Relevant bibliographies by topics / Word games

Contents

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

Academic literature on the topic 'Word games'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Word games"

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Mazur, Diane H., and Janet E. Halley. "Word Games, War Games." Michigan Law Review 98, no. 6 (May 2000): 1590. http://dx.doi.org/10.2307/1290257.

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Benne, Marcie R., Kathy K. Baxter, and Gregory M. Corso. "Word Games." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 24 (October 1996): 1267. http://dx.doi.org/10.1177/154193129604002431.

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Chadwick, Andrew T. "Word games." Physics World 3, no. 2 (February 1990): 19. http://dx.doi.org/10.1088/2058-7058/3/2/19.

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Horgan, John. "Word Games." Scientific American 265, no. 4 (October 1991): 34. http://dx.doi.org/10.1038/scientificamerican1091-34.

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Rian Yuliawan, I. Made, Duman Care Khrisne, and Putu Arya Mertasana. "Penerapan Algoritma K-Means Clustering dalam Penentuan Nilai Huruf pada Permainan Susun Kata Bahasa Bali." Jurnal SPEKTRUM 6, no. 3 (September 7, 2019): 87. http://dx.doi.org/10.24843/spektrum.2019.v06.i03.p12.

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Word stacking is a very popular game in the world. In general word stacking games are called Scrabble games. Word stacking games are educational games that prioritize vocabulary. There are several important aspects in word stacking games, including the configuration of the reference word and the value of letters. However, until now, there are no word stacking games with game configurations that use Balinese as a language reference. The purpose of this study is to design a word stacking game in Balinese as a language reference and determine the value of each letter used in the word. In its design, the word used is sourced from the Second Edition of the Balinese Dictionary which consists of 10441 words. All the words will be grouped by the value using the K-Means Clustering method. Before all the words grouped with K-Means Clustering the words will be determined the frequency of occurrence of each letter in the word, appearance at the beginning and end of the word, and the frequency of the use of letters as a prefix and suffix. The results obtained from grouping with K-Means Clustering are letters A having the smallest value, namely 1 point and letters C, J, W, and Y have the largest value, 10 points.
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Liu, Yunxiang. "An Analysis of Swear and Emotional Words Used by King Glory Users in the Game." Lecture Notes in Education Psychology and Public Media 36, no. 1 (January 15, 2024): 203–9. http://dx.doi.org/10.54254/2753-7048/36/20240460.

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Games play a vital role in shaping the character and behavior of people, especially young people. King of Glory has recently become one of the mainstream games in Chinese society, with a high profile, a large player base, and a relatively young average player age. The purpose is to analyse the swear and emotional words in the game of King of Glory. This paper takes the live playback in the last year of Billie as the research object, collects the three word categories of swear word, emotion-label word, and emotion-laben word when the host plays games in the video, and makes a timely analysis of the collected typical data. The result is that the most common words used by most players in the game are emotion-laben words, swear words, and emotion-label words in descending order; the frequency of swear words, emotion-label words, and emotion-laben words in the three Honour of Kings anchor groups increases with the decrease in the number of anchor fans. The reason why gamers use swear words and emotional words frequently might be because it is closely related to the competitive nature of the game and the matching mechanism of the game that leads to the ups and downs of the game users.
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Mullen, Inga. "German Word Games." Modern Language Journal 72, no. 4 (1988): 490. http://dx.doi.org/10.2307/327800.

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Kiss, Marilyn. "Spanish Word Games." Hispania 70, no. 3 (September 1987): 708. http://dx.doi.org/10.2307/343468.

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Klemme, William H., W. Frank McArthur, and Robert A. Quinn. "French Word Games." Modern Language Journal 72, no. 2 (1988): 250. http://dx.doi.org/10.2307/328278.

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Martinello, Susan Frances. "Playing Word Games." JAMA 322, no. 7 (August 20, 2019): 698. http://dx.doi.org/10.1001/jama.2019.5687.

