Relevant bibliographies by topics / Game studies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Game studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2025

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Journal articles on the topic "Game studies"

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Campagna, Federico. "Games | Game Design | Game Studies: An Introduction." Design Issues 34, no. 2 (April 2018): 83–84. http://dx.doi.org/10.1162/desi_r_00488.

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Шибанова, Е. В. "“GAME STUDIES”: THE PROBLEM OF STUDYING." Вестник Тверского государственного университета. Серия: Филология, no. 1(76) (April 17, 2023): 220–24. http://dx.doi.org/10.26456/vtfilol/2023.1.220.

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Статья посвящена освещению специфики восприятия игровой сферы обществом. Автор доказывает, что тенденции игнорирования или негативной оценки уступили место активному изучению. Рассмотрены особенности современного состояния исследований компьютерных игр, их социокультурного потенциала, определены возможности изучения феномена в рамках медиакоммуникаций. The article is devoted to highlighting the specifics of the perception of the gaming sphere by society. The author proves that the tendencies of ignoring or negative evaluation have given way to active study. The specifics of the current state in the study of computer games, their socio-cultural potential are considered, the possibilities of studying the phenomenon within the framework of media communications are determined.
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Vetushinskiy, A. S., and A. S. Salin. "Game Studies in Russia: Eight Year." Sociology of Power 32, no. 3 (October 2020): 8–13. http://dx.doi.org/10.22394/2074-0492-2020-3-8-13.

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Gekker, Alex. "Against Game Studies." Media and Communication 9, no. 1 (January 6, 2021): 73–83. http://dx.doi.org/10.17645/mac.v9i1.3315.

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The article explores the limitations of the current scholarly game studies (GS) field. Its central presuppositions are (1) that there are certain attributes broadly understood as “GS” by those writing in or adjacent to the field; (2) that those attributes are historically rooted in an attempt to disassociate videogames from other types of electronic (and later—digital) media; and that (3) the preconditions that have led to this split are currently moot. In the first section of this article, I elaborate on these presuppositions through reading GS as a historically rooted field, centred around the videogame artefact. Following, by examining the notion of being ‘against’ something in academic work, I move to my central claim for the article: that maintaining this conception of GS is counterproductive to the state of contemporary videogames scholarship and that adopting a post-dualistic and post-humanities stance will greatly contribute to the broadening of the field. I break down this claim into three separate threads. Ontologically, I show that videogames are much closer to non-videogames than they used to be. Methodologically, I point out how re-integrating methodologies from outside the field is crucial to address the complex phenomena evolved in and around gaming. Politically, I highlight the importance of games in contemporary digital culture and show how boundary-work and gatekeeping might harm the attempt to make game scholarship engage with larger political issues. The article concludes with suggestions for a more inclusive and intermingled vision for the field, focusing on the notion of play rather than games.
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Ruberg, Bo. "Trans Game Studies." JCMS: Journal of Cinema and Media Studies 61, no. 2 (2022): 200–205. http://dx.doi.org/10.1353/cj.2022.0006.

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Euteneuer, Jacob. "Queer game studies." New Media & Society 20, no. 2 (February 2018): 841–42. http://dx.doi.org/10.1177/1461444817742900c.

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Alexopoulos, Tasia. "Queer game studies." Feminist Media Studies 18, no. 5 (July 16, 2018): 961–62. http://dx.doi.org/10.1080/14680777.2018.1498148.

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Reed, Charley. "Queer game studies." Critical Studies in Media Communication 34, no. 5 (September 14, 2017): 510–13. http://dx.doi.org/10.1080/15295036.2017.1371850.

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Shaw, Adrienne. "What Is Video Game Culture? Cultural Studies and Game Studies." Games and Culture 5, no. 4 (October 2010): 403–24. http://dx.doi.org/10.1177/1555412009360414.

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Zarzycka, Agata. "Editorial: American Culture in Games and Game Studies." Anglica Wratislaviensia 61, no. 2 (January 18, 2024): 9–11. http://dx.doi.org/10.19195/0301-7966.61.2.1.

