning of English, specifically for children in kindergarten schools so that children will be more interested and feel happy to continue learning. The gamification method uses a mobile phone-based application with video games. Gamification in question is an English language recognition game for children with games. The introduction of English includes three categories, namely numbers, pictures, and spelling. The result is a mobile-based application that can be used by children to play the introduction of English with the concept of gamification. With the existence of gamification, the conception of children who were initially afraid to learn English became brave and more confident. The contribution given through this paper is to motivate children's willingness to learn English through other learning methods, namely gamification. Make children feel comfortable and not afraid to learn new things, especially English.
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Yang, Fang-Chuan Ou, Wen-Chi Vivian Wu, and Yi-Ju Ariel Wu. "Using a Game-Based Mobile App to Enhance Vocabulary Acquisition for English Language Learners." International Journal of Distance Education Technologies 18, no. 3 (July 2020): 1–24. http://dx.doi.org/10.4018/ijdet.2020070101.
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The Test-of-English-for-International-Communication (TOEIC) is an important proficiency test for achieving the benchmark of future employment for English language learners worldwide. However, game-based apps for acquiring TOEIC vocabulary have remained scarce. Therefore, an empirical study was conducted to examine the effects of the self-developed the smartphone app Saving Alice for optimizing the acquisition of TOEIC vocabulary and spelling among EFL learners. Multiple sources of data were collected to investigate how Saving Alice affected vocabulary acquisition, including a demographic survey, pre- and post-tests on TOEIC vocabulary, and semi-structured interviews. Both the quantitative and qualitative findings showed that Saving Alice significantly enhanced the student learning outcomes, and that frequency of using game-based mobile apps (GBMAs) correlated with learning outcomes.
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Fu, Yang, Luying Zhang, Shuang Zhao, and Yang Chen. "Perceptions of Non-English Major College Students on Learning English Vocabulary with Gamified Apps." International Journal of Emerging Technologies in Learning (iJET) 16, no. 18 (September 20, 2021): 268. http://dx.doi.org/10.3991/ijet.v16i18.24125.
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As gamified English vocabulary learning Apps are increasingly popular among Chinese English learners, this study explores how non-English major college students, who may lack initiatives in foreign language learning, perceive those Apps. Following a qualitative approach, this study analyzed interview data from fifty-three students who have used gamified English vocabulary learning Apps in latest 12 months. The major findings of this study include: (1) the preferred game settings included challenge, team, leaderboard, competition, coins, and badges; (2) students perceived the motivation activation effects of the apps by receiving instant feedback, enjoyment, and sense of achievement, and inactivation effects considering the attention distraction, additional competitive pressure, and imperfect words matching; and (3) students believed that the apps helped to form vocabulary learning habits because of its convenience, rewarding mechanism, and group setting, while others did not because they had fixed learning routines. Then, this study explained and discussed the findings considering factors from or related to both the gamified Apps and students. This study explored the potential of the popular vocabulary learning Apps in enhancing students’ English learning motivation and learning habits and extended the scopes of research on gamification in foreign language education.
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Pila, Sarah, Anne Marie Piper, Alexis Lauricella, and Ellen Wartella. "Preschoolers’ STEM Learning on a Haptic Enabled Tablet." Multimodal Technologies and Interaction 4, no. 4 (December 2, 2020): 87. http://dx.doi.org/10.3390/mti4040087.
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The research on children’s learning of science, technology, engineering, and math (STEM) topics from electronic applications (apps) is limited, though it appears that children can reasonably transfer learning from tablet games to particular tasks. We were interested to determine whether these findings would translate to the emerging technology of haptic feedback tablets. The research on haptic feedback technology, specifically, has found that this type of feedback is effective in teaching physics concepts to older students. However, haptic feedback has not yet been sufficiently explored with younger groups (e.g., preschoolers). To determine the effect of playing a STEM game enhanced with haptic technology on learning outcomes, we designed an experiment where preschool participants were randomly exposed to one of three different conditions: (a) STEM game with no haptic feedback (tablet), (b) STEM game enabled with haptic feedback (haptics), or (c) a puzzle game (control). Results revealed no significant differences in comprehension or transfer by condition. Results from this study contribute to the literature on the effectiveness of haptic feedback for preschool STEM learning.
