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1
Evans, Jonathan. "Translating board games: multimodality anad play." Journal of Specialised Translation, no. 20 (July 25, 2013): 15–32. https://doi.org/10.26034/cm.jostrans.2013.399.
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This article examines the translation of modern board games as multimodal texts. It argues that games are produced in the interaction between players, pieces and rules, making them a participatory form of text. The article analyses the elements of the rules and in-game text in order to show how the multimodal elements of the text are essential to the experience of the game and how they affect the translation process. Many games are designed to be translated for many markets and avoid unnecessary text on in-game elements, preferring images. This can be seen in a short case study which discusses the translation of the 2007 game Caylus Magna Carta. It highlights the importance of the use of multimodal elements in the rule book and cards to enhance comprehensibility for players and in order to make sure that game play is the same across languages.
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Seville, Adrian, and Alex de Voogt. "Cultural Transmission in Printed Games of Cupid: Tracing Lines of Descent." Board Game Studies Journal 18, no. 1 (2024): 119–39. http://dx.doi.org/10.2478/bgs-2024-0005.
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Abstract The Game of Cupid is a simple dice-based race game derived from the Game of the Goose in about 1600. Twelve different examples, covering the period to about 1850 and drawn from France, the Low Countries and Britain, are analysed according to distinctive markers that include rules, game board configuration and decorative elements, showing that the evolution of the game can be described by a single tree of descent. The forces governing this evolution are discussed. The results may be of interest to those investigating whether different aspects of a complex cultural trait – such as a board game that has rules, a board and decorative elements – follow separate cultural transmission processes.
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Promsri, Chaiyaset, and Suchira Chaigusin. "Crisis Management Board Game." International Journal of Membrane Science and Technology 10, no. 5 (2023): 189–95. http://dx.doi.org/10.15379/ijmst.v10i5.2453.
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This objective of study was to develop a crisis management board game for business organizations. This research used document analysis methods to study from two important sources: Devlin’s book Crisis Management Planning and Execution; an academic article titled “The Most Useful Crisis Management Examples: The Good, Bad, and Ugly” by Marker. The results demonstrated extracted lessons from five key scenarios, namely case studies of Tylenol, Union Carbide India, Mattel, Samsung, and Pepsi, which were used to formulate simulations and responses to each crisis situation. This board game was developed based on Dodge’s game design and development concepts, which clearly defines the elements in the development of a board game. However, the implementation should be done carefully in terms of the roles and responsibilities of personnel in each business organization. In addition, due to the situations created in this board game, all types of crisis may not be covered by these events. Therefore, further development of a crisis management board game with a variety of situations and scenarios is necessary for knowledge development and understanding of personnel in different types of organizations.
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Dauenhauer, Eleanor A., and Paul J. Dauenhauer. "Quantifying the Vices and Virtues of Snakes and Ladders Through Time." Board Game Studies Journal 18, no. 1 (2024): 1–38. http://dx.doi.org/10.2478/bgs-2024-0001.
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Abstract The game of Gyan Chaupar or ‘Snakes and Ladders’ exists in many forms throughout history as a board game of varying size, structure, and game elements of snakes and ladders associated with various vices and virtues inscribed within the board. Three boards were analyzed via simulation in Python, including the 1998 Milton Bradley version, the 72-square Vaisnava board, and the 84-square Jaina board, with the goal of understanding the relationships between board design and associated behaviors and spiritual concepts. Game play on each board was simulated 100,000 times with variations that included individual removal of a snake or ladder, thereby quantifying the importance of that element towards achieving victory. Comparison of the weighted importance of each game element and associated vice and virtue permitted quantification of their importance for the game designer and their associated culture, with each game board component being assigned a contribution towards victory. Historical values inscribed within the class of Gyan Chaupar games were interpreted quantitatively via simulation allowing for comparison of different variations of the game and their associated cultures in different locations and time. The hypothesis that game element contribution towards victory could not be assessed by players a priori via element board length was supported by simulation data that identified many snakes and ladder game elements whose importance towards victory deviated significantly from proportionality with their game element length.
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Alejandria, Lalaine N., Jill Mie S. Bajenting, Marie Anne Lovella D. Pacatan, and Tomas Jr A. Diquito. "The Use of Educational Board Game as a Supplemental Tool in Learning Periodic Table of Elements Among Senior High School Students." American Journal of Education and Technology 2, no. 1 (2023): 60–67. http://dx.doi.org/10.54536/ajet.v2i1.1292.
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This study aims to assess the effectiveness of the created educational board game as a supplemental tool in learning the core concepts of the periodic table of elements. A quasi-experimental approach was utilized in addressing the objectives of the study wherein a total of thirty-two (32) students from the STEM strand participated in the study (sixteen (16) experimental group, sixteen (16) control group. An interview was also conducted after the post-test to determine the students’ experiences while playing the board game. The result of the study revealed that there is no significant difference in the pre-test mean score of the control (M=41.750, SD=13.959) and experimental group (M=48.938, SD=10.221); (t(30)=1.66, p>.05). However, the post-test mean scores show a significant difference in the control (M=26.063, SD=19.223) and experimental group (M=57.268, SD=13.169); (t (30)=1.42, p<.05). This means that the created educational board game is an effective supplemental tool in learning the concepts of the periodic table of elements. In addition, the interview revealed that participants enjoyed the game and recommended that the game be utilized in learning the periodic table of elements. Based on the findings, the researchers recommended that the created educational board game be utilized as a supplement in teaching the periodic table of elements in chemistry subject.
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Alejandria, Lalaine N., Jill Mie S. Bajenting, Marie Anne Lovella D. Pacatan, and Tomas Jr A. Diquito. "The Use of Educational Board Game as a Supplemental Tool in Learning Periodic Table of Elements Among Senior High School Students." American Journal of Education and Technology 2, no. 1 (2023): 60–67. https://doi.org/10.54536/ajet.v2i1.1292.
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This study aims to assess the effectiveness of the created educational board game as a supplemental tool in learning the core concepts of the periodic table of elements. A quasi-experimental approach was utilized in addressing the objectives of the study wherein a total of thirty-two (32) students from the STEM strand participated in the study (sixteen (16) experimental group, sixteen (16) control group. An interview was also conducted after the post-test to determine the students’ experiences while playing the board game. The result of the study revealed that there is no significant difference in the pre-test mean score of the control (M=41.750, SD=13.959) and experimental group (M=48.938, SD=10.221); (t(30)=1.66, p>.05). However, the post-test mean scores show a significant difference in the control (M=26.063, SD=19.223) and experimental group (M=57.268, SD=13.169); (t (30)=1.42, p<.05). This means that the created educational board game is an effective supplemental tool in learning the concepts of the periodic table of elements. In addition, the interview revealed that participants enjoyed the game and recommended that the game be utilized in learning the periodic table of elements. Based on the findings, the researchers recommended that the created educational board game be utilized as a supplement in teaching the periodic table of elements in chemistry subject.
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Tsai, Jen-Che, Shih-Yeh Chen, Chun-Yen Chang, and Shiang-Yao Liu. "Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life." Education Sciences 10, no. 3 (2020): 48. http://dx.doi.org/10.3390/educsci10030048.
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This article reports the design of a scientific board game, named “Element Enterprise Tycoon” (EET), which creates a scenario combining chemical elements, techniques, and products in daily life. The game cards are designed to motivate students not only to retrieve information about chemical elements, but also to be proficient in chemistry. Moreover, the game creates opportunities for group interactions and competitions to engage students in learning chemical elements as they do in regular science curricula. The EET has been field-tested with a group of middle school students to evaluate its applicability. Empirical data show that students improve their understanding of chemistry concepts with a median level of effect size. In particular, students achieve better performance in terms of chemistry-related technique concepts. The follow-up interviews reflect students’ positive feedback and attitudes toward science learning through board game playing and their willingness to continue to play the game. It is suggested that learning through science games can indeed help students learn new chemical knowledge.
