Academic literature on the topic 'Logical thinking games'
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Journal articles on the topic "Logical thinking games"
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Tsalapatas, H. "Programming Games for Logical Thinking." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (2013): e4. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e4.
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Taja-on, Evan. "Game Aided Instruction: Enhancing Critical Thinking Through Logical Mathematical Games." School of Education Research Journal 1, no. 1 (2021): 1–15. https://doi.org/10.13140/RG.2.2.16436.17288.
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Game-based learning includes instruction and discipline that inculcates authentic game experiences (Cicchino, 2015). This research investigated the use of game-based learning on enhancing the critical thinking of college mathematics students enrolled in the subject Mathematics in the Modern World for the time span of 5–months. The Study Utilized the logical-mathematical games that enhanced their critical thinking and decision-making on mathematical problems. The collection of the data included for the most part, the content tests, the score of the students on the given logical mathematical games, their rating on the critical thinking rubric, and an unstructured interview. The results revealed that game-aided instruction has a highly significant impact on the students’ academic performance and critical thinking ability. The result further shows that game-aided instruction is more effective when compared to a learner-centered instruction. Also, the result shows a very strong correlation on the students’ game score and critical thinking rating, with a coefficient value of r = 0.905. The result also suggests that age and gender have no significant part to play when thinking critically. This positive impact of logical-mathematical games can be attributed to its active game-play mechanics, player interaction and discussion, and its engaging and fun nature making it a good motivational tool.
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Ismoilova, Sabina Erkin qizi. "THE DEVELOPMENT OF COGNITIVE ACTIVITY IN PRESCHOOL CHILDREN OF MIDDLE AGE THROUGH DIDACTIC GAMES." INTERNATIONAL SCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES 2, no. 1 (2025): 65–71. https://doi.org/10.5281/zenodo.14906980.
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<em>This article highlights the importance of games for preschool children. Games help enhance children’s intellectual activity, develop social skills, and shape their emotions. Didactic games strengthen children’s knowledge, improve logical thinking, and teach interpersonal relationships. Games are not only effective in developing intellectual abilities but also in improving speech, promoting ecological and aesthetic education. The article provides detailed information about various didactic games used to develop intellectual activity in children, such as crosswords, identifying colors and shapes, mathematical games, role-playing games, and others. These games also help children develop logical thinking, concentration, and creative thinking.</em>
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Fikri, Mohammad Tsaqibul, and Nadya Najma Soraya. "THE EFFECTIVENESS OF INTERACTIVE MEDIA BRAINSMART GAMES ON THE LOGICAL THINKING ABILITY OF CHILDREN AGED 5-6 YEARS." Al Hikmah Indonesian Journal of Early Childhood Islamic Education 8, no. 2 (2025): 447–55. https://doi.org/10.35896/ijecie.v8i2.873.
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the logical thinking abilities of children aged 5-6 years. Combining fun games with cognitive educational principles, brainsmart games offer activities that stimulate critical thinking and logic through challenges appropriate to a child's developmental stage. This journal is the result of experimental research with a pre-experimental design and involves two variables, namely the independent variable and the dependent variable, the independent variable is the interactive media brainsmart games and the dependent variable is the logical thinking ability of children aged 5-6 years at RA Miftahul Huda Gondang Bojonegoro. Data collection was carried out using observation, documentation and test techniques. Data analysis techniques include validity tests, normality tests and hypothesis tests to find out whether there are differences in the results of measuring children's logical thinking abilities. Based on the research conducted, the following results were obtained: (1) the use of interactive brainsmart games media can improve the logical thinking abilities of children aged 5-6 years (2) the interactive media brainsmart games is effective for improving logical thinking abilities in children aged 5-6 years. The results of research and data analysis show that the average PreTest score is 13.45, which is lower than the Post Test score, namely 19.75. Meanwhile, the results of hypothesis testing using the paired sample T-test revealed the sig value. (2-tailed) of 0.000. From the increase in learning outcomes, it can be concluded that the games are effective in improving the logical thinking abilities of children aged 5-6 years.
