Relevant bibliographies by topics / Learning with game

Contents

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

Academic literature on the topic 'Learning with game'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Learning with game"

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Sutopo, Hadi. "Mobile Game Developing: Math Mobile Game Learning Model." International Journal of Information and Electronics Engineering 7, no. 2 (2017): 62–67. http://dx.doi.org/10.18178/ijiee.2017.7.2.662.

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Nadir, Hamid. "Learning game design while playing games." Journal of Technology-Integrated Lessons and Teaching 3, no. 1 (2024): 3–20. http://dx.doi.org/10.13001/jtilt.v3i1.8485.

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This course investigated game design competencies of graduate students as they engaged in gameplay and learned about game-related concepts, including gamified approaches, game-based learning (GBL), design thinking, maker technologies, and game designs. Students were introduced to the week's topic beforehand and collaborated on design projects during class sessions. Students played a different game each week, focusing mainly on game mechanics. Through the utilization of foundational readings, video tutorials, discussions, assignments, and guidance from the instructor and a guest speaker, students developed a comprehensive understanding of game design principles. This understanding ultimately led them to design both board and video games. No prior programming or game design experience was necessary.
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Alonso-Fernandez, Cristina, Cano Ana R., Antonio Calvo-Morata, Manuel Freire, Ivan Martinez-Ortiz, and Baltasar Fernandez-Manjon. "Lessons learned applying Learning Analytics to assess Serious Games." Computers in Human Behavior 99 (September 1, 2019): 301–9. https://doi.org/10.5281/zenodo.3236038.

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Serious Games have already proved their advantages in different educational environments. Combining them with Game Learning Analytics can further improve the life-cycle of serious games, by informing decisions that shorten development time and reduce development iterations while improving their impact, therefore fostering their adoption. Game Learning Analytics is an evidence-based methodology based on in-game user interaction data, and can provide insight about the game-based educational experience promoting aspects such as a better assessment of the learning process. In this article, we review our experiences and results applying Game Learning Analytics for serious games in three different scenarios: (1) validating and deploying a game to raise awareness about cyberbullying, (2) validating the design of a game to improve independent living of users with intellectual disabilities and (3) improving the evaluation of a game on first aid techniques. These experiences show different uses of game learning analytics in the context of serious games to improve their design, evaluation and deployment processes. Building up from these experiences, we discuss the results obtained and provide lessons learnt from these different applications, to provide an approach that can be generalized to improve the design and application of a wide range of serious games in different educational settings.
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Allen, Amanda K. "The Hunger Games Game: Exploring Ideology through Game-Based Learning." Lion and the Unicorn 45, no. 3 (2021): 313–19. http://dx.doi.org/10.1353/uni.2021.0027.

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Lin, Heng-Sheng, Chih-Yun Chiang, Cheng-Wei Huang, Chao-Cian Wu, and Shuo-Jun Hong. "From Gamer to Game Designer." International Journal of Game-Based Learning 15, no. 1 (2025): 1–38. https://doi.org/10.4018/ijgbl.371418.

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Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling to read Chinese text to use their logical skills and creativity to incorporate the Bopomofo phonetic alphabet into the Rummikub strategy board game. Over six weeks of tutoring, the students shifted from a passive to an active learning attitude, enhancing their enthusiasm for learning. The Zhuyin Fuhao Rummikub board game developed by them received positive feedback in several areas: game experience (4.42/5), self-assessment of learning outcomes (4.31/5), clarity of rules (4.52/5), and learning motivation (3.85/5 and 3.79/5). These results indicate that the board game is highly effective and well-received, underscoring its value in Chinese language learning and teaching. In conclusion, this teaching module can benefit students, educators, and parents. Educators can use this game-based design to inspire the creation of more engaging instructional content.
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Hanghøj, Thorkild, Sara Hajslund, and Stine Ejsing-Duun. "The challenges of designing learning games: Interviewing professional learning game designers." European Conference on Games Based Learning 16, no. 1 (2022): 263–70. http://dx.doi.org/10.34190/ecgbl.16.1.669.