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Olivares-Rodríguez, Cristian, Paula Villagra, Rodolfo E. Mardones, Luis Cárcamo-Ulloa, and Nicolás Jaramillo. "Costa Resiliente: A Serious Game Co-Designed to Foster Resilience Thinking." Sustainability 14, no. 24 (2022): 16760. http://dx.doi.org/10.3390/su142416760.
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Resilience thinking is critical for improving disaster preparedness, response, and adaptation. While there are several strategies focused on assessing resilience capacity in human communities, there are few strategies focused on fostering resilience thinking. Game-based learning is an active and immersive teaching strategy that can foster complex skills such as resilience. However, this field needs further research in terms of its potential to strengthen community resilience to disasters. In this paper, we validated a serious game to foster community resilience. We present the collaborative creation process for the development of the board game Costa Resiliente, and its subsequent migration into a video game. We have developed an experimental study to evaluate the contributions of the mobile game against the board game. The result is a technological tool based on scientific knowledge to foster resilience thinking in coastal human communities exposed to hazards. The board game was developed using data from local research on community resilience, and from experts in emergency planning and developing games collected in focus groups. The board game’s effect on fostering resilience thinking was validated with school students from a coastal town. During the migration process into a video game, we used a design thinking methodological approach for the co-creation of audiovisual elements, in which beneficiaries participate actively and early. Through this approach, visual and auditory elements that are familiar to coastal communities were integrated into the video game elements. Our study indicates that game-based learning is a useful approach to foster resilience thinking, and that a better gaming experience can be provided by a video game. The potential of this video game for educating young age groups about community resilience is further discussed.
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Ma, Yiming, Flore Vallet, François Cluzel, and Bernard Yannou. "Analysing the Relevance of Serious Game Elements for Effectively Teaching Innovation Processes." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 439–48. http://dx.doi.org/10.1017/dsi.2019.47.
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AbstractSerious games (SGs) as a new educational format have gained interest among many scholars from diverse fields. SGs seem to be useful tools for teaching innovation processes (IP) as they guarantee intrinsic motivation and provide situated learning. So far, there is no guideline on designing IP games and lowering their development time while ensuring their effectiveness. To fill this gap, we should first analyse the existing IP games with evaluation methods and synthesise their commonalities. Numerous methods have been put forward in the literature to assess digital SGs; however, most of the SGs for IP are board games. That is why we explore in this paper the use of Serious Game Design Assessment (SGDA) framework to analyse IP board games. According to the case study on an open innovation board game, we suggest applying this method to examine the a priori relevance of game elements (components that make up a game system). Moreover, we make recommendations to complement the SGDA framework with Game and Learning Mechanics, and real-world information. This contribution should help designers transform traditional educational supports into serious board games for teaching IP.
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Pysmennyi, Vitalii, and Vitalii Rudan. "Implementation of gamification elements in inclusive educational practices." Problems of Education, no. 1(102) (June 16, 2025): 389–401. https://doi.org/10.52256/2710-3986.1-102.2025.27.
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The article presents the role of gamification as an innovative approach in the context of inclusive education. It was found that the use of game mechanisms significantly increases pupils motivation and involvement in educational activities, creating a positive emotional background and contributing to a sense of progress and success. This is an important aspect for pupils with special educational needs, since game elements can reduce their anxiety, improve emotional stability and help increase the effectiveness of learning. The study pays special attention to studying the potential of board games as a means of creating an inclusive learning environment that can promote the integration and socialization of pupils. Board games, due to their interactivity, allow for direct interaction between pupils, contributing to the development of their communicative and social skills, as well as cooperation skills. This contributes to the successful socialization of pupils and their integration into the educational environment. The main emphasis in the study is on the possibilities of adapting the authorʼs board game «Space Erudites» for working with pupils with special educational needs. The results of the study confirmed the high effectiveness of this game as a tool for inclusive learning. In the process of adapting the game, factors such as simplifying the rules, using visual elements to facilitate perception, individualizing tasks according to the abilities of pupils, as well as introducing elements of motivation and support for participants were taken into account. In addition, the adaptation of the game included the development of language skills and ensuring flexibility of the rules, which allows ensuring accessibility and effectiveness of learning for pupils with special educational needs.
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Mattlin, Mikael. "Adapting the DIPLOMACY Board Game Concept for 21st Century International Relations Teaching." Simulation & Gaming 49, no. 6 (2018): 735–50. http://dx.doi.org/10.1177/1046878118788905.
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Background. This article reports on pedagogical experiences of designing and teaching an active learning international relations (IR) course utilizing the classical board game DIPLOMACY, with added game elements and modified game rules to make the game better suited for educational purposes. Aim. Game adaptations include team play, a dedicated peace mediator team, altered win rules and a post-game debriefing discussion on different cultures of anarchy. These elements were designed to overcome a shortcoming that the game approximates a worldview akin to offensive realism, which is not practical in contemporary international relations, and also normatively objectionable to many IR scholars. Method. Teacher experiences designing and modifying the course, coupled with student feedback on the course concept from three consecutive years. Results. Student feedback has been exceedingly positive, with a 4.61 average grade (n = 210 grades) on a five-point Likert-type scale, where 1 signifies poor and 5 excellent. Conclusions. Through game modifications, students turned a game infamous for its backstabbing and breaking of promises into a game that resolves in a mediated and negotiated outcome. The findings suggest that DIPLOMACY can be useful beyond teaching the realist worldview, and adapted to create a more accurate microworld approximation of international relations.
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Tan, Harold, Yap Chun Wei, Heng Wei Yun, Koh Eng Hui Joan, Ho Wai Yee, and Lim Yee Juan. "Health$en$eTM: Developing a Board Game on Value-based Healthcare Financing." Simulation & Gaming 51, no. 1 (2019): 87–105. http://dx.doi.org/10.1177/1046878119888710.
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Background. With rising healthcare costs, there is a need to transform healthcare financing to provide better care value and sustainability. Healthcare providers and consumers need to be educated about value-based care and financing. This can be done through games. Intervention & Methods. We describe the design of our board game Health$en$eTM which aims to let players simulate the role of funding patients’ care as the patients move across the care value chain. In the game, players will learn how certain care funding innovations help to optimize healthcare expenditure for better value. Discussion & Conclusion. We envisage that some game elements of Health$en$eTM may motivate players to transform healthcare financing systems in the real world. We formulate a matrix to predict the possible associations between game elements and psychological core drives relevant to Health$en$eTM. Further analysis of the game’s potential impact and validation of the matrix could be conducted in due course after the game is launched in a workshop.
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Yang, Dayae, and Theodore J. Kopcha. "Developing a Board Game For Beginning Block-Based Programmers." International Journal of Designs for Learning 13, no. 1 (2022): 35–45. http://dx.doi.org/10.14434/ijdl.v13i1.32211.
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Computer programming has become an essential part of K12 education, promoted as a way for students to engage in computational thinking that helps develop students’ ability to analyze and solve problems and prepare them for future careers. Tabletop board games are seen as an effective means to help students learn computer programming. Several board games have been developed for teaching computer science to novice students. Still, many are dominated by simple pathfinding movements lacking comprehensive use of various computer programming concepts or have a considerable gap between the game dynamics and the actual coding that takes place on the computer. This paper presents a design case in which we used Kalmpourtzis’ (2018) elements of educational game design (game elements, learning, and players) to develop a board game that engages players who are learning block-based computer programming. We present the four major prototypes and the challenges for each step. Then, we highlight three main areas in which our design process offers implications for the design of educational board games.