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Gaziyeva, N. Sh, and D. Barkinova. "Methods for Developing Logical Thinking Skills in Preschool Children." European International Journal of Multidisciplinary Research and Management Studies 5, no. 1 (2025): 79–80. https://doi.org/10.55640/eijmrms-05-01-18.
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The development of logical thinking skills in preschool children is important in their cognitive development. This article will bring effective ways to teach children to think logically. Through games, interactive activities, art and creative activities, as well as Q & A processes, children's thinking skills can be enhanced. These techniques help children develop problem solving, understanding cause-and-effect relationships, and creative thinking skills.
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Anh, Bui Ngoc, Luong Kim Oanh, Nguyen Huong Quynh, Ha Anh Thu, Le Hua Minh Son, and Nguyen Thi Huong Lan. "Designing educational games in teaching grade 3 mathematics to develop logical thinking skills for students in some primary schools, Tuyen Quang Province, Vietnam." Tennessee Community Service International of Empowerment 2, no. 1 (2025): 20–32. https://doi.org/10.53730/tcsie.v2n1.12.
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This study aims to design educational games integrated into Grade 3 mathematics lessons to develop logical thinking skills for students in several primary schools in Tuyen Quang Province, Vietnam. A mixed-methods approach was employed to evaluate the effectiveness of the games through pre- and post-tests on logical thinking, motivation surveys, classroom observations, and interviews with teachers and students. Results indicated significant improvements in students’ logical thinking abilities and motivation toward mathematics learning. The games contributed to creating a dynamic and cooperative learning environment, enhancing student engagement and cognitive development. The findings confirm the role of educational games as effective instructional tools in primary math education and suggest directions for broader application in practice.
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qizi, Jumabaeva Malika Polatbek. "The Role of Didactic Games in The Formation of Logical Thinking in Primary School Students." International Journal of Pedagogics 5, no. 5 (2025): 316–18. https://doi.org/10.37547/ijp/volume05issue05-80.
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The development of logical thinking is a crucial component of cognitive growth in primary school students, as it lays the foundation for effective problem-solving and analytical skills. This article examines the role of didactic games—educational games designed with specific learning objectives—in fostering logical thinking among young learners. Drawing upon theoretical perspectives from Piaget and Vygotsky, the paper explores various types of didactic games, including puzzles, classification tasks, mathematical board games, and logic-based digital applications. It also outlines practical strategies for integrating these games into the classroom setting, emphasizing the importance of reflection, curriculum alignment, and teacher facilitation. The findings suggest that didactic games significantly enhance student engagement, critical thinking, and academic performance, particularly in mathematics and science. Despite some implementation challenges, such as resource limitations and curricular constraints, the article concludes that with thoughtful integration, didactic games can serve as an effective tool for the cognitive development of primary school children.
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Sugilar, Hamdan. "Strategi Membangun Kemampuan Logis Matematis Bagi Siswa Sekolah Dasar." Journal of Contemporary Issue in Elementary Education 1, no. 2 (2023): 81–91. http://dx.doi.org/10.33830/jciee.v1i2.6546.
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Mathematical logical abilities are really needed, one of which is in solving complex problems that students will face, for this reason they need to be trained, studied and conveyed to students. This research method is qualitative descriptive research with a literature study approach from various book sources, journal articles and other relevant sources. The research results showed that mathematical logical abilities can be trained through methods, media, and mathematical problems in the form of questions in the form of educational games, computational thinking (CT) questions, and puzzles because they are related to students' ability to solve problems by drawing conclusions through logical reasoning. The practical benefits of students studying CT are improving problem solving abilities, improving logical thinking and analytical abilities. The advantage of students learning educational games, puzzles and HOTS questions is that they train and develop students' abilities to think logically, critically and creatively.
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Sebastian, Danny, and Kristian Adi Nugraha. "IMPROVING LOGICAL THINKING COMPETENCE USING GAMES FOR HIGH SCHOOL STUDENTS." Servirisma 3, no. 1 (2023): 1–9. http://dx.doi.org/10.21460/servirisma.2023.31.31.
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Online learning makes students bored and lazy. This condition requires teachers to think of other ways of teaching and learning activities. Gamification is a learning method using games as a teaching and learning tool. This service uses games on the code.org website application to increase high school-level students' interest in learning. In addition to gamification, several methods are applied to increase students' interest in learning, one of which is by providing personal assistance. The method applied was considered successful in increasing the interest and focus of the participants.