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Gamlo, Nada. "The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation." English Language Teaching 12, no. 4 (March 9, 2019): 49. http://dx.doi.org/10.5539/elt.v12n4p49.
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This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.
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Fijačko, Nino, Lucija Gosak, Leona Cilar, Alenka Novšak, Ruth Masterson Creber, Pavel Skok, and Gregor Štiglic. "The Effects of Gamification and Oral Self-Care on Oral Hygiene in Children: Systematic Search in App Stores and Evaluation of Apps." JMIR mHealth and uHealth 8, no. 7 (July 8, 2020): e16365. http://dx.doi.org/10.2196/16365.
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Background Poor oral hygiene is a great public health problem worldwide. Oral health care education is a public health priority as the maintenance of oral hygiene is integral to overall health. Maintaining optimal oral hygiene among children is challenging and can be supported by using relevant motivational approaches. Objective The primary aim of this study was to identify mobile smartphone apps that include gamification features focused on motivating children to learn, perform, and maintain optimal oral hygiene. Methods We searched six online app stores using four search terms (“oral hygiene game,” “oral hygiene gamification,” “oral hygiene brush game,” and “oral hygiene brush gamification”). We identified gamification features, identified whether apps were consistent with evidence-based dentistry, performed a quality appraisal with the Mobile App Rating Scale user version (uMARS), and quantified behavior scores (Behavior Change score, uMARS score, and Coventry, Aberdeen, and London-Refined [CALO-RE] score) using three different instruments that measure behavior change. Results Of 612 potentially relevant apps included in the analysis, 17 met the inclusion criteria. On average, apps included 6.87 (SD 4.18) out of 31 possible gamification features. The most frequently used gamification features were time pressure (16/17, 94%), virtual characters (14/17, 82%), and fantasy (13/17, 76%). The most common oral hygiene evidence-based recommendation was brushing time (2-3 minutes), which was identified in 94% (16/17) of apps. The overall mean uMARS score for app quality was high (4.30, SD 0.36), with good mean subjective quality (3.79, SD 0.71) and perceived impact (3.58, SD 0.44). Sufficient behavior change techniques based on three taxonomies were detected in each app. Conclusions The majority of the analyzed oral hygiene apps included gamification features and behavior change techniques to perform and maintain oral hygiene in children. Overall, the apps contained some educational content consistent with evidence-based dentistry and high-quality background for oral self-care in children; however, there is scope for improvement.
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Pombo, Lúcia, and Margarida M. Marques. "The Potential Educational Value of Mobile Augmented Reality Games: The Case of EduPARK App." Education Sciences 10, no. 10 (October 16, 2020): 287. http://dx.doi.org/10.3390/educsci10100287.
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New teaching methodologies are nowadays integrating mobile devices, augmented reality (AR), and game-based learning in educational contexts. The combination of these three elements is considered highly innovative, and it allows learning to move beyond traditional classroom environments to nature spaces that students can physically explore. The literature does not present many studies of this approach’s educational value. The purpose of the study is to present an illustrative case of a mobile AR game in order to analyse its educational value based on the users’ opinion, both teachers and students, and on logs of game results. Through a mixed method approach, the educational value scale was applied to 924 users after playing the EduPARK app in a Green City Park. Results revealed high educational value scores, especially among teachers and students of 2nd and 3rd Cycles of Basic Education (83.0 for both). Hence, this particular software seems to be more suitable for 10–15 years-old students who highlighted motivational features, such as treasure hunting, points gathering, the use of mobile devices in nature settings, and AR features to learn. This study empirically revealed that mobile AR games have educational value, so these specific game features might be useful for those who are interested in creating or using games supported by apps for educational purposes.