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Dissertations / Theses on the topic "Word games"

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Laveborn, Joel. "Video Game Vocabulary : The effect of video games on Swedish learners‟ word comprehension." Thesis, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5487.

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Video games are very popular among children in the Western world. This study was done in order to investigate if video games had an effect on 49 Swedish students‟ comprehension of English words (grades 7-8). The investigation was based on questionnaire and word test data. The questionnaire aimed to measure with which frequency students were playing video games, and the word test aimed to measure their word comprehension in general. In addition, data from the word test were used to investigate how students explained the words. Depending on their explanations, students were categorized as either using a “video game approach” or a “dictionary approach” in their explanations.

The results showed a gender difference, both with regard to the frequency of playing and what types of games that were played. Playing video games seemed to increase the students‟ comprehension of English words, though there was no clear connection between the frequency with which students were playing video games and the choice of a dictionary or video game approach as an explanation.

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Niskanen, R. "Reachability games and related matrix and word problems." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018108/.

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In this thesis, we study different two-player zero-sum games, where one player, called Eve, has a reachability objective (i.e., aims to reach a particular configuration) and the other, called Adam, has a safety objective (i.e., aims to avoid the configuration). We study a general class of games, called Attacker-Defender games, where the computational environment can vary from as simple as the integer line to n-dimensional topological braids. Similarly, the moves themselves can be simple vector addition or linear transformations defined by matrices. The main computational problem is to decide whether Eve has a winning strategy to reach the target configuration from the initial configuration, or whether the dual holds, that is, whether Adam can ensure that the target is never reached. The notion of a winning strategy is widely used in game semantics and its existence means that the player can ensure that his or her winning conditions are met, regardless of the actions of the opponent. It general, games provide a powerful framework to model and analyse interactive processes with uncontrollable adversaries. We formulated several Attacker-Defender games played on different mathematical domains with different transformations (moves), and identified classes of games, where the checking for existence of a winning strategy is undecidable. In other classes, where the problem is decidable, we established their computational complexity. In the thesis, we investigate four classes of games where determining the winner is undecidable: word games, where the players' moves are words over a group alphabet together with integer weights or where the moves are pairs of words over group alphabets; matrix games on vectors, where players transform a three-dimensional vector by linear transformations defined by 3×3 integer matrices; braid games, where players braid and unbraid a given braid; and last, but not least, games played on two-dimensional Z-VAS, closing the gap between decidable and undecidable cases and answering an existing open problem of the field. We also identified decidable fragments, such as word games, where the moves are over a single group alphabet, games on one-dimensional Z-VASS. For word games, we provide an upper-bound of EXPTIME , while for games on Z-VASS, tight bounds of EXPTIME-complete or EXPSPACE-complete, depending on the state structure. We also investigate single-player systems such as polynomial iteration and identity problem in matrix semigroups. We show that the reachability problem for polynomial iteration is PSPACE-complete while the identity problem for the Heisenberg group is in PTIME for dimension three and in EXPTIME for higher dimensions.
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Weakland, Natalie Lynn. "Implementation of Educational Games-based Instruction for Improving Sight Word Recognition." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363276838.

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Ryding, Karin. "Poetry is for everyone : A comparative analysis of the cut-up technique, Magnetic poetry and the casual word game Words of Oz." Thesis, Uppsala universitet, Institutionen för speldesign, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-228190.

