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Journal articles on the topic 'Video games Computer games Learning'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

de Felix, Judith Walker, and Richard T. Johnson. "Learning from Video Games." Computers in the Schools 9, no. 2-3 (1993): 119–34. http://dx.doi.org/10.1300/j025v09n02_11.

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Colăcel, Onoriu. "Speech Acts in Post-Apocalyptic Games: The Last of Us (2014)." Messages, Sages, and Ages 4, no. 1 (2017): 41–50. http://dx.doi.org/10.1515/msas-2017-0004.

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Abstract Among everything else post-apocalyptic video games have come to stand for, notions of in-group versus out-group communication are paramount. The Last of Us (2014, Naughty Dog/Sony Computer Entertainment) is a case in point. I look into the game’s use of subtitles and didactic texts in order to find out to the extent speech acts shape the player’s understanding of what the video game is. As an understudied aspect of video games, HUD or menu elements, as well as characters’ exchanges and voice-over narration, disclose what it is like to be alive, dead or in-between. Essentially, they sh

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April, Kurt A., Katja M. J. Goebel, Eddie Blass, and Jonathan Foster-Pedley. "Developing Decision-Making Skill." International Journal of Information Systems and Social Change 3, no. 4 (2012): 1–17. http://dx.doi.org/10.4018/jissc.2012100101.

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This paper explores the value that computer and video games bring to learning and leadership and explores how games work as learning environments and the impact they have on personal development. The study looks at decisiveness, decision-making ability and styles, and on how this leadership-related skill is learnt through different paradigms. The paper compares the learning from a lecture to the learning from a designed computer game, both of which have the same content through the use of a spot test, taken immediately after the lecture and the game, and seven day retest scores. It also presen

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Huang, Yan, Stefanus Jasin, and Puneet Manchanda. "“Level Up”: Leveraging Skill and Engagement to Maximize Player Game-Play in Online Video Games." Information Systems Research 30, no. 3 (2019): 927–47. http://dx.doi.org/10.1287/isre.2019.0839.

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We propose a novel two-stage data-analytic modeling approach to gamer matching for multiplayer video games. In the first stage, we build a hidden Markov model to capture how gamers' latent engagement state evolves as a function of their game-play experience and outcome and the relationship between their engagement state and game-play behavior. We estimate the model using a data set containing detailed information on 1,309 randomly sampled gamers' playing histories over 29 months. We find that high-, medium-, and low-engagement-state gamers respond differently to motivations, such as feelings o

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Gee, James Paul. "Are Video Games Good for Learning?" Nordic Journal of Digital Literacy 1, no. 03 (2006): 172–83. http://dx.doi.org/10.18261/issn1891-943x-2006-03-02.

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Gee, James Paul. "Learning by Design: Good Video Games as Learning Machines." E-Learning and Digital Media 2, no. 1 (2005): 5–16. http://dx.doi.org/10.2304/elea.2005.2.1.5.

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This article asks how good video and computer game designers manage to get new players to learn long, complex and difficult games. The short answer is that designers of good games have hit on excellent methods for getting people to learn and to enjoy learning. The longer answer is more complex. Integral to this answer are the good principles of learning built into successful games. The author discusses 13 such principles under the headings of ‘Empowered Learners’, ‘Problem Solving’ and ‘Understanding’ and concludes that the main impediment to implementing these principles in formal education i

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Mitgutsch, Konstantin. "Playful Learning Experiences." International Journal of Gaming and Computer-Mediated Simulations 3, no. 3 (2011): 54–68. http://dx.doi.org/10.4018/jgcms.2011070104.

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Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitati

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Nebel, Steve, Sascha Schneider, Janine Schledjewski, and Günter Daniel Rey. "Goal-Setting in Educational Video Games." Simulation & Gaming 48, no. 1 (2016): 98–130. http://dx.doi.org/10.1177/1046878116680869.