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Dissertations / Theses on the topic "Game studies"

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Bendele, Rigby L. "NEGOTIATING MASCULINITY IN TABLETOP ROLEPLAYING GAME SPACES." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5805.

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As video games and other gaming has become a popular media form, with 60% of Americans playing games daily (Entertainment Software Association [ESA], 2018), gaming communities have increased in size and participation. While scholarly research has consistently found that women are marginalized in these communities, little research has looked at how men see these communities. Research on homosociality shows that men use communities and relationships with other men to access masculinity (Bird, 1996; Dellinger, 2004; Houston, 2012). Building on game studies and masculinity studies, this research looks at the way men in tabletop roleplaying game communities understand their involvement and the ways their involvement connects with masculinity. Tabletop gaming communities give men access to a form of masculinity they may be denied, primarily by providing access to other ways of building social capital and relationships with other men.
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Gursoy, Ayse. "Game worlds : a study of video game criticism." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/83834.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 95-102).
This paper explores the relation between criticism and establishment of narrative forms and genres, focusing on the cultural situation of video games. Comparing the context of early film criticism and contemporary video game criticism, I argue that the public negotiation of meaning and value codifies a new medium as it emerges. In the case of digital games in particular, contemporary critics approach the question of "what is a game" rhetorically, rarely addressing it outright but allowing metatextual considerations to influence their readings. I trace the sites of criticism, moving from newspapers and weekly periodicals in the case of film, to blogs and web publications in the case of digital games, and explore how the shifting reception of each form took hold in the different media available. I focus especially on the state of public video game criticism today, locating the persuasive strengths in the ability for quick communication between writers, as well as the easy dissemination of digital games. I ground my analysis in the game criticism produced in response to Dear Esther (2011) and League of Legends (2009) that visibly struggled with ideas of narrative, game, and interactivity.
by Ayse Gursoy.
S.M.
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Begy, Jason Scott. "Interpreting abstract games : the metaphorical potential of formal game elements." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59570.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2010.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 91-92).
As cultural artifacts, abstract games offer unique challenges to critical interpretation. This is largely due to the fact that such games lack a fictional element: there are no characters, no settings, and no narratives to speak of. In this thesis I propose that understanding the various formal elements of games as metaphors can both serve as an effective critical method and offer insights into designing more expressive games. I begin by addressing the ambiguity surrounding the phrase "abstract game" and offer a definition rooted in Peircean semiotics and Juul's model of games as consisting of both rules and fiction. I next offer a model of games as consisting of three levels: the system, audio-visual, and affective. This is followed by an overview of Lakoff and Johnson's concept of "metaphor" as "understanding one thing in terms of another." I then argue that different types of metaphors have a natural affinity for the system and affective levels of games. From this I develop methods for a critical method wherein games are considered to be metaphors. I conclude with a discussion of this method's implications for game design and future game research.
by Jason Scott Begy.
S.M.
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Reynolds, Katherine J. "Narrative, Body and gaze; Representations of Action Heroines in Console Video Games and Gamer Subjectivity." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363616108.

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Bengtsson, Jens. "Grad : Game design document for the game Grad." Thesis, University of Skövde, School of Humanities and Informatics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-90.

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Anderson, Annette V. "The Game Show." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/564.