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Gerin, Lucas. "How Unfair is the Unfair Dodgem?" Recreational Mathematics Magazine 10, no. 17 (2023): 41–50. http://dx.doi.org/10.2478/rmm-2023-0002.
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Abstract We study a very simple 2-player board game called Dodgem, curiously the game is difficult to analyze when the number of tokens is not the same for the two players. We provide theoretical and experimental elements which indicate which player benefits from the asymmetry of the game.
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Jannah, Ma'rifatul, Kus Suryandari, Siti Nurjanah, Lastiadi Muhtadin, Yulia Maftuhah Hidayati, and Anatri Desstya. "ANALISIS ETNOMATEMATIK DALAM PERMAINAN CONGKLAK SEBAGAI MEDIA PEMBELAJARAN BANGUN DATAR DAN BANGUN RUANG DI SEKOLAH DASAR." Pendas : Jurnal Ilmiah Pendidikan Dasar 8, no. 1 (2023): 3818–21. http://dx.doi.org/10.23969/jp.v8i1.8669.
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Learning models, learning media, ethnomathematics studies in mathematics learning and others. So that this research complements previous research, this study analyzes the ethnomathematic elements in the congklak game as a medium used in conveying mathematics learning. The congklak game is a regional game that is usually done in pairs using a congklak board and the seeds are divided equally into each hole on the congklak board. This study aims to analyze the ethnomathematics concepts in the congklak game by integrating the geometric concepts, namely flat shapes and geometric shapes. This type of research is qualitative by describing the process of the game, the tools and materials used, the system for determining the winner, and the shape of the congklak board. The subjects of this study were grade 2 at SD Negeri Menuran 01, Baki, Sukoharjo. This study uses data collection techniques with interviews, documentation and observation. The analysis technique used is the triangulation technique on the data that has been obtained. The results of this study are: (1). Knowing the ethnomathematic elements in the congklak game, (2). Identifying the use of the congklak game as a medium for learning mathematics, and (3). Analyzing the relationship between the congklak game and the learning of flat shapes and geometric shapes in elementary schools. This research can be refined by further research by completing research studies.
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Dumin, Michael, Daniel Cermak-Sassenrath, Carole Haeusler, and Ilse Smets. "A Custom-Made Board Game to Familiarise Primary School Children With Atoms." European Conference on Games Based Learning 16, no. 1 (2022): 199–207. http://dx.doi.org/10.34190/ecgbl.16.1.608.
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To discover the link between the abstract concept of atoms and the macroscopic material world is often seen as one of the key challenges for new students in chemistry. Failing to make this connection results in low student grades, little interest, and eventually small numbers of graduates in chemistry or related disciplines. Science education research approaches this challenge by designing and creating new learning experiences and curricula for children without any prior knowledge about atoms. One promising approach is to introduce atoms and/or sub-microscopic particles in late primary school, such that children can start making connections between the macroscopic and the microscopic world. In this paper, an educational, custom-made board game that combines science content and fun for primary school children is presented to accomplish this difficult task. The board game features cooperative gameplay for 2 to 4 players, simple strategic elements, and play time between 20 and 30 minutes. Intrinsic integration of the learning content was the leading design idea and, as a result, concrete associations between sub-microscopic particles and macroscopic events related to material hardness lie at the core of the game. Another pivotal criterion was that the game is fully playable for children at home, like other board games, or in school lessons. This contribution, therefore, discusses: (i) how the game works, (ii) the essential design elements of the current game from a designer’s and educator’s perspective; and (iii) the basic atomic concepts which could be facilitated by playing the game. Preliminary play tests suggest that players, or learners, believe the game to be fun, and appreciate the balance between elements of strategy and luck. In summary, a compact, playful activity could trigger children to think of hardness of solid materials as a property that emerges from the strength of interactions between atoms. Such a change in conceptual thinking could in turn ease students’ pathway for future chemistry education.
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Reviana Ardila, Aryoni Ananta, and Izan Qomarats. "Perancangan Board Game sebagai Media Pembelajaran Bahasa Minangkabau untuk Anak Sekolah Dasar." Misterius : Publikasi Ilmu Seni dan Desain Komunikasi Visual. 2, no. 1 (2025): 176–91. https://doi.org/10.62383/misterius.v2i1.558.
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Indonesia is a country known for its linguistic diversity, which is considered one of its national treasures. Recently, the use of the Minangkabau language has experienced a significant decline. This design is created to help foster interest in learning the Minangkabau language among elementary school students. In the field of Visual Communication Design, designing creative educational media to enhance student interest and engagement, as well as introduce local culture, can be realized through the design of a board game. The design process includes data collection through questionnaires, interviews, and analysis using the 5W+1H method. The designed board game incorporates elements that teach Minangkabau vocabulary, phrases, and sentences, as well as introduce Minangkabau culture through interactive gameplay. The design results in a mascot, board game, logo, playing pieces, and a media mix from the TITAH board game design. It is hoped that this board game can serve as an effective and engaging alternative learning medium to preserve the Minangkabau language and culture among the younger generation.
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Situmorang, Finka Yolanda, Mahimma Romadhona, and Aris Sutejo. "Perancangan Desain Karakter Board Game Batik Jetis Sidoarjo." Innovative: Journal Of Social Science Research 4, no. 3 (2024): 1186–96. http://dx.doi.org/10.31004/innovative.v4i3.10297.
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Sidoarjo Batik is an Indonesian cultural heritage that is rich in artistic and traditional values. However, awareness of the importance of preserving and promoting batik Jetis, especially among Sidoarjo children, still needs to be increased. This design aims to create a board game with an attractive character design for children aged 7-12 years. In this approach, the author uses qualitative research methods by collecting data through interviews, FGDs, and questionnaires to resource persons and target audiences. The results of this study provide a foundation for the design of character design in board games. The three main characters designed will serve as guides in the game and as supporting elements in the design of board game components. Hopefully, through this board game, Sidoarjo children can learn and get to know batik jetis fun while maintaining and strengthening the existence of their local culture.
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Putri, Alifia Ananda, and Handriyotopo Handriyotopo. "Board Game Design as Education to Prevent Game Addiction for Elementary Students." Dinasti International Journal of Education Management And Social Science 5, no. 5 (2024): 902–14. https://doi.org/10.38035/dijemss.v5i5.2786.
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Child gaming addiction is a type of addiction that many children experience but its existence is rarely known or realized. The use of excessive digital games has several bad effects such as addiction, poor eye health, or lack of socialization in children. However, the nature of children playing games cannot be simply eliminated, so it needs to be completed with the right media. Board game is one of the right medium and with the right visual elements and game mechanics it can be an effective solution. This will be also accompanied by context and material about game addiction education. The method used is the graphic design process method by Robin Landa, the method stages are orientation, analysis and strategy, conceptual design, design development, and implementation. Data was obtained through interviews and questionnaires with elementary students, parents and academics. The design produces an educational board game with the title "Mencari Bintang" with a game mechanism like the classic monopoly board game and also effectiveness test result of the product
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Sousa, Micael. "Serious board games: modding existing games for collaborative ideation processes." International Journal of Serious Games 8, no. 2 (2021): 129–46. http://dx.doi.org/10.17083/ijsg.v8i2.405.
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Modern board games are booming, exploring new design elements, and providing dynamics that can support unique experiences. Serious game approaches can benefit from these insights and novelty. With the appropriate adaptation, modern board games may become flexible and cheaper ways to use and prototype serious games. Exploring these games and player engagement can support digital game design. Digital game designers may learn from modern board games to playtest player engagement and build prototypes for their serious games. This paper describes an experience with several adapted modern board games aiming to create a “Light Collaborative Ideation Process”, supported by the “Engagement Design” model and “The big five personality traits”. The game session objectives concerned fostering collaboration and ideation among participants in an informal meeting. The session successfully supported the potential of using modern board games, although showing the limitations and future developments required to benefit from the modding approach.
