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Journal articles on the topic 'Non-digital game'

Author: Grafiati

Published: 9 September 2021

Last updated: 29 July 2025

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1

Mortenson, W. Ben, Andrew Sixsmith, and David Kaufman. "Non-Digital Game Playing by Older Adults." Canadian Journal on Aging / La Revue canadienne du vieillissement 36, no. 3 (2017): 342–50. http://dx.doi.org/10.1017/s0714980817000162.

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RÉSUMÉLes jeux sont une activité de loisirs importante qui peut contribuer à la qualité de vie et à l’interaction sociale. Bien qu’il y ait eu de nombreuses recherches sur les effets des jeux vidéo sur la cognition et le comportement, peu de recherches ont exploré des formes non-numériques de jeu qui ne nécessitent pas l’utilisation d’ordinateurs ou de systèmes de jeu, en particulier parmi les personnes âgées. Dans le cadre d’un plus grand sondage sur le jeu, 886 répondants masculins et féminins (≥ 55 ans) ont rempli des questionnaires sur jouant de jeux non-numériques. Les objectifs de l’étud

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Petri, Giani, Alejandro Calderón, Christiane Gresse von Wangenheim, Adriano Borgatto, and Mercedes Ruiz. "Games for Teaching Software Project Management: An Analysis of the Benefits of Digital and Non-Digital Games." JUCS - Journal of Universal Computer Science 24, no. (10) (2018): 1424–51. https://doi.org/10.3217/jucs-024-10-1424.

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Driven by the need to provide more hands-on opportunities to computing students, educational digital and non-digital games have been used as an instructional strategy for teaching Software Project Management (SPM). However, a question that arises is to which regard the expected benefits of these games are real. Thus, the objective of this study is to analyse the benefits of digital and non-digital games used for SPM education in order to evaluate their quality in terms of player experience and perceived learning adopting the MEEGA+ evaluation model. The analysis is based on data collected from

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Pratiwi, Andi Citra, Ahmad Ardillah Rahman, Haris Haris, Zakiyah Mar'ah, and Rughaya Salsabila. "Students’ Attitude toward A Non-Digital Game-Based Learning in English for Biology Course." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 5, no. 3 (2023): 630–38. https://doi.org/10.52208/klasikal.v5i3.1123.

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addresses the appeal of game-based learning for students. Despite the prevalence of game-based learning research, limited studies focus on non-digital approaches, particularly in English for Biology courses among English as a Foreign Language (EFL) learners in higher education settings. Accordingly, this quantitative descriptive study aims to fill the research gap by exploring undergraduate students' attitude towards non-digital game-based learning in an English for Biology course. The study, conducted at the Biology Education Department, Universitas Negeri Makassar, involves 64 students who e

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Ho, Shin-Jia, Yu-Shan Hsu, Chien-Hung Lai, Fong-Han Chen, and Ming-Hour Yang. "Applying Game-Based Experiential Learning to Comprehensive Sustainable Development-Based Education." Sustainability 14, no. 3 (2022): 1172. http://dx.doi.org/10.3390/su14031172.

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To promote the United Nations’ Sustainable Development Goals (SDGs), public awareness of the importance and urgency of sustainable development should be raised by providing relevant education programs. Although game-based learning has been confirmed to be one of the most effective routes to deepen public understanding of the SDGs and sustainable development in general, games for comprehensive sustainable development-based courses have yet to be popularized. Thus, we developed a game-based learning approach that delivers comprehensive conceptual information on SDGs. Based on Kolb’s theory of ex

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Anjuman Shaheen and Panagiotis Fotaris. "Enhancing Digital Game-Based Learning Through Reflective Game Design (RGD)." European Conference on Games Based Learning 18, no. 1 (2024): 1163–72. http://dx.doi.org/10.34190/ecgbl.18.1.3107.

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Reflective learning is an acknowledged and effective mode of acquiring knowledge in every domain. Ongoing studies indicate that digital games possess reflective characteristics that offer experiential learning, creating an immersive and secure environment for stealth learning. Such games empower learners to autonomously identify, explore, fail, and retry, fostering a dynamic learning process. The fundamental game elements such as user interface (UI), head-up displays (HUDs), maps, prompt messages, and social interactions inherently embody reflective attributes. This inherent reflective nature

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Debrenti, Edith. "Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students." International Journal for Technology in Mathematics Education 31, no. 3 (2024): 153–62. http://dx.doi.org/10.1564/tme_v31.3.06.