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Lee, Rocket Moon. "Designing game ethics : a pervasive game adaptation of The Count of Monte Cristo." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59572.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2010.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
"June 2010." Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 233-235).
How does one design a game to make change? How can I design a game that engages players in ethical gameplay? For this project, I used multiple methodologies--research through design, background research, iterative game design, playtesting, and player interviews--to explore strategies that game designers might use to accomplish goals that involve affecting change in players. I designed a pervasive game adaptation of Alexandre Dumas' The Count of Monte Cristo, through which I explored ways to engage players in ethical decision making. I playtested the game, Civilité, with a group of fifteen Massachusetts Institute of Technology (MIT) students and affiliates during MIT's Independent Activities Period (IAP) in January 2010. The game ran around the clock for seven days and took place throughout MIT campus. Supported through a variety of media, including a website, audio podcasts, physical props, hidden tupperware boxes, and a variety of paper documents, Civilité transformed the players' everyday campus environment into an imaginary nineteenth century Paris on the eve of Napoléon's Hundred Days. Along with the ethical decisions confronting players' fictional characters, players also had to make ethical decisions regarding what was acceptable gameplay behavior. After the playtest, players participated in a group post mortem and individual thirty minute interviews. This thesis discusses the methodologies that I employed in this project to engage Civilité players in ethical and unethical behavior and to encourage ethical reflection both during and after gameplay. It also addresses the thorny question, "what are game ethics?" by crafting a rough framework for ways that game designers can think about game ethics. Using observations from the playtest, players' daily reports, the group post mortem, and the individual player interviews, this thesis argues that the ethical issues that players identified fall into three ethical domains: the procedural domain, the diegetic domain, and the magic circle's domain.
by Michelle Moon Lee.
S.M.
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Champlin, Alexander Doran. "Video Game Play and Apparatus." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1341986681.

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Hagvall, Martin. "RULES AND BEYOND: THE RESURGENCE OF PROCEDURAL RHETORIC : A Literature Review in Game Studies." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11615.

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How do games express meaning and participate in societal development? A significant contribution to the scholarly efforts that seek to answer such questions takes the rule-based properties of games as its starting point. Termed Procedural Rhetoric, the theory is tightly interwoven with major research questions in Game Studies, yet is under-researched and lacks clarity in several respects. This paper conducts an exploratory, qualitative literature review of the theory to address the lack of information about accumulated knowledge. It discovers new perspectives that may help chart a future for the theory and for Game Studies more broadly. Three possible paths forward are also outlined. A New Agenda is suggested in which game rules and procedures are (re)instated at the core of the analysis but new perspectives are embraced concerning the role of players and of developers, the societal context, and the contributions of the researchers and the educators who study them.
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Conway, Steven Craig. "If it's in the game, it's in the game : an analysis of the football digital game and its players." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/241859.

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The focus of this thesis is the representation of football, as sport and culture, within the medium of the digital game. Analysing its three sub-genres - the televisual, the extreme and the management genre. This dissertation outlines how each configures, incorporates, rejects or ignores certain conventions, values and practices connected to the socio-cultural system of the sport, and the wider sport-media complex in its representational and ludic system. Though the marketing literature surrounding these games often makes claims to their simulational quality, these products will be shown to present very particular, dissimilar and above all ideologically loaded versions of the sport they claim to impartially represent. In an evolution of Baudrillard's (1983) concept of the simulacrum, these digital games will be revealed as euphemisms for sport, as inoffensive representations of something that may in reality be considered to offensive, or too harsh for inclusion into a marketable product. Also central to this thesis is the increasingly trans-medial nature of sport consumption, as the post-modern consumer does not simply distinguish between the various media he or she consumes and the 'reality' of the mediated object; indeed it is the mediation of the sport that now constitutes the dominant interpretation of its conventions and values. To quote John Fiske, the media no longer supply 'secondary representations of reality; they affect and produce the reality they mediate' (1994, p.xv).
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Books on the topic "Game studies"

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Sotamaa, Olli, and Jan Svelch, eds. Game Production Studies. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463725439.

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Video games have entered the cultural mainstream and now rival established forms of entertainment such as film or television in terms of economic profits. As careers in video game development become more common, so do the stories about precarious working conditions and structural inequalities within the industry. In Game Production Studies, an international group of researchers takes a closer look at the everyday realities of video game production, ranging from commercial studios to independent creators. Across sixteen chapters, the authors deal with issues related to labour, production routines, or monetization, as well as local specificities. As the first edited collection dedicated solely to video game production, this volume provides a timely resource for anyone interested in how games are made and at what cost.
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Beil, Benjamin, Thomas Hensel, and Andreas Rauscher, eds. Game Studies. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-13498-3.

