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Journal articles on the topic 'Non-digital games'
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Plothe, Theo. "Bearded Dragons at Play." Exchanges: The Interdisciplinary Research Journal 7, no. 3 (June 24, 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 between the digital game and its impact on the world at large. Through an analysis of 50 YouTube videos representing these play experiences, this article considers the place of these videos within gamerspace. The implications of this work serve to better understand the relationships between digital gaming, play, and human and non-human actors in interaction with haptic media. This example also expands upon our understandings of play as a whole.
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Allaire, Jason C., Anne Collins McLaughlin, Amanda Trujillo, Laura A. Whitlock, Landon LaPorte, and Maribeth Gandy. "Successful aging through digital games: Socioemotional differences between older adult gamers and Non-gamers." Computers in Human Behavior 29, no. 4 (July 2013): 1302–6. http://dx.doi.org/10.1016/j.chb.2013.01.014.
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Sundqvist, Pia, and Liss Kerstin Sylvén. "Language-related computer use: Focus on young L2 English learners in Sweden." ReCALL 26, no. 1 (January 2014): 3–20. http://dx.doi.org/10.1017/s0958344013000232.
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AbstractThis paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4th grade (N = 76, aged 10–11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners’ L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (≥4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M = 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p < .01), the reason being boys’ greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p < .05), the reason being girls’ greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non- and moderate gamers than frequent gamers.
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Sylvén, Liss Kerstin, and Pia Sundqvist. "Gaming as extramural English L2 learning and L2 proficiency among young learners." ReCALL 24, no. 3 (September 2012): 302–21. http://dx.doi.org/10.1017/s095834401200016x.
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AbstractToday, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N = 86, aged 11–12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners’ out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15–16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (≥ 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition.
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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (December 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</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process. </p>
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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 (October 1, 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 interaction prevalent in game studies, and rethink the relationship between human players and digital games.
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Lages e Silva, Rodrigo, Gabriela Da Silva Bulla, Leandro Paz Da Silva, and Julia De Campos Lucena. "Os serious games e os regimes de sensibilidade: Paradoxos do uso de jogos na formação humana." education policy analysis archives 26 (September 17, 2018): 117. http://dx.doi.org/10.14507/epaa.26.3867.
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We think about the implications of digital games on non-school formation policies with serious games, analyzing two games – Ayiti: the cost of life and Sara: A Meaningful Journey Part One. We initially discuss the relationship between game and learning, emphasizing the interactional and cognitive aspects contributed by digital games and the networked personal computer interface in the recruitment of an immersive experience, according to Maturana and Varela's theory of learning. Following, we question the concept of serious game and its use as an awareness-raising way for action in the scope of the policies of human formation. In the end, we reflect on the ethical-political aspects related to the design and content of digital games on screen.
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Fizek, Sonia. "Automated State of Play." Digital Culture & Society 4, no. 1 (March 1, 2018): 201–14. http://dx.doi.org/10.14361/dcs-2018-0112.
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Abstract Automation of play 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. This article proposes to look at AI-driven non-human play and, what follows, rethink digital games, taking into consideration their cybernetic nature, thus departing from the anthropocentric perspectives dominating the field of Game Studies. A decentralised posthumanist reading, as the author argues, not only allows to rethink digital games and play, but is a necessary condition to critically reflect AI, which due to the fictional character of video games, often plays by very different rules than the so-called “true” AI.
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Dunwell, Ian, Petros Lameras, Sara de Freitas, Panos Petridis, Maurice Hendrix, Sylvester Arnab, and Kam Star. "Providing Career Guidance to Adolescents through Digital Games." International Journal of Game-Based Learning 4, no. 4 (October 2014): 58–70. http://dx.doi.org/10.4018/ijgbl.2014100104.
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In an evolving global workplace, it is increasingly important for graduates and school-leavers to possess an understanding of the job market, their relevant skills, and career progression paths. However, both the marketplace and career paths are becoming increasingly dynamic, with employees more frequently moving between sectors and positions than was the case for previous generations. The concept of a “job for life” at a single organization is becoming less prevalent across sectors and cultures. In such a context, traditional approaches to career guidance, which often focused upon identifying a suitable occupation for adolescents at an early stage and establishing a route towards it, are being challenged with the need to communicate the value of transferrable skills and non-linear progression paths. This article explores the role digital games might play in allowing learners to develop these skills as part of a wider careers guidance programme. Through a case study of the “MeTycoon” serious game, the potential reach of such games is discussed, with 38,097 visits to the game's website, and 408,247 views of embedded educational videos. An online survey of players (n=97) gives some insight into their opinions of the game's impact and appeal, with positive comments regarding the design of the game and its emphasis on creating an enjoyable gaming experience whilst providing educational content.
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Vanbecelaere, Stefanie, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, and Fien Depaepe. "The effectiveness of adaptive versus non‐adaptive learning with digital educational games." Journal of Computer Assisted Learning 36, no. 4 (December 29, 2019): 502–13. http://dx.doi.org/10.1111/jcal.12416.
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Giang, Nguyen Thi Huong, and Le Huy Cuong. "Evaluating Feasibility and Effectiveness of Digital Game-Based Instructional Technology." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i16.23829.
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Higher education institutions encounters difficulties when the Covid-19 pandemic happens because learners cannot go to class and absorb knowledge directly. In Vietnam, universities have used online learning to help learners keep learning in this pandemic context. However, the quality and effectiveness of the learning process are questioned by the learner and the teaching staff. In this context, our research is looking for solutions to apply new technology in the teaching process to ensure the quality and effectiveness of learning. Among these new technologies, digital games are considered due to most students playing digital games as well as their positive effects in teaching reflected in recent publications. Under the approach of technological process, our team evaluate the feasibility and effectiveness of the digital game-based instructional technology at HUST. In terms of feasibility, research results show that most students agree that learning skills can be formed by using digital games in learning process. About the efficiency, there are three key findings: First, although male students play video games more than female students, the results show that both men and women have the same rate to-wards the effectiveness of digital games in learning. Second, there is no difference in assessing the effectiveness of digital games in learning between IT students and non-IT students although IT students are more exposed to technology. Third, there is a difference in the views of second-year students and third-year students. This difference shows the reason to build blended-learning courses that use digital games effectively for third-year students who starts more indeed engineering major at universities.