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Schmidt-Madsen, Jacob. "Discovering Dadu: A Ludemic Enigma from South Asia." Board Game Studies Journal 18, no. 1 (2024): 75–118. http://dx.doi.org/10.2478/bgs-2024-0004.
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Abstract Dadu is a traditional board game exclusively played within the Muslim Dawoodi Bohra community in South Asia. Most households have their own hand-stitched cloth board, together with a set of wood-turned playing pieces and cowrie shells for dice. Though formally a two-player game, it is commonly played in large teams during family gatherings. Non-community members rarely take part and the game remains virtually unknown to outsiders. Descriptions of the game are absent from the scholarly literature and it does not find mention in any of the major game encyclopedias. Surviving boards and communal memory trace the game back to the early 20th century, but the hybrid nature of the game and the origin of the Dawoodi Bohra community in Yemen suggest that it may go back several centuries further. The present article uses ludemic theory to analyze the constituent elements of the game and demonstrate their affinity with elements in other games both inside and outside South Asia. The findings are contextualized within the wider history of the Dawoodi Bohra community, suggesting that Dadu may have resulted from the adaptation of a West Asian Tab game to a South Asian single track race game. A detailed set of rules gathered from interviews with members of the Dawoodi Bohra community is appended to the article.
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Alifiar, Ilham, Vidya Febrasca Tenderly, and Annisa Nurhayati. "PENGARUH METODE PERMAINAN BOARDGAME EDUCATION “PHARMAPOLEIN” TERHADAP PEMAHAMAN MATERI KEFARMASIAN MAHASISWA." JFL: Jurnal Farmasi Lampung 9, no. 2 (2021): 92–98. http://dx.doi.org/10.37090/jfl.v9i2.337.
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ABSTRACT Mission of pharmacy education is to develop and nurture skills in lifelong learning. Broad insight, skills in communication, and teamwork is a must for the pharmaceutical profession. The learning method greatly affects the results of understanding each individual, especially in understanding pharmaceutical material which is considered difficult. Educational games are used as a teaching method because they help complement and strengthen the material being taught. Board games have continued to grow in popularity and the pedagogical value of the games has been supported many times. So, this board game is designed to have enough challenging elements to nurture student interest. The game tactic used collaboration and competition in the classroom. Competition has been found to increase motivation. Thus, that motivation can be used to understand the pharmaceutical material contained in the game. Aim this study is to determine the potential modification of the monopoly board game in increasing student comprehension of pharmaceutical material. The pharmapolein game was examined on both pharmacy and non-pharmacy student respondents (n = 12). From the test, it was obtained a correlation value of and 0.885 and a significance value of 0.000, so the conclusion was that the board game game could increase student knowledge in mastery of pharmaceutical science. Keywords: Board Games, Pharmapolein, Pharmacy
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Kim, Hey-jin. "A Study on the Development of Functional (Educational) Music Board Game Content for the Elderly." K Association of Education Research 7, no. 3 (2022): 67–86. http://dx.doi.org/10.48033/jss.7.3.4.
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This study aims to develop functional (educational) music board games for the quality of life and cognitive ability of the elderly in the aging society. To this end, this study conducted basic data surveys centered on literature research and music board games from February to August 2022. In advice from one game development expert and one of the music specialists clinical therapists, music functionality (educational) board The development direction and educational goals of the game were set, and the functional music board game for the elderly was developed to improve the cognitive ability of the elderly and basic learning of music. In particular, in this study, the design was made to reminiscent of the rural countryside, so that the elderly recalled their memories as a child and gained emotional effects. In this study, we focused on the development of functional (educational) music board game that acquired basic learning of music and combined the fun and interesting elements of the game. Based on this, many studies are expected to complement the problems, and the music board game research for the elderly who can contribute to the life of the elderly as well as the emotional effects of the elderly, as well as the educational effects, and to contribute to the improvement of cognitive abilities.
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d'Astous, Alain, and Karine Gagnon. "An inquiry into the factors that impact on consumer appreciation of a board game." Journal of Consumer Marketing 24, no. 2 (2007): 80–89. http://dx.doi.org/10.1108/07363760710737085.
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PurposeBoard games such as Monopoly and Scrabble enjoy a great deal of popularity among players of all ages. The objective of this study was to identify the characteristics of board games that impact significantly on players' appreciation.Design/methodology/ approachA review of the literature and a qualitative study with players and board game professionals resulted in the identification of seven explanatory factors. A survey was conducted among 169 adult players selected using an area sampling method.FindingsThe survey results revealed that the most important factor in explaining players' appreciation of a board game was the extent to which the game was able to make them fantasize and live uncommon experiences. The second factor in importance was the entertainment that is associated with playing a game. Some unexpected differences were found between male and female players. Whereas the surprise elements of a game had a positive impact on men's appreciation, they were not significant among women. In turn, the rhythm of the game had a positive effect on women's appreciation whereas it did not impact on men's appreciation.Research limitations/implicationsPlayers' perceptions were limited to board games with which they were familiar.Practical implicationsThe results of this research offer some insights for the design and marketing of new board games. They indicate that the success of a new board game depends on the game's capacity to make players live a unique play experience and interact with other players. They also suggest that marketing communication should be adapted to the segments of male and female board game players.Originality/valueThis research brings useful knowledge about the factors that make consumers enjoy a board game.
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Saha, Tonmoy, A. K. Tasfique Ahmed, and S. M. Shamsul Alam. "Design and Implementation of Multi Player Pong Game using Altera DE2 Board." International Journal of Intelligent Systems and Applications 15, no. 6 (2023): 25–37. http://dx.doi.org/10.5815/ijisa.2023.06.03.
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Pong game is a simple but entertaining game of logic control. This research paper presents the design and implementation of an FPGA-based Pong game that runs on an Altera DE2 board using Verilog HDL. This article explains the VGA controller, object creation and animation, and text subsystem and of course how to link them all together to build a functioning circuit. There is an interesting multi-player mode and single-player mode feature in this design scheme. This game's multiplayer mode features both real-time and automatic players to create a competitive atmosphere. This design method followed less complicated, fastest processing, and utilized memory requirements and logic elements. The single-player mode uses 1.3% of total logic elements, the two-player mode uses 1.32%, and automatic player vs. real player uses 1.456% of total logic elements which is very small compared to the other gaming schemes and it reduces the processing time that is cost-effective for universal use. All the modules are designed by using Verilog HDL. The synthesis is done with the help of Altera DE2 FPGA. Functional simulation and synthesis prove that the design is universally usable and combines different modules in one module that presents sound entertainment and extends the electronics application-based work in the future.
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Tsai, Jsung-Ta, Yen-Ming Tseng, and Andrian Muzakki Firmansyah. "The implementation of an interactive gaming machine of “Mafia Wars”." MATEC Web of Conferences 185 (2018): 00034. http://dx.doi.org/10.1051/matecconf/201818500034.
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This article describes the implementation of a gaming machine of “Mafia Wars” using Arduino UNO board and some other electrical components for the construction. The gaming machine is designed by the following items, such as game story setting, interactive elements for the game play, game art, state machine for the game process, coding, electrical components, and hardware construction, etc. There are INTRO, ROULETTE, SLAP, WAR and End Round states in this game. Some important interactive mechanisms with Arduino board for the gaming machine are designed and illustrated in this study. The hardware of the gaming machine consists of an Arduino UNO, a LCD screen, a photo resistor, several resistors, LEDs, buttons, plastic coins, game art decoration and the wood shielding box. Finally, the resultant functions of the gaming machine are tested by playing and the testing results demonstrate the good working performance.