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Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divide

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Ben Rebah, Hassen, and Rachid Ben slama. "The educational effectiveness of serious games." Médiations et médiatisations, no. 2 (November 15, 2019): 131–55. http://dx.doi.org/10.52358/mm.vi2.97.

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A serious game is a computer application that combines a serious intention of a pedagogical, informative and a communicational type with playful springs of the video game (want to win, collaboration, competition, strategy). This two-dimensional approach has transformed the game from a simple means of entertainment to a robust-integrated tool growing in the world of training and learning. Serious games include the engagement of video games with the worlds of educational and computer simulation to integrate the user in a safe and entertaining learning environment. Many techniques have been used

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Ivanauskienė, Gintė Marija. "Integration of Video Games in Teaching and Learning at School: Use, Analyze, Make-create." Vilnius University Open Series 3 (December 28, 2020): 42–52. http://dx.doi.org/10.15388/sre.2020.4.

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This article aims to reveal different ways of integrating video games, and emerging challenges in Lithuanian schools. The integration of computer games is exposed by selecting the project Big Small Screens. Media Literacy in Schools of Lithuania and analyzing the experience of teachers who participated in this project. The research showed that the project activities invite teachers and pupils to change the perspective of their view and become critics or creators. However, while the integration of video games can bring many positive results, this process also contains a number of challenges. Th

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Sarhan, Shahenda, Mohamed Abu ElSoud, and Hebatullah Rashed. "Enhancing Video Games Policy Based on Least-Squares Continuous Action Policy Iteration: Case Study on StarCraft Brood War and Glest RTS Games and the 8 Queens Board Game." International Journal of Computer Games Technology 2016 (2016): 1–14. http://dx.doi.org/10.1155/2016/7090757.

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With the rapid advent of video games recently and the increasing numbers of players and gamers, only a tough game with high policy, actions, and tactics survives. How the game responds to opponent actions is the key issue of popular games. Many algorithms were proposed to solve this problem such as Least-Squares Policy Iteration (LSPI) and State-Action-Reward-State-Action (SARSA) but they mainly depend on discrete actions, while agents in such a setting have to learn from the consequences of their continuous actions, in order to maximize the total reward over time. So in this paper we proposed

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Fernandez-Luque, L., T. Tøllefsen, and E. Brox. "Healthy Gaming – Video Game Design to promote Health." Applied Clinical Informatics 02, no. 02 (2011): 128–42. http://dx.doi.org/10.4338/aci-2010-10-r-0060.

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Summary Background: There is an increasing interest in health games including simulation tools, games for specific conditions, persuasive games to promote a healthy life style or exergames where physical exercise is used to control the game. Objective: The objective of the article is to review current literature about available health games and the impact related to game design principles as well as some educational theory aspects. Methods: Literature from the big databases and known sites with games for health has been searched to find articles about games for health purposes. The focus has b

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Besombes, Nicolas, and Pauline Maillot. "Body Involvement in Video Gaming as a Support for Physical and Cognitive Learning." Games and Culture 15, no. 5 (2018): 565–84. http://dx.doi.org/10.1177/1555412018820426.

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Despite a steady increase in the social visibility of video games in all spheres of daily life, persistent preconceived ideas about video games reveal a tendency to focus on either their positive or negative values, especially concerning the place of the player’s body. First, this article questions the different degrees of bodily involvement in the practice of video games according to the different types of games and the mechanisms that allow the player to learn the games’ gesture patterns. Then, the objective is to study the effects of video gaming on the physical, psychological, and social d

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Loh, Christian Sebastian. "Researching and Developing Serious Games as Interactive Learning Instructions." International Journal of Gaming and Computer-Mediated Simulations 1, no. 4 (2009): 1–19. http://dx.doi.org/10.4018/jgcms.2009091501.