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The professional practice of designing digital learning games has existed for more than four decades. Even though considerable work has been done on research and development projects that include learning games (e.g., through Design-Based Research projects), there is relatively limited research on how professional learning game designers work, and what design challenges they face when trying to develop learning games for K-12 educational contexts. In this explorative interview study, we take a closer look at the design challenges that experienced learning game designers face during the design process, and what complexities and dilemmas they need to balance in doing so. The interview study is based on extended semi-structured interviews with five experienced learning game designers from five different learning game companies from Europe and the US. Having transcribed and coded the interview data, we conducted a thematic analysis to address the following research question: How do learning game designers experience and manage the different knowledge forms and design challenges that emerge when developing games for K-12 educational contexts? To answer this question, we draw on insights from design theory and domain theory, which allows us to map and analyse how the learning game designers try to establish links between different forms of knowledge across three domains: the pedagogical domain, the disciplinary domain, and the game design domain. Based on the thematic analysis, we identify three design principles across these domains, which are central to the learning game design process: 1) creating a shared language and repertoire for the involved actors (e.g., game designers, subject matter experts, and educational practitioners) across the three domains, 2) establishing meaningful links between educational aims and game elements, and 3) considering the educational context of the learning game. Addressing these design principles are all crucial, when engaging in the highly complex task of designing games for educational purposes.
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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.

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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the 
 <e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.
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Mark, Muhhin, Nael Daniel, Tunnel Raimond-Hendrik, and Norbisrath Ulrich. "Adventure and Quiz Learning Game Based on a Virtual Tour of a Video Game Museum." International Journal of Software Engineering & Applications (IJSEA) 14, no. 1 (2023): 23–37. https://doi.org/10.5281/zenodo.7694982.

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With the digital age influenced by the COVID-19 pandemic, more education and communication has moved to online environments. This may limit the amount of impactful experience necessary for successful learning. In this paper, we describe the design of an educational game implemented for an online course on video game history. The learning game we developed takes place inside a virtual tour made from a realworld video game history museum. Thus, we first analyze the context of an educational experience a real museum provides. The designed game mainly mimics multiple-choice tests from the course. Based on these, we performed a study in the pilot run of the course, in which participants solved the tests and played the game in two groups. The course participants filled out two questionnaires for self-assessing their motivation and giving qualitative feedback on both the tests and the game. In this paper, we provide the results collected for the time it takes to complete, the received score, estimated motivation, and a qualitative feedback analysis regarding doing the tests versus playing the created learning game.
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Avouris, Nikolaos, and Nikoleta Yiannoutsou. "A Review of Mobile Location-based Games for Learning across Physical and Virtual Spaces." JUCS - Journal of Universal Computer Science 18, no. (15) (2012): 2120–42. https://doi.org/10.3217/jucs-018-15-2120.

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In this paper we review mobile location-based games for learning. These games are played in physical space, but at the same time, they are supported by actions and events in an interconnected virtual space. Learning in these games is related to issues like the narrative structure, space and game rules and content that define the virtual game space. First, we introduce the theoretical and empirical considerations of mobile location based games, and then we discuss an analytical framework of their main characteristics through typical examples. In particular, we focus on their narrative structure, the interaction modes that they afford, their use of physical space as prop for action, the way this is linked to virtual space and the possible learning impact the game activities have. Finally we conclude with an outline of future trends and possibilities that these kinds of playful activities can have on learning, especially outside school, like in environmental studies and visits in museums and other sites of cultural and historical value.
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Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.
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Dissertations / Theses on the topic "Learning with game"

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Areizaga, Ander. "Programming learning games : Identification of game design patterns in programming learning games." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17230.