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Davletova, A., and A. Atauova. "EFFECTIVE WAYS TO ACHIEVE CREATIVE RESULTS WITH THE HELP OF DESIGN GAMES AND MOSAIC MODELING." Scientific heritage, no. 138 (June 6, 2024): 34–37. https://doi.org/10.5281/zenodo.11499988.
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This article discusses effective ways to achieve creative results using design games and mosaic modeling. Construction games and mosaic modeling are fascinating and interactive methods that promote the development of creative thinking, imagination and logical thinking. Examples of successful application of these methods in education, design and other fields are considered, as well as recommendations on the use of design games and mosaic modeling to achieve high creative results.
Dissertations / Theses on the topic "Logical thinking games"
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Tuğsal, Fatma Kübra. "Examination of primary school children's playing habits through digital puzzle games, and the impact of non-educational commercial puzzle games on the development of logical thinking in primary school children : An ethnographic case study with Supaplex." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16176.
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Supaplex is a single player video-game released at the beginning of the 90's which known as a challenging puzzle game developed for MS-DOS and Amiga. Although Supaplex did not get an intense interest and did not become a "POP" icon like PacMan or Super Mario or Sonic during the 90's, it was quite popular among people who like puzzle games such as Boulder Dash. This paper aims to revive this nostalgic video-game and show if Supaplex help to improve the development of logical thinking in primary school children. This paper examines how can Supaplex effect on primary school children's way of developing problem-solving techniques. Moreover, this case study examines primary school children's playing habits at their own homes. The paper is based on an ethnographic case study in which I collaborated with a Turkish family to let their children play Supaplex at their home as a spare-time activity approximately five-month long period. During this five-month period, I went to their home and played Supaplex with the triplets.
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Queiroga, Talita Lima. "Jogos de raciocínio lógico-matemático em alunos da Escola Fundamental II." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-09042013-110944/.
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Jogos e situações-problema podem ser utilizados para desafiar e estimular os alunos, podendo ser recursos úteis para uma aprendizagem diferenciada e significativa. Assim, a presente pesquisa teve como objetivo proporcionar a prática de dois jogos - o Kenken e o Feche a Caixa - em 10 oficinas para alunos da Escola Fundamental II. Nessas oficinas a pesquisadora observou como os alunos utilizavam seu raciocínio lógico-matemático para solucionar jogos e situações-problema, argumentavam suas respostas e lidavam com erros e acertos. A pesquisadora buscou compreender o que era jogo e o que era raciocínio lógico-matemático a partir do referencial teórico piagetiano. A análise dos dados foi feita com base no desempenho de cada participante nas diferentes atividades propostas, focando principalmente nas estratégias utilizadas, nos erros cometidos e no comportamento dos alunos frente aos desafios. Os resultados apontaram que os alunos aprenderam a jogar de acordo com as regras e objetivos e também desenvolveram algumas boas estratégias, mas não conseguiram dominar um dos jogos de forma lógica. Entretanto, foi possível inferir que esses jogos se mostraram bons instrumentos para fortalecer os processos de aprendizagem, pois envolviam conhecimentos matemáticos, aritméticos, geométricos e lógicos, além de serem bastante motivadores<br>Games and problem-situations can be used to challenge and stimulate students, being considered useful resources for a meaningful learning. Thus, the present study aimed to provide the practice of two games - Kenken and Shut the Box for Middle School students during 10 workshops. In these workshops the researcher observed how students used their logical-mathematical skills to play games and solve problem situations, and also how they argued their answers and dealt with their mistakes. The Piagetian theory was used by the researcher to understand what game and logical-mathematical thinking mean. Data analysis was based on the performance of each participant in all activities proposed, focusing mainly on the strategies used, the mistakes and the behavior of students facing the challenges. The results showed that students learned the rules and objectives and also developed some good strategies in both games but failed to logically dominate one of the games. However, it was possible to infer that these games are good tools to improve the learning processes because they involve mathematical, arithmetical, geometrical and logical knowledge, besides being quite motivating
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Oupicová, Jana. "Prvky logického myšlení u dětí ve věku 5-6 let." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390408.