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As serious games gain momentum in the academic arena, no doubt more educators and instructional technologists will begin considering the possibility of making their own games for instruction. As developers of instructional resources, instructional technologists need to steer clear of producing more ‘video’ games, and instead, developing more ‘serious’ games that incorporate both learning and assessment. The research community needs to learn from tested processes and best practices to avoid repeating old mistakes. The model for serious game making presented in this article has been used success

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Dedeaux, Timothy, and Taralynn Hartsell. "Comparison Between Two Types of Educational Computer Games." Simulation & Gaming 49, no. 6 (2018): 661–74. http://dx.doi.org/10.1177/1046878118778727.

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Background. Educational computer games can enhance learner engagement and content knowledge gain. Video games based on Malone’s theory of game design that involve challenge, fantasy, and curiosity can help improve learning. Aim. The purpose of the study is to compare differences between two drill-and-skill games to learn French phrases. Variables examined were student engagement, content knowledge gain, and demographical implications (e.g., gender, minority status, and socio-economic status). One of the games in the study meets Malone’s theory of game design. Method. This quasi-experimental st

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del Blanco, Ángel, Javier Torrente, Pablo Moreno-Ger, and Baltasar Fernández-Manjón. "Integrating Adaptive Games in Student-Centered Virtual Learning Environments." International Journal of Distance Education Technologies 8, no. 3 (2010): 1–15. http://dx.doi.org/10.4018/jdet.2010070101.

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The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student’s needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students’ performance for assessment purposes, but integrating the games in the educational flow presents technical and practical challenges. Moreover, their eventual integration should be accomplished according to the current standardization trends in e-Learning to simplify general adoption. Barriers still exist bet

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Cameron, David, and John Carroll. "‘The Story So Far …’: The Researcher as a Player in Game Analysis." Media International Australia 110, no. 1 (2004): 62–72. http://dx.doi.org/10.1177/1329878x0411000109.

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This article outlines some preliminary research into the learning discourses of computer and video games, as expressed through the printed materials that accompany games, and the instructional elements built into game narratives. This leads to discussion of an interesting methodological dilemma — how does the interpretative ethnographic researcher analyse this content when he or she becomes part of the playing process? How do you analyse the learning mechanisms of games when you are being reflexively engaged in the training materials and systems mapped into the text by the games' designers? Th

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Holloway, Alexandra. "Better Birth through Games." International Journal of Gaming and Computer-Mediated Simulations 5, no. 3 (2013): 43–71. http://dx.doi.org/10.4018/jgcms.2013070104.

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Childbirth is a complex and multidimensional experience for the mother, riddled with unforgettable emotions and sensations. In today’s cultural climate in California, a mother’s primary attendant for social support throughout labor is usually her partner. Preparing the partner is an integral step to making sure that the mother is well-supported in her birth. Because the mother’s experience is influenced by the support she receives, and because birth partners need more support than is recognized, the author targets birth partners with a learning intervention. The author investigates video games

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Bayeck, Rebecca Yvonne. "Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research." Simulation & Gaming 51, no. 4 (2020): 411–31. http://dx.doi.org/10.1177/1046878119901286.

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Background Recent years have seen the resurgence of board games designed for entertainment, and to teach or explicate real life problems. The revival of board gameplay has been discussed in mainstream media, and has drawn the attention of researchers. Yet, in the field of games studies, the conception of games as learning spaces is mostly emphasized through digital/video games. Aim This literature review reveals the current knowledge regarding the learning potential of board games in various settings, subjects, and diverse learners. Results Board games are spaces for mathematical learning and

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Taylor, Matthew E., Nicholas Carboni, Anestis Fachantidis, Ioannis Vlahavas, and Lisa Torrey. "Reinforcement learning agents providing advice in complex video games." Connection Science 26, no. 1 (2014): 45–63. http://dx.doi.org/10.1080/09540091.2014.885279.

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Myers, David. "Guest editorial: Video games: Issues in research and learning." Simulation & Gaming 36, no. 4 (2005): 442–46. http://dx.doi.org/10.1177/1046878105282569.

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Duarte, Fernando Fradique, Nuno Lau, Artur Pereira, and Luis Paulo Reis. "A Survey of Planning and Learning in Games." Applied Sciences 10, no. 13 (2020): 4529. http://dx.doi.org/10.3390/app10134529.