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There is a high demand for program developers, but the dropouts from computer science courses are also high and course enrolments keep decreasing. In order to overcome that situation, several studies have found serious games as good tools for education in programming learning. As an outcome from such research, several game solutions for programming learning have appeared, each of them using a different approach. Some of these games are only used in the research field where others are published in commercial stores. The problem with commercial games is that they do not offer a clear map of the different programming concepts. This dissertation addresses this problem and analyses which fundamental programming concepts that are represented in commercial games for programming learning. The study also identifies game design patterns used to represent these concepts. The result of this study shows topics that are represented more commonly in commercial games and what game design patterns are used for that. This thesis identifies a set of game design patterns in the 20 commercial games that were analysed. A description as well as some examples of the games where it is found is included for each of these patterns. As a conclusion, this research shows that from the list of the determined fundamental programming topics only a few of them are greatly represented in commercial games where the others have nearly no representation. This shows potential spots for future research in games for programming teaching.
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DeRouin-Jessen, Renee. "GAME ON: THE IMPACT OF GAME FEATURES IN COMPUTER-BASED TRAINING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3142.

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The term "serious games" became popularized in 2002 as a result of an initiative to promote the use of games for education, training, and other purposes. Today, many companies are using games for training and development, often with hefty price tags. For example, the development budget for the U.S. Army recruiting game, "America's Army" was estimated at $7 million. Given their increasing use and high costs, it is important to understand whether game-based learning systems perform as billed. Research suggests that games do not always increase learning outcomes over conventional instruction. However, certain game features (e.g., rules/goals, fantasy, challenge) might be more beneficial for increasing learner motivation and learning outcomes than other game features. This study manipulated two specific game features: multimedia-based fantasy (vs. text-based fantasy) and reward (vs. no reward) in a computer-based training program on employment law. Participants (N=169) were randomly assigned to one of the four experimental conditions or to a traditional computer-based training condition. Contrary to hypotheses, the traditional PowerPoint-like version was found to lead to better declarative knowledge outcomes on the learning test than the most game-like version, although no differences were found between conditions on any of the other dependent variables. Participants in all conditions were equally motivated to learn, were equally satisfied with the learning experience, completed an equal number of practice exercises, performed equally well on the declarative knowledge and skill-based practice, and performed equally well on the skill-based learning test. This suggests that adding the "bells and whistles" of game features to a training program won't necessarily improve learner motivation and training outcomes.<br>Ph.D.<br>Department of Psychology<br>Sciences<br>Psychology PhD
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Friis, Nicolai. "Computer game based learning - SimComp." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9207.

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<p>This report is the result of a computer architecture simulation game development project. The goals of the project were to develop conceptual ideas for a game that could be used in teaching computer architecture at a university level and develop a prototype of game. The game should be based on simulation and the BSPlab simulator. Two types of simulation games were identified; observer and participant. The observer type puts the player outside the simulation and the participant type puts the player inside the simulation. The observer type of simulation game was selected as best suited for a game about computer architecture and simulation. Three conceptual ideas for types of observer simulation games were developed; Computer Tycoon, which puts the player in charge of a company. Computer Manager, which puts the player in the role of manager of a computer team and Computer Builder, which lets the player construct a computer city. The Computer Manager idea was developed further. The player is put in the role of the manager of a computer team. The team competes in a league against other teams, playing a series of matches against each other. A ranking system shows how well the teams have done and in the end of the series a winner will be declared. This is similar to a football-league. A simple prototype of the Computer Manager idea was designed and implemented in Java for use in evaluation of the idea.</p>
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TÅNGNE, AMILIA, and IRINA DOBROSMYSLOVA. "Higg Index Learning Board Game." Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17389.