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1960-, Raessens Joost, and Goldstein Jeffrey H, eds. Handbook of computer game studies. Cambridge, Mass: MIT Press, 2005.

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Brock, Tom, and Helene Snee. How to Do Phenomenology in Game Studies. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529606041.

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Taylor, William. Game Management Unit 13 ptarmigan population studies. Juneau, AK (P.O Box 25526, Juneau 99802): Alaska Dept. of Fish and Game, Division of Wildlife Conservation, 2000.

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Taylor, William. Game management unit 13 ptarmigan population studies. Juneau, AK: Alaska Dept. of Fish and Game, Division of Wildlife Conservation, 1999.

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Wolf, Mark J. P., and Bernard Perron. The Routledge Companion to Video Game Studies. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003214977.

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Turova, V. L. (Varvara Leonidovna) and Institut matematiki i mekhaniki (Rossiĭskai︠a︡ akademii︠a︡ nauk), eds. Homicidal chauffeur game: History and modern studies. Ekaterinburg: Russian Academy of Sciences, Ural Branch, Institute of Mathematics and Mechanics, 2009.

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Simon, Ron. The game behind the game: Negotiating in the big leagues. Stillwater, MN: Voyageur Press, 1993.

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Booth, Paul. Game play: Paratextuality in contemporary board games. New York: Bloomsbury Academic, 2015.

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Book chapters on the topic "Game studies"

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"2. The Schisms of Game Studies." In Games | Game Design | Game Studies, 201–8. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-022.

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"2 Die Schismen der Game Studies." In Games | Game Design | Game Studies, 203–12. transcript-Verlag, 2015. http://dx.doi.org/10.14361/transcript.9783839429822.203.

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"2. The Schisms of Game Studies." In Games | Game Design | Game Studies, 201–8. transcript Verlag, 2015. http://dx.doi.org/10.1515/9783839429839-022.

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"2 Die Schismen der Game Studies." In Games | Game Design | Game Studies, 203–12. transcript Verlag, 2015. http://dx.doi.org/10.1515/transcript.9783839429822.203.

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"Playing, Making, Thinking Games." In Games | Game Design | Game Studies, 11–30. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-001.

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"Introduction." In Games | Game Design | Game Studies, 33–34. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-002.

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"1. What is a Game? Systematic and Historical Approaches." In Games | Game Design | Game Studies, 35–42. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-003.

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"2. Games in the Modern Era. A Short Media History." In Games | Game Design | Game Studies, 43–58. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-004.

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"3. Procedural Turn (since the 1950s)." In Games | Game Design | Game Studies, 59–68. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-005.

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"4. Hyperepic Turn (since the 1970s)." In Games | Game Design | Game Studies, 69–80. transcript-Verlag, 2015. http://dx.doi.org/10.14361/9783839429839-006.

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Conference papers on the topic "Game studies"

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Tseller, V. E., and T. V. Alnikov. "«ARKA KRAYA»: WAYS OF COMMUNICATION «DEVELOPER - PLAYER» THROUGH GAME MECHANICS." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES, 635–39. TSU Press, 2023. https://doi.org/10.17223/978-5-907572-02-7-2023-133.

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The article describes a «developer-player» communication model in video games and provides an interpretation of game mechanics as a language of communication between developer and player, explaining how the game works or what the main idea, or philosophy, of the game is. The article depicts the game mechanics system, constructed as a part of the development of the educational video game «Arka Kraya».
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dos Santos, Rodrigo Pereira, Bruno Xavier, and Davi Viana. "Supporting Game Software Engineering from Business Modeling Towards Building Digital Game Studios." In Simpósio Brasileiro de Jogos e Entretenimento Digital, 416–35. Sociedade Brasileira de Computação, 2024. https://doi.org/10.5753/sbgames.2024.241002.