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Kumar, Ravindra, and Aparup Das. "The Potential of mHealth as a Game Changer for the Management of Sickle Cell Disease in India." JMIR mHealth and uHealth 9, no. 4 (April 13, 2021): e25496. http://dx.doi.org/10.2196/25496.
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Sickle cell disease (SCD) is a chronic genetic disease that requires lifelong therapy and monitoring. Low drug adherence and poor monitoring may lead to an increase in morbidities and low quality of life. In the era of digital technology, various mobile health (mHealth) apps are being tested for their potential in increasing drug adherence in patients with SCD. We herewith discuss the applicability and feasibility of these mHealth apps for the management of SCD in India.
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Khoiriyah, Laila Hafidhotul. "Well – Lit : Penciptaan Game Mix-Genre Adventure Puzzle 2D." Journal of Animation & Games Studies 2, no. 1 (January 18, 2017): 69. http://dx.doi.org/10.24821/jags.v2i1.1414.
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Smartphone is currently a trend that is prevalent throughout the world because there are featur and attractive interfaces are offered, such as the operating system Android. Excess own Android operating system that provides an open platform or commonly referred to as open source for developers to create their own variety of millions of applications that will be used for a wide range of mobile devices. This has led to the development of applications based on the Android mobile phone game very quickly. One popular type of game is a platformer. There are so many bestselling platformer game even a legend like the game Super Mario Bros. Unfortunately not many original platformer game made in Indonesia in the market Android because resource needs that many games. Android game apps market in Indonesia is dominated by the kind of casual game.Keywords: Well-Lit, game, platformer, fantasy. AbstrakSmartphone saat ini menjadi trend yang mewabah di seluruh dunia karna terdapat featur dan interface menarik yang ditawarkan, seperti sistem oprasi Android. Kelebihan sistem oprasi Android sendiri yaitu menyediakan platform terbuka atau yang biasa disebut sebagai open source, bagi para pengembang untuk menciptakan berbagai jutaan aplikasi mereka sendiri yang nantinya akan dipergunakan untuk berbagai macam mobile device. Hal inilah yang menyebabkan perkembangan aplikasi game mobile phone berbasis Android sangat cepat. Salah satu jenis game yang populer adalah platformer. Ada banyak sekali game platformer yang sangat laris bahkan melegenda seperti game Super Mario Bros. Sayangnya belum banyak game platformer original buatan Indonesia yang beredar di pasar aplikasi Android dikarenakan kebutuhan resource game yang banyak. Pasar aplikasi game Android di Indonesia didominasi oleh game jenis casual.Kata kunci: Well-Lit, game, platformer, fantasy.
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Beutelspacher, Lisa, Agnes Mainka, and Tobias Siebenlist. "Citizen Participation via Mobile Applications." International Journal of Electronic Government Research 14, no. 4 (October 2018): 18–26. http://dx.doi.org/10.4018/ijegr.2018100102.
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Participatory smartphone apps empower citizens to interact with the city's administration. The purpose of this case study is to investigate the current state of participatory apps in Germany. Within this study, we examined 248 applications aimed at strengthening citizen participation. These apps were found in Google Playstore and Apple Appstore using search terms extracted from the relevant literature. Many of the apps give users the opportunity to report problems within their cities, such as broken street lamps or potholes. The information created and disseminated by the citizens through the app mainly includes the topics “mobility” and “environment.” Information provided by the city itself is much more diverse. Topics such as “Points of Interest,” “News and Events,” “Government” or “City Services” can be identified here. In the southern part of Germany, there is a significantly larger number of municipalities which have a citizen participation app. None of the apps examined uses gamification, although the use of game elements is very promising to foster the engagement and motivation of citizens.
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Hjorth, Larissa, and Ingrid Richardson. "Pokémon GO: Mobile media play, place-making, and the digital wayfarer." Mobile Media & Communication 5, no. 1 (January 2017): 3–14. http://dx.doi.org/10.1177/2050157916680015.
