Relevant bibliographies by topics / Teaching the game

Contents

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

Academic literature on the topic 'Teaching the game'

Author: Grafiati
Published: 10 September 2021
Last updated: 29 July 2025

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Journal articles on the topic "Teaching the game"

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Liu, Min-Min. "On “Game teaching and game teaching”." Journal of Education Insights 2, no. 4 (2024): 0. https://doi.org/10.37155/2972-4856-0204-3.

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Huang, Arthur, and David Levinson. "To Game or Not to Game: Teaching Transportation Planning with Board Games." Transportation Research Record: Journal of the Transportation Research Board 2307, no. 1 (2012): 141–49. http://dx.doi.org/10.3141/2307-15.

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

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Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling to read Chinese text to use their logical skills and creativity to incorporate the Bopomofo phonetic alphabet into the Rummikub strategy board game. Over six weeks of tutoring, the students shifted from a passive to an active learning attitude, enhancing their enthusiasm for learning. The Zhuyin Fuhao Rummikub board game developed by them received positive feedback in several areas: game experience (
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Haro Chico, Norma Graciela. "Game mechanics in teaching for teaching." Polo del Conocimiento 9, no. 10 (2024): 2350–61. http://dx.doi.org/10.23857/pc.v9i10.8243.

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El presente trabajo se fundamenta en una propuesta didáctica en gamificación como estrategia de enseñanza para la asignatura de Historia, con el fin de brindar al personal docente un enfoque hacia la aplicación de esta estrategia como respuesta a las problemáticas que se presentan en las clases al momento de contar con una metodología tradicionalista continua. El cambio metodológico constituye para el docente la superación de los enfoques lineales tradicionales, por ello se expone la importancia de innovar la metodología de enseñanza con actividades que motiven y promuevan la formación integra
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deHaan, Jonathan. "Game loops, Game design loops, Game Terakoya loops and Ludic Language Pedagogy loops." Ludic Language Pedagogy 4 (January 17, 2022): 1–13. http://dx.doi.org/10.55853/llp_v4pg1.

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What is this? An exploration of well-designed games, game design “best practices,” solid steps in my Game Terakoya teaching, and straightforward questions for other teachers using games. I’ll loop back again and again ;) in this paper to the central concept of “loops:” sequences or systems that repeat and vary to different educational or entertaining effects. Why did you make it? I read and think a lot about games and game design. I also spend a lot of time designing and improving my teaching. I noticed the connections and wanted to create something that would help other teachers think about t
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Hrehovcsik, Micah M. "Teaching "Applied" Game Design." International Journal of Multimedia and Ubiquitous Engineering 9, no. 11 (2014): 243–54. http://dx.doi.org/10.14257/ijmue.2014.9.11.24.

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Žuffová, Zuzana, and Ludmila Zapletalová. "Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate." Acta Facultatis Educationis Physicae Universitatis Comenianae 55, no. 1 (2015): 64–73. http://dx.doi.org/10.1515/afepuc-2015-0008.

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Abstract The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding) and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6), experimental group 2 (n=12, age=13.8), experimental group 3 (n=14, age =15.8), control group 1 (n=11, age =11.7), control group 2 (n=10, age =13.8) and control group 3 (n=9, age =15.8). Efficiency of
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Reyes, Miguel, and Agueda Mata. "Games developed in Java for teaching "Combinatorial Game Theory"." ACM SIGCSE Bulletin 40, no. 3 (2008): 359. http://dx.doi.org/10.1145/1597849.1384401.

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Robison, Alice J. "The Design is the Game: Writing Games, Teaching Writing." Computers and Composition 25, no. 3 (2008): 359–70. http://dx.doi.org/10.1016/j.compcom.2008.04.006.

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Martin, Erica. "Tips for Teaching: The Brain Game." Bulletin for the Study of Religion 43, no. 3 (2014): 39–46. http://dx.doi.org/10.1558/bsor.v43i3.39.