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The background of this project is the need of a better understanding of what sustainable development is and what tools can be used in the fashion supply chain to decrease its ecological footprint. For that purpose the researchers have endeavored to create a new learning board game for fashion industry students that could teach them the basic principles of sustainability and Higg Index. The developed Higg Index Board Game is part of the collaborative work of Swedish School of Textiles and Sustainable Apparel Coalition. The study about the teaching effect of the new game was carried out with a quasi-experimental design and comprised two workshops with the master students from the Swedish School of Textiles as participants. The first workshop was conducted to analyze the principles and environment of the Lean Game that served as a basis for the new game. After that the researchers elaborated the structure and rules for the new game with help of the game-theory and conducted a trial testing of the game to exclude possible basic errors. The Higg Index modules were integrated in the structure of the game in the form of facilities and product-choices that could affect the economy of the game. The second workshop was devoted to playing the new Higg Index Game and evaluating its sustainability teaching effect. The participants were tested with pre- and post-test questionnaires and also observed by the researchers under their discussions during the game. The tests analysis showed that the Higg Index Game teaches lean philosophy, fashion supply chain’s entity and hot spots, and to some extent sustainability and the Higg Index’ function. After playing the game the participants increased their knowledge about sustainability by 10,1%. The researchers concluded that the game can become a teaching module in the sustainability education programs for fashion and textile students and other stakeholders - academics, managers, consultants etc., but needs some further development. Thus, in this study the Higg Index Game is presented as a prototype for future improvements.<br>Program: Textilt management, styrning av textila värdekedjor
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Blankenship, Jessica. "Machine Learning and Achievement Games." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1590713726030926.

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Miles, Jonathan David. "Machine Learning for Adaptive Computer Game Opponents." The University of Waikato, 2009. http://hdl.handle.net/10289/2779.

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This thesis investigates the use of machine learning techniques in computer games to create a computer player that adapts to its opponent's game-play. This includes first confirming that machine learning algorithms can be integrated into a modern computer game without have a detrimental effect on game performance, then experimenting with different machine learning techniques to maximize the computer player's performance. Experiments use three machine learning techniques; static prediction models, continuous learning, and reinforcement learning. Static models show the highest initial performance but are not able to beat a simple opponent. Continuous learning is able to improve the performance achieved with static models but the rate of improvement drops over time and the computer player is still unable to beat the opponent. Reinforcement learning methods have the highest rate of improvement but the lowest initial performance. This limits the effectiveness of reinforcement learning because a large number of episodes are required before performance becomes sufficient to match the opponent.
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Zagal, José Pablo. "Supporting learning about games." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.<br>Committee Chair: Bruckman, Amy; Committee Member: Guzdial, Mark; Committee Member: Juul, Jesper; Committee Member: Kolodner, Janet; Committee Member: Mateas, Michael.
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Öhman, Sebastian. "Game mechanics, Role play, and Narrative - Critically learning values through games." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20585.

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In 2018, the Swedish Parliament decided to make the UN Convention on the Rights of the Child acivil law, which will be implemented in the year 2020. The consequences of the decision are notunproblematic. The public debate, as well as research, shows that parents have a problem seeing howtheir style of parenting could correlate with the Convention’s legal text. The parents expresshopelessness towards the notion of child upbringing.This thesis is an exploratory pilot study aiming to prepare and generate new knowledge for a projectcommissioned by Save the Children with the goal to develop a game to decrease the knowledge gapbetween parents and children regarding what the Convention means for their relationship. The thesisalso asks the question: how can a game, played by parents and children meant to teach them about softvalues in accordance with the Convention look like.Beyond traditional qualitative research methods, this thesis used Research through Design anddeveloped a presumptive prototype for the project in order to explore the research subject. Findingsshowed that the games narrative and the power to change the narrative through player choices play anessential part in the participant’s ability to immerse in the game, and that this interactive narrative isclosely connected with the ability to learn. The thesis also shows designer directions to consider whendeveloping a game meant to teach the players about soft values.
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Patel, Purvag. "Improving Computer Game Bots' behavior using Q-Learning." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1966544161&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Berger, Ulrich. "Learning to trust, learning to be trustworthy." WU Vienna University of Economics and Business, 2016. http://epub.wu.ac.at/4806/1/wp212.pdf.