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Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action

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Palencsár, Enikő, and Szilvia Szilágyi. "Navigating the transition of a mathematical didactic game from tabletop to digital." Multidiszciplináris Tudományok 14, no. 2 (2024): 64–76. http://dx.doi.org/10.35925/j.multi.2024.2.7.

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Game-based learning is gaining prominence across various educational levels due to its ability to accommodate the preferences commonly exhibited by Generation Z students for visual and experiential learning. Game-based methods are applicable in digital platforms and traditional classroom settings alike, with digital GBL typically taking the form of immersive video games, while non-digital GBL is generally represented by tabletop games. This paper aims to provide an examination of the most significant advantages and drawbacks associated with digital and non-digital didactic games. Subsequently,

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Russo, James, Leicha Bragg, Toby Russo, and Michael Minas. "Identifying the Characteristics of Non-Digital Mathematical Games Most Valued by Educators." Education Sciences 13, no. 1 (2022): 30. http://dx.doi.org/10.3390/educsci13010030.

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Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher’s perspective, of the specific characteristics of mathematical games that are most indicative of a game’s value for supporting learning, and the likelihood that teachers will

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Xie, Weihong, Diwen Zheng, Jianbin Luo, Zhong Wang, and Yongjian Wang. "Research of cooperation strategy of government-enterprise digital transformation based on differential game." Open Mathematics 20, no. 1 (2022): 791–808. http://dx.doi.org/10.1515/math-2022-0480.

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Abstract To cope with the development of digital economy, it is particularly important to discuss the digital transformation strategy of government-enterprise cooperation. Taking government and enterprise as game subjects, this paper constructs a game model of government subsidy behavior and enterprise digital transformation effort in the process of digital transformation based on differential game theory and studies different game strategies in noncooperative game, Stackelberg game, and cooperative game. The results show that (1) as an effective regulation mechanism, the government subsidy co

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Mohd. Yusof, Nurul Aqilah, and Masitah Shahrill. "The Effects of Non-Digital Game-Based Learning on Students’ Mathematical Perspectives and Achievements." Southeast Asian Mathematics Education Journal 11, no. 1 (2021): 25–40. http://dx.doi.org/10.46517/seamej.v11i1.113.

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The purpose of this study is to investigate the effectiveness of non-digital game-based learning approach by assessing the students’ achievement score differences of the pre-test with the post-test on the topic of multiplication and division with indices. A paired sample t-test was used to investigate whether there is a significant difference in the students’ achievements after implementing the non-digital game-based learning intervention. A total of 35 students from two Year 9 classes in one of the secondary schools in Brunei Darussalam were involved in the study. Another aim of this study is

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Mohd. Yusof, Nurul Aqilah, and Masitah Shahrill. "The Effects of Non-Digital Game-Based Learning on Students’ Mathematical Perspectives and Achievements." Southeast Asian Mathematics Education Journal 11, no. 1 (2021): 25–40. http://dx.doi.org/10.46517/seamej.v11i1.113.

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The purpose of this study is to investigate the effectiveness of non-digital game-based learning approach by assessing the students’ achievement score differences of the pre-test with the post-test on the topic of multiplication and division with indices. A paired sample t-test was used to investigate whether there is a significant difference in the students’ achievements after implementing the non-digital game-based learning intervention. A total of 35 students from two Year 9 classes in one of the secondary schools in Brunei Darussalam were involved in the study. Another aim of this study is

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Gervacio, Nimce Mae, Monera A. Salic-Hairulla, Sotero O. Malayao Jr., Arlene R. Alcopra, and Eddie P. Mondejar. "Genetic Escapade: Development of Digital RPG for Teaching Non-Mendelian Genetics." International Journal of Research in Social Science and Humanities 06, no. 05 (2025): 22–29. https://doi.org/10.47505/ijrss.2025.5.3.