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Many common teachings strategies reward in-the-moment participation over a pause for deliberation, putting introverts at a disadvantage. Rectifying this imbalance requires us as educators to be aware of the inherent differences between the brains and processing mechanisms of introverts and extroverts, and to develop teaching tools designed to produce the best results for all students in our classrooms.
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Dissertations / Theses on the topic "Teaching the game"

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Malaspina, Jurado Uldarico. "Elements for teaching game theory." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/96892.

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This article is a lecture accepted for presentation and publication in the proceedings of the 2nd International Conference .on the Teaching of Mathematics, held in Crete on July 2002. Some elements to have in mind for the teaching of Game Theory are given, using the author's teaching experience that relies on the viewpoint that encourages the formal development of mathematical concepts after proposing students problems related with these concepts and after stimulating and analyzing their intuitive approaches to the solution of these problems.
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Pourmorshed, Hormat Saadat. "Superstitious Behavior Classroom Game Teaching." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862844/.

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Superstitions flourish in cultures around the word and in everyday life. Superstitions are so prevalent and influence personal and political decisions, therefore, we sought to develop a classroom demonstration of superstitious behavior that could be used to show quickly and effectively how powerful adventitious reinforcement could be in modifying behavior. An online game was developed and played by one hundred thirteen university students enrolled in a class on critical thinking. Participants gained points (reinforcement) arbitrarily during either 25% or 50% of each game's (A or B) 3 minute du
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Laskemoen, Kristian. "Pyception : Teaching Python with a Serious Game." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23906.

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This thesis set out to study how an online serious game could affect users? motivation on learning Python. One of the projects core goals is to find out whether learning Python is more motivating when having an effortless start through a web based game. A second goal is to find out if Python as a programming language are well suited for a serious game.After the development and implementation of the game, it was performed a user experiment in order to receive feedback. Data from this user experiment were collected in a questionnaire and the results regarding usability were collected in a System
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Ying, Tiancheng. "CandyFactory: Cloud-Based Educational Game for Teaching Fractions." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90218.

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Nowadays cross platform software development is more expensive than ever before in terms of time and effort. Meantime with increasing number of personal devices, it is harder for local applications to synchronize and connect to the Internet. In terms of educational games, they can be divided into "local educational game" and "web educational game." "Local game" indicates the ones either on tablets, mobile devices or PC, which is an application on the corresponding platform. This kind of game mostly does not have backend support nor cross platform features such as the iPad version of CandyFac
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Tursic, Arslan. "TEACHING MOTION SKILLS WITHIN GAME TUTORIALS : Discovery learning theories tested on game tutorial design." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8354.

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This thesis explores the dynamic field of motion skill acquisition and uses discovery learning as means for learning motions. Differences are discussed between a virtual game environment and a real environment and how this can relate to motion skill acquisition. By testing different instructions for a created serious game, this thesis aims at exploring if there are significant differences in gameplay and motion skill acquisition. Respondents were exposed to different instructions before playing a game based on motion skill. In-game time was measured in order to understand if the time results c
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Lindskog, Jonas, and Michelle Stavroulaki. "What's their game? - A study of teacher preparation for using digital game-based teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29552.

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The purpose of this study is to examine perceptions regarding digital game-based teachingand the extent to which teachers of English in Sweden have been prepared to use thisapproach. The basis for this study is the research on the effects of digital games for language learning and the perceived lack of the incorporation of these in teaching, creating a gap between student interests and teaching methods. Therefore, this study investigates the approach of teacher educators who are involved in the design of teacher training programs, as well as the perceptions of in-service teachers at secondary
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Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.

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<p> The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners&rsquo; performance outcomes, as well as stakeholders&rsquo; (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights,
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Liu, Xuan. "Functions Fun: An iPad Educational Game for Teaching Mathematical Functions and Graphs." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/90289.