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This special commentary for Mobile Media & Communication seeks to put these divisive debates in context. Through the lens of Pokémon GO, we can understand and critically interpret a variety of issues involved in the politics and practice of playful mobile media. These issues move across debates around location-aware technologies in constructions of privacy (Coldewey, 2016; Cunningham, 2016), risk and surveillance (Machkovech, 2016; Mishra, 2016) to the role of mobile media in commodifying (Evangelho, 2016) and expanding the social, cultural, and creative dimensions of play (Isbister, 2016; Mäyrä, 2012). As the mobile media and game theorists in this commentary highlight, the game sits at the nexus of several technological and cultural trajectories: the playful turn; the ubiquity of location-based and haptic mobile media (and apps and games); innovative game design; the effects of digital mapping technologies; the intertwining of performative media games and art; our individual and collective memories of playworlds and transmedia universes; the increasing importance of issues concerning privacy and risk in public spaces; the ongoing augmentation of place and space; and the politics embedded in this hybrid experience of the lifeworld.
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Hobbs, Mitchell, Stephen Owen, and Livia Gerber. "Liquid love? Dating apps, sex, relationships and the digital transformation of intimacy." Journal of Sociology 53, no. 2 (September 5, 2016): 271–84. http://dx.doi.org/10.1177/1440783316662718.
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In Liquid Love Zygmunt Bauman argued that the solidity and security once provided by life-long partnerships has been ‘liquefied’ by rampant individualisation and technological change. He believes internet dating is symptomatic of social and technological change that transforms modern courtship into a type of commodified game. This article explores the experiences of users of digital dating and hook-up applications (or ‘apps’) in order to assess the extent to which a digital transformation of intimacy might be under way. It examines the different affordances provided by dating apps, and whether users feel the technology has influenced their sexual practices and views on long-term relationships, monogamy and other romantic ideals. This study shows that dating apps are intermediaries through which individuals engage in strategic performances in pursuit of love, sex and intimacy. Ultimately, this article contends that some accounts of dating apps and modern romantic practices are too pessimistic, and downplay the positives of ‘networked intimacy’.
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Hsu, Yeh-Liang. "156 One Toy, Many Games: Whiztoys for Exercise Enablement and Cognitive Enhancement." Age and Ageing 48, Supplement_4 (December 2019): iv34—iv39. http://dx.doi.org/10.1093/ageing/afz164.156.
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Abstract Non-pharmacological intervention has been is an important approach for dementia care. Many studies showed that physical activity (PA) programs for older adults could integrate challenging cognitive activities (CA) to improve cognitive health. Combined PA + CA programs should be promoted as a modality for preventing as well as treating cognitive decline in older adults. “Serious games” use technology to combine multimedia, entertainment, and experience, to design “games that do not have entertainment, enjoyment, or fun as their primary purpose.” Recommendations for designing serious games for people with dementia include (1) Interventions should be supervised to support people with dementia to help them understand the instructions and the technology of the games; (2) Serious games should be well adapted to the target population and their individual impairments, capacities, and interests; (3) Interventions should be played in groups in order to guarantee enjoyment and commitment to the games and to foster social behavior and interaction. Under these principles, the Gerontechnology Research Center of Yuan Ze University has been developing a serious game platform “WhizToys”. WhizToys is in the form of puzzle floor mats, and can be freely assembled into different shapes. The older adults play games by stepping on the floor mats. Integrating with mobile phone Apps showing various games, such as matching game, chasing game, piano game etc., WhizToys combines physical exercise with cognitive training and multi-sensory stimulation. Standard tests such as “timed up and go (TUG)” are converted into games. The results of the games can be transmitted and recorded in the cloud for future reference. Caregivers can choose suitable games or adjust difficulty levels of the games from the App, according to the needs, experience and ability of the older adults. The user experience of WhizToys will also be shared in the presentation.
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Lee, Sook-Jung, Changho Lee, and Cheolhan Lee. "Smartphone Addiction and Application Usage In Korean Adolescents: Effects of Mediation Strategies." Social Behavior and Personality: an international journal 44, no. 9 (October 9, 2016): 1525–34. http://dx.doi.org/10.2224/sbp.2016.44.9.1525.