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Interpersonal trust is a one-sided social dilemma. Building on the binary trust game, we ask how trust and trustworthiness can evolve in a population where partners are matched randomly and agents sometimes act as trustors and sometimes as trustees. Trustors have the option to costly check a trustee's last action and to condition their behavior on the signal they receive. We show that the resulting population game admits two components of Nash equilibria. Nevertheless, the long-run outcome of an evolutionary social learning process modeled by the best response dynamics is unique. Even if unconditional distrust initially abounds, the trustors' checking option leads trustees to build a reputation for trustworthiness by honoring trust. This invites free-riders among the trustors who save the costs of checking and trust blindly, until it does no longer pay for trustees to behave in a trustworthy manner. This results in cyclical convergence to a mixed equilibrium with behavioral heterogeneity where suspicious checking and blind trusting coexist while unconditional distrust vanishes. (author's abstract)<br>Series: Department of Economics Working Paper Series
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Books on the topic "Learning with game"

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Ifenthaler, Dirk, Deniz Eseryel, and Xun Ge, eds. Assessment in Game-Based Learning. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3546-4.

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Rapier, Earl. Pool: Learning one pocket. POOL, 1993.

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Mayer, Brian. Libraries got game: Aligned learning through modern board games. American Library Association, 2010.

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1977-, Harris Christopher, ed. Libraries got game: Aligned learning through modern board games. American Library Association, 2010.

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Bohnert, Suzy Beamer. Game-day youth: Learning baseball's lingo. B&B Pub., 2010.

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Aprea, Carmela, and Dirk Ifenthaler, eds. Game-based Learning Across the Disciplines. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5.

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Daniela, Linda, ed. Smart Pedagogy of Game-based Learning. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76986-4.

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Barr, Matthew. Graduate Skills and Game-Based Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27786-4.

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Wang, Huiwei, Huaqing Li, and Bo Zhou. Distributed Optimization, Game and Learning Algorithms. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4528-7.

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Romero, Margarida, Kimberly Sawchuk, Josep Blat, Sergio Sayago, and Hubert Ouellet, eds. Game-Based Learning Across the Lifespan. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-41797-4.

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Book chapters on the topic "Learning with game"

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Durlauf, Steven N., and Lawrence E. Blume. "Learning and Evolution in Games: Belief Learning." In Game Theory. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230280847_20.

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Becker, Katrin. "Digital Game-Based Learning: Learning with Games." In Choosing and Using Digital Games in the Classroom. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_2.

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Xu, Chong-wei. "Chess-Like Games: A Game Othello." In Learning Java with Games. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72886-5_20.

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Schrader, Claudia. "Serious Games and Game-Based Learning." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_74.

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AbstractThis chapter summarizes theory and empirical research concerned with the use of serious games and game-based learning in educational contexts. Relevant characteristics and theoretical foundations of the value of games are assessed. The reviewed empirical findings indicate a strong effect of serious games and game-based learning on learner motivation, affect, and cognitive outcomes. However, the direction of their impact is not always straightforward as it depends on the interplay of conditions including the game type, design features, learner characteristics, and learning activities. This chapter suggests that developers and educators take this interplay into account to ensure optimal learner experiences when developing or choosing serious games or game-based learning approaches for educational purposes.
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Schrader, Claudia. "Serious Games and Game-Based Learning." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_74-1.

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AbstractThis chapter summarizes theory and empirical research concerned with the use of serious games and game-based learning in educational contexts. Relevant characteristics and theoretical foundations of the value of games are assessed. The reviewed empirical findings indicate a strong effect of serious games and game-based learning on learner motivation, affect, and cognitive outcomes. However, the direction of their impact is not always straightforward as it depends on the interplay of conditions including the game type, design features, learner characteristics, and learning activities. This chapter suggests that developers and educators take this interplay into account to ensure optimal learner experiences when developing or choosing serious games or game-based learning approaches for educational purposes.
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Shiralkar, Shreekant W. "Bidding Game." In IT Through Experiential Learning. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2_3.