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The growth of the network of actors and solutions in the market has created a scenario in which fast, frequent technological changes as well as high quality level of the products are of utmost importance, affecting game software engineering. In the scenario, digital games stand out for the remarkable presence of leading software distribution platforms while the emergence of platforms dedicated to digital games and the growing network of actors and solutions for specific domains is also a reality. Several difficulties regarding actors’ entrance and survival can be pointed out. As such, specific business models to assist in building digital game studios should be considered from the existing solutions reported in the game software engineering literature. This paper aims to report on the definitions and business modeling components applied to digital games research and practice to support game software engineering towards building digital game studios. We extracted data from 40 studies and categorize them into two related subdomains, i.e., definitions and components. Based on the results, we observe that such sector does not appropriate the definitions and components on business modeling, even though several studies mention related concepts. Therefore, this work reinforces the need for exploratory research, mainly empirical studies in real-life solutions throughout the game software life cycle to create and foster game studios.
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Banjanin, Bojan, Jelena Kerac, Savka Adamović, and Rastko Milošević. "GAME DESIGN STUDIES: THROUGH THE EDUCATIONAL PRISM." In INTERNATIONAL SYMPOSIUM ON GRAPHIC ENGINEERING AND DESIGN. UNIVERSITY OF NOVI SAD FACULTY OF TECHNICAL SCIENCES DEPARTMENT OF GRAPHIC ENGINEERING AND DESIGN 21000 Novi Sad, Trg Dositeja Obradovića 6, 2024. http://dx.doi.org/10.24867/grid-2024-p84.

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One of the most challenging and maybe most important tasks of working as a professor and instructor is creating a purposeful and engaging curriculum program. To convey the right theoretical information and practical knowledge, professors go through an iterative process of learning through self- education, teaching, correcting, and adjusting their teaching approach. One must embark on the journey of self-discovery, proper communication, and willingness to change and adapt the curriculum to meet the requirements of industry standards, students, and technology. This paper aims to give insight into the iterative process of creating a curriculum program and practical tasks for students in the third year of Graphic Engineering and Design studies on the subject of Computer Games. Also, the process of transferring skills, acquired by working as an instructor for Unreal Engine and Unreal Editor for Fortnite and collaborating with the game designers, in the classroom will be discussed. As a result of this paper, some guidelines for designing curriculum programs for teaching game design and game development are proposed.
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Fernández-Vara, Clara, and Philip Tan. "The game studies practicum." In the 2008 Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1496984.1496990.

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Sotamaa, Olli. "Session details: Digital games: The wide spectrum of game studies." In MindTrek '11: Academic MindTrek 2011. New York, NY, USA: ACM, 2011. http://dx.doi.org/10.1145/3250563.

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Chan, Jupiter T. C., and Wilson Y. F. Yuen. "Digital game ontology: Semantic web approach on enhancing game studies." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730603.

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Kirman, Ben, Staffan Björk, Sebastian Deterding, Janne Paavilainen, and Valentina Rao. "Social game studies at CHI 2011." In the 2011 annual conference extended abstracts. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1979742.1979590.

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Natucci, Gabriel C., and Marcos A. F. Borges. "Balancing Pedagogy, Emotions and Game Design in Serious Game Development." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19749.

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Serious games and game-based learning approaches have been shown to provide effective learning outcomes in various contexts. However, the design of games with educational purposes is not an easy feat, since many aspects must be considered during development: pedagogical theories, learning mechanics, game elements, player experience, and affective, cognitive and behavioral outcomes. The balance of these aspects is one of the greatest challenges both game designers and educators must face in the next few years, especially considering the impact of previously neglected areas, such as the importance of emotions in learning. This work outlines the complexities of this challenge and suggests possible solutions based on high-impact studies to create quality games that excel both in player experience and learning.
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Boltovskaya, A. V. "CONCEPTUAL METAPHOR «VIDEO GAME ADDICTION IS STORM» IN THE TEXT OF A BOOK ON VIDEO GAME." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-24.