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We examined adolescent application usage related to smartphone addiction and also explored mediation strategies used to prevent their addiction. Participants were 3,000 adolescents in grades 7 to 12 who completed an online survey. According to the findings, frequent use of social networking site applications (apps), game apps, and video apps tended to exacerbate adolescents' addiction to smartphones. Mediation strategies negatively related to smartphone addiction were active parental mediation for young adolescent girls, technical restrictions for young adolescent boys, and limited service plans for both these groups. Parental restriction tended to increase the likelihood of smartphone addiction. Addiction prevention programs being implemented in schools did not have any impact in preventing addiction. Overall, our findings suggest that the effects of mediation strategies are weak and these effects are limited to young adolescents.
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Jennings, Amanda Brooke, and Madeline Messer. "Paying to play: an economic experiment examining children’s avatar preferences and their willingness to pay for them." Young Consumers 20, no. 3 (August 8, 2019): 219–35. http://dx.doi.org/10.1108/yc-12-2018-0910.
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Purpose The purpose of this study is a formal experimental economics test of results found in a study designed and executed by a 12-year-old who was concerned about what she perceived to be bias in gaming applications (apps) that provided male avatar characters for no cost but required in-app purchases to access female characters. The present study was designed to test empirically whether children have a revealed preference for same-gendered characters and whether such preferences are dependent on the cost of the characters. Design/methodology/approach Children from 6 to 16 years of age were recruited to participate in a framed field economics experiment in which they would earn actual money and be given opportunities to spend it on in-game avatars they could then use to continue to play. Additionally, a survey gathered data on participants’ stated preferences and experiences playing game apps on mobile phones. Findings Children do prefer to play a character of the same gender; however, they are more likely to remain the default character if choosing a different character costs money. When asked to say why they picked their character, children report most often that it is based on either the characters’ appearance or gender, followed by perceived character abilities, liking the character and the cost of a character. A vast majority (90 per cent) of children felt both male and female characters should be free. Research limitations/implications This research was limited because the experiment simulated in-app purchases but could not offer the permanence of real-world in-app purchases. Players in the experiment could not “keep” the character if they chose to pay for it. The authors adjusted for this by making the cost to change character gender much lower than it would be in the game (25 cents in the study vs approximately $10 in the app). Future research could explore ways to make in-app purchases during the study permanent for players to test if the permanence of the purchase results in greater willingness to pay to switch character gender. Practical implications This research has practical implications for video game designers. As both male and female players prefer to play with characters of the same gender, and having a cost to play a character reduces switching behavior, it is possible that having a cost for female characters reduces the popularity of the game with female players. This is especially relevant for endless running games as these games are preferred more by women than men. By making female characters free, default character and developers may increase the popularity of these games with female players. Originality/value This study adds to the body of literature about gender and video game preferences because prior studies relied solely on stated preferences about characters (using surveys and self-reported behaviors) and not on revealed preferences (observed behaviors). Additionally, this study examines character gender preferences in a casual game, while most prior studies have examine preferences in massively multiplayer online role-playing games.
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Nada, Noora Qotrun, Umi Khotimatus Saadah, Ahmad Khoirul Anam, Widianingrum, Setyoningsih Wibowo, and Mega Novita. "Design on ‘FunPhy: Fun Physics’ Educational Game Apps using Agile EXtreme Programming." Journal of Physics: Conference Series 1179 (July 2019): 012071. http://dx.doi.org/10.1088/1742-6596/1179/1/012071.
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Hunter, John F., Meryl S. Olah, Allison L. Williams, Acacia C. Parks, and Sarah D. Pressman. "Effect of Brief Biofeedback via a Smartphone App on Stress Recovery: Randomized Experimental Study." JMIR Serious Games 7, no. 4 (November 26, 2019): e15974. http://dx.doi.org/10.2196/15974.