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The underperformance of the Filipino learners in both national and international assessments is a call to improve teaching materials and strategies. Among innovative approaches in teaching, role-playing game (RPG) is one of the approaches in game-based learning that is seento have increased educational potential in transforming contents into more enjoyable activities while improving higher-order thinking skills. This study aims to develop a digital RPG to improve conceptual understanding in non-Mendelian genetics. This study employed a developmental research design andutilizedthe Successive Ap

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Tresnawati, Dewi, and Ahmad Arif Budiman. "Game Edukatif Pengelolaan Sampah Menggunakan Digital Game Based Learning-Instructional Design." Jurnal Algoritma 18, no. 2 (2022): 523–30. http://dx.doi.org/10.33364/algoritma/v.18-2.834.

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Sampah ialah produk samping yang tidak diperlukan, tidak di idamkan ataupun suatu yang telah dibuang yang bersumber dari aktifitas makhluk hidup serta tidak timbul dengan begitu saja. Didasarkan pada sifatnya, sampah dipecah kedalam beberapa golongan, ialah sampah organik, sampah non organik. Fokus yang diambil untuk penelitian ini adalah pemilahan sampah organik dan non organik. Dalam pemilahannya masih banyak masyarakat yang belum mengetahui mana sampah organik dan mana sampah non organik. Edukasi tentang pemilahan sampah organik dan non organik kepada masyarakat diperlukan untuk memudahkan

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Su, Fan, Di Zou, Haoran Xie, and Fu Lee Wang. "A Comparative Review of Mobile and Non-Mobile Games for Language Learning." SAGE Open 11, no. 4 (2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067247.

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Recent studies have increasingly investigated the effectiveness of both mobile and non-mobile digital game-based language learning. To gain an in-depth understanding of the differences in the effectiveness of mobile and non-mobile games, we compared studies from January 2000 to August 2020 investigating mobile game-based language learning (MGBLL) and non-mobile game-based language learning (NMGBLL). Sixty-four articles were analyzed from four aspects: game types, game elements, target languages, and learning outcomes. The results showed that (a) gamification, simulation games, and immersive ga

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Göldağ, Battal. "The Relationship Between the Digital Game Dependence and Violence Tendency Levels of High School Students." International Education Studies 13, no. 8 (2020): 118. http://dx.doi.org/10.5539/ies.v13n8p118.

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The aim of this study is to investigate the relationship between digital game dependence levels and violence tendency levels of high school students. In the present research, relational survey model has been used. The population of the study consists of 9th, 10th, 11th grade students in the high schools in Battalgazi and Yeşilyurt districts of Malatya in the spring term of 2018-2019 academic year. Simple random sampling method has been used for our sample selection. Digital Game Addiction Scale (DGAS-7) was used to determine the level of digital game addiction, and Violence Tendency Scale (VRS

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</e

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Naderi, Samaneh, and Fatemeh Moafian. "The victory of a non-digital game over a digital one in vocabulary learning." Computers and Education Open 4 (December 2023): 100135. http://dx.doi.org/10.1016/j.caeo.2023.100135.

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Kabát, Marián. "Factors Influencing the Quality of Digital Game Localization." Acta Ludologica 6, no. 1 (2023): 84–94. http://dx.doi.org/10.34135/actaludologica.2023-6-1.84-94.

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Software localization is an integral part of a business process as long as a company wants to sell their software products on a global scale. The purpose of the following article is to provide information about some key features of the development and publishing process that have a significant impact on digital game localization from English into Slovak. The selected features are based on a study by M. Kabát on localization aspects of non-gaming software that are here adapted to digital game localization, and on the author’s practical experience. Each key feature is briefly introduced and its

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Kaufman, Geoff F., and Mary Flanagan. "Lost in Translation." International Journal of Gaming and Computer-Mediated Simulations 5, no. 3 (2013): 1–9. http://dx.doi.org/10.4018/jgcms.2013070101.