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Cassidy, Ryan, and Matthew McEniry. "How the new generation of video game consoles have accelerated the need to preserve digital content – part 1." Library Hi Tech News 31, no. 9 (October 28, 2014): 17–20. http://dx.doi.org/10.1108/lhtn-08-2014-0066.
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Purpose – This two-part study aims to expose the challenges and establish the necessity of preserving digital content, with a focus on console video games. Design/methodology/approach – Through a method of establishing the history of video game consoles, identifying the challenges presented by the format and addressing the current preservation efforts, this article serves as a brief retrospective of the issues and a guide to extending the conversation. Findings – Representing a unique format, heavily reliant on advances in technological and industrial standards, console video games have experienced a demonstrated lack of preservation. Originality/value – With special attention to the non-gamer, this is an introduction to the conversation and an invitation to lend expertise to not only an often overlooked area of popular culture, which is facing (and in some cases, has experienced) irretrievable loss of information, but also to other formats facing adjustment to the digital, always-online environment.
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Talan, Tarık, Yunus Doğan, and Veli Batdı. "Efficiency of digital and non-digital educational games: A comparative meta-analysis and a meta-thematic analysis." Journal of Research on Technology in Education 52, no. 4 (April 20, 2020): 474–514. http://dx.doi.org/10.1080/15391523.2020.1743798.
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Sokolov, E. S. "Games That Kill Us: Video Games and Violence in the Russian Printed Media Discourse." Sociology of Power 32, no. 3 (October 2020): 165–88. http://dx.doi.org/10.22394/2074-0492-2020-3-165-188.
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The paper investigates the video game discourse of the Russian state media from 2011 to 2015. Critical discourse analysis serves as a methodological framework for this work, and Foucault’s power/knowledge model is used to explain the logic behind the «grotesque discourses». In the Russian press, video games are described as an instance of inculcation, provoking overintense emotions and forcing individuals to commit symbolic acts impossible from the standpoint of “normal” pedagogy. The paper problematizes the mythologization of violence in video games and identifies the main tropes used to establish the connection between video games and violence (murders) as “natural” and “obvious”. Particular attention is paid to the publications of Aleksandr Minkin, a reporter at “Moskovskij Komsomolets” (“Moscow Komsomol Member”) and one of the most prominent critics of video games, as well as to the media coverage of the first school shooting in Russia (shooting at school № 263 in 2014). It is shown that video games are used in the media discourse as an explanatory principle that allows a shift from the crime to the criminal, to those acts which reveal moral depravity or psychological disorder, and those circumstances which foster criminalism. Pointing to the games helps restore the “normal” connection between social and moral qualities, explaining the crime committed by an honours student from a “good family” as being the result of the depictions of violence in video games affecting the child’s psyche. Video games are also described as a factor in shaping the “digital generation” or “generation of gamers” — odd and politically dangerous. The dangers that games create for both gamers and society in general (the non-distinction between the “real” and the “virtual”, the illusion of a “possible restart”) allow the journalists and experts to insist on strengthening measures of supervision and protection, and expanding legal and medical control.
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Kickmeier-Rust, Michael D., Elke Mattheiss, Christina Steiner, and Dietrich Albert. "A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games." International Journal of Game-Based Learning 1, no. 1 (January 2011): 45–58. http://dx.doi.org/10.4018/ijgbl.2011010104.
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One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.
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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 (June 22, 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 console video games one faces problems of classified development documentation, legal aspects and extracting the contents from original media like cartridges with special hardware. Furthermore, special controllers and non-digital items are used to extend the gaming experience making it difficult to preserve the look and feel of console video games.This paper discusses strategies for the digital preservation of console video games. After a short overview of console video game systems, there follows an introduction to digital preservation and related work in common strategies for digital preservation and preserving interactive art. Then different preservation strategies are described with a specific focus on emulation. Finally a case study on console video game preservation is shown which uses the Planets preservation planning approach for evaluating preservation strategies in a documented decision-making process. Experiments are carried out to compare different emulators as well as other approaches, first for a single console video game system, then for different console systems of the same era and finally for systems of all eras. Comparison and discussion of results show that, while emulation works very well in principle for early console video games, various problems exist for the general use as a digital preservation alternative. We show what future work has to be done to tackle these problems.
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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 (June 7, 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 traditionally focused on the negative effects they were perceived to have while in the end coming up with very little reliable evidence to support this position. The current wave of games research exemplified in this issue is certainly wider: games are a cultural and often highly socialised medium that has changed the way we view the world. They are used in non-entertainment settings, helping to promote active learning in players of all ages. The medium also facilitates deeper psychological and philosophical theorizing, as researchers grapple with deeper questions on what games and play mean to each of us. Put simply: games research is not just fun and games.
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Gaydos, Matthew. "Co-designing Educational Games for Classrooms." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 54–63. http://dx.doi.org/10.14434/ijdl.v12i1.31266.
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Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., Legends of Alkhemia, Statecraft X), and non-digital games (e.g., Green City Blues, Money Matters). Although these games had been successful as research tools used to investigate gamebased learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.