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Language is a system that fundamentally influences us as human beings. There are numerous schools of thought critiquing our use of language and celebrating attempts to break free of the control it has over our lives. In that perspective a transformative play with language can be seen as critical play, and a game design approach supporting this kind of play can be defined as critical. The cut-up technique is an aleatory literary technique invented by the Dadaists in the 1920s. It was the fundamental lack of belief in society and language that gave birth to the cut-up method. Mary Flanagan includes it in her book “Critical Play: Radical Game Design” as part of the critical game-design paradigm. The singer-songwriter Dave Kapell invented Magnetic Poetry in the early 90s inspired by the cut-up technique and how artists such as William Burroughs and David Bowie used in their work. I am a co-founder of Ozma Games – a game studio based in Malmö, Sweden. In Ozma we are working on a social word game called Words of Oz. Magnetic Poetry inspired us in the design of Words of Oz, as we wanted to make a casual game that could evoke players’ creativity. The Dadaists clearly wanted to challenge the way we use language. In this essay I will compare the Dadaist cut-up method with its later adaptations Magnetic Poetry and Words of Oz. My question is whether the critical design approach is sustained in Magnetic Poetry and Words of Oz or if the change in technology and framing has limited the subversive potential from which they originated.
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Lutecki, Leo. "Educational games for students with ADHD : A real-word validated taxonomy of what to prioritize when designing educational games for ADHD-afflicted students." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-15593.

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ADHD is a neurodevelopmental disorder that affects 5-7% of the global population of children, and the prevalence in western countries is reported to be even higher. This makes it the most common neurodevelopmental disorder in children. Traits often associated with ADHD are inattention, hyperactivity and impulsivity, all of which can impede a students’ education. There are instances where digital games have been used in the general education environment to increase focus and motivation in students, with positive results. Further examination of what problems are usually associated with an ADHD diagnosis can narrow the required design standards and allow for the development of Serious Games that specifically caters to the needs of children with ADHD. This paper aims to provide a glossary consisting of a rigid taxonomy of traits that are perceived as common in the ADHD diagnosis by multiple domains, to allow serious game developers a representative, short-hand introduction to the diagnosis. It will also include a tangible example of how the glossary can be used as a design basis in the development of a serious game aimed specifically at the education of ADHD- diagnosed students.
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Ojeda, Fernando Arturo. "The role of word games in second-language acquisition second-language pedagogy, motivation, and ludic tasks /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0003980.

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Wade, Jennifer A. "Analyzing "Word Games": Complex functions of language during traditional face-to-face speed-dating and online speed-dating events." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214826.

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Psychology
Ph.D.
Two Studies investigated the relationship between verbal behavior and short-term mate selection. The first study, an observational traditional speed-dating study, collected audio and video recordings of dyadic interactions between men and women in addition to self-report data on whether the participant would like to talk to each date in the future. The second study, a true experiment, employed the use of a researcher confederate to manipulate verbal behavior and attractiveness level of the speed-date partner. Participants were led to believe they were being "matched" with three other undergraduates based upon online profiles. Verbal behavior manipulations included varying valence-based autoclitics (neutral or high) and self-other referential autoclitics in two sequential orders (based on I , you , I /you in relation to one another, and dyadic we frames of reference). During traditional speed-dating, a wide variety of verbal operants were used. In general, dyadic we was not frequently used by participants, imprecise tacting tended to be characteristic of no ratings, and successful speed-daters tended to modify their verbal behavior as appropriate to the specific listener. For online-dating, among the findings concerning the observed relationships between autoclitics, physical attractiveness, and various outcomes in short-term romantic interest, were confederate use of I-to-we sequential progressions with neutral valence tended to best predict longer times spent chatting, as chosen by participants when given the choice to chat more than the five-minute minimum. Additionally, confederate use of I and you in relation to one another was positively correlated with participant interest ratings of the confederate for medium-attractiveness confederates and was negatively correlated with interest ratings for low- and high-attractiveness confederates. Autoclitics moderated the relationship between physical attractiveness of the confederate and yes ratings for both low- and high- attractiveness confederates. Findings from the current projects are discussed in context of general dissemination of verbal behavior and in context of other populations.
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Kanwal, Jasmeen Kaur. "Word length and the principle of least effort : language as an evolving, efficient code for information transfer." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33051.