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In general, games pose interesting and complex problems for the implementation of intelligent agents and are a popular domain in the study of artificial intelligence. In fact, games have been at the center of some of the most well-known achievements in artificial intelligence. From classical board games such as chess, checkers, backgammon and Go, to video games such as Dota 2 and StarCraft II, artificial intelligence research has devised computer programs that can play at the level of a human master and even at a human world champion level. Planning and learning, two well-known and successful

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Shokri, Hossein, and Seyed Jalal Abdolmanafi-Rokni. "The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study." Studies in English Language Teaching 2, no. 3 (2014): 266. http://dx.doi.org/10.22158/selt.v2n3p266.

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<p><em>This is a qualitative study in which video games were applied as one of the basic steps of language learning and literacy skill for specific students i.e. spelling. In this study 40 students from two classes at the age group of 14-16were randomly divided into two groups, control and experimental (each 20). The participants in the control group receive a placebo while the experimental group was presented with original computer games. During the treatment period the experimental group worked with each game by the teacher in the class. The classroom was equipped with the comput

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d’Escriván, Julio, and Nick Collins. "Musical Goals, Graphical Lure and Narrative Drive: VisualAudio in Games." Journal of Visual Culture 10, no. 2 (2011): 238–46. http://dx.doi.org/10.1177/1470412911402896.

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Musical computer games and their reward structures are transforming solitary and participative music making. Visuals in musical games tend to assume the role of music in video games as they become incidental to the gameplay or provide graphical aid for musical decision making. Constrained manifestations of musical skill in game software simulations point towards the development of real world musical skills. Yet, arguably, no video game so far developed requires the kind of sophisticated expression that a musician hones by training. The time-scale for mastery is an order of magnitude greater in

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Biles, Melissa L., Jan L. Plass, and Bruce D. Homer. "Designing Digital Badges for Educational Games." International Journal of Gaming and Computer-Mediated Simulations 10, no. 4 (2018): 1–19. http://dx.doi.org/10.4018/ijgcms.2018100101.

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Findings from two studies on the design of digital badges for a middle school geometry game and their impact on motivational and cognitive learning outcomes are reported. Study 1 compared the effect of badges in the game to a group with no badges. Badges did not increase posttest performance for all. Learners with high situational interest performed better with badges, learners with low situational interest performed worse with badges. Study 2 compared mastery goal orientation badges with performance goal orientation badges. The interaction of condition and situational interest from Study 1 wa

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Turkay, Selen, Daniel Hoffman, Charles K. Kinzer, Pantiphar Chantes, and Christopher Vicari. "Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms." Computers in the Schools 31, no. 1-2 (2014): 2–22. http://dx.doi.org/10.1080/07380569.2014.890879.

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Mohamad, Yousef I., Samah S. Baraheem, and Tam V. Nguyen. "Olympic Games Event Recognition via Transfer Learning with Photobombing Guided Data Augmentation." Journal of Imaging 7, no. 2 (2021): 12. http://dx.doi.org/10.3390/jimaging7020012.

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Automatic event recognition in sports photos is both an interesting and valuable research topic in the field of computer vision and deep learning. With the rapid increase and the explosive spread of data, which is being captured momentarily, the need for fast and precise access to the right information has become a challenging task with considerable importance for multiple practical applications, i.e., sports image and video search, sport data analysis, healthcare monitoring applications, monitoring and surveillance systems for indoor and outdoor activities, and video captioning. In this paper

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Corredor, Javier. "Fostering Situated Conversation Through Game Play." Simulation & Gaming 49, no. 6 (2018): 718–34. http://dx.doi.org/10.1177/1046878118801408.