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Shiralkar, Shreekant W. "Blindfold Game." In IT Through Experiential Learning. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2_4.

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Shiralkar, Shreekant W. "Arrangement Game." In IT Through Experiential Learning. Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2421-2_5.

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Chen, Guanrong, and Yang Lou. "Communications with Learning Errors." In Naming Game. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05243-0_5.

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Dabbagh, Nada, Angela D. Benson, André Denham, et al. "Game-based Learning." In SpringerBriefs in Educational Communications and Technology. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22963-8_6.

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Conference papers on the topic "Learning with game"

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George, Rohan Rockie, and Veena S. "Gamer-Learner: Developing an Engaging Educational Game." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834382.

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Kumarakrishnan, S., S. Geetha, J. Madhusudanan, and V. Prasanna Venkatesan. "Game-Based Learning Systems." In 2024 International Conference on System, Computation, Automation and Networking (ICSCAN). IEEE, 2024. https://doi.org/10.1109/icscan62807.2024.10894679.

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Iskandar, Karto, Ferrari Anca Wijaya, Lalu Faishal Aswin, Fenny Tasya Zalsabiella, and Maria Grace Herlina. "Game On: Boosting Early Learning Through Fun Educational Games." In 2024 International Conference on Information Management and Technology (ICIMTech). IEEE, 2024. https://doi.org/10.1109/icimtech63123.2024.10780914.

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Gupta, Shivam, Nancy Nancy, Priyanshu Kumar Saw, Atul Raj, Amit Kumar, and Kushagra Agrawal. "Developing Game AI for Classic Games Using Reinforcement Learning." In 2024 IEEE 1st International Conference on Green Industrial Electronics and Sustainable Technologies (GIEST). IEEE, 2024. https://doi.org/10.1109/giest62955.2024.10960023.

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Florea, Adrian, Elimelec Burghelea, Delilah Florea, and Arpad Gellert. "MINIGL: GAME AND LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-027.

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"Learning may be boring! Try different games in the morning!" We just paraphrased a radio formula in order to explain that it is not need to force students to learn, but we can offer them attractive ways of acquiring knowledge, for example a game. Because nowadays almost every person has a smartphone, and students use smartphones more than PCs, we build games available to mobile devices (smartphone, tablets). Thus, even if they play simple exercises, their brain is working. Furthermore, by a mechanism of reward, they are motivated and want to play again in order to improve their performance, skills, understand solving methods and discover new things. This project targets a large audience. It contains easy games for children, hard games for adults, but those share a thing in common: learning in a pleasant way. It also targets new developers who would like to make their first game application, but starting from scratch is hard for them. By easily adding new features they will be motivated to do something more. Others can play various games while testing their knowledge and can improve their performance because this application provides some training levels. It doesn't matter how they use this game, in the end everybody wins. The purpose of this paper is both to develop enhanced skills of computing, attention and memorizing for games' users and to create programming skills on portable media devices for coders, namely developing the first game for smartphone by a beginner. We implemented in Java under Eclipse framework some educational games for math learning and for testing the cognitive capacity of memory. The applications run on Android mobile phone or on desktop computers having Android emulator with a newer version than 2.2 (Froyo). Our choice is motivated by the fact that, according to market research 49.2% of mobile devices sold worldwide in 2012 have used Android System Architecture. The implemented games are time-dependent straight influencing the score. The MiniGL tool is currently used by students and teachers at Java and Games Programming laboratories from academia especially belonging to "Samuel von Brukenthal" National College and "Lucian Blaga" University (LBUS), both from Sibiu. MiniGL assures the following features specific to almost all educational tools: free availability for use, open-source, flexibility, extensibility and partial portability. The application's source code can be found at https://github.com/coloredflare/MiniGL. The results of a survey on second year students of the Computer Science and Electrical Engineering department LBUS about MiniGL usefulness shows that our students consider MiniGL a valuable learning tool.
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Atorf, Daniel, Sergius Dyck, and Ehm Kannegieser. "Integrating System-independent Learning Content with the Benefits of Digital Game Based Learning." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001150.