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Abdul Rahim, Abdul Hadi, Muhammad Hafizuddin Hussin, Mohammad Amnan Awang Ali, Muhammad Hanis Roslan, Haslina Hassan, and Radhwa Abu Bakar. "Developing Arabiyatuna Board Game for Engaging Students’ Knowledge Towards the Arabic Language & Culture." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 1325–30. http://dx.doi.org/10.47772/ijriss.2024.803091s.
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This paper presents the development of the “Arabiyatuna” board game, a novel tool designed to enhance students’ understanding of the Arabic language and culture. The game employs engaging, interactive elements to facilitate learning, making it an effective educational resource. By immersing players in various aspects of Arabic language and culture, “Arabiyatuna” aims to foster a deeper appreciation and comprehension of the Arab world. The Arabiyatuna Board Game implements the ADDIE model as the primary model in developing the game. This model was implemented on the students of Kolej Universiti Islam Perlis (KUIPs). As a result, this innovative approach to language learning offers a unique blend of entertainment and education, promising a more engaging and enjoyable learning experience for the learners.
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Tsui, Ming Yan, Oi Lam Ng, and Yeuk Pan Lee. "Examining the Efficacy of a Physical Board Game for Geometric Transformations." European Conference on Games Based Learning 18, no. 1 (2024): 789–98. http://dx.doi.org/10.34190/ecgbl.18.1.2987.
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A group of Hong Kong secondary school mathematics teachers collaborated on the creation of a physical board game, “War of Transformation”, specifically designed to aid Hong Kong Secondary 1 students in applying transformation (i.e. translation, reflection, and rotation) of 2D figures, a topic in the local mathematics curriculum. The objective of the study was to delve into the game design and player experience from the viewpoint of the students as indicators of the effectiveness of the board game, comparing these elements across different abilities. A mixed-method design was adopted, from which data was gathered utilizing questionnaires and a focus group. The study involved a total of 102 junior form students secondary school students from three districts in Hong Kong, with a selected group of five students and three school teachers participating in interviews. The questions for the questionnaire and interviews were derived from the Model for the Evaluation of Educational Games. Quantitative data were used to provide an overview of student experiences, while qualitative data from the interviews provided further insights of the results. The findings revealed that students valued the game’s design and had a positive gaming experience, comparing these elements across different abilities The design of the board and the use of online teaching aids were found to significantly enhance gameplay and learning. This study highlights the potential of thoughtfully designed game-based learning in fostering effective and engaging learning experiences.
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Rahmat, Abdul Khabir, Abdul Hakim Abdul Razak, Muhammad Firdaus Rashid, and Adi Aizat Yajid. "Developing LogistiQuest: A Board Game for Logistics and Project Cargo Management Education." International Journal of Research and Innovation in Social Science IX, no. III (2025): 3887–95. https://doi.org/10.47772/ijriss.2025.90300309.
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This paper presents the development of LogistiQuest, an educational board game designed to enhance learning in logistics and project cargo management. The game integrates key logistics concepts such as route planning, resource allocation, crisis management, and strategic decision-making. It is influenced by popular board games such as Catan, Ticket to Ride, and Pandemic, while incorporating unique elements tailored to logistics education. The development process involved iterative design, playtesting, and refinements based on student feedback. A qualitative study was conducted with 73 students who played the game and provided insights into their learning experience. Their responses highlight the game’s effectiveness in promoting strategic thinking, teamwork, and real-world logistics applications. This paper details the conceptualization, game mechanics, design challenges, and the educational alignment of LogistiQuest, demonstrating its potential as an engaging and interactive learning tool in logistics education.
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Filippov, Andrei K. "CHESS NOTATION IN A POLYCODE TEXT (BASED ON THE GERMAN LANGUAGE)." German Philology at the St Petersburg State University 12 (2022): 160–73. http://dx.doi.org/10.21638/spbu33.2022.108.
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Chess literature is a type of specialized literature with its own metalanguage and tradition of presenting material. The study focuses on the structure of works by Z.Tarrasch and A.Nimzowitsch, which can be viewed as multimodal polycode texts, combining natural language with chess notation, a symbolic system used to record the moves of a chess game. In addition to notation, symbols for evaluating moves play an important role in the texts in question, as well as verbal commentaries explaining what is happening on the board and diagrams visualizing the position on the board at a certain moment in the game. If a fragment of a chess game is presented, the diagram serves as an indication of the initial arrangement of pieces. Thus, the subsequent symbolic notation of moves becomes meaningful only in connection with the diagram. In other cases, the diagrams focus the reader’s attention on the key points of a game. In the digital world, new means for presenting chess games and comments are used. In the e-versions of the books in question, the reader can play the moves of a game on a digital board. At the same time, the structure of the source text undergoes changes: it is divided into blocks, the elements of the notation are presented as hyperlinks, font changes are used, and structural elements are added. In some cases, the specifics of the text requires its additional adaptation to the electronic format.
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Gonzalo-de Diego, Blanca, Alexandra González-Aguña, Marta Fernández-Batalla, et al. "Usability Evaluation of a Board Game for Learning Robotics of Care." Education Sciences 15, no. 4 (2025): 484. https://doi.org/10.3390/educsci15040484.
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Gamification and game-based learning provide the opportunity to acquire knowledge and skills on a given subject in a practical and interactive way. They are an innovative teaching methodology that could be used for competence acquisition in a variety of fields. This study focuses on two domains: technology (including robotics) and care. This study evaluates the usability of RobotCareMaker®, a board game designed to teach care robotics, a branch of robotics oriented towards the study of human care. RobotCareMaker® consists of 106 elements. The playing cards are the engine of the game and the element of interaction between players. A convenience sample was selected. Usability was evaluated by the System Usability Scale (SUS) questionnaire modified for the game, and three questions about the game experience were used. Using a modified SUS questionnaire, 21 participants rated it with an excellent score of 80.36. Over 90% found the instructions clear and error-free. RobotCareMaker® allows teachers, professionals, and nursing students to integrate curricular competencies in novel topics such as care robotics. The result suggests that RobotCareMaker® enhances learning in assistive robotics, improving competencies in education and healthcare.
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Araújo, Gabriel de Oliveira, and Sylker Teles Da Silva. "Codezonia: a game for teaching algorithms and programming to children in an unplugged way." CONTRIBUCIONES A LAS CIENCIAS SOCIALES 17, no. 2 (2024): e4944. http://dx.doi.org/10.55905/revconv.17n.2-007.
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This article describes the development of the educational game CodeZônia, which teaches logical sequencing and algorithms to 6-year-old children. Using Design Thinking, the game was created based on insights from the Immersion phase, including the use of Insight Cards, Affinity Diagram, and Personas. The Ideation phase involved Activities and Brainstorming, Co-creation Workshop, and the creation of the Positioning Matrix. The Prototyping phase defined learning objectives and the design of playful elements. The game includes a board with playful elements representing the Amazon forests and rivers, cards with different functions, and characters inspired by the region. In the Speed mode, players compete to complete logical sequences quickly. The article highlights the importance of design to ensure the accessibility and attractiveness of the game, as well as its educational impact on children's cognitive and creative development.
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Naura Nazivah, Emmareta Fauziah, and Arsita Pinandita. "DESAIN <i>BOARD GAME</i> SEBAGAI MEDIA ASERTIF UNTUK MENGURANGI PERILAKU FOMO PADA GENERASI Z." Jurnal Dimensi Seni Rupa dan Desain 21, no. 2 (2025): 229–44. https://doi.org/10.25105/dim.v21.i2.18687.