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Background. Prior research suggests that video games function as spaces for informal interaction. In this way, they foster spontaneous conversation that supports gameplay. Such conversation can facilitate learning. In particular, conversations that connect gameplay with the learning materials have positive effects on learning. In this article, those conversations are called situated conversations and used as an important concept to understand video games as educational tools. Aim. This study explores the conversations produced in educational activities supported by video games and the effects

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Instr. Angham T. Saleh J. "Using Wordscapes Game as a Tool to Develop EFL Learners’ Vocabulary Repertoire." journal of the college of basic education 25, no. 105 (2019): 129–47. http://dx.doi.org/10.35950/cbej.v25i105.4793.

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The most vital part of our lives nowadays is technology. It has changed our lives in many ways. It makes life well-situated for us. At the present time, young people are more expected to be seen playing video games. Some assume that movies, TV, and video games are a bad influence on kids, and they hold responsible on these media for causing different problems. Supposed negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. While there are some negatives on p

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Guntuboina, Chakradhar, Aditya Porwal, Preet Jain, and Hansa Shingrakhia. "Video Summarization for Multiple Sports Using Deep Learning." ELCVIA Electronic Letters on Computer Vision and Image Analysis 20, no. 1 (2021): 99–116. http://dx.doi.org/10.5565/rev/elcvia.1286.

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This paper proposes a computationally inexpensive method for automatic key-event extraction and subsequent summarization of sports videos using scoreboard detection. A database consisting of 1300 images was used to train a supervised-learning based object detection algorithm, YOLO (You Only Look Once). Then, for each frame of the video, once the scoreboard was detected using YOLO, the scoreboard was cropped out of the image. After this, image processing techniques were applied on the cropped scoreboard to reduce noise and false positives. Finally, the processed image was passed through an OCR

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Gee, James Paul. "What video games have to teach us about learning and literacy." Computers in Entertainment 1, no. 1 (2003): 20. http://dx.doi.org/10.1145/950566.950595.

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Crookall, David. "Editorial: Video games: Issues in research and learning, Part 1." Simulation & Gaming 36, no. 4 (2005): 437–39. http://dx.doi.org/10.1177/1046878105283148.

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Williamson, Ben. "What video games have to teach us about learning and literacy." Technology, Pedagogy and Education 13, no. 1 (2004): 125–28. http://dx.doi.org/10.1080/14759390400200233.

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Hamlen, Karla R., and Holly E. Gage. "Negotiating Students’ Conceptions of ‘Cheating’ in Video Games and in School." International Journal of Gaming and Computer-Mediated Simulations 3, no. 2 (2011): 44–56. http://dx.doi.org/10.4018/jgcms.2011040103.

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Technology use, and video game play in particular, occupies a large amount of time in a typical teenager’s life. Methods of learning and playing video games differ from that of traditional learning settings in that it is common to collaborate and use alternative methods known as “cheats” in the gaming world, strategies that might be considered unethical in the traditional classroom setting. This study took a phenomenological approach to developing an understanding of student views of cheating in these two different settings, and investigating their motivations for engaging in cheating behavior

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Toh, Weimin, and David Kirschner. "Self-directed learning in video games, affordances and pedagogical implications for teaching and learning." Computers & Education 154 (September 2020): 103912. http://dx.doi.org/10.1016/j.compedu.2020.103912.

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Muñoz, Adolfo, Rostislav Oliynyk, and Elena Shliakhovchuk. "Gen Zers Video Game Preferences and Learning Outcomes: Toward designing better games." International Journal of Technology Enhanced Learning 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijtel.2020.10030278.

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Shliakhovchuk, Elena, Rostislav Oliynyk, and Adolfo Muñoz García. "Gen Zers' video game preferences and learning outcomes: toward designing better games." International Journal of Technology Enhanced Learning 13, no. 2 (2021): 208. http://dx.doi.org/10.1504/ijtel.2021.114075.

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Weiss, Alfred, and Sharon Tettegah. "World of Race War." International Journal of Gaming and Computer-Mediated Simulations 4, no. 4 (2012): 33–44. http://dx.doi.org/10.4018/jgcms.2012100103.