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In light of a growing body of work demonstrating the ability of games to transform cognitive skill sets and change attitudes toward social issues, including in public health, it is crucial to understand the potentially divergent experiences and outcomes afforded by analog and digital platforms. In a recent empirical study, the authors addressed the basic question of whether transferring a public health game from an analog to a digital format would impact players’ perceptions of the game and the efficacy of the game for stimulating changes to beliefs and cognitions. Results revealed that the di

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Martins, Raiane Santos, Filipe Raulino, Aquiles Burlamaqui, and Akynara Burlamaqui. "SGDDEdu: A Model of Short Game Design Document for Digital Educational Games." International Journal of Innovation Education and Research 7, no. 2 (2019): 167–80. http://dx.doi.org/10.31686/ijier.vol7.iss2.1335.

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The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to doc

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Newman, James. "(Not) Playing Games: Player-Produced Walkthroughs as Archival Documents of Digital Gameplay." International Journal of Digital Curation 6, no. 2 (2011): 109–27. http://dx.doi.org/10.2218/ijdc.v6i2.206.

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The subject of digital game preservation is one that has moved up the research agenda in recent years with a number of international projects, such as KEEP and Preserving Virtual Worlds, highlighting and seeking to address the impact of media decay, hardware and software obsolescence through different strategies including code emulation, for instance. Similarly, and reflecting a popular interest in the histories of digital games, exhibitions such as Game On (Barbican, UK) and GameCity (Nottingham, UK) experiment with ways of presenting games to a general audience. This article focuses on the U

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Plothe, Theo. "Bearded Dragons at Play." Exchanges: The Interdisciplinary Research Journal 7, no. 3 (2020): 1–13. http://dx.doi.org/10.31273/eirj.v7i3.523.

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Animals have long appeared as the subjects and characters in digital games, but game studies scholars have rarely considered animals as players of digital games. This paper examines the mobile digital game Ant Smasher and YouTube videos of bearded dragons playing the game. This article advocates for the inclusion of these bearded dragons in gamerspace as not only a personification of the gamer within the space but as a conduit for play, a channel for gamers to breach the boundaries of gamerspace – the cultural and discursive space surrounding digital games that negotiates the relationship betw

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Csönge, Tamás. "Objects Really Matter: Ludo-Representationalism and the Reality of Digital Games." Acta Ludologica 7, Special Issue (2024): 16–33. https://doi.org/10.34135/actaludologica.2024-7-si.16-33.

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The aim of this paper is to identify the reasons for the contradictory conclusions of the fictionalist and the realist theoretical positions on the ontological status of digital game objects. First, the applicability of the Waltonian notion of fiction regarding digital game objects and events is challenged. The paper clarifies that the debate contains a categorical misunderstanding, and that it is not really about the discursive quality of fictionality (or factuality), but about an ontological opposition between represented and real objects. It is then demonstrated that digital game objects be

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Asamoah, Daniel, Wendy Wen Ni Chong, Masitah Shahrill, and Siti Norhedayah Abdul Latif. "Non-digital card game and year 8 students’ performance in integers." Journal of Mathematics and Science Teacher 2, no. 1 (2022): em007. http://dx.doi.org/10.29333/mathsciteacher/11928.

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Friehs, Maximilian A., Martin Dechant, Sarah Vedress, Christian Frings, and Regan L. Mandryk. "Shocking advantage! Improving digital game performance using non-invasive brain stimulation." International Journal of Human-Computer Studies 148 (April 2021): 102582. http://dx.doi.org/10.1016/j.ijhcs.2020.102582.

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Bergstrom, Kelly. "Barriers to play: accounting for non-participation in digital game play." Feminist Media Studies 19, no. 6 (2018): 841–57. http://dx.doi.org/10.1080/14680777.2018.1484790.

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Zikri, Afdhal. "Artificial Intelligence Development on “Golem” Non-Playable Character in Miner Quest Games With Finite State Machine Method." [CEPAT] Journal of Computer Engineering: Progress, Application and Technology 2, no. 02 (2023): 18–25. https://doi.org/10.25124/cepat.v2i02.6249.