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This board game design addresses the FOMO (Fear of Missing Out) phenomenon among Generation Z, which hinders assertive skills and social interactions. The study aims to create an assertive-interactive medium through qualitative methods (interviews, questionnaires, observations) and SWOT analysis to define the USP (Unique Selling Proposition), strategic positioning, and alignment with Jesse Schell’s 4 Elements of Games (Mechanics, Aesthetics, Story, Technology). The resulting board game incorporates mechanics that encourage self-reflection through storytelling and art therapy via expressive imagery . A fantasy-themed visual design aligns with Generation Z’s interest in supernatural characters, motivating them to confront real-life challenges.
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Amrullah, Muhammad Aldiansyah Najib, Aloung Candrika, Naufali Dimas Mahendra, Fauzi Kurniawan Asshidiqie, and Muhammad Setiyawan. "Snake Ladder Modification Boardgame." Jurnal Indonesia Sosial Sains 6, no. 6 (2025): 1810–17. https://doi.org/10.59141/jiss.v6i6.1767.
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This research explores the modification of the traditional Snake and Ladder board game into an educational tool aimed at enhancing memory and basic calculation skills among elementary school children aged 10–11 years. The study addresses the need for engaging learning methods by integrating mathematical challenges, such as addition, subtraction, multiplication, and division, into the game mechanics. The background highlights the game’s potential to combine entertainment with education, fostering cognitive development and social interaction. The objective of this research is to design and test a modified Snake and Ladder board game that serves as an effective educational medium. The methodology involved observational activities, interviews with school principals, and literature reviews of elementary school materials. The game components include question cards, penalty cards, dice, and pawns, with rules designed to reinforce learning through interactive play. Testing was conducted with 10 elementary school students, and feedback was collected via questionnaires. Findings indicate that the game successfully improved students' engagement and understanding of basic math concepts. The visual design and interactive elements were well-received, making learning more enjoyable. The research concludes that the modified board game is a viable tool for educational purposes, offering implications for future applications in classroom settings to enhance traditional teaching methods.
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Ghifari, Fadhil Muhammad, and Ratih Pertiwi. "Warnafusi: A Colour-Based Board Game Framework for Interdisciplinary Education." Indo-MathEdu Intellectuals Journal 6, no. 3 (2025): 4165–68. https://doi.org/10.54373/imeij.v6i3.3337.
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Warnafusi is designed as a creative board game to encourage students to learn across subjects through the combination of colors and the selection of different scenarios. This article reviews how the game has evolved, how it works, and what it can offer to students. The game is designed for 2–4 players who can enjoy the game in 30–60 minutes. By combining gamification, cognitive learning, and social interaction, Warnafusi serves as a versatile tool that enhances interest and memory retention of facts in subjects such as science, math, and history, both in and out of school. Developing Warnafusi followed a qualitative descriptive and iterative process, focusing on the design and analysis of concepts. The prototype was reviewed by a panel of subject matter experts, including educators from diverse disciplines, game designers, and pedagogical consultants. Data were collected through classroom observation, focus group discussions with students, and teacher interviews. The analysis results show that Warnafusi introduces a style that is useful for integrating concepts from color theory, strategy, and social elements into one course. Because its challenge cards are customizable, this course is suitable for learning situations in schools and casual environments. By using color combinations as a method, this course inventively enhances gamification in education by improving a person's mental and social abilities. Warnafusi exemplifies the potential of board games to enrich the learning experience
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Chrusciak, Mariana, Hingred Luz, Rebeca Souza, and Bruna Lopes. "The development and evaluation of an educational board game on basic geotechnical soil characterization." Soils and Rocks 47, no. 2 (2024): e2024003723. http://dx.doi.org/10.28927/sr.2024.003723.
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This paper discusses the potential of gamification as a tool for teaching and learning in geotechnical engineering. Gamification involves incorporating elements of gameplay such as challenges, rewards, competition, and cooperation into teaching and learning environments to make the process more interactive and engaging. Although gamification is widely used in many fields, it is still relatively new in geotechnical engineering. This paper presents the ‘Soil Character’ board game developed by the GeoFUN group as an example of successful gamification in geotechnical engineering education. The game focuses on basic soil characterization, including soil classification systems, index properties, and geotechnical characterization tests such as sieving, sedimentation, and Atterberg limits. The paper provides background information on the development of the game, and a description of the game components. The online Portuguese version of the game was tested with eight civil engineering undergraduate students who had successfully undertaken the introductory soil mechanics module. Student’s satisfaction in terms of game design, rules, and gameplay was measured via a questionnaire. Results of the questionnaires showed that the game was well evaluated in all aspects. Student volunteers reported that they felt very motivated, and that they wished they had been able to play the game when they were learning the topic. Thus, results presented in this paper suggest that gamification has the potential to make geotechnical engineering education more interactive and engaging. Exploring the effectiveness of the game in various contexts and with diverse student populations constitutes a key direction for our future research.
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Bühé-Gramer, Charlotte. "Das Brettspiel «Ab ins Bundeshaus!» zum 50. Jubiläum des Frauenstimmrechts in der Schweiz – ein geschichtsdidaktischer Kommentar." Didactica Historica 8, no. 1 (2022): 143–49. http://dx.doi.org/10.33055/didacticahistorica.2022.008.01.143.
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In celebration of the 50th anniversary of the women’s suffrage in Switzerland and to give people a deeper understanding of its history and achievements, the board game «Ab ins Bundeshaus! Das Schweizer Leiterlispiel» was published. The following article wants to highlight the game’s structural elements and the historical references from the standpoint of history didactics, as well as show the gamification of the history of political equality throughout this game.
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Nuraini, Indah, and Husni Mubarok. "Developing English Board Game to Improve Students’ Speaking Skill." JEELS (Journal of English Education and Linguistics Studies) 12, no. 1 (2025): 501–27. https://doi.org/10.30762/jeels.v12i1.4907.
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This research develops an English board game to improve students’ speaking skills. The aims of this research are 1) to find out the need for analysis of English board games, 2) to investigate their practicality, 3) to evaluate their feasibility, and 4) to examine their effectiveness. This research employed the ADDIE method, beginning with analysis, which revealed that students faced challenges in speaking skills due to conventional learning media. Then, the design phase focused on creating the media tailored to the student’s preferences and learning requirements; the development phase involved incorporating elements that would facilitate speaking practice, and the implementation phase provided the game in real-time. It facilitated speaking practice, and finally, the effectiveness phase was assessed using a T-test. Data was collected through observation, interviews, and questionnaires. These results suggest a significant improvement in students’ speaking skills through the use of innovative and engaging media. Further studies should focus on integrating online platforms and adapting the English board game to different levels of English proficiency.
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Yi-Chin Liu, Noreena, Nooralisa Mohd Tuah, and Darren Ying Chen Yi. "Conceptualizing the ‘All You Can Eat’ game to promote healthy eating habits among young children." Bulletin of Electrical Engineering and Informatics 14, no. 2 (2025): 1507–17. https://doi.org/10.11591/eei.v14i2.8711.
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Childhood obesity is a growing concern globally, with unhealthy eating habits being one of the leading causes. In response, researchers and game designers have investigated the use of serious games to encourage healthy eating among young children. Creating successful serious games to encourage children's good eating habits involves thoughtful consideration of elements such as age-appropriate content, game mechanics, and motivator strategies. The aim of this project is to create a serious game design that promotes and supports healthy eating habits in youngsters. This study evaluates children's existing understanding of nutrition by gathering their comments using a serious game as an example. Various gaming elements are recognized, leading to the creation of a board game named "All You Can Eat" (AYCE). The design evaluation process involves conducting questionnaire surveys and gathering feedback from both parents and children. The results will assist future research in creating and bringing to realisation the AYCE game. This research can be extended to a range of health topics beyond healthy eating habits, such as serious games for learning about cultures and ethics. Researchers, educators, and game designers collaborate to produce unique and interesting games aimed at promoting good eating habits and preventing youngsters’ obesity.