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Teaching and learning mathematical functions and graphs pose significant challenges for teachers and students. Students often have difficulty in understanding a functional relationship between two quantities such as distance and time, temperature and precipitation, and gas price and number of gallons. Teaching students to have quantitative thinking about functions can help them understand the rate of change for complicated functions and later succeed in learning Calculus. Traditional educational methods such as static graph images and some learning tools usually have some limitations. Teaching
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Ljungvall, Anton. "Video Game Narratives in Swedish EFL Teaching : A Study of How the Use of Video Game Narratives Could Potentially Aid or Hinder Swedish EFL Teaching." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52297.

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This study aims to explore the potential benefits and disadvantages of utilizing video game narratives in Swedish EFL teaching. The subject is approached through a qualitative literature review of previous research on the use of video games in the process of L2 acquisition. The results are then discussed from a sociocultural perspective, in relation to the frameworks introduced in the background and to the Swedish steering documents. The results indicate that video games are likely to be part of many students’ out-of-school experiences of the English language and that playing video games can b
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Hedvall, Alexander, and Emil Svensson. "Teaching Maternal Healthcare and Nutrition in Rural Ethiopia through a Serious Game." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20939.

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Ethiopia has one of the highest maternal and child mortality rates in the world. The main reason for this isthe low accessibility of educational content regarding healthcare in the rural regions. In this thesis weinvestigate the possibility to address this issue through a serious game, something that has proven efficientas a tool for learning in many situations. By designing and creating a game for rural Ethiopians, we aim tointerest them in learning about healthcare and nutrition by playing a game that reflects their culture andlife. In order to validate our solution we conducted a field stud
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Books on the topic "Teaching the game"

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Baccarini, Michael. Essential ultimate: Teaching, coaching, playing. Human Kinetics, 2008.

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Slade, Dennis G. Transforming play: Teaching tactics and game sense. Human Kinetics, 2009.

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Gonzalez, Dan. Concept passing: Teaching the modern passing game. Coaches Choice, 2009.

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Gonzalez, Dan. Concept passing: Teaching the modern passing game. Coaches Choice, 2009.

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Slade, Dennis G. Transforming play: Teaching tactics and game sense. Human Kinetics, 2010.

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Wedmann, Wilf. Disc sports: Teaching the basics : resource manual. Ministry of Small Business, Tourism and Culture, 2007.

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Slade, Dennis G. Transforming play by teaching tactics and game sense. Human Kinetics, 2009.

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Karen, Schrier, and Gibson, David, 1950 Aug. 27-, eds. Ethics and game design: Teaching values through play. Information Science Reference, 2010.

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Trungpa, Chogyam. Illusion's game: The life and teaching of Naropa. Shambhala, 1994.

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Trungpa, Chogyam. Illusion's game: The life and teaching of Naropa. Shambhala, 1994.

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Book chapters on the topic "Teaching the game"

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Henderson, Whitney. "Game-Based Instructional Methods." In Effective Teaching. Routledge, 2024. http://dx.doi.org/10.4324/9781003523956-13.

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Becker, Katrin. "Digital Game Pedagogy: Teaching with Games." In Choosing and Using Digital Games in the Classroom. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12223-6_3.

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Dee, Steve. "Teaching and Example." In Worldbuilding for Game Designers. CRC Press, 2025. https://doi.org/10.1201/9781003521914-35.

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Reinhardt, Jonathon. "Game." In Gameful Second and Foreign Language Teaching and Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04729-0_4.

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Adhia, Nimish. "A Highly Simplified Pollution Abatement Game." In Teaching Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_4.

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Timm, Chad William. "Teaching to the Test." In Ender's Game and Philosophy. John Wiley & Sons, 2013. http://dx.doi.org/10.1002/9781118572672.ch4.

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Kellinger, Janna Jackson. "Let the Games Begin! Teaching Your Game." In A Guide to Designing Curricular Games. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42393-7_8.

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Kellinger, Janna Jackson. "Orchestrating the End Game (Then)." In Up Your Teaching Game. Routledge, 2024. http://dx.doi.org/10.4324/9781003584308-7.