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The master thesis deals with elements of logical thinking of children aged 5 to 6, which means the přes-school age. The main goal is to finf out the conditions under which the pre-school children are able to apply elements of logical thinking when solving exercises of the zebra type using the manipulation method. Next goal is to investigate on which of the characteristics of the task depends the success of its solution. The partial hypotheses focus on whether children aged 5 to 6 can successfully solve at least half of the assigned tasks, whether they are able to solve them individually and, last but not least, explore zebra formation after experience from the previous graduated six series. The theoretical part focus on the areas of development that the zebra solution of the pre.school child relies on: motor development, thinkig development, logical and prelogic thinking and the possibility of solving activities. The practical part contains scenarios compiled from draduated tasks that will be solved by three groups of four children. It also contains a series of tasks solved individually by children. In the end, neww groups will be built on the succes rate of previous activities, which will prove the ability to develop tasks from previous experience. In addition to the direct observation method,...
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Fourie, Maria Elizabeth. "Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektief." Thesis, 2015. http://hdl.handle.net/10500/19163.
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Text in Afrikaans<br>Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era.
Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom.
Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen.<br>The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era.
An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics.
The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills.<br>Psychology of Education<br>D. Ed. (Sielkundige Opvoedkunde)
Books on the topic "Logical thinking games"
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Goldberg, Elkhonon, and Helem An. Brain games: Puzzles to flex your mental muscle. Publications International, 2010.
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Livingstone, Ian. Brain teasers: 101 logic puzzles, lateral thinking games, mondrians, memorization games, and cryptomath problems to exercise your mind and keep you sharp 'til you're 100. Skyhorse Pub., 2008.
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Moore, Gareth. 10-minute brain teasers: Brain-training tips, logic tests, and puzzles to exercise your mind. Skyhorse Pub., 2010.
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Mako, Suzy. Logical Thinking Games for Children: 15 Games for Kids to Improve Logical Thinking. Independently Published, 2018.
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POOJARY, Mala. Sudoku -The Puzzle Games: Boost Your Logical Thinking. Independently Published, 2022.
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Henry, Lucas. Logical Thinking Games for Kids: Hours of Brain-Challenging Fun Games. Independently Published, 2022.
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Logical Thinking Games for Kids: Hours of Brain-Challenging Fun Games. Independently Published, 2022.
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Stewart, Frank. Play Bridge with Me: An over the Shoulder Look at Logical Thinking. Devyn Press, 2018.
Find full textBook chapters on the topic "Logical thinking games"
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Wahner, Thorsten, Moritz Kartheuser, Stefan Sigl, Jördis Nolte, and Axel Hoppe. "Logical Thinking by Play Using the Example of the Game “Space Goats”." In Serious Games Development and Applications. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33687-4_15.
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van Emde Boas, Peter, Ghica van Emde Boas, Kaibo Xie, and Bonan Zhao. "Game Theory and Strategic Thinking." In Analyzing the Logic of Sun Tzu in “The Art of War”, Using Mind Maps. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6250-9_9.
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Dukán, András Ferenc, Csaba Szabó, and Evá Vásárhelyi. "Logic in secondary school: From Tamás Varga´s proposed curriculum to board games." In Komplexer Mathematikunterricht. Die Ideen von Tamás Varga in aktueller Sicht. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871648.0.09.
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Studying international literature on the psychology of learning, brain research, and didactic we conclude that logical thinking can be improved through playing board games. The board game player performs complex logical operations and can enjoy the game with little factual knowledge. (Herber et al. 2003) Our research is based on a school experiment with a control group. The two 9th-grade groups have basically the same knowledge and skills. The development of the two groups is compared on the basis of input and output tests and initial knowledge level measurement. The experimental group played (non-mathematical) board games on every third mathematics lesson throughout one semester. We compared the mathematical development of the experimental group with that of the control group, that learned mathematics the traditional way of around 50% more time. Classification: D40, D30, C60. Keywords: Board games, logical thinking, game-based learning
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Jiayuan, Su, and Zhang Jingru. "Promoting Critical Thinking Disposition Through Virtual Reality Serious Games." In Embracing Cutting-Edge Technology in Modern Educational Settings. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1022-9.ch005.