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Selivanov, D. D. "MODELLING DIALOGUE TREES IN THE EDUCATIONAL VIDEO GAME «ARKA KRAJA»." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES, 145–49. TSU Press, 2023. https://doi.org/10.17223/978-5-907572-02-7-2023-27.

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The report examines the mechanics of dialogue trees from the perspective of the tasks of a video game developer: the functions and principles of its construction, as well as an example of modeling dialogue trees in the educational video game «Arka Kraja» aimed at the development of communicative skills.
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Reports on the topic "Game studies"

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Zinn, Zach. Critical Game Studies and Its Afterlives: Why Game Studies Needs Software Studies and Computer History. Just Tech, Social Science Research Council, June 2024. http://dx.doi.org/10.35650/jt.3071.d.2024.

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Huang, Houqiang, Min Huang, Qi Chen, Mark Hayter, and Roger Hayter. Health-related Serious Games on the Rehabilitation for Patients with COPD: Systematic Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2022. http://dx.doi.org/10.37766/inplasy2022.12.0062.

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Review question / Objective: The aim of this systematic review is to identify effectiveness and patients’ demand on serious games for COPD patients as well as to recognize potential research gaps in this area by synthesizing and appraising studies examining effects of serious games on COPD patients. Eligibility criteria: OutcomesThe outcomes that include health-related endpoints such as pulmonary function, exercise capacity, dyspnea, compliance, or adverse effects, will be enrolled.Further inclusion criteriaStudies must be peer-reviewed and be in English or Chinese.Exclusion criteriaStudies will be excluded for the following reasons: (1) duplicate records;, (2) studies focused on measurement; diagnostic methods, serious game theory or game development; and (3) conference abstracts or studies that cannot find out full texts.
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Martinho, Diogo, Adam Field, and Hugo Sarmento. Soccer referees are also part of the game: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0052.

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Review question / Objective: The of this study was to review and organise the literature using a holistic approach about match indicators, testing, nutrition and physiology on soccer refereeing. Condition being studied: This review is focused on physical, physiological, body composition, and physiological outputs among soccer referees. Each main topic will be organized according to the results of extracted studies. Eligibility criteria: (1) population – male and/or female soccer referees and/or assistant referees; (2) relevant data about body size, body composition, physical performance, physiological outputs and nutrition.
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Лов’янова, І. В. Форми професійно спрямованого навчання математики у профільній школі. The Academy of Management and Administration in Opole, 2016. http://dx.doi.org/10.31812/0564/2355.

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Objective of the study presented in this article: identify forms of professionally directed teaching mathematics at profile schools. Identify the criteria of selection forms. Show features of the external forms by: lecture, seminar, game. The functions described lesson lectures aimed at professional training. Types of lectures in methodical system of professional training aimed. Show of the classification and choice of the seminar and games. Conclusions from the study indicate described the use of forms depending of level studies of mathematics.
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Pavarini, Gabriela, Emma Reay, and Lindsay Smith. Ethical implications of applied digital gaming interventions for mental health: a systematic review and critical appraisal. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0035.

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Review question / Objective: What are the ethical and practical considerations of gaming interventions in mental health? What existing viewpoint, commentary or theoretical points have been made in the literature regarding ethical issues in the development of serious games? What benefits and risks of games development in mental health are discussed in the literature? How are the core healthcare ethical principles of beneficence, non-maleficence, autonomy and justice discussed as relating to applied games in mental health? How might this information inform future thinking regarding the ethical development of serious games in mental health? Information sources: The search was conducted across four electronic databases covering science and arts and humanities titles: Scopus, PUBMED, PsycNET, EthxWeb and additionally, the journal, Game Studies, which contrary to other gaming journals does not exist in any of these databases. Given the recency of games design in this area, the search was limited to the preceding 30-year period, til January 2023, where available.
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Wenner, Mark D. Dealing with Coordination Issues in Rural Development Projects: Game Theory Insights. Inter-American Development Bank, June 2007. http://dx.doi.org/10.18235/0011342.