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Digital educative game is an example of technology currently often used by kindergarten teachers to make topics or subjects easier for students to understand. By using the function of digital educational games, researchers plan to develop a "mining tour" game, with the objective that this game can convey knowledge or information about mining materials to early childhood. This game has obstacles that must be overcome or defeated, has a strong boss or monster at the end of each level and focuses on training to get mining results. This game was developed using the finite state machine method for

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Kneer, Julia, and Ruud S. Jacobs. "Grow Up, Level Up, and Game On; Evolving Games Research." Media and Communication 6, no. 2 (2018): 56–59. http://dx.doi.org/10.17645/mac.v6i2.1566.

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Playing host to articles written in different disciplines and perspectives on the shared subject of digital gaming, the current special issue means to galvanise interest in and recognition of the nascent field of games research. Despite being little more than 50 years old, the medium of digital games has seen a meteoric rise to economic and cultural prominence across the globe. A cultural shift accepting games as a worthwhile recreational activity (and more) is likewise resulting in shifting attentions within game studies. Games were seen as frivolous and even harmful, and research traditional

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Vazirabad, Aylar Fallah, and Farahman Farrokhi. "Investigating Digital Apps: Gaming Elements and Learning Context." International Journal of Applied Linguistics and English Literature 9, no. 3 (2020): 25. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.3p.25.

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The present study investigated four methods implemented to improve phrasal verb knowledge by two digital apps among Iranian learner-players. A total of 174 students of intermediate level took part in this mixed-method, quasi-experimental research. The first group was blended learning, in the second group the apps acted as the main tutor, the third group played autonomously, outside of the class and the fourth group was gamified as well as non-digital, investigating digital apps, through gaming elements and various learning context. One-Way ANOVA and Tukey HSD was used to analyse the quantitati

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Ekinci, Nurullah Emir, Ilimdar Yalcin, and Cihan Ayhan. "Analysis of Loneliness Levels and Digital Game Addiction of Middle School Students According to Various Variables." World Journal of Education 9, no. 1 (2019): 20. http://dx.doi.org/10.5430/wje.v9n1p20.

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The aim of this study was to examine the loneliness levels of students at the middle school level and their digitalgame addictions in terms of various variables. The study group consisted of 404 volunteer students in 5th-8th gradein Kutahya, Turkey. As data collection tools, "Digital Game Addiction Scale", developed by Lemmens et al. (2009)and "UCLA Loneliness Scale" developed by Russell et al. (1980) were used. The SPSS package program was usedfor the analysis of the data. According to research findings, it was found that there was a statistically significantdifference between the levels of d

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Ivgin, Asli Bahar, and Hakan Akcay. "The Impact of Using Educational and Digital Games on Middle School Students Science Achievement." International Journal of Technology in Education 7, no. 3 (2024): 386–416. http://dx.doi.org/10.46328/ijte.781.

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Game-based learning has attracted great interest in science education as an effective way to increase student achievement. Most studies in this field have focused on digital or non-digital games. In the literature, some studies generally compare educational games with traditional teaching methods. More studies need to be conducted to compare the effects of digital and non-digital games on achievement. For this reason, the study's primary purpose is to examine the impact of different types of games, namely educational and digital games, and their combinations on students' academic achievement a

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Bimo, Michael Ario, and Haris Maupa. "Analisis pemasaran digital terhadap penjualan video game online pada perusahaan toko game di Jakarta Barat." Jurnal Manajemen Bisnis dan Kewirausahaan 8, no. 5 (2024): 1174–86. http://dx.doi.org/10.24912/jmbk.v8i5.32429.

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Digital marketing is a type of marketing that promotes goods or services through digital channels to communicate with potential customers. With technological advancements, digital marketing has become essential for companies in marketing their products. One of the most popular digital marketing channels today is social media, such as TikTok, Instagram, Facebook, and Twitter/X, which are used by many people worldwide for both work and entertainment. Social media serves as a new bridge for companies to market their products through various forms, such as audiovisual content, discussions in the c

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Chou, Wen Huei, Han-Xing Chen, and Ching-Chih Hsu. "Research on Alleviating Children’s Nighttime Fear Using a Digital Game." Children 9, no. 3 (2022): 405. http://dx.doi.org/10.3390/children9030405.