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The new VR technology is used in various fields such as medicine, military, and especially in education. A teaching methodology based on logical reasoning in a serious virtual reality game was designed and developed in the study. Through a pre-test and post-test laboratory experiment approach, the California Critical Thinking Disposition Questionnaire was used to detect changes in critical thinking dispositions of a class of 37 students including experimental and control groups. The experimental data were analysed for component gaps by means of independent samples t-tests. Ultimately, through significance data, the instructional model proved to be more effective in developing students' critical thinking than the traditional lecture model.
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Kharade, Sonali Sagar. "An Adverse Effect of Social, Gaming, and Entertainment Media on Overall Development of Adolescents." In Impact and Role of Digital Technologies in Adolescent Lives. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8318-0.ch003.
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Digital technology in general and social media in particular entail both positive as well as negative impacts on the psyche of the adolescents. The current generation of gen-z has grown up in a media-saturated world. However, it is pretty difficult to judge how media exactly influences their lives. It's commonly observed that social media platforms help saving time establishing contact with our acquaintances. The excessive use of it however leads to various negative repercussions. This may include cyber bullying, low self-esteem, gaming addiction, and less time devoted for doing physical activities. Playing indoor and outdoor games makes adolescents physically fit and mentally healthy. There are however various video games on social media gaming platforms that affect their creativity and logical thinking in an adverse manner. Negative consequences of video game addiction can lead to many problems such as severe body-ache, skin blisters, weakened eyesight, and insomnia. Long-term addiction could lead to obesity, weakness or numbness in the hands, and even blood clots.
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Dantas, Thiago Ferreira, Patricia Padula Lopes, and Erico Marcelo Hoff do Amaral. "Programming Life." In Handbook of Research on Immersive Digital Games in Educational Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch017.
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This chapter presents the use of gamification as mechanism to support the process of teaching and learning programming through a serious game, titled Programming Life. The aim is to alleviate the difficulties encountered by incoming students in the introductory programming disciplines and to provide the student with a teaching method, to which self-learning is possible, without the need for prior knowledge of content, only with their own efforts. Developing logical reasoning, the ability to solve problems in an algorithmic way and enabling the learning of C language and stimulating the construction of computational thinking in a pleasant and attractive way. The results achieved with the use of Programming Like in classes of algorithms and programming were beyond the initial expectation, and demonstrate that it is possible to provide at the student with a form of playful learning, ensuring that students assimilate concepts and techniques related to programming logic.
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Bennett, Michael Y. "Conclusion." In Between the Lines. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197691700.003.0009.
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Abstract This chapter concludes by thinking ethically—about value in, and the value of, theatre—by suggesting that because of the many empty conceptual spaces in theatre that both participating in and watching theatre require and encourage curious behaviors. In investigating what curiosity is and how theatre helps develop individually and societally needed curious behaviors, the chapter likens theatre to some games that are found in some well-known plays (e.g., card games, chess, etc.). It also creates ten logical expressions that explain theatre’s rules of engagement. Finally, until now, curiosity has mostly been seen as a mental process or drive. This chapter claims that curiosity refers to a cluster of different behaviors that are all loosely connected to the creation and/or acquisition of knowledge. By thinking about how the blank spaces of theatre require both participants and viewers to create and/or acquire knowledge, the chapter concludes by considering how theatre itself promotes curious behaviors.
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Guzsvinecz Tibor, Koszegi-Vigh David, Szucs Veronika, and Sik Lanyi Cecilia. "“Sliders” Android Game – Improving Logical Skills of People with Disabilities." In Studies in Health Technology and Informatics. IOS Press, 2017. https://doi.org/10.3233/978-1-61499-798-6-279.
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Logic is part of our everyday life. However, there are some cases where people have difficulties using deductive reasoning. The aim of this work is to help people with mild intellectual disability or learning disability to learn the basis of logical thinking. We developed an application on Android operating system to improve logical thinking.
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Denysenko, Natalia, and Serhiy Marchuk. "A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-3.