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The purpose of this paper is to review the literature on coordination failures, apply game theory to coordination issues within selected rural development projects in order to develop a set of guidelines to avoid and minimize coordination failures. The ultimate aim is to promote development effectiveness by helping to improve project design. The intended audience is operational staff of the bank, staff in other donor agencies, policy makers, and academics interested in development effectiveness, enterprise development, and rural development. Case studies concern themselves with the rural agricultural and non-agricultural development in Latin America, but the theoretical insights can be applied to any sector or region of the world.
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Zhai, Yuhui, and Yanfeng Ouyang. Effects of Nontraditional Messages in Dynamic Message Signs on Improving Safety, Compliance, and Avoiding Distraction. Illinois Center for Transportation, May 2024. http://dx.doi.org/10.36501/0197-9191/24-014.

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This project develops capability for future studies on the effects of nontraditional messages in dynamic message signs on improving driver safety and compliance and avoiding distractions. An online survey and a driving simulation game were designed, and a pilot run was conducted with a small number of students in the University of Illinois Urbana Champaign. Survey responses and simulation data were analyzed to reveal preliminary findings on notable effectiveness across different types of messages (e.g., humorous, emotionless, negative). The pilot study also provides guidelines and recommendations for running a large-scale survey and simulation game in the future.
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Candelo, Natalia, Rajiv Sethi, Alejandro Gaviria, Juan Camilo Cárdenas, and Sandra Polanía. Discrimination in the Provision of Social Services to the Poor: A Field Experimental Study. Inter-American Development Bank, April 2008. http://dx.doi.org/10.18235/0011266.

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This paper uses an experimental field approach to investigate the pro-social preferences and behavior of social services providers and the behavior of potential beneficiaries in Bogota, Colombia. Field experiments were conducted using games including a newly designed Distributive Dictator Game in order to examine traits and mechanisms guiding pro-sociality. Replicating the patterns of previous studies, individuals showed a preference for fair outcomes, positive levels of trust and reciprocity, and willingness to punish unfair outcomes. The results provide evidence that the poor trigger more pro-social behavior from all citizens, including public servants, but the latter display strategic generosity. Additional observations include a bias in favor of women and households with more dependents, but discriminatory behavior against stigmatized groups.
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Aleksandrov, Pavlo. NEWS GAMES IN THE UKRAINIAN MEDIA SPACE DURING THE FULL-SCALE RUSSIAN INVASION. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12140.

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The phenomenon of news games on the topic of the Russian-Ukrainian war of 2022-2023 has been explored in the article. During the research, a number of gaming projects from this period were analyzed, their genre and thematic specificity were determined, examples of gaming products were provided, and our own concept of a news game on the topical subject of wartime was presented. In 2022-2023, many game projects on the theme of the war in Ukraine appeared, which can be fully or partially classified as news games, conditionally dividing them into “civilian” ones, where the game character is a volunteer, an immigrant, a peaceful resident of the occupied territory, etc. and “combat”, in which the character is a Ukrainian soldier or combat unit. These games are primarily developed by gaming studios or individual game developers, rather than journalistic editorial teams, and they target an international audience (almost all the analyzed games have an English version). We categorize these news games as “entertainment” (those primarily oriented towards humor, boosting morale, and using current information or media images) and “serious” (those attempting to explain, reveal the essence, and show the war through the eyes of witnesses). According to the level of technical implementation, these games can be divided into “simple” ones (browser-based, requiring no download or payment) and “complex” ones that offer extended gameplay and are available only through subscription. Almost all gaming projects encourage donations to the Armed Forces of Ukraine and charitable funds, and the authors of paid games always emphasize that a portion of the proceeds will go towards supporting Ukrainian military personnel. Despite their significant potential, news games currently occupy a small niche in the Ukrainian media landscape. At the same time, in our opinion, the creative possibilities offered by the gaming mechanism of this interactive narrative are quite promising for explaining and revealing various socially important topics related to the Russian-Ukrainian war. Keywords: gamification; news games; game format; game research.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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