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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 (August 19, 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 UK’s National Videogame Archive (NVA) which, since its foundation in 2008, has developed approaches that both dovetail with and critique existing strategies to game preservation, exhibition and display.The article begins by noting the NVA’s interest in preserving not only the code or text of the game, but also the experience of using it – that is, the preservation of gameplay as well as games. This approach is born of a conceptualisation of digital games as what Moulthrop (2004) has called “configurative performances” that are made through the interaction of code, systems, rules and, essentially, the actions of players at play. The analysis develops by problematising technical solutions to game preservation by exploring the way seemingly minute differences in code execution greatly impact on this user experience.Given these issues, the article demonstrates how the NVA returns to first principles and questions the taken-for-granted assumption that the playable game is the most effective tool for interpretation. It also encourages a consideration of the uses of non-interactive audiovisual and (para)textual materials in game preservation activity. In particular, the focus falls upon player-produced walkthrough texts, which are presented as archetypical archival documents of gameplay. The article concludes by provocatively positing that these non-playable, non-interactive texts might be more useful to future game scholars than the playable game itself.
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Saridaki, Maria, and Constantinos Mourlas. "Integrating Serious Games in the Educational Experience of Students with Intellectual Disabilities." International Journal of Game-Based Learning 3, no. 3 (July 2013): 10–20. http://dx.doi.org/10.4018/ijgbl.2013070102.
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The purpose of this paper is to present a series of observations made by researchers and educators on the integration of serious games in the educational experience of users with intellectual disabilities (ID). Data were gathered from four different studies and different games were used, in order to identify a successful model of games based learning application. Moreover, results that highlight the motivational importance of playful integration towards the promotion of self determination in students with ID, will be presented. According to the authors’ findings, special education can be benefited from the successful integration of digital games in the educational scenario, creating a safe and personalized educational environment for the students, as well as a valuable motivational tool for the educator - especially when the educator takes a threefold role, able to support a hybrid model of digital and non digital play. Trying to assist the educational efforts of special education teachers, the authors will present the results of a series of case studies and applications, the role of the educator, as well as practical considerations that resulted in the sketch of a model of playful game-based learning integration.
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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 (February 28, 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 document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games.
Keywords: Educational games, Game Design, SGDD, BNCC
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McEniry, Matthew, and Ryan Cassidy. "How the new generation of consoles have accelerated the need to preserve digital content – part 2." Library Hi Tech News 32, no. 2 (April 7, 2015): 10–13. http://dx.doi.org/10.1108/lhtn-09-2014-0081.
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Purpose – This two-part paper aims to expose the challenges and establish the necessity of preserving digital content, with a focus on console video games. Part two identifies the preservation challenges, methods of preserving digital content and the current efforts by preservation groups and organizations. Design/methodology/approach – Through a method of identifying a video game content which has been lost, or at risk of being lost, describing the challenges presented by the format, and addressing the current preservation efforts, this paper serves as a brief retrospective of the issues and a guide to extending the conversation. Findings – While preserving video game content faces many challenges due to copyright issues and risks associated with digital format, some institutions have made progress that other libraries can follow. Originality/value – With special attention to the non-gamer, the conversation on video game preservation continues by focusing on the challenges and current efforts.
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Harris, Christopher. "Fact or fiction? Libraries can thrive in the Digital Age." Phi Delta Kappan 96, no. 3 (October 13, 2014): 20–25. http://dx.doi.org/10.1177/0031721714557448.
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Today’s school library uses an increasing number of digital resources to supplement a print collection that is moving more toward fiction and literary non-fiction. Supplemental resources, including streaming video, online resources, subscription databases, audiobooks, e-books, and even games, round out the new collections. Despite the best efforts of even the hardest-working librarians in the best-funded libraries, there are many challenges to going digital.
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Hernandez-Aguilera, J. Nicolas, Max Mauerman, Alexandra Herrera, Kathryn Vasilaky, Walter Baethgen, Ana Maria Loboguerrero, Rahel Diro, Yohana Tesfamariam Tekeste, and Daniel Osgood. "Games and Fieldwork in Agriculture: A Systematic Review of the 21st Century in Economics and Social Science." Games 11, no. 4 (October 23, 2020): 47. http://dx.doi.org/10.3390/g11040047.
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Games are particularly relevant for field research in agriculture, where alternative experimental designs can be costly and unfeasible. Games are also popular for non-experimental purposes such as recreating learning experiences and facilitating dialogue with local communities. After a systematic review of the literature, we found that the volume of published studies employing coordination and cooperation games increased during the 2000–2020 period. In recent years, more attention has been given to the areas of natural resource management, conservation, and ecology, particularly in regions important to agricultural sustainability. Other games, such as trust and risk games, have come to be regarded as standards of artefactual and framed field experiments in agriculture. Regardless of their scope, most games’ results are subject to criticism for their internal and external validity. In particular, a significant portion of the games reviewed here reveal recruitment biases towards women and provide few opportunities for continued impact assessment. However, games’ validity should be judged on a case-by-case basis. Specific cultural aspects of games might reflect the real context, and generalizing games’ conclusions to different settings is often constrained by cost and utility. Overall, games in agriculture could benefit from more significant, frequent, and inclusive experiments and data—all possibilities offered by digital technology. Present-day physical distance restrictions may accelerate this shift. New technologies and engaging mediums to approach farmers might present a turning point for integrating experimental and non-experimental games for agriculture in the 21st century.
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Yang, Tzu-Chi, Meng Chang Chen, and Sherry Y. Chen. "Incorporating digital games into anti-drug material: non-drug-addicted learners vs. drug-addicted learners." Universal Access in the Information Society 19, no. 1 (July 13, 2018): 29–40. http://dx.doi.org/10.1007/s10209-018-0624-6.
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Arora, Payal, and Sorina Itu. "Arm Chair Activism." International Journal of Game-Based Learning 2, no. 4 (October 2012): 1–17. http://dx.doi.org/10.4018/ijgbl.2012100101.
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The battle between educators and entertainers continues when it comes to gaming. While this is so, the edutainment battleground has expanded to include actors outside formal schooling agencies, namely International Non-Governmental Organizations (INGOs). These actors employ digital games with the aim to educate and activate towards specific social causes. These serious games are viewed to have tremendous potential for behavioral change through their interactive and persuasive aspects. This paper examines serious games deployed by certain prominent INGOs and analyzes the educative aspects of such new media platforms. What is revealed at the design, audience, and content level compel us to examine what constitutes as education through serious games. Here, education is seen as social marketing employing sensationalism, morality, and emotional capital to stimulate activism. Such games sustain the converted rather than create new understandings of complex social issues.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (September 25, 2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.