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Stereotypical portrayals of race are common in many modern video games. However, research on games and game environments has often overlooked race as an important consideration when evaluating games for their educational potential. This is particularly true of the educational literature on online games, which has tended to emphasize virtual game spaces as intrinsically exemplary learning environments while deemphasizing the narrative content of the games themselves. This article addresses this oversight. Through a close reading of game communications and fan-created content, the authors examin

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Dunbar, Norah E., Matthew L. Jensen, Claude H. Miller, et al. "Mitigation of Cognitive Bias with a Serious Game." International Journal of Game-Based Learning 7, no. 4 (2017): 86–100. http://dx.doi.org/10.4018/ijgbl.2017100105.

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One of the benefits of using digital games for education is that games can provide feedback for learners to assess their situation and correct their mistakes. We conducted two studies to examine the effectiveness of different feedback design (timing, duration, repeats, and feedback source) in a serious game designed to teach learners about cognitive biases. We also compared the digital game-based learning condition to a professional training video. Overall, the digital game was significantly more effective than the video condition. Longer durations and repeats improve the effects on bias-mitig

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Shaffer, David Williamson. "Epistemic Games as Career Preparatory Experiences for Students with Disabilities." Journal of Special Education Technology 22, no. 3 (2007): 57–69. http://dx.doi.org/10.1177/016264340702200306.

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This paper looks at how computer- and video-based epistemic games can help provide career preparation experiences for young people. Epistemic games are a simulation of professional training in game form. As such, they help players try on or assume different professional identities and learn to think and act like professionals in that community. First, journalism is explored as a community of practice. Second, a study of a journalism-based epistemic game called science.net with middle school students is shared, demonstrating the learning potential of this approach. The value of a practicum for

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Sanchez, Diana R., and Markus Langer. "Video Game Pursuit (VGPu) Scale Development: Designing and Validating a Scale With Implications for Game-Based Learning and Assessment." Simulation & Gaming 51, no. 1 (2019): 55–86. http://dx.doi.org/10.1177/1046878119882710.

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Background. Recent research on game-based assessment and training demonstrates growing interest in how individual differences affect game-based outcomes. However, there is still a lack of clarity about the variables that affect important game-based outcomes and issues with measurement approaches regarding these variables (e.g., no validation of scales). This study develops a model where video game pursuit (VGPu) is measured as an antecedent to entering the gaming cycle. We propose that VGPu-related antecedents lead to a feedback loop where engaging in the game cycle affects game-related outcom

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Yan, Zhenggang, Yue Yu, and Mohammad Shabaz. "Optimization Research on Deep Learning and Temporal Segmentation Algorithm of Video Shot in Basketball Games." Computational Intelligence and Neuroscience 2021 (September 6, 2021): 1–10. http://dx.doi.org/10.1155/2021/4674140.

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The analysis of the video shot in basketball games and the edge detection of the video shot are the most active and rapid development topics in the field of multimedia research in the world. Video shots’ temporal segmentation is based on video image frame extraction. It is the precondition for video application. Studying the temporal segmentation of basketball game video shots has great practical significance and application prospects. In view of the fact that the current algorithm has long segmentation time for the video shot of basketball games, the deep learning model and temporal segmentat

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Hewett, Katherine J. E., Bethanie C. Pletcher, and Guang Zeng. "The 21st-Century Classroom Gamer." Games and Culture 15, no. 2 (2018): 198–223. http://dx.doi.org/10.1177/1555412018762168.

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The 21st century has given rise to gaming industry technologies that drive a new type of learner in the classroom. This article draws data from four case studies that were conducted as part of a sequential mixed-model study. The study explored the 21st-century skills students reported learning through their video game consumption and creation of intellectual property. The qualitative data analysis led to the development of five major findings: (1) the strategist: accomplishing the mission, (2) the creator: the art of gameplay, (3) the communicator: building relationships and communities, (4) t

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Pérez, Santiago A., Ana M. Díaz, and Diego M. López. "Personalized Tracking of Physical Activity in Children Using a Wearable Heart Rate Monitor." International Journal of Environmental Research and Public Health 17, no. 16 (2020): 5895. http://dx.doi.org/10.3390/ijerph17165895.