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In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.
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Turing, Alan. "Chess (1953)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0023.
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Chess and some other board games are a test-bed for ideas in Artificial Intelligence. Donald Michie—Turing’s wartime colleague and subsequently founder of the Department of Machine Intelligence and Perception at the University of Edinburgh—explains the relevance of chess to AI: Computer chess has been described as the Drosophila melanogaster of machine intelligence. Just as Thomas Hunt Morgan and his colleagues were able to exploit the special limitations and conveniences of the Drosophila fruit fly to develop a methodology of genetic mapping, so the game of chess holds special interest for the study of the representation of human knowledge in machines. Its chief advantages are: (1) chess constitutes a fully defined and well-formalized domain; (2) the game challenges the highest levels of human intellectual capacity; (3) the challenge extends over the full range of cognitive functions such as logical calculation, rote learning, concept-formation, analogical thinking, imagination, deductive and inductive reasoning; (4) a massive and detailed corpus of chess knowledge has accumulated over the centuries in the form of chess instructional works and commentaries; (5) a generally accepted numerical scale of performance is available in the form of the U.S. Chess Federation and International ELO rating system. In 1945, in his paper ‘Proposed Electronic Calculator’, Turing predicted that computers would probably play ‘very good chess’, an opinion echoed in 1949 by Claude Shannon of Bell Telephone Laboratories, another leading early theoretician of computer chess. By 1958, Herbert Simon and Allen Newell were predicting that within ten years the world chess champion would be a computer, unless barred by the rules. Just under forty years later, on 11 May 1997, IBM’s Deep Blue beat the reigning world champion, Gary Kasparov, in a six-game match. Turing was theorizing about the mechanization of chess as early as 1941. Fellow codebreakers at GC & CS remember him experimenting with two heuristics now commonly used in computer chess, minimax and best-first. The minimax heuristic involves assuming that one’s opponent will move in such a way as to maximize their gains; one then makes one’s own move in such a way as to minimize the losses caused by the opponent’s expected move.
Conference papers on the topic "Logical thinking games"
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NOUR, Alexandra. "Rolul jocurilor logico-matematice în dezvoltarea particularităților gândirii la școlarii mici." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p87-92.
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The article elucidates the importance of logical-mathematical games in the development of the particularities of thinking in the conditions of active learning. The peculiarities of thinking and the influence of mathematical games in their development are characterized. The most effective logic games and the rules for their realization are exposed, which contribute to the intellectual, social, emotional, physical and aesthetic development of the child, cultivate self-confidence and the spirit of competition.
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Arsović, Branka. "MATEMATIKA KROZ IGRU – MOGUĆNOSTI UPOTREBE IKT." In Metodički aspekti nastave matematike. Faculty of Edaucatin in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.101a.
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Due to its voluntary and unburdening character, game is an excellent medium for learning. Children learn through games, because on the basis of rules, settings and their own skills, they understand the existing and define new concepts and relations between them. The game meets one important requirement of education – straightening multiple skills at the same time. Learn- ing mathematics is a challenge for many students, so the game seem like a good solution to bring mathematics closer to students. Mathematical games encourage strategic thinking, problem solving and develop logical thinking. Combining play as a form of learning with ICT progress, computer games became a new teaching tool. Video games are a much better representative system for learning mathematics than symbolic representations on static pages of textbooks.
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Lin, Zihao, and Jonathan Sahagun. "Code2Drive: A Code-based Interactive and Educational Driving Environment for Improving the Youth Driving Learning and Training using Machine Learning." In 5th International Conference on Machine Learning & Applications. Academy & Industry Research Collaboration, 2023. http://dx.doi.org/10.5121/csit.2023.131014.
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Serious games are video games designed for more than just pure entertainment purposes [1]. Serious games developers combine traditional game mechanics and the ideas to educate, inform and facilitate social change [2]. These games can be used in many occasions, such as education, healthcare and more. Serious games use simulations and scenarios to provide an immersive and interactive learning experience. They offer an environment to experiment with a variety of solutions to real-world problems, promoting critical thinking and decision making skills. These games can also improve knowledge retention, motivation, and engagement, as they provide instant feedback, rewards, and challenges. This application is like one of the many serious games, it provides a simulation of a highway, its primary purpose is to help to train juvenile’s knowledge on driving and logical thinking, and relax during the playthrough [3].