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Nighttime fear is common among children and may negatively affect their growth. Given the positive role of digital games in regulating children’s emotions, in this study, we proposed principles for the design of a digital game to alleviate children’s nighttime fears and developed a game prototype based on a survey of children and their parents. In order to verify whether digital games can reduce children’s fears, the Koala Fear Questionnaire (KFQ) was used to assess the effectiveness of the game prototype in an experiment. We adopted a quasi-experimental design with non-randomized samples, inc

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Guttenbrunner, Mark, Christoph Becker, and Andreas Rauber. "Keeping the Game Alive: Evaluating Strategies for the Preservation of Console Video Games." International Journal of Digital Curation 5, no. 1 (2010): 64–90. http://dx.doi.org/10.2218/ijdc.v5i1.144.

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Interactive fiction and video games are part of our cultural heritage. As original systems cease to work because of hardware and media failures, methods to preserve obsolete video games for future generations have to be developed. The public interest in early video games is high, as exhibitions, regular magazines on the topic and newspaper articles demonstrate. Moreover, games considered to be classic are rereleased for new generations of gaming hardware. However, with the rapid development of new computer systems, the way games look and are played changes constantly. When trying to preserve c

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Slussareff, Michaela, and Vít Šisler. "Higher Sustainability of Mental Models Acquired from a Digital Game in Comparison with a Live Action Role-playing Game and a Traditional Lecture." Masaryk University Journal of Law and Technology 14, no. 1 (2020): 29–52. http://dx.doi.org/10.5817/mujlt2020-1-2.

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This article analyses the effectivity of teaching EU law using various educational media. It specifically explores the differences between, and sustainability of, mental models constructed within three various educational environments: (1) a digital game played on PCs, (2) a non-digital role-playing game, and (3) a traditional lecture with discussions. We conducted a laboratory experiment, in which participants (253 high school students, M = 112, F = 141, mean age 16.5) studied EU laws, institutions, and politics in the three above-mentioned environments. We evaluated and compared mental model

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Zain, Nurul Hidayah Mat, Idris Osman, Rachel Samuel, Suhailah Kassim, Suraya Hamimi Mastor, and Halimahton Borhan. "Talent cap module: the implementation of digital and non-digital assessment game in collaborative learning environment." International Journal of Advanced Technology and Engineering Exploration 8, no. 76 (2021): 496–510. http://dx.doi.org/10.19101/ijatee.2020.762184.

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Ha, Eun, Jonathan Rowe, Bradford Mott, and James Lester. "Goal Recognition with Markov Logic Networks for Player-Adaptive Games." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (2021): 2113–19. http://dx.doi.org/10.1609/aaai.v26i1.8439.

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Goal recognition in digital games involves inferring players’ goals from observed sequences of low-level player actions. Goal recognition models support player-adaptive digital games, which dynamically augment game events in response to player choices for a range of applications, including entertainment, training, and education. However, digital games pose significant challenges for goal recognition, such as exploratory actions and ill-defined goals. This paper presents a goal recognition framework based on Markov logic networks (MLNs). The model’s parameters are directly learned from a corpus

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Zeng, Xiuzhen, and Yaxin Li. "Strategies for Talent’s Digital Competence Development at Higher Vocational Colleges for Digital Transformation." Journal of Education, Health and Sport 13, no. 1 (2022): 23–30. http://dx.doi.org/10.12775/jehs.2023.13.01.003.

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Digital transformation has brought unprecedented opportunities and challenges to economic and social development, and the development of talent’s digital competence is of growing importance. Under an ideal situation, digitization, digitalization and digital transformation are three stages of gradual digital development. However, influenced by the difference in social and economic development among regions, higher vocational colleges, as an educational system closest to the labor market, vary by their own strengths and digital competence. From the perspective of game theory and based on the mod

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ABDUL GHANI, MOHAMMAD TAUFIQ, and WAN AB AZIZ WAN DAUD. "The Impact of Digital Game-Based Learning Towards Arabic Language Communication." Jurnal Komunikasi: Malaysian Journal of Communication 39, no. 1 (2023): 407–24. http://dx.doi.org/10.17576/jkmjc-2023-3901-23.