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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
Keywords: Video game, pandemic, online games, confinement.
References
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[8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020.
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Wiggins, Bradley E. "An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education." International Journal of Game-Based Learning 6, no. 1 (January 2016): 18–29. http://dx.doi.org/10.4018/ijgbl.2016010102.
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This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies.
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Basaraba, Nicole. "A communication model for non-fiction interactive digital narratives: A study of cultural heritage websites." Frontiers of Narrative Studies 4, s1 (November 22, 2018): s48—s75. http://dx.doi.org/10.1515/fns-2018-0032.
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AbstractInteractive digital narrative (IDN) is an umbrella term used to encompass the various formats of digital narrative such as hypertext fiction, transmedia stories, and video games. The study of IDNs transverses the disciplines of narratology, game studies, and media studies. The main question this article addresses is how does the digital medium affect narrative in cultural heritage websites? This question is examined by proposing a new communication model that considers the role of digital media — the Creator-Produser Transaction Model — and adapting existing “tools” of narrative analysis into a “narratological toolkit” for the study of non-fiction IDNs. The transaction between creators and produsers and how an IDN narratological toolkit can be applied are exemplified through the analysis of three cultural heritage websites: Open Monuments (“Otwarte Zabytki”), Belgian Refugees of 1914–1919, and Storymap.
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Whitson, Jennifer R., and Bart Simon. "Game Studies meets Surveillance Studies at the Edge of Digital Culture: An Introduction to a special issue on Surveillance, Games and Play." Surveillance & Society 12, no. 3 (July 22, 2014): 309–19. http://dx.doi.org/10.24908/ss.v12i3.5334.
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While we could attribute the close ties between surveillance and video games to their shared military roots, in this editorial we argue that the relationship goes much deeper to that. Even non-digital games such as chess require a mode of watchfulness: an attention to each piece in relation to the past, present, and future; a drive to predict an opponent’s movements; and, a distillation of the player-subject into a knowable finite range of possible actions defined by the rules. Games are social sorting, disciplinary, social control machines.In this introduction we tease apart some of the intersections of games and surveillance, beginning with a discussion of the NSA documents leaked by Edward Snowden on using games to both monitor and influence unsuspecting populations. Next, we provide an overview of corporate data-gathering practices in games and further outline the production of manageable, computable subjectivities. Then, we show how the game Watch Dogs explores the surveillant capacities of games at both the game mechanical and representational scales. These three different facets of surveillance, games, and play set the scene for the special issue and the diverse articles that follow. In the following pages we pose new lines of questioning that highlight the nuances of play and offer new modes of thinking about what games - and the processes of watching and being watched that are a foundational part of the experience – can tell us about surveillance.
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Vanbecelaere, Stefanie, Katrien Van den Berghe, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, and Fien Depaepe. "The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes." Computers & Education 143 (January 2020): 103680. http://dx.doi.org/10.1016/j.compedu.2019.103680.
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Araújo de Medeiros, Romero, Raniella Lima, Denise Silva, and Luis Paulo Mercado. "Jogos digitais como estratégia de ensino-aprendizagem no ensino superior. A construção e aplicação do jogo “Renascença” na disciplina de literatura." Obra digital, no. 10 (March 5, 2016): 69–83. http://dx.doi.org/10.25029/od.2016.74.10.
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O presente estudo apresenta uma proposta de estratégia didática baseada na aprendizagem com jogos digitais, buscando acrescentar ao ensino superior uma metodologia ativa, em que o aluno também atue no processo de ensino-aprendizagem. Nessa perspectiva é indispensável o uso de TIC´s como recurso para proporcionar aulas mais dinâmicas e interativas. O objetivo dessa prática com jogos é que o aluno possa, além de aprender o conteúdo específico da aula, desenvolver competências e habilidades úteis no ambiente extra-acadêmico. Outro aspecto importante na utilização dos jogos digitais é o envolvimento e o prazer que o aluno sente ao jogar, aprendendo de forma oblíqua, sem se preocupar necessariamente com um conteúdo. Essa aula de Literatura do curso de Letras, realizada com um jogo criado pela equipe intitulada Jogo Renascença, trouxe um resultado positivo, pois os alunos mostraram interesse, empolgação e também aprendizagem em relação ao assunto trabalhado.
Abstract
Digital games as a strategy for learning. Designing the game "Renascença" for the subject of literature
This study proposes a teaching strategy based on learning with digital games, to provide an active method for higher education, in which students are also involved in the teaching-learning process. From this perspective, ICTs should be used as a resource to make classes more dynamic and interactive. The purpose of games practice is that the student can develop competencies and useful skills for non-academic settings, in addition to learning the specific content of the lesson. Another important aspect in the use of digital games is students’ involvement and pleasure in playing, learning obliquely, without necessarily worrying about content. This literature class for the Bachelor of Arts degree course, which is taught using a game entitled “Renascença”, created by the team, had positive results, because the students were interested, excited and successfully learnt the contents.
Keywords: Higher education, digital games, active methodology , interaction, learning.
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Yurieva, Oksana, Tetiana Musiichuk, and Dina Baisan. "INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS." Advanced Education 8, no. 18 (June 22, 2021): 90–102. http://dx.doi.org/10.20535/2410-8286.223896.
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The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a VLE (Virtual Learning Environment) or LMS (Learning Management System), to more informal unstructured approaches, including Virtual Worlds like Second Life and MMORPGs (Massively Multiplayer Online Role-Playing Games) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at a Ukrainian public university. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquires about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.