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Background Smartphones are often vilified for negatively influencing well-being and contributing to stress. However, these devices may, in fact, be useful in times of stress and, in particular, aid in stress recovery. Mobile apps that deliver evidence-based techniques for stress reduction, such as heart rate variability biofeedback (HRVB) training, hold promise as convenient, accessible, and effective stress-reducing tools. Numerous mobile health apps that may potentially aid in stress recovery are available, but very few have demonstrated that they can influence health-related physiological stress parameters (eg, salivary biomarkers of stress). The ability to recover swiftly from stress and reduce physiological arousal is particularly important for long-term health, and thus, it is imperative that evidence is provided to demonstrate the effectiveness of stress-reducing mobile health apps in this context. Objective The purpose of this research was to investigate the physiological and psychological effects of using a smartphone app for HRVB training following a stressful experience. The efficacy of the gamified Breather component of the Happify mobile health app was examined in an experimental setting. Methods In this study, participants (N=140) underwent a laboratory stressor and were randomly assigned to recover in one of three ways: with no phone present, with a phone present, with the HRBV game. Those in the no phone condition had no access to their phone. Those in the phone present condition had their phone but did not use it. Those in the HRVB game condition used the serious game Breather on the Happify app. Stress recovery was assessed via repeated measures of salivary alpha amylase, cortisol, and self-reported acute stress (on a 1-100 scale). Results Participants in the HRVB game condition had significantly lower levels of salivary alpha amylase during recovery than participants in the other conditions (F2,133=3.78, P=.03). There were no significant differences among the conditions during recovery for salivary cortisol levels or self-reported stress. Conclusions These results show that engaging in a brief HRVB training session on a smartphone reduces levels of salivary alpha amylase following a stressful experience, providing preliminary evidence for the effectiveness of Breather in improving physiological stress recovery. Given the known ties between stress recovery and future well-being, this study provides a possible mechanism by which gamified biofeedback apps may lead to better health.
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Azzah Abu Bakar, Nur, Noraziah Che Pa, Cik Fazillah Hibadullah, and Azham Hussain. "Perception towards Rewards in Digital Traditional Games: Experience from Pilot Study." International Journal of Engineering & Technology 7, no. 3.20 (September 1, 2018): 40. http://dx.doi.org/10.14419/ijet.v7i3.20.18728.
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Rewards, in games context is something that is given in recognition of player’s achievement. Despite the importance of rewards in games engagement, the existing digital traditional games are still lacking of rewards. Hence, this study aims to introduce and incorporate rewards in Congkak, one of the Malaysian digital traditional games. In order to meet this objective, an existing Congkak was enhanced by adding rewards in a form of credits that can be redeemed. A total of 40 respondents were involved in the experiment to measure players’ perception towards rewards. The enhanced version of Congkak was demonstrated to the respondents before they were allowed to gain game experience by experimenting with the apps. Their perception towards rewards were captured through a systematic interview conducted during the experiment by using a self-constructed questionnaire. The questionnaire consists of 6 constructs that measure players’ perception in terms of the importance of rewards, motivation, survival, engagement and time rewards are needed. The findings reveal a positive perception towards rewards with regard to when they are needed, their importance, and their role in motivating the players and helping them to survive and keep playing the game. Hence, future development of traditional games should include rewards as a means to engage users to the games.
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Bayuk, Julia, and Suzanne Aurora Altobello. "Can gamification improve financial behavior? The moderating role of app expertise." International Journal of Bank Marketing 37, no. 4 (June 3, 2019): 951–75. http://dx.doi.org/10.1108/ijbm-04-2018-0086.