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The digital game-based learning has the potential to enable new forms of learning concept which could enhance student’s communication. Therefore, this study aims to determine the impact of digital game-based learning on students’ communication performance. Participants were 611 non-Arabic students enrolled in an Arabic language course. This study uses a quasi-experimental design. The students were chosen through a random sampling technique to be part of the control group and treatment group. Pre-test and post-test were used to assess the students’ performance before and after the digital game-

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KAZU, İbrahim Yaşar, Hilal KAZU, and Murat KUVVETLİ. "EVALUATION OF STUDIES ON LANGUAGE SKILL AREAS OF DIGITAL GAME-BASED FOREIGN." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 29 (2022): 117–27. http://dx.doi.org/10.31567/ssd.546.

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Digital game-based foreign language learning has grown as a popular topic in recent years. Vocabulary knowledge has been prioritized in this research, particularly in the application of several skill areas in foreign language teaching. However, with the rapid growth of technology and the game business, this circumstance may necessitate the study of language skills in a variety of fields. In recent years, digital game-based foreign language learning has grown as a popular topic. This study seeks to conduct a comprehensive investigation of the skill areas of digital game-based foreign language a

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Anis, Siti Khadijah, Alias Masek, Muhammad Nurtanto, and Nur Kholifah. "Nominal group technique application towards design of components and elements of non-digital game framework." International Journal of Evaluation and Research in Education (IJERE) 11, no. 1 (2022): 213. http://dx.doi.org/10.11591/ijere.v11i1.22164.

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<span>Non-digital games are a tool that can help children to build and improve problem solving skills in early mathematics learning. Teachers need to design a learning activity using non-digital games taken account problem solving skills in the learning activities. However, the application of problem-solving skills in early mathematics learning activities is challenging, as there is no specific reference that can be used as a guide in implementing effective learning activities. The nominal group technique (NGT) approach is used to design the main components and elements of ProSkiND non-d

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Fizek, Sonia. "Automation of play: Theorizing self-playing games and post-human ludic agents." Journal of Gaming & Virtual Worlds 10, no. 3 (2018): 203–18. http://dx.doi.org/10.1386/jgvw.10.3.203_1.

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This article offers a critical reflection on automation of play and its significance for the theoretical enquiries into digital games and play. Automation has become an ever more noticeable phenomenon in the domain of video games, expressed by self-playing game worlds, self-acting characters, and non-human agents traversing multiplayer spaces. On the following pages, the author explores various instances of automated non-human play and proposes a post-human theoretical lens, which may help to create a new framework for the understanding of video games, renegotiate the current theories of inter

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Humphrey, Kimberley. "The application of a serious, non-digital escape game learning experience in higher education." Sport & Exercise Psychology Review 13, no. 2 (2017): 48–54. http://dx.doi.org/10.53841/bpssepr.2017.13.2.48.

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The application of games within higher education is not a new trend. With the development of serious games, educational practitioners are beginning to utilise game mechanics in tandem with learning mechanics to develop new and exciting ways of placing learners at the centre of their education. One area of non-digital gaming that has been adopted for use within education is the platform known as BreakoutEDU. A learning platform developed from the growing escape room games industry, it offers the potential for developing a novel way of further developing novel methods for a learner-centred appro

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Lenkevich, Alexander S. "Low-level Eschatology: Ruins in Computer Games." Galactica Media: Journal of Media Studies 4, no. 3 (2022): 134–56. http://dx.doi.org/10.46539/gmd.v4i3.317.

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The ruins are a well-studied object in the history of culture. The article examines the ruins not only in terms of established approaches, but also from the perspective of media theory, visual ecology and game studies, new humanities oriented on exploring digital experience. Ruins in computer games, continuing the tradition of artificial ruins in European history, load the digital space with meaning, metaphysics, memory, stitch game and non-game contexts together and become a medium in its purest form — an intermediary that leads the gamer to the fragments of his identity, to the ruins of his

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Wandana, Muhammad Chanif Tamimi Raditya, Siti Muniroh, and Sari Karmina. "THE IMPLEMENTATION OF DIGITAL GAME-BASED LANGUAGE LEARNING IN A DEVELOPING COUNTRY: A LITERATURE REVIEW." Research and Development Journal of Education 10, no. 1 (2024): 421. http://dx.doi.org/10.30998/rdje.v10i1.23085.