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Rivera-Dundas, Adena. "Ecocritical Engagement in a Pixelated World // El compromiso ecocrítico en un mundo pixelado." Ecozon@: European Journal of Literature, Culture and Environment 8, no. 2 (October 31, 2017): 121–35. http://dx.doi.org/10.37536/ecozona.2017.8.2.1351.
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How does one talk about materiality or embodiment when the “body” and the “environment” in question are forever separated by a screen? Through close readings of Proteus (Twisted Tree, 2013) and Islands: Non-Places (Ice Water Games, 2016), this essay argues that certain video games articulate empathetic relationships between player and world, because of—rather than despite—the video game’s position as a virtual realm. Because these two games limit player interaction and manipulate experiences of time, Proteus and Islands: Non-Places force the player to critically inhabit her position in the world and to question her expectations of dominance and control typically experienced in video games. Applications of material ecocriticism drive the readings of these video games. Specifically, by considering theories of time—both Anna Tsing’s pace of walking and Rob Nixon’s slow time of environmental disaster—together with Jane Bennett’s concept of vibrant matter and Serenella Iovino and Serpil Oppermann’s definition of material ecocriticism, this essay argues that the worlds of Proteus and Islands: Non-Places demand an environmental attention from the player. These two games reject the human desire to touch, cultivate, and master the environment, offering, instead, a digital assemblage that includes the corporeal player and the virtual world. Proteus and Islands: Non-Places, human-made constructions designed for human consumption, drive an investment in the vibrancy of the world—both within the game and without. Resumen ¿Cómo se puede hablar de la materialidad o la personificación cuando el “cuerpo” y el “ambiente” de los cuales hablamos están siempre separados por una pantalla? Mediante un análisis cuidadoso de Proteus (Twisted Tree, 2013) y Islands: Non-Places (Ice Water Games, 2016), este trabajo argumenta que algunos videojuegos fomentan la relación empática entre el jugador y el mundo a causa de—y no a pesar de—la existencia del videojuego como un mundo virtual. Como estos dos juegos limitan la interacción del jugador y manipulan la experiencia del tiempo, Proteus y Islands: Non-Places obligan al jugador a reflexionar sobre la posición que ocupa en el mundo y a cuestionar las expectativas de dominio y control que típicamente se hacen realidad en los videojuegos. El uso de la ecocrítica material impulsa el análisis de estos videojuegos. Concretamente, al considerar algunas teorías del tiempo—como la idea del “paso de la caminata” de Anna Tsing y la noción de la “violencia lenta” de Rob Nixon—junto al concepto de la materia vibrante de Jane Bennett y la definición de la ecocrítica material propuesta por Serenella Iovino y Serpil Oppermann, este trabajo sostiene que los mundos de Proteus y Islands: Non-Places exigen que el jugador considere el medio ambiente. Estos dos juegos rechazan el deseo humano de tocar, cultivar y dominar el ambiente; más bien ofrecen un montaje que incluye al jugador físico y el mundo virtual. Proteus y Islands: Non-Places, que son construcciones hechas por el ser humano para ser vividas por el ser humano, impulsan una apuesta por la vitalidad del mundo—tanto dentro como fuera del juego.
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Samson, Sharon, and Dr S. V. Karthiga. "Gamification as a Tool in English Language Teaching." International Journal of Early Childhood Special Education 12, no. 2 (December 31, 2020): 99–102. http://dx.doi.org/10.9756/int-jecse/v12i2.201061.
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Gameography or Edutainment, Teaching – learning actions refer to some kind of play with lucid ad knowledge. This requires the use of elegant, interactive and non- digital games to decisive opinion and analytic decipher. Gamification is relatively new but in the corporate world it has been used effectively. Gamification not only incorporates game mechanics and game design strategies in non-game situations, but also empowers and integrates the learner with motivational skills towards a learning attitude and a comfortable environment to maintain. This cram offers catalogue of influential study and problems occurring from the use of Edutainment and staid games for learning language. Gamification as a philosophy, principle of motivation, the educational consequences for successful adoption of the technique and the latest applications used. This also calls for the Strategy to include objective evidence and analysis.
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Bayer, Rachel, and Catherine Sorenson. "Resource Review: Breakout EDU." Journal of Youth Development 15, no. 6 (December 15, 2020): 326–33. http://dx.doi.org/10.5195/jyd.2020.919.
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Game-based learning is becoming an increasingly popular pedagogical technique for providing engaging learning experiences for youth. The Breakout EDU platform provides an opportunity to bring game-based learning into formal and non-formal learning environments using an escape-room-like approach while teaching specific subject areas and building life skills. There are more than 1,500 ready-made games for teaching a variety of topic areas, from science and math to team building, in any learning context. It also provides resources and tools to support youth development professionals in creating their own games. This review provides an overview of Breakout EDU and its kit and digital platform components and offers considerations for youth development professionals.
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Сапицька, О. М. "The role of video games in obtaining and disseminating historical knowledge." ВІСНИК СХІДНОУКРАЇНСЬКОГО НАЦІОНАЛЬНОГО УНІВЕРСИТЕТУ імені Володимира Даля, no. 3(259) (February 18, 2020): 62–70. http://dx.doi.org/10.33216/1998-7927-2020-259-3-62-70.
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The formation of the historical background in video games is provided by spatial narratives. In recent years, they are more and more amenable to adjustments in the direction of maximally exact correspondence to socio-economic, political, cultural, domestic, geographical, climatic and so on elements of the localized on the scenario of the game`s chronotop. This may indicate another qualitative transformation of video games as a socio-technical and socio-cultural phenomenon, as well as about the positive cultural and intellectual dynamics of the modern “consumer society”.
Computer video games, as part of the digital, educational and entertainment industry as a whole, are in a state of constant high-speed dynamic transformation in the context of global digitalization of all aspects of society and a lot of competition in the field of video games in particular.
Based on the analytics of the results of direct surveys, statistical and factual data, in article an attempt was made to assess the use of video games as a non-formal education tool for relaying and consolidating historical knowledge for different age and social groups of game products consumers, as well as the appropriateness of their use in the classical educational system at different levels.