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Kellinger, Janna Jackson. "Achievement Unlocked!" In Up Your Teaching Game. Routledge, 2024. http://dx.doi.org/10.4324/9781003584308-8.

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Kellinger, Janna Jackson. "Introducing the Story-Based Game Design Process." In Up Your Teaching Game. Routledge, 2024. http://dx.doi.org/10.4324/9781003584308-2.

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Conference papers on the topic "Teaching the game"

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

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Wetzel, Richard. "Game Design Games: Designing Games for Teaching Game Design." In FDG '25: International Conference on the Foundations of Digital Games. ACM, 2025. https://doi.org/10.1145/3723498.3723713.

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Uyen, Phan Tu. "The Perception of EFL Primary Students Toward Learning English Through Interactive Games." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.21.

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Teaching English as a foreign language to primary school children can be challenging due to their linguistic and cognitive limitations. Traditional methods like rote memorization may not be effective or engaging. Interactive games have been proposed as a solution, but there is little research on how students perceive game-based learning and how teachers can incorporate games into language learning curricula. This study examines EFL primary students' attitudes toward three types of interactive games as language learning tools, the impact of game elements on learning outcomes, and the benefits a
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Stoffova, Veronika. "COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-009.

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Computer games are nowadays very popular among various generations especially for children and youth. Creation and implementation of own games are challenging to learn the programming for both, high school and university students. The article describes the problem and project teaching and learning of programming at the university, where the theme of the project is "the implementation of didactic computer game of their choice." The project can be implemented as an individual work, in pairs or in group of students. Programming environment or programming language to implement the computer game is
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Stoffova, Veronika. "EDUCATIONAL COMPUTER GAMES IN PROGRAMMING TEACHING AND LEARNING." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-004.

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Computer games are at present very popular for all ages of users, computers and other digital devices that allow them to play. Creation and implementation of didactic computer games and the desire to create their own games is enough motivation for both high school, college and university students learn programming. The article describes the problem and project teaching of programming at the college and university, where the theme of the project is the implementation of didactic computer game of their choice. The project can be realized as an individual or group project. Programming environment
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Souza, Gregory Lauar e., Flávio Henrique Batista de Souza, Marconi Augusto Aguiar dos Reis, et al. "Gamification as a Neurology Teaching Method." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.295.

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Background: Digital games play an important role in the learning process, and are used to teach languages and train surgeons. Based on theoretical frameworks that prove the relevance of games in teaching, we began developing a computer game that simulates a hospital, so that medical students could analyze clinical cases from different areas of medical science, including neurology, while playing a game. Objectives: Create a game to teach medicine in a ludic manner. Design and Setting: The game is being developed by Doctors, Programmers, Engineers, students of Medicine, Information Technology (I
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Monteiro da Silva, Nathan de Andrade, and Pedro Moises de Sousa. "Science Kingdom as a Tool to Support High School Chemistry Teaching." In Workshop de Sistemas de Informação. Sociedade Brasileira de Computação, 2024. https://doi.org/10.5753/wsis.2024.33688.

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This article describes the development, planning and evaluation of a digital educational game aimed at teaching chemistry in schools, with a focus on high school students. The game uses the Unity 3D game engine and aims to facilitate the learning of concepts such as the periodic table, atomicity and chemical reactions, offering a more dynamic approach to teaching. Implementing the agile methodology, a usability test was carried out in one school with teenagers aged between 14 and 17. This article examines the creation of Science Kingdom, the digital role-playing game, its instigations and pre-
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Sousa, Hiago Henrique de, and Pedro Moises de Sousa. "Matemáticos da Selva: A Digital Game for Teaching Mathematics in Middle School." In Workshop de Sistemas de Informação. Sociedade Brasileira de Computação, 2024. https://doi.org/10.5753/wsis.2024.33689.