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Serious games are video games that are intended to support learning while entertaining. They are considered valuable tools to improve user-specific skills or facilitate educational or therapeutic processes, especially in children. One of the disadvantages of computer games, in general, is their promotion of sedentary habits, considered as a significant risk factor for developing diseases such as obesity and hypertension. Exergames are serious games created to overcome the disadvantages of traditional computer games by promoting physical activity while playing. This study describes the developm

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Jaramillo-Alcázar, Angel, Paz Cortez-Silva, Marco Galarza-Castillo, and Sergio Luján-Mora. "A Method to Develop Accessible Online Serious Games for People with Disabilities: A Case Study." Sustainability 12, no. 22 (2020): 9584. http://dx.doi.org/10.3390/su12229584.

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Video games that are used as teaching tools are called serious games. However, there is an important factor that is not usually considered in the design of serious games— the inclusion of people with disabilities. Inclusion can be reached only if accessibility takes on an important role for all. On the other hand, new trends have resulted in different smart devices being used in classrooms. These devices also allow for applications, such as serious games, to be used to support people’s learning process. Despite this, these applications are generally not multi-platform and do not usually consid

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Nowak, Kristine L., Marina Krcmar, and Kirstie M. Farrar. "The Causes and Consequences of Presence: Considering the Influence of Violent Video Games on Presence and Aggression." Presence: Teleoperators and Virtual Environments 17, no. 3 (2008): 256–68. http://dx.doi.org/10.1162/pres.17.3.256.

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The level of presence is likely to influence the effect of media violence. This project examines the causes and consequences of presence in the context of violent video game play. In a between subjects design, 227 participants were randomly assigned to play either a violent or a nonviolent video game. The results are consistent with what would be predicted by social learning theory and are consistent with previous presence research. Causal modeling analyses reveal two separate paths to presence: from individual differences and condition. The first path reveals that individual differences (prev

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Vodopivec, Tom, Spyridon Samothrakis, and Branko Ster. "On Monte Carlo Tree Search and Reinforcement Learning." Journal of Artificial Intelligence Research 60 (December 20, 2017): 881–936. http://dx.doi.org/10.1613/jair.5507.

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Fuelled by successes in Computer Go, Monte Carlo tree search (MCTS) has achieved widespread adoption within the games community. Its links to traditional reinforcement learning (RL) methods have been outlined in the past; however, the use of RL techniques within tree search has not been thoroughly studied yet. In this paper we re-examine in depth this close relation between the two fields; our goal is to improve the cross-awareness between the two communities. We show that a straightforward adaptation of RL semantics within tree search can lead to a wealth of new algorithms, for which the trad

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Setiyadi, Didik, Mutia Khoirunnisa, and Syahbaniar Rofiah. "Pembelajaran Interaktif Dasar Pengelompokan Hewan Dengan Metode Computer Based Intruction." PIKSEL : Penelitian Ilmu Komputer Sistem Embedded and Logic 7, no. 1 (2019): 13–22. http://dx.doi.org/10.33558/piksel.v7i1.1665.

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Abstract  Children are more interested in playing mobile games than reading books. Therefore mobile devices can be utilized in the learning process and learning tools in the interactive learning applications based on Android mobile devices. Computer-based learning or often called Computer Based Instruction, provides a clearer and more understandable understanding of the material with a variety of appropriate simulations. In this study, an interactive learning application was designed by applying the Computer Based Instruction method, also this application can be used to learn the t

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Hewett, Katherine J. E., Guang Zeng, and Bethanie C. Pletcher. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles." Simulation & Gaming 51, no. 3 (2020): 336–64. http://dx.doi.org/10.1177/1046878120904976.

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Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that ill

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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 (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 stu

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