Computer video games with the most accurate historical content as well as “alternative” historical content can become highly effective additional pedagogical tools for acquiring basic and in-depth knowledge of history both for self-education and in academic institutions. As part of the study of academic history, whole historical digital laboratories can be created that study both the multivariance of history and bring “alternative realities” into the linear real history of the development of human civilization. The success of using video games with historical content for the needs of academic history is high only if the teacher understands not only historical but also technical terms, knows the features of developmental psychology, knows the scenario and features of the video game proposed for modeling, and can develop their own teaching methods based on an interdisciplinary approach.
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Öz Pektaş, Hatice. "Font games in typography education: Typewar." SHS Web of Conferences 48 (2018): 01072. http://dx.doi.org/10.1051/shsconf/20184801072.
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Typography is an area of expertise that focuses on artistic and design-based features and production technologies of all printed scripts. Although typography is an important element of many design branches, it is primarily one of the basic courses of Communication Design, Visual Communication Design, and Graphic Design departments. Current education methods are outdated and boring for the young target audience who got used to a lifestyle full of computers and mobile devices. Digital games are important means used in educational environments thanks to computer technologies. In 2017-2018 Academic Year’s Fall Semester, 20 students from Graphic Design and Communication Design Departments who took Typography I course was made to play "typewar" game and the results of the games were recorded and the success of the students in recognizing the writing types in this game was measured. The typewar game was preferred in order to teach students "the anatomical structures of the whole alphabet by introducing serif and non-serif fonts" as a purpose of the course. In the research, it was observed that there was a difference in the number of the font types that students can remember and distinguish between classical methods and typewar game. In the survey made after the game, students’ opinion on the use of games in typography education was taken.
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Whitson, Jennifer R. "Gaming the Quantified Self." Surveillance & Society 11, no. 1/2 (May 27, 2013): 163–76. http://dx.doi.org/10.24908/ss.v11i1/2.4454.
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By their nature, digital games facilitate surveillance. They allow for the compilation of statistics, internal states, and rules to be recorded, thus hiding many of the internal workings from the players and making the games much more complex. This digitization makes it much easier to collect player data and metrics, and then, as a process of function creep, to use this data in new and innovative ways, such as improving the user experience, or subtly shaping users' in-game desires and behaviours. Increasingly, these practices have moved from non-game spaces into social networking sites and spaces of play.The "gamification" movement is benefiting from the increasing sophistication of such metrics. Gamification combines the playful design and feedback mechanisms from games with users' social profiles (e.g. Facebook, twitter, and LinkedIn) in non-game applications explicitly geared to drive behavioural change (e.g. weight loss, workplace productivity, educational tools, and consumer loyalty). As critics point out, gamified applications rely on the points, leaderboards, and badges often seen in games, but are not games in themselves (Deterding 2010; Bogost 2011). Advocates of the gamification movement - including Al Gore in a recent Games for Change keynote - argue that this monitoring and feedback makes difficult tasks more playful and enjoyable (McGonigal 2011; Gore 2011). However, the marketing and political discourse of using games to change behaviour in positive ways is quite different from messy actualities rooted in advertising, consumption, and intrusive user monitoring. The current potentials to ‘gamify’ life have incited debate on whether the spread of these points based systems heralds playful utopias or dystopic surveillant societies run by corporations and advertisers. This paper highlights the rise of gamification and the implications for surveillance studies. In particular, it focuses on describing the increasingly intrusive monitoring practices are propagated under the banner of fun and play.
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Enggar Pamudyaningrum, Friskila, Hestiasari Rante, Muhammad Agus Zainuddin, and Michael Lund. "UI/UX Design for Metora: A Gamification of Learning Journalism Interviewing Method." E3S Web of Conferences 188 (2020): 00008. http://dx.doi.org/10.1051/e3sconf/202018800008.
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In learning, effective media is needed to deliver the material. Visual media can be more acceptable and facilitate understanding and strengthen memory. In this modern era, digital-based visual media is more effectively captured by students. Educational games in the form of gamification can provide the same effect as effective learning media. To support educational games, interface design and user experience are the first aspects seen by users. This study explored the user interface and user experience in the process of developing a gamification of a non-game subject, Journalism Interviewing Method. User interface includes colour, shape and layout the interface. User experience in game design process includes the tangible user interface, constructive and helpful feedback, content and storytelling, how to appreciate user. This study explored the user interface and user experience in the process of developing a gamification of a non-game subject, Journalism Interviewing Method.
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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 (July 29, 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) was used to determine the levels of violence tendency. DGAS-7 was developed by Lemmens et al. (2009). To determine the problematic digital game behaviors of adolescents between the ages of 12-18. It has been developed by Haskan and Yıldırım to measure the tendency of violence among adolescents.
According to the results obtained in our research; according to the monotetic format, 4.6% of the students participating in the research were addicted to digital games, while 95.4% were not dependent. According to the polythetic format, while 21.7% is addicted to digital games, 78.3% is not addicted. There was a statistically significant difference between female and male students in terms of digital game addiction and violence tendency in favor of female students. There was also a significant difference between the levels of digital game addiction and violence tendency according to mobile phone ownership. This difference is in favor of students who do not have mobile phones. There has been a statistically significant difference between the levels of digital game addiction in favor of the students who do not have mobile internet connection, but no significant difference has been found between the levels of violence tendency. There has been a statistically significant difference between non-dependent students in terms of violent tendency levels in terms of digital game addiction in monotetic and polythetic format. The level of violence tendency of non-dependent students is lower than that of dependent students. There has been a statistically significant difference between digital game addiction levels and violence tendency levels according to the duration of digital game play. This difference is in favor of students who play less time in a day. There has been a positive and moderate relationship between digital game addiction levels and violence tendency levels.