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Serious games following the ideas of Digital Game Based Learning by Marc Prensky mainly focus on designing a learning system which feels like a real game while also teaching learning objectives. These games utilize intrinsic motivation, influencing learning effects positively. Previous studies and evaluations identified a demand for a more modular and streamlined framework. Such a framework should provide independence between knowledge domain (mainly content for learning objectives) and the game itself (mainly game mechanics and game loop). Implementing standards will enable incorporating multi-faceted knowledge domains of third-party learning systems. This paper reviews state-of-the-art methods and technologies that enable learning systems to invoke and communicate with other external learning systems. In the second step, the methods and technologies are discussed. Based on the discussion, a conceptual design and a system architecture is presented. The paper concludes with recommendations for future work.
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Silveri, Luana. "THE GAME OF LEARNING! APPROACHING ECOSYSTEMS THROUGH BOARD GAME DESIGN." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end037.

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"Game-based learning is proven to be a motivational and effective approach, especially in STEM education. However, the process of developing a game is rarely used as an educational tool. Ecology is part of the science curriculum in Italian high schools, but for students results not easy to understand the ecosystem structures and functions from a systemic perspective. Furthermore, addressing ecological issues in a changing world will request them not a reductionist approach but a systems perspective. In this work our main objective is to consider further possibilities offered by board games, exploiting not only the game experience but also the use of the game design process as an immersive motivational learning tool for science, with a learning by doing approach. Ten students have been engaged (16-18) in two activities: events to test and analyse cooperative board games and a laboratory for the development of a new board game on ecosystems (""YouTopia – La Valle ecosistemica""). Two focus groups were conducted, before and at the end of the laboratory, to test students' engagement and to collect feedback about the efficacy of the method to boost interest and specific knowledge in ecology. The research reveals that game development can foster system thinking skills among students, and act as a powerful learning tool for complex subjects such as ecology. Results are encouraging and the proposed approach has the potential to be applied and replicated in high school and middle school, to foster students’ engagement in tackling and understanding topics such as evolution, genetics other topics characterized by complexity and systemic approach. Preliminary results show as the YouTopia game could be a valid tool for citizenship education. By playing the game, students investigate and practice democracy, the mechanisms of land planning and natural resources protection, and the principle of coresponsibility in making choices for the future."
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Ursache, Mariana, Savin dorin Ionesi, and Dorin Dan. "GAME BASED LEARNING IN TEXTILE ENGINEERING EDUCATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-273.

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The purpose of this paper is to describe how the game-based learning is working in academic context, how we have used it and what kind of experiences we have got of it. One of the objectives of using serious games for formative purposes is to help students to improve their learning and thinking skills. This paper presents how a practical laboratory within the curricula of "Knitting and Clothing Technology" BSc program at the Faculty of Textiles, Leather and Industrial Management from Ia?i, Romania, have been taught experimentally through the game-based learning method. The game was designed in php and html programs. The user interface allows the player (student) to interact with game elements, for example: play, load/save, end game, options buttons, and exit. The interface also includes some built-in information: game name, variance, rules. At the end of game, the score and time consumed are given. The game was designed so that it can be used both for learning and for assessment. The new learning method was applied with two groups of twelve students each. Other two groups of students (considered as control groups) have studied using the usual method. The level of understanding through the acquisition of knowledge and abilities revealed the effects of the applied method. The paper gives an idea about teaching certain concepts and processes like those in knitting technology in the form of a game. Among the benefits from using games in learning that one can take into consideration are the followings: - the students were more interested and involved in their learning when playing the game than when were just sitting and listening. - the small-scale experiment may be replicated or adapted to other units within Knitting and Clothing Technology curricula which aim to equip students with clear understanding of technological processes.
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Boboc, Andreealarisa, Ivona Stoica, Cristina Niculescuciocan, and Gheorghe Orzan. "GAMIFICATION AND GAME-BASED LEARNING - A SOLUTION FOR ROMANIAN EDUCATION SYSTEM?" In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-033.