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Krivkina, R. T., and D. K. Baisheva. "The development of logical thinking in preschoolers through the use of didactic games." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-10-2018-41.
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Vegh, Ladislav, and Veronika Stoffova. "LEARNING OBJECT-ORIENTED PROGRAMMING BY CREATING GAMES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-002.
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Computer programming is one of the most important subjects for undergraduate computer science students, it is usually taught at universities during the first few semesters. There are many approaches to teach and learn computer programming. Some may prefer teaching/learning procedural programming first, others object-oriented programming first. In any case, to acquire good programming skills, students need to learn various data types, data structures, control structures, and the syntax of the chosen programming language. Furthermore, and most importantly, they need to acquire good logical and algorithmic thinking. This might cause big problems for new computer science students because acquiring such a thinking takes many years of practice. Students need to solve a huge number of various programming problems from easier to harder ones. But how can teachers motivate students to solve so many and so complex programming tasks? Because most of the undergraduate computer science students like playing computer games, we think creating their own games might be a big motivating factor. In this paper, first, we briefly summarize some possible approaches to teach object-oriented programming (OOP). Next, we describe our method of teaching computer programing at J. Selye University, focusing especially on teaching OOP by developing simple games. We think, to learn OOP, students need to have some basic knowledge of structural programming first. That's why they learn standard C programming language during the first two semesters, and they start learning OOP using the C# programming language only from the third semester. The main part of this article deals with the teaching and learning OOP by creating computer games. By developing a simple tic-tac-toe game, students learn how to instantiate objects from the "Button" class, and how to use these objects. Later, by creating other puzzle games (fifteen puzzle, matching game, minesweeper), students learn how to create own classes by deriving them from the "Button" class, how to add fields and methods into them. Finally, students will be able to create more complicated games using OOP techniques.
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LOSÎI, Elena. "Neurodependence to gadgets." In "Valorificarea neuroştiinţelor în dezvoltarea personală", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.7-8-11-2024.p161-171.
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The technical-scientific progress has contributed to the intense development of computer technologies, radically changed the mechanisms of communication networks and mass-media. Gadgets have become an inseparable element of human existence and activity. With the development of digital technologies, a wide variety of computer games have also appeared, which have a colorful and dynamic visual expression. And at the same time as the global network developed, people appeared who were attracted by the extraordinary variety of games and fell into their trap by spending too much time in the virtual world. This has led to the emergence of a serious problem: dependent (addictive) behaviors. Excessive, uncontrolled use of gadgets seriously affects the physical and mental health of children. Due to the unlimited time that children spend in front of the gadget, they end up having neuro sensory deficiencies, delays in language development, and their logical, analytical and critical thinking is affected. To a large extent, they also suffer deviant behavioral consequences, such as running away from home, from classes and even dropping out of school.
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Epurescu, Elena oliviana. "EDUCATIONAL SOFTWARE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-140.
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Getting used to the new technologies influences the intellectual forming in the following directions, like this: - Stimulating the interest towards the new - when a computer is operated, the interest and involvement is uninterrupted. The almost complete openness that computers offer eliminates the risk that the activity to become a routine. - Stimulating the imagination - usually, the contact with the computer world it is realized through games. The variety of the subjects approached by those stimulates the imagination of the players, all the more that this software is specially designed to develop one's fantasy, inventiveness, decision making skills and reflexes. - Developing logical thinking - The thinking wins in depth and speed. Knowing what to ask from the computer imposes a higher structuring of the thinking. - On the screen phenomena and processes can be simulated, especially the experiments that are hard to be replicated in real life. - The performance can be optimized by presenting on the computer a large variety of examples or associated models of a sequence. This leads to stimulating inventiveness, applicability, participation and anticipation of the one that learns. - The training of the young generation will be done in the spirit of self education. - Learning happens on a personal rhythm, without emotions or perturbations of the behaviors determined by the environmental factors. - The results and progresses made have an objective appreciation. The proposed objectives are referring to: identifying the opportunities in the market; creating an offer of products - educational software - according to the needs and requirements of the consumers; identifying the best resources of financing for activity development; using the balance sheet for informing, analyzing and forecasting the activities through calculating the main economical and financial indicators; At these, we add: communication, dedicated software use and applying the proper techniques skills.