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Purpose The purpose of this paper is to explore potential benefits of gamification (application of game-playing elements) for financial well-being and motivation to save. Design/methodology/approach A preliminary survey of college students explored how gamification principles incorporated into money-savings/personal finance smartphone apps could improve financial well-being. The main study utilized Mechanical Turk participants, exposing them to financial game app descriptions that emphasized social features (e.g. leaderboards and ability to share achievements) or economic features (e.g. ability to earn real money or a higher interest rate). Objective and subjective financial measures including expertise with financial apps, perceived benefits of financial apps and behavioral intentions were examined. Findings Financial worry, financial literacy, subjective knowledge and expertise with money-savings/financial applications predicted financial well-being. Additionally, consumers varied in their preferences for certain financial game app features based on past financial app experience. Those who already used a financial app tend to exhibit higher subjective (though not objective) knowledge, and want both “social” and “economic” features of financial applications, whereas those with no experience are more motivated by economic features. Practical implications These results could be used to guide game designers regarding which features may be more attractive to consumers depending on their prior expertise with financial smartphone applications. Financial services marketing would benefit from further research into whether smartphone financial applications that emphasize social features have benefits for consumers’ motivation and financial well-being. Originality/value Examining college students about to enter the real world and the general population, this project contributes to research to improve understanding of financial well-being by examining how already having a financial gamification application impacts perceptions of knowledge and expertise, as well as intentions to save given a more socially focused vs economically focused savings app. Additional research needs to further explore gamification as an experimental intervention to ultimately improve both subjective financial well-being and objective financial behaviors, especially for consumers with lower expertise and high risk of financial vulnerability.
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a, Gideon, Haruna b, and Mohammed A. Umar. "ROLE OF MATH GAME APPS ON ATTITUDE TOWARDS MATHEMATICS AMONG PRIMARY STUDENTS IN KOGI STATE." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 578–83. http://dx.doi.org/10.21474/ijar01/12878.
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Mathematics is an essential part of the Nigerian education vision. Mathematics is widely perceived as a tedious and challenging subject to learn. Thus, math avoidance behavior is a trend that cuts across culture and is pervasive among young learners. Research has pointed the relevance of computer games in learning mathematics. Therefore, the current study is aimed to examine the role of math game apps on the attitude of primary school students in Kogi State of Nigeria towards mathematics. A quasi-experimental design with pre-test and post-tests and two groups (experimental and control) were adopted. Primary school students in Kogi State made up the population of the study. Eighty-three (n = 83) students comprising males and females within the age range of 7 – 11 years and mean age of (M=9.12) and (SD= 1.22) were randomly pooled from selected public primary schools in Kogi State as the study participants. The students were assigned to groups, with group A as the experimental group, while group B represents the control group. Before the main studys commencement, students attitude towards mathematics was established (pre-test) using an attitude towards mathematics questionnaire. In the post-test study, the treatment group student (group A) was exposed to a math game app (Prodigy Math). The result showed that the gaming app significantly influenced the experimental groups attitude towards mathematics (M = 43.81, SD = 9.54) compared to the control group (M = 32.15, SD = 5.27). An independent t-test conducted to determine the group differences in attitude towards mathematics established that math gaming apps influenced the participants attitude towards mathematics at MD = 11.66 (95% CI, 7.92 to 15.16), t (81) = 6.317, p = .001. The study recommends that the use of gaming app should be embedded in the school curriculum.
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Wang, Li, S. Sitharama Iyengar, Amith K. Belman, Paweł Śniatała, Vir V. Phoha, and Changsheng Wan. "Game Theory based Cyber-Insurance to Cover Potential Loss from Mobile Malware Exploitation." Digital Threats: Research and Practice 2, no. 2 (April 2021): 1–24. http://dx.doi.org/10.1145/3409959.