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Kaufman, Geoff F., and Mary Flanagan. "Lost in Translation." International Journal of Gaming and Computer-Mediated Simulations 5, no. 3 (July 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 digital version of the game, despite being a nearly identical translation, was perceived by players to be more complicated than the analog version and, consequently, was less effective at facilitating learning and attitude change. The authors propose several explanations for this finding, based on psychological theories, to help elucidate critical distinctions between non-digital and digital game play phenomenology.
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Permana, Silvester Dian Handy. "Implementation of Min Max Algorithm as Intelligent Agent on Card Battle Game." IJISTECH (International Journal Of Information System & Technology) 2, no. 2 (May 23, 2019): 53. http://dx.doi.org/10.30645/ijistech.v2i2.20.
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Information technology brings transformation from the physical world into the digital world. This transformation developed in various fields, especially games. In the past, games that are involving physical objects such as chess, cards, dominoes, and mahjong are popular for the publics. Card battle game is a game that pits strength between 2 cards. The game must have 2 players who will compete. However, if a player wants to practice before the match or wants to play alone, he needs Non Player Character (NPC). The NPC will be the opponent in card battle games. In order for NPCs to be able to fight players, a special algorithm is needed to make the NPCs compete with players. The algorithm that can be implemented into the NPC is the Min Max Algorithm. This algorithm is a responsive algorithm which can count every step of the player. The results of this study are expected to provide suitable opponents for players who want to practice or compete in Card Battle Game on their own.
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Buendgens-Kosten, Judith, Viviane Lohe, and Daniela Elsner. "Beyond the monolingual habitus in game-based language learning: The MElang-E and EU·DO·IT projects in the interstices between linguistics, pedagogy and technology." Journal of Gaming & Virtual Worlds 11, no. 1 (March 1, 2019): 67–83. http://dx.doi.org/10.1386/jgvw.11.1.67_1.
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Mirroring prevailing monolingual ideologies in foreign language pedagogic practices, the majority of language learning games reflect a monolingual perspective on language and language learning. This article attempts to delineate alternatives to this monolingual habitus in game-based language learning (GBLL). In order to do so, it introduces two Erasmus+ projects that set out to develop multilingual language learning games which go beyond vocabulary drills or match-the-translation activities by encompassing a plurilingual perspective on languages and language learning: MElang-E (Multilingual Exploration of Languages in Europe) and EU·DO·IT (European Digital Online-Game for Intercultural Learning and Translanguaging). The authors will discuss how in projects of this type, the need for sociolinguistic realism and the overarching plurilingual pedagogy have to be actively balanced with the expectations, preferences and needs of learners and teachers. Preliminary survey data on stakeholders’ perspectives on such products shows that there is a widespread scepticism regarding the inclusion of some types of non-target language material in a language learning game. Consequences for the design of multilingual games will be drawn.
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Vashisht, Devika. "How gamers process in-game brand placements under different game-involvement conditions." Management Research Review 40, no. 4 (April 18, 2017): 471–90. http://dx.doi.org/10.1108/mrr-07-2015-0163.
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Purpose The purpose of this study is to enhance the knowledge about advertising effects of brand placements in games on players’ brand recall and attitude. More specifically, this study examines the varying effects of brand prominence on gamers’ brand recall and brand attitude under varied game-involvement and need for cognition (NFC) conditions from attention and elaboration perspectives in the context of in-game advertising (IGA). Design/methodology/approach A 2 (brand prominence: prominent or subtle) × 2 (game-involvement: high or low) × 2 (NFC: high or low) between-subject measures design was used. Moreover, 240 student gamers participated in the study. A between-subjects measure multivariate analysis of variance was used to test the hypotheses. Findings The results revealed that for a game with prominent brand placement, low game-involvement resulted in greater brand recall than high game-involvement condition. Furthermore, for a game with prominent brand placement, high game-involvement condition resulted in more favorable brand attitude than low game-involvement condition. For a game with subtle brand placement, no differences in brand recall rates as well as brand attitudes were found between the high and the low game-involvement conditions. Likewise, for a game with prominent brand placement under low game-involvement condition, high NFC players reported higher brand recall rates and less favorable brand attitudes than the low NFC players. On the other hand, for a game with subtle brand placement under high-game-involvement condition, no differences in brand recall rates as well as brand attitudes were found between the high and the low NFC players. Research limitations/implications The process of experimentation used in this study to collect responses was susceptible to some limitations. However, this research adds to advertising literature from a non-traditional advertising viewpoint, predominantly in the context of IGA. This study enlightens the role of brand prominence and its boundary conditions to create customers’ brand memory and brand attitude. Likewise, this investigation adds to the marketing knowledge on how to embed and position the brands effectively in digital games taking into account the specific physiognomies of each game and individual traits of gamers. Practical implications This study provides a clear understanding of how marketers can design and develop effective games with a purpose to increase and improve customers’ awareness and attitudes toward the advertised brands by embedding brands in games. The experimental findings suggest the advertising practitioners and game designers to think for a right mix of game-specific factors, that is brand prominence, and individual and situational factors, that is game-involvement and NFC, while creating games to have a stoutest positive advergaming effect on players’ brand recall and brand attitude. Originality/value This study adds to the literature of non-traditional advertising media, specifically to the context of IGA, by investigating the impact of brand prominence, game-involvement and gamers’ NFC on their brand recall and attitude. From the attention and elaboration perspectives, this study is the first attempt to understand how brand prominence and its boundary conditions, that is game-involvement and NFC, impact players’ brand recall and brand attitude.
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Yi, Liu, Qiqi Zhou, Tan Xiao, Ge Qing, and Igor Mayer. "Conscientiousness in Game-Based Learning." Simulation & Gaming 51, no. 5 (June 9, 2020): 712–34. http://dx.doi.org/10.1177/1046878120927061.