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Jadán-Guerrero, Janio, Marco Santórum, Isabel L. Nunes, and Diana Espinoza. "Learning Based on Board Game to Inspire Mathematical Thinking." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002173.
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Math learning is, together with reading and writing, one of the fundamental learnings of elementary education, given the instrumental nature of these subjects. However, it has been identified the difficulty that students have when they need to solve addition and subtraction math problems with numbers of up to three digits, which is why it is necessary to find new ways to teach students to reason. This article proposes the design of a board game to strengthen logical reasoning. The methodology used in the research began with a diagnosis of 37 fourth grade students from a private school in Ecuador through a pre-test, later an interaction with the board game and finally a post-test. Two math teachers and two designers participated in the board game design. The information obtained from the experts helped with the design of the game, the data collected from teachers made it easier to identify the main problems that students present in terms of understanding mathematical problems. The design of the game was based on the narrative of superheroes such as: Spidermas, Superesta, Dividivertido, Centella, Sumager, among others, as well as in the most representative places at the Downtown of Quito. The game is designed for three or four students; the game’s mechanics consist in that the participants must solve math problems proposed in the board and if they can solve them properly, they advance in the game. Among the main results and conclusions of this research is that the students feel motivated to learn using the game; in addition, collaborative work is evidenced, and soft skills are enhanced such as teamwork, problem solving, analytical thinking and autonomy. For future work, the board game can be used in other topics where students face difficulties, such as: fractions, multiplication and division.
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Forquesato, Luís E. T., and Juliana F. Borin. "Kids Block Coding Game: A game to introduce programming to kids." In XXVI Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/wei.2018.3502.
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Teaching programming is a common choice to introduce computational thinking concepts. When learning programming, students face several challenges, problem solving and debugging among them. These activities are central to the concept of computational thinking [Flórez, Casallas, Hernández, Reyes, Restrepo and Danies 2017]. Previous research shows that teaching logic and programming to undergraduates is a hard task [Bromwich, Masoodian and Rogers 2012] [Liu, Cheng and Huang 2011]. This finding lead us to believe that the earlier a person is accustomed with those abstract concepts, the easier it will be for her to learn and use that knowledge when necessary. According to Piaget, kids of age approximately seven to eleven are on the concrete operational stage [Piaget and Cook 1952], in which they already can construct abstract ideas and logical structures on their mind. Children are spending more time than ever1 using mobile devices. At the same time, it is becoming common practice to teach children a very basic form of 1 The Common Sense Census: Media use by kids age zero to eigth 2017 https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero -to-eight-2017
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Short, Ada-Rhodes. "Designing Fictional Worlds for Play Through Large Language Models." In ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/detc2024-143923.
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Abstract This paper explores the application of Large Language Models (LLMs) in addressing the challenges of procedural generation in video game design, specifically tackling the Oatmeal Problem and the Bach Faucet Problem. These issues refer to the generation of endlessly similar, unengaging content and the devaluation of content due to its infinite producibility, respectively. By integrating design thinking, computational-cognitive heuristics, and prompt engineering with modern machine intelligence tools, we propose a novel approach termed Procedural Woodworking (PWw). This methodology aims to generate unique worlds and narratives through LLMs while enhancing player engagement by embedding a player’s character into the game’s narrative in a meaningful way. We utilize OpenAI’s ChatGPT-4 to create custom GPTs for world-building and narrative generation, evaluating their novelty and logical consistency through comparative rating scales. Our results indicate that both Top-Down and Bottom-Up world-building methods can produce logically consistent and structurally coherent outputs. The Procedural Woodworking approach, in particular, shows promise in generating novel narrative content that aligns with pre-made human-designed fictional worlds, potentially mitigating the identified procedural generation problems. This study lays the groundwork for further investigation into how LLMs can enrich game design and player experience by offering a more personalized and value-driven narrative generation process.