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Epstein, Daniel S., Adam Zemski, Joanne Enticott, and Christopher Barton. "Tabletop Board Game Elements and Gamification Interventions for Health Behavior Change: Realist Review and Proposal of a Game Design Framework." JMIR Serious Games 9, no. 1 (2021): e23302. http://dx.doi.org/10.2196/23302.
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Background Games, when used as interventional tools, can influence behavior change by incentivizing, reinforcing, educating, providing feedback loops, prompting, persuading, or providing meaning, fun, and community. However, not all game elements will appeal to all consumers equally, and different elements might work for different people and in different contexts. Objective The aim of this study was to conduct a realist review of tabletop games targeting behavior change and to propose a framework for designing effective behavior change games. Methods A realist review was conducted to inform program theory in the development of tabletop games for health behavior change. The context, mechanisms used to change behavior, and outcomes of included studies were reviewed through a realist lens. Results Thirty-one papers met the eligibility criteria and were included in the review. Several design methods were identified that enhanced the efficacy of the games to change behavior. These included design by local teams, pilot testing, clearly defined targets of behavior change, conscious attention to all aspects of game design, including game mechanics, dynamics, aesthetics, and the elicitation of emotions. Delivery with other mediums, leveraging behavioral insights, prior training for delivery, and repeated play were also important. Some design elements that were found to reduce efficacy included limited replayability or lack of fun for immersive engagement. Conclusions Game designers need to consider all aspects of the context and the mechanisms to achieve the desired behavior change outcomes. Careful design thinking should include consideration of the game mechanics, dynamics, aesthetics, emotions, and contexts of the game and the players. People who know the players and the contexts well should design the games or have significant input. Testing in real-world settings is likely to lead to better outcomes. Careful selection and purposeful design of the behavior change mechanisms at play is essential. Fun and enjoyment of the player should be considered, as without engagement, there will be no desired intervention effect.
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Chen, Chih-Hung, Sin-Yi Chiu, and Shun-Shii Lin. "Design and Implementation of EinStein Würfelt Nicht Program Monte_Alpha." Electronics 12, no. 13 (2023): 2936. http://dx.doi.org/10.3390/electronics12132936.
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The game of EinStein würfelt nicht involves an element of uncertainty due to die rolling, which poses a big challenge in the development of computer game programs. However, the intriguing nature of probabilistic elements has made this game popular in computer game competitions. This study aimed to develop a high-strength EinStein würfelt nicht program that utilizes an efficient bitboard representation for the game board as well as pre-established probability distribution tables and extensively uses bitwise operations to improve the efficiency of game tree expansion. Additionally, this study attempted to replace random simulation with an evaluation function to enhance the accuracy of the Upper Confidence bounds applied to Trees algorithm. Through this design, we improved the strength of our program, and we hope that this program will be able to achieve additional excellent results in future computer game tournaments.
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Tengku Paris, Tengku Nazatul Shima, and Maimunah Abdul Kadir. "Digital Board Game Using the Theory of Variation to Enhance Grammar Learning." Environment-Behaviour Proceedings Journal 4, no. 12 (2019): 67. http://dx.doi.org/10.21834/e-bpj.v4i12.1829.
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The study is on the use of Throw Back Time (TBT), an interactive digital board game aimed at teaching grammar tenses and aspect. The game exclusively designed according to the Theory of Variation (Marton & Booth, 1997). Four patterns of variation including contrast, separation, generalization, and fusion were used. The study employed a qualitative content analysis in illuminating the principles of the Theory of Variation (ToV) in the design of the grammar exercises in the game. Hence, the study suggests that the elements in the (ToV) governing the tasks in the game delivers positive outcomes to help learners learning grammar.Keywords: Grammar; The Theory of Variation; Interactive; Digital learnerseISSN: 2398-4287 © 2019. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/e-bpj.v4i12.1829
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Kuchcik, Magdalena, Marcin Łączyński, Agata Cieszewska, et al. "Can the serious game serve as a tool for education in founding local adaptation solutions to climate change?" Geographia Polonica 97, no. 4 (2024): 485–98. https://doi.org/10.7163/gpol.0289.
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The article presents the scientific-based strategic board game Neighbourhood with Climate, which aims to become an educational tool for adaptation on a local scale to climate change in temperate climates. The game used in climate education supports citizen engagement, empowering people with the knowledge of nature-based solutions (NbS), which could be applied to prepare and protect themselves and their community from extreme weather in temperate climates. As it combines social engagement and environmental and economic elements, it fulfils the criteria for Education for Sustainable Development. In this game, unlike many other computer or board games, neighbours play on real maps of their estate or neighbourhood and work outthe changes that can be implemented in the city. The paper can encourage scientists to create similar local educational tools for other climate zones and financial realities.
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Megha Chakole. "Optimal Strategy Formulation for Tic-Tac-Toe Using Minimax Algorithm for Interactive Gaming." Communications on Applied Nonlinear Analysis 31, no. 2s (2024): 485–95. http://dx.doi.org/10.52783/cana.v31.662.
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Introduction: This research presents a Python implementation of the classic game Tic Tac Toe utilizing the Tkinter library for the graphical user interface (GUI). The code offers a comprehensive framework for creating an interactive gaming experience, featuring both single-player and multiplayer modes. Key functionalities include mode selection, game board initialization, player moves, win and draw condition checks, and game restart options. The graphical interface provides a visually appealing environment for players to engage with the game, facilitating intuitive interaction through buttons and labels. Notably, the single-player mode incorporates a basic AI component powered by the minimax algorithm, offering players the opportunity to challenge themselves against a computer opponent. Objectives: The main objectives include developing a comprehensive framework for Tic-Tac-Toe, encompassing essential functionalities such as mode selection, initializing the game board, managing player moves, conducting win/draw condition checks, and offering game restart options. Methods: The implementation employs Tkinter to create a user-friendly GUI featuring interactive buttons and visual elements. Game logic is meticulously implemented to regulate player turns, validate moves, and assess win/draw conditions. Additionally, the single-player mode integrates a basic AI component driven by the minimax algorithm for a challenging gaming experience. Results: The resulting implementation boasts a visually appealing interface, complete with dedicated mode selection buttons, interactive game board buttons, thorough win/draw condition checks across rows, columns, and diagonals, and a convenient restart button. The single-player mode successfully emulates human-like gameplay through the AI component. Conclusions: This implementation's simplicity and clarity render it an invaluable resource for beginners delving into GUI development and game programming with Python. Furthermore, the integration of AI functionality caters to advanced users keen on exploring algorithmic game strategies. Ultimately, this paper offers a valuable foundation for learning and comprehending the fundamentals of game development using Python and Tkinter.
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Gatti Junior, Wilian, Beaumie Kim, Liping Liu, and Xingru Lai. "Green Economy Game: A Modular Approach for Sustainable Development Education." International Journal of Designs for Learning 11, no. 2 (2020): 96–107. http://dx.doi.org/10.14434/ijdl.v11i2.25020.
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In this paper, we discuss our approach to designing a board game, the Green Economy, that promotes systems thinking. We anchored our game design process on design-by-analogy and rapid prototyping concepts by taking a modular approach to overcome the trade-off between realism and simplicity. The unique feature of the Green Economy enables players to change the rules of the game during the gameplay, which gives them a partial design opportunity. The theme, sustainable development, was chosen to challenge the players’ systems thinking in sustainable development. Systems thinking enables us to understand and face the complex challenges in global and networked social structures. Our design experience demonstrates the benefit of designing dynamic game elements that involve both strategic gameplay and game (re)design through systems thinking.