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Background. An increasing number of studies support a mediating influence of personality on video-game preferences and player experiences, and in particular, traits associated with playfulness, such as extraversion. Educational institutions, however, tend to reward serious personality traits, such as conscientiousness. Aim.To discern how students respond to Game-Based Learning (GBL) in the classroom, and to understand if and how conscientiousness mediates GBL, we performed a field study at a leading university of technology in northeast China. Method. In May 2019, 60 bachelor and executive students in public-administration studies consecutively played two digital serious games, TEAMUP (multiplayer) and DEMOCRACY3 (single player). Data accrued through surveys with pregame measurements of personality (conscientiousness), mediating factors (motivation, player experience), learning effectiveness (cognitive and non-cognitive learning), and GBL acceptance. Results. Analysis showed a strong overall learning effect for both games. Conscientiousness significantly related to cognitive learning in both games and noncognitive learning in the multiplayer game only. Conscientiousness also significantly related to player experiences in the multiplayer game. Furthermore, the conscientiousness facet of perfectionism was a dominant factor in player experience and learning. We discuss the findings in light of several aspects around GBL that require more attention and research, especially that, alongside other factors, conscientiousness may be an important dimension to consider in the design and implementation of GBL in education, and GBL can have a positive role in the modernization of education in non-Western countries.
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YANNAKAKIS, GEORGIOS N., and JOHN HALLAM. "MODELING AND AUGMENTING GAME ENTERTAINMENT THROUGH CHALLENGE AND CURIOSITY." International Journal on Artificial Intelligence Tools 16, no. 06 (December 2007): 981–99. http://dx.doi.org/10.1142/s0218213007003667.
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This paper presents quantitative measurements/metrics of qualitative entertainment features within computer game environments and proposes artificial intelligence (AI) techniques for optimizing entertainment in such interactive systems. A human-verified metric of interest (i.e. player entertainment in real-time) for predator/prey games and a neuro-evolution on-line learning (i.e. during play) approach have already been reported in the literature to serve this purpose. In this paper, an alternative quantitative approach to entertainment modeling based on psychological studies in the field of computer games is introduced and a comparative study of the two approaches is presented. Feedforward neural networks (NNs) and fuzzy-NNs are used to model player satisfaction (interest) in real-time and investigate quantitatively how the qualitative factors of challenge and curiosity contribute to human entertainment. We demonstrate that appropriate non-extreme levels of challenge and curiosity generate high values of entertainment and we project the extensibility of the approach to other genres of digital entertainment (e.g. mixed-reality interactive playgrounds).
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Bussert-Webb, Kathy M., and Maria E. Diaz. "New Literacy Opportunities and Practices of Latino/a Children of Poverty In and Out of School." Language and Literacy 14, no. 1 (January 25, 2012): 1. http://dx.doi.org/10.20360/g25k5s.
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This case study examines new literacy opportunities and practices of 28 Latino/a children from grades one to seven in a South Texas colonia, or unincorporated area. Data sources were 24-hour literacy logs, two rounds of interviews, and participant observations. The children reported limited school work related to digital literacies; the technology they accessed outside of school focused on entertainment, communication with friends, and mostly non-challenging video games. We discuss participants’ ingenious ways of circumventing any lack of access, their underlying social practices of community sharing, and Thirdspace possibilities of the tutorial center that respondents attended.
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Garon, Jon M. "Commercializing the Digital Canvas." 2013 Fall Intellectual Property Symposium Articles 1, no. 4 (March 2014): 837–72. http://dx.doi.org/10.37419/lr.v1.i4.2.
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Over the past two decades, a series of trends in constitutional and intellectual property have significantly reshaped the impact of traditional intellectual property laws for the art community. Attribution of a work to the artist and protection of the integrity of a work from alternation are historical bedrocks of artistic protections, but those protections have been diminished for digital artists. The Visual Artists Rights Act excludes digital works from the definition of works of visual art, thus excluding these works from rights of attribution and integrity. At the time, rights of attribution and integrity were seen as quasi-trademark rights, and artists were protected under the Lanham Act. Since then, however, the Supreme Court has extended copyright’s preemption over trademark, undermining an artist’s ability to have non-contractual protections for the artist’s identity and integrity in a work. In addition, a second trend within the digital environment has created additional tensions for artists whose works include celebrities, athletes, or other members of the public. The Supreme Court has made the clear determination that video games are entitled to complete First Amendment protection, placing those works in the same category as film, publishing, and works of art. Despite this free speech protection to the medium, a series of inconsistent decisions among state and federal courts have made unclear when the use of a person’s likeness in a video game—or video art instillation—would constitute a violation of the person’s rights of publicity.
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Kamm, Björn-Ole. "A Short History of Table-Talk and Live-Action Role-Playing in Japan: Replays and the Horror Genre as Drivers of Popularity." Simulation & Gaming 50, no. 5 (October 2019): 621–44. http://dx.doi.org/10.1177/1046878119879738.
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Background. The history of larp, live-action role-play, in Japan may be rather short but documents exponential growth in the entertainment sector as well as in educational gaming. Following trends of related forms of analog role-playing games, the horror genre functions as a motor of increasing popularity. Aim. This article explores the development of non-digital role-playing games in the Japanese context in light of the online video platform niconico popularizing horror role-playing and practical considerations of adopting the genre to live-action play. Method. Cyberethnographic fieldwork including participant observation at larps between 2015 and 2018 forms the data basis for this article, followed by qualitative interviews with larp organizers, larp writers, and designers of analog games as well as observations online in respective webforums. Results. Replays, novelized transcripts of play sessions, have been an entry point into analog role-playing in Japan since the 1980s. With the advent of video sharing sites, replays moved from the book to audio-visual records and a focus on horror games. Creating a fertile ground for this genre, the first indigenous Japanese larp rulebook built on this interest and the ease of access, namely that players do not need elaborate costumes or equipment to participate in modern horror. Discussion. The dominant form of larps in Japan are one-room games, that work well with horror mysteries and function as a low threshold of accessibility. Furthermore, the emotional impact of horror larps, the affective interaction between players and their characters, allows for memorable experiences and so continues to draw in new players and organizers.