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<p>Implementing digital game-based language learning in a developing country faces many challenges due to the teachers’ and students’ digital competence and technological limitations. Furthermore, most of the research in implementing digital game-based language learning is conducted in developed countries. Therefore, this current research focuses on the studies of the implementation of digital game-based language learning conducted in developing countries to see whether some improvements can be made in this area. The results show that implementing existing games and developing new games

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As Sayfullooh, Istiqomah, Irdamurni, Maria Montessori, Alwen Bentri, Agung Marhadi, and Nafsi Latifah. "Integrating Role-playing into Board Games for History Education: Developing Non-digital Media to Boost Social Interaction." MIMBAR PGSD Undiksha 12, no. 3 (2024): 596–608. https://doi.org/10.23887/jjpgsd.v12i3.87049.

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History education in primary schools should impart the noble values of the past, but it is often one-sided and lacks media, creating a passive and monotonous learning experience. This study aims to develop a non-digital board game integrated with role-playing features to promote the application of heroic values through social interactions among students. The research employed a Research and Development (R&D) design using the 4D development model. The development process involved four experts, four teachers, and 30 Phase C students (grades 5 and 6) from two elementary schools in Bukittinggi

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Silva, Eduardo Jorge Lira Antunes da, Cristina Souza de Araújo, Jucimar Maia da Silva Junior, et al. "Development of cryptogames with Unity on an Ethereum Blockchain Test Network: Case Study and Challenges." Journal on Interactive Systems 15, no. 1 (2024): 549–60. http://dx.doi.org/10.5753/jis.2024.4188.

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The development of software aligned with Web3 innovations is essential to stimulate discussions on the application of these technologies in the scientific realm. This study presents the development of a 'cryptogame,' a game that integrates blockchain technology to incorporate Non-Fungible Tokens (NFTs) into its functionalities. The paper explores fundamental Web3 concepts, with references to relevant literature, and details the development process, including the methodologies and models adopted. As a result, a puzzle game was created that utilizes NFTs as playable characters, allowing for the

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Kim, Seon-Chil, and Hojun Lee. "An Analysis of the Impact of Digital Therapeutic Interventions on Attention and Working Memory in Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial." Applied Sciences 15, no. 2 (2025): 788. https://doi.org/10.3390/app15020788.

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Previous research has investigated non-pharmacological digital therapeutic interventions to improve compliance and reduce side effects in attention-deficit/hyperactivity disorder (ADHD) medication treatments for children. This study focuses on validating the effects of game-based intervention content for enhancing working memory and concentration. It tracks quantitative changes to evaluate improvements in concentration and working memory when digital game-based content is used as adjunct therapy alongside medication for children with ADHD. Thirty children participated; one group received digit

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Aurava, Riikka, and Mikko Meriläinen. "Expectations and realities: Examining adolescent students’ game jam experiences." Education and Information Technologies 27, no. 3 (2021): 4399–426. http://dx.doi.org/10.1007/s10639-021-10782-y.

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AbstractThis article describes the expectations and experiences of young (16 to 19 year old) digital game jam participants (N = 34) who attend Finnish general upper secondary schools. Game jams are a form of game creation: events where games are made in co-operation. They are widely used in game design education and in addition, when participated voluntarily, learning has been reported as an important motivation. The existing literature mostly concentrates on game jams for adults, and informal or non-formal learning. This article is adding to the literature by examining learning in formal educ

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Novak, Damijan, Domen Verber, Jani Dugonik, and Iztok Fister. "Action-Based Digital Characterization of a Game Player." Mathematics 11, no. 5 (2023): 1243. http://dx.doi.org/10.3390/math11051243.

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Games can be more than just a form of entertainment. Game spaces can be used to test different research ideas quickly, simulate real-life environments, develop non-playable characters (game agents) that interact alongside human players and much more. Game agents are becoming increasingly sophisticated as the collaboration between game agents and humans only continues to grow, and there is an increasing need to better understand game players’ workings. Therefore, this work addresses the digital characterization (DC) of various game players based on the game feature values found in a game space,

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