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De Mello, Geraldine, Misyana Susanti Husin @ Ma’mor, Nur Hidayatulshima Omar, Kamisah Ariffin, and Mohamad Idham Md Razak. "Grammar Buzz: Let’s Buzz with Grammar." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (2018): 10. http://dx.doi.org/10.24191/ijmal.v2i3.7633.
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Grammar Buzz (GB) is an edutainment board game that helps to promote students’ grammar acquisition and their ability of using English grammar in sentences. It is a multisensory game which requires players to physically throw the dice and move the token to the phrase category destination. Then the players are to construct a grammatically correct sentence using the phrase category. Students who have difficulty with single-modality learning method would benefit from this visual, kinaesthetic and auditory board game as GB supports intentional grammar learning. While the players are doing something fun, they can be learning grammar without noticing it. Past studies found revamping the delivery of grammar lesson to be fun and enjoyable, helped increase learners’ motivation and also interest. Inspired from the Monopoly board game, GB is definitely a creative and innovative alternative to dreary grammar drills. Games can remove boredom without sacrificing repetition that is necessary for successful learning of language elements, especially grammar. GB certainly brings about fun and excitement amongst the players and offers entertaining language practices other than the traditional pencil-paper grammar exercises. GB has huge potential to be commercialized in schools as it is applicable for both students and teachers in schools and also at tertiary level.
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Hense, Jan, Willy Christian Kriz, and Joseph Wolfe. "Putting Theory-Oriented Evaluation Into Practice." Simulation & Gaming 40, no. 1 (2008): 110–33. http://dx.doi.org/10.1177/1046878107308078.
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Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach, which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to SIMGAME, a board game created for secondary school level business education in six European Union countries.
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Gatti Junior, Wilian, Beaumie Kim, Laleh Behjat, Emily Marasco, and Marjan Eggermont. "Game design as reflective pedagogy in entrepreneurship education." European Conference on Games Based Learning 17, no. 1 (2023): 209–19. http://dx.doi.org/10.34190/ecgbl.17.1.1599.
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The relationship between business education and games, primarily simulation games, dates to the 1930s in Europe and the 1950s in the US and continues to grow today. These games are often used to teach action-oriented disciplines, such as marketing, strategy, and entrepreneurship, providing situations in which decision-making under risky circumstances can be practiced. Our research shifts the focus from playing games to designing them for learning. Our game design activity brings the ambiguity and uncertainty from the entrepreneurial environment into the classroom, where risks can be taken, and failure is part of the experience. Students dive into an iterative design process grounded in inquiries and investigations. This requires communication and negotiation skills, aiming to construct dynamic business representations in constant conversation with the situation. Although students' lack of professional experience and game design knowledge poses challenges, the design activity uncovers many learning possibilities and discoveries. Our pedagogical approach attempts to embrace constructionists’ learning characteristics by using a board game to mediate the design process, besides the gameplay. Students' designs should not only reflect their problem-solving experiences, identities, and understandings, but also construct meaning through conceptualizing business interpretations as game elements, mechanics, and rules. Through observations in university classroom settings (Canada, France, and Brazil), we present examples of students' game designs and how they interpreted entrepreneurial challenges through their designs. By employing design thinking to create conceptual representations in a meaningful game, they showed their understanding of entrepreneurship, worldviews, and contextual knowledge grounded in their sociocultural contexts. A board game became a tool that embodied design possibilities based on low-cost resources and was used in classrooms without computers, internet access, or other technical devices. A board game provides an inclusive and immersive learning experience that supports better conceptual understandings of systems, such as entrepreneurial activity. This research contributes not only to understanding the role of board games in business education (in contrast with prevalent digital simulation games) but also motivates the next generation of entrepreneurial educators to experiment with novel teaching methods.
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Shanklin, Stephen B., and Craig R. Ehlen. "Extending The Use And Effectiveness Of The Monopoly® Board Game As An In-Class Economic Simulation In The Introductory Financial Accounting Course." American Journal of Business Education (AJBE) 10, no. 2 (2017): 75–80. http://dx.doi.org/10.19030/ajbe.v10i2.9916.
Full textAbstract:
This paper extends the use of the Monopoly® board game as an economic simulation exercise designed to reinforce an understanding of how the accounting cycle impacts the financial statements used to evaluate management performance. This extension adds elements of debt not previously utilized to allow for an introduction of the fundamentals of ratio analysis at a foundation level in financial accounting instruction. This extended approach uses the rules and strategies of a familiar board game to create a simulation of business and economic realities, which then becomes an effective, interactive, in-class financial accounting practice set. The unique combination of each player’s skill and luck provides for unlimited outcome possibilities, delivering an interpretive result that students can neither predict nor easily manipulate. This pedagogical approach serves to provide students with a sense of proprietorship in the activities of the instruction and fosters a competitive spirit to succeed in class activities that will ultimately be presented to the entire class. While the instructor surrenders a significant level of control in the class exercise, the uniqueness of each Monopoly® team’s game results requires active engagement in-class and additional individual effort on the follow-up assignments outside the classroom. In the previous use of the Monopoly® board game, the class activity provided a valuable parallel for reality in practicing the financial accounting cycle and emphasizing its use by external parties. Because of the dynamic sense of capturing the “real-time” aspect of the game into finished financial statements for analysis, students start to sense a greater appreciation for the role that accounting cycle activities play in business reporting and the assessment of operating results. Using the Monopoly® board game in the first course in financial accounting tends to generate a higher level of competitive energy in the classroom experience, with more actively engaged students grasping the nature and purpose of the financial accounting system more quickly and actively than with other pedagogical approaches previously used. More recently, using Microsoft Excel to reflect the game results and present the financial statements has added to the robust learning experience achieved by incorporating the Monopoly® board game.
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Torres, Karoline Zuleyka, and Fiorella Vargas-Agüero. "Pedagogical Process to Generate Community Learning Through the Participatory Design of a Board Game." Revista Electrónica Educare 29, no. 1 (2024): 1–20. https://doi.org/10.15359/ree.29-1.18554.
Full textAbstract:
Introduction. Didactic games constitute a powerful tool in both formal and non-formal educational contexts. This study implements a general pedagogical process based on the participative design of a didactic board game to facilitate an educational environment for community learning. Methods. Eighteen elderly individuals experiencing homelessness volunteered to participate in the study, all of whom were users of the shelter Centro Dormitorio Municipal San José in Costa Rica. The research employed interviews, dialogue circles, mental maps, brainstorm circles, and checkpoints. To ensure the transparency of the study, participants validated all information during evaluation sessions throughout the research process. Data collection techniques entailed a field diary and participant observation, supplemented by data categorization through the creation of matrices and classification based on similarities that were approved and evaluated by participants and later used in the creation of the board game. Participants worked together, along with researchers, to design a board game during weekly meetings held over a 1.6-year period. During this period, a pedagogical process was proposed that consisted of five phases (diagnosis, testing, creation, application and improvement, and dissemination); they are adaptable to diverse educational environments. Results. The board game potentialized three socio-emotional abilities identified as needs for this elderly population during the study: self-regulation, self-motivation, and self-knowledge. These elements were vital for participant engagement and for establishing significance in the learning experience, adding intention to the design and consciousness to the pedagogical process. Discussion. A holistic vision in our approach and methodology was vital for achieving the universal reach expected from the pedagogical process developed in this study. Here, we present a process that can be applied in diverse contexts to achieve the participatory creative design of a didactic board game and create opportunities for community learning.