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Potential for huge loss from malicious exploitation of software calls for development of principles of cyber-insurance. Estimating what to insure and for how much and what might be the premiums poses challenges because of the uncertainties, such as the timings of emergence and lethality of malicious apps, human propensity to favor ease by giving more privilege to downloaded apps over inconvenience of delay or functionality, the chance of infection determined by the lifestyle of the mobile device user, and the monetary value of the compromise of software, and so on. We provide a theoretical framework for cyber-insurance backed by game-theoretic formulation to calculate monetary value of risk and the insurance premiums associated with software compromise. By establishing the conditions for Nash equilibrium between strategies of an adversary and software we derive probabilities for risk, potential loss, gain to adversary from app categories, such as lifestyles, entertainment, education, and so on, and their prevalence ratios. Using simulations over a range of possibilities, and using publicly available malware statistics, we provide insights about the strategies that can be taken by the software and the adversary. We show the application of our framework on the most recent mobile malware data (2018 ISTR report—data for the year 2017) that consists of the top five Android malware apps: Malapp, Fakeinst, Premiumtext, Maldownloader , and Simplelocker and the resulting leaked phone number, location information, and installed app information. Uniqueness of our work stems from developing mathematical framework and providing insights of estimating cyber-insurance parameters through game-theoretic choice of strategies and by showing its efficacy on a recent real malicious app data . These insights will be of tremendous help to researchers and practitioners in the security community.
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Tuovenen, J., M. Oussalah, and P. Kostakos. "MAuto: Automatic Mobile Game Testing Tool Using Image-Matching Based Approach." Computer Games Journal 8, no. 3-4 (October 19, 2019): 215–39. http://dx.doi.org/10.1007/s40869-019-00087-z.
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Abstract The exponential increase in the speed of the mobile industry has led to a decreasing quality in many associated mobile apps. Besides, the number of distinct Android devices reached thousands. This challenged the development of universally accepted test applications that can run on all devices. This paper focuses on the development of a new mobile game testing framework, referred to, MAuto. MAuto records the user actions in the game and replays the tests on any Android device. MAuto uses image recognition, through AKAZE features, to record the test cases and the Appium framework to replay the user actions automatically. The feasibility of the developed tool has been demonstrated through testing on the Clash of Clans mobile game.
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REYNOLDS, Jennifer. "Gambling on Big Data: Designing Risk in Social Casino Games." European Journal of Risk Regulation 10, no. 1 (March 2019): 116–31. http://dx.doi.org/10.1017/err.2019.18.
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Since 2007, a surge of new gambling opportunities, often referred to as social casino gaming, has emerged on social media platforms and mobile apps. At the present time, the social casino gaming industry is unregulated and challenges our conventional understanding of gambling and risk. Currently, the minimum age requirement to create a profile on Facebook and engage in social casino games is 13 years of age. The emergence of this new gambling frontier, and its low barrier to entry, inevitably adds a new layer of risk and raises several ethical considerations for public health and risk regulation professionals, particularly to developers’ use of game mechanics and advanced data analytics. Using findings from a virtual ethnographic case study focusing on Zynga Poker (ZP), this article will call attention to potential ethical and risk concerns about game mechanics and the use of big data to personalise players’ gameplay to optimise player engagement and monetisation.
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Molinillo, Sebastian, Francisco Muñoz-Leiva, and Fátima Pérez-García. "The effects of human-game interaction, network externalities, and motivations on players’ use of mobile casual games." Industrial Management & Data Systems 118, no. 9 (October 15, 2018): 1766–86. http://dx.doi.org/10.1108/imds-11-2017-0544.
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Purpose The purpose of this paper is to empirically examine the factors that influence the acceptance and use of mobile casual games. Design/methodology/approach A theoretical model is proposed based on the theory of reasonable action, the uses and gratifications theory, the network externalities (NEs) paradigm and the human–computer interaction literature. An empirical study was conducted through an online survey of mobile casual gamers in Spain, using a convenience sample. The proposed model was tested by an analysis of the collected data through a structural equation model using the partial least squares method. Findings The results indicate that human–mobile game interaction and NEs have a significant indirect impact on intention to play (IP), through utilitarian, hedonic and relational motivations. In addition, the full mediation effect of attitude was found between these constructs and IP, which is a very important determinant of actual use. Originality/value This study is among the few that focuses on users’ acceptance of mobile games apps, the features of which differ significantly from personal computer and console games. It highlights the effects of human–game interaction and NEs on the adoption of mobile casual games. Hence, the study contributes to the theoretical and practical understanding of the factors that lead users to adopt an entertainment mobile application.