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Throughout history, many people have supported the use of game and gaming-inspired design in order to improve the human life. In the middle of 2000s, the confluence of web technologies, digital business models and online games gave rise to the latest manifestation of this basic idea. Large organizations have begun to explore gaming as a way to motivate people and improve user experience. Gamification is applied from education and training to health, management, innovation, employee involvement, patrimony, crowdsourcing, civic engagement and marketing (Seaborn &amp; Fels, 2015). Also, mobile applications and different sites have borrowed design elements (points, badges, or social networking game rankings and meta-game systems) to motivate users' activity. More and more curious or enthusiastic people from different fields of activity are moving towards this term. Game-based learning represents an education learning method through games. The present paper aims to highlight the importance of gamification and game-based learning used in education. It has been realized an experiment to students for seeing, if the game-based learning technique has any effect on them, becoming more motivated to learn or changing their attitude or behaviour. The experiment has been based on two groups of students; the first one, had received a test paper and the second one had to pass a quiz, built to the online platform, called kahoot.it, after they read a paper about marketing research subject. The results have been analysed by the help of SPSS 22.0 program, and the hypotheses were verified with independent t test. The experimental model used for research was post-test with control. This study contributes to the developing of education system using modern techniques, in order to improve the student knowledge.
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Vasilateanu, Andrei, Sebastian Wyrazic, and Bujor ionel Pavaloiu. "A SCIENCE FICTION SERIOUS GAME FOR LEARNING PROGRAMMING LANGUAGES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-082.

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The paper presents a serious game, implemented as a software application, aimed towards beginner programmers with the purpose of teaching programming languages fundamentals. The application is a top-down 2D game combining elements from the shooter and strategy (particularly tower defense) genres, with high-level visual programming elements, giving it an educational component. The user creates the scripts in a visual manner, creating the flow of scripting elements then programming each element. Serious games are games which are designed and developed without having entertainment as their main purpose. Instead, their primary purpose is to educate, train, or inform their audience. The meaning of the term has evolved in the last few years and currently it is usually assumed that serious games are video games, rather than physical, non-digital games. Digital game-based learning is a subset of serious games having as a main purpose to educate the player through the use of video games. Video games manage to keep the players interested, even if they find themselves in challenging situations, and this is on account of the intrinsic motivation they achieve to maintain on the players. What makes learning an intrinsically motivating process is similar to what makes a video game intrinsically motivating, this being challenge, curiosity, fantasy and control. Contextualization, personalization, and choice improve the intrinsic motivation of a learner, thus increasing their degree of engagement in the learning process and ameliorating their learning performance. These three properties are often present in most video games. This compatibility between video games and learning makes integrating the one to the other an easier accomplishment. While some other serious games aimed at programming exist, such as RoboCode, CodeCombat, Kernel Panic, CoLoBoT, CeeBot, CodeSpells, there is still much room for innovation, and our application explores new features and modes of play, focusing more on the program structure and logic than on the syntax.
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Reports on the topic "Learning with game"

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Ennis, Linda. Game-Based Learning: An Instructional Tool. Iowa State University, 2018. http://dx.doi.org/10.31274/cc-20240624-776.

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Thompson, Michael, and Cynthia Irvine. Active Learning with the CyberCIEGE Video Game. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada547670.

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Seshia, Sanjit A., and Alexander Rakhlin. Quantitative Analysis of Embedded Software Using Game-Theoretic Learning. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada538736.

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Popovi, Zoran. Engage: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada562150.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada564820.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada564831.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada564833.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada568957.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada570550.

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Popovic, Zoran. ENGAGE: A Game Based Learning and Problem Solving Framework. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada573148.

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