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This paper presents the development and application of Matemáticos da Selva, a digital educational game focused on teaching mathematics to middle school students. Developed using Unity3D, the game aims to provide an engaging and enjoyable way to teach mathematics. In the game, players use the help of animals to defend forests from monsters threatening to destroy them, and through mathematical knowledge, they gain benefits to ensure the forests' safety. Matemáticos da Selva was tested in a school with a class of 22 students and demonstrated positive results as an educational tool, contributing
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Nascimento, Miguel, Gabriel Nascimento, Marcus Parreiras, Marcos Magalhães, and Geraldo Xexéo. "ESG+P Evolution: A Videogame Proposal for Teaching the New ESG Concept." In Anais Estendidos do Simpósio Brasileiro de Jogos e Entretenimento Digital. Sociedade Brasileira de Computação, 2023. http://dx.doi.org/10.5753/sbgames_estendido.2023.234155.

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This article presents a proposal for a digital game that aims at teaching sustainability concepts. With technological advances, the use of digital games as a form to keep students engaged in learning a new topic has become a viable possibility to facilitate teaching. The game simulates the management of a company, in which the player must make decisions pertaining to Environmental, Social, Governance, and People dimensions. The purpose of this game is to teach students real concepts of organization sustainability through its narrative and gameplay.
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Vieira, Sávio L., Rafael C. Fonseca, and Maurício R. A. Souza. "A Systematic Mapping of Games for Teaching Programming." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2024. http://dx.doi.org/10.5753/wei.2024.2930.

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The use of games as a teaching tool is not new. In 2022, it became compulsory to teach computer science in elementary and high schools in Brazil. Serious games or educational games are a great approach to diversify teaching. The use of games is proving to be a viable methodology to complement teaching strategies. This systematic mapping aims to identify, analyze, and synthesize existing games for teaching programming. We identified 94 primary studies from 2016 to 2023. They were then classified by type of game and the learning domain and learning objective were mapped, related to categories wi
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Reports on the topic "Teaching the game"

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Dimitriou, Panagiotis. CARTEL: a board game for teaching game theory. The Economics Network, 2018. http://dx.doi.org/10.53593/n3132a.

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Elveren, Adem. Strategic Learning through Auctions: A Multi-Stage Classroom Game for Teaching Game Theory. The Economics Network, 2025. https://doi.org/10.53593/n4291a.

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Irvine, Cynthia E., and Michael Thompson. Teaching Objectives of a Simulation Game for Computer Security. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada435221.

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Outkin, Alexander V. Teaching Game Theory to Kids and Limits of Prediction. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1459605.

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Моісеєнко, Наталя Володимирівна, Михайло Вікторович Моісеєнко, Владислав Сергійович Кузнецов, Богдан Альбертович Ростальний, and Арнольд Юхимович Ків. Teaching computer game development with Unity engine: a case study. CEUR Workshop Proceedings, 2023. http://dx.doi.org/10.31812/123456789/8486.

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Computer game development is a popular and engaging topic that can motivate students to learn various aspects of software engineering, such as design, programming, testing, and teamwork. However, there is a lack of research on how to effectively teach this topic in the context of secondary education. In this paper, we present our experience of designing and delivering a course on computer game development for master’s students in the specialty 014.09 Secondary education (Informatics) at the Kryvyi Rih State Pedagogical University. We describe the objectives, content, software tools, and teachi
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti
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Lin, E. Interactive Game for Teaching Laser Amplification Used at the National Ignition Facility. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/964070.

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Picard, Pierre. Using Problem Based Learning and a Business Game in Teaching Managerial Economics. The Economics Network, 2002. http://dx.doi.org/10.53593/n619a.

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Espada Sánchez, Pablo Josué, and Fco Javier Martínez Sánchez. Breakouts de Matemáticas para 1ºE.S.O. Fundación Avanza, 2023. http://dx.doi.org/10.60096/fundacionavanza/1512022.

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This article presents examples of breakouts in mathematics for 1° ESO. This consists in a new trend of teaching simulating a cooperative game. The paper are divided into four sections, depending on the mathematical contents of each game
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10

Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0039.

Full text
Abstract:
Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environ
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