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In 1935 the linguist George Kingsley Zipf made a now classic observation about the relationship between a word's length and its frequency: the more frequent a word is, the shorter it tends to be. He claimed that this 'Law of Abbreviation' is a universal structural property of language. The Law of Abbreviation has since been documented in a wide range of human languages, and extended to animal communication systems and even computer programming languages. Zipf hypothesised that this universal design feature arises as a result of individuals optimising form-meaning mappings under competing pressures to communicate accurately but also efficiently - his famous Principle of Least Effort. In this thesis, I present a novel set of studies which provide direct experimental evidence for this explanatory hypothesis. Using a miniature artificial language learning paradigm, I show in Chapter 2 that language users optimise form-meaning mappings in line with the Law of Abbreviation only when pressures for accuracy and efficiency both operate during a communicative task. These results are robust across different methods of data collection: one version of the experiment was run in the lab, and another was run online, using a novel method I developed which allows participants to partake in dyadic interaction through a web-based interface. In Chapter 3, I address the growing body of work suggesting that a word's predictability in context may be an even stronger determiner of its length than its frequency alone. For instance, Piantadosi et al. (2011) show that shorter words have a lower average surprisal (i.e., tend to appear in more predictive contexts) than longer words, in synchronic corpora across many languages. We hypothesise that the same communicative pressures posited by the Principle of Least Effort, when acting on speakers in situations where context manipulates the information content of words, can give rise to these lexical distributions. Adapting the methodology developed in Chapter 2, I show that participants use shorter words in more predictive contexts only when subject to the competing pressures for accurate and efficient communication. In a second experiment, I show that participants are more likely to use shorter words for meanings with a lower average surprisal. These results suggest that communicative pressures acting on individuals during language use can lead to the re-mapping of a lexicon to align with 'Uniform Information Density', the principle that information content ought to be evenly spread across an utterance, such that shorter linguistic units carry less information than longer ones. Over generations, linguistic behaviour such as that observed in the experiments reported here may bring entire lexicons into alignment with the Law of Abbreviation and Uniform Information Density. For this to happen, a diachronic process which leads to permanent lexical change is necessary. However, crucial evidence for this process - decreasing word length as a result of increasing frequency over time - has never before been systematically documented in natural language. In Chapter 4, I conduct the first large-scale diachronic corpus study investigating the relationship between word length and frequency over time, using the Google Books Ngrams corpus and three different word lists covering both English and French. Focusing on words which have both long and short variants (e.g., info/information), I show that the frequency of a word lemma may influence the rate at which the shorter variant gains in popularity. This suggests that the lexicon as a whole may indeed be gradually evolving towards greater efficiency. Taken together, the behavioural and corpus-based evidence presented in this thesis supports the hypothesis that communicative pressures acting on language-users are at least partially responsible for the frequency-length and surprisal-length relationships found universally across lexicons. More generally, the approach taken in this thesis promotes a view of language as, among other things, an evolving, efficient code for information transfer.
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Ilar, Sandra. "The Hunger Games Viral Marketing Campaign : A Study of Viral Marketing and Fan Labor." Thesis, Stockholms universitet, Institutionen för mediestudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105864.

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This essay examines Lionsgate’s viral marketing campaign for The Hunger Games (Gary Ross, 2012) and the marketing teams’ use of new marketing techniques and the online fan base. The essay also asks the question to what extent the fans’ participation in Lionsgate’s marketing campaign can be called fan labor. The study is based on a film industrial perspective and academic literature that deals with film marketing, the film industry, fandom and digital labor. The material used for the analysis of The Hunger Games marketing campaign is collected from newspaper articles and news interviews with Lionsgate’s marketing personnel. The study shows that although Lionsgate used many new marketing strategies associated with viral marketing, it is problematic to depict these strategies as a wholesale movement from older marketing techniques. It points to the importance of a nuanced understanding of how producers and consumers operate in the digital age with a holistic view on film marketing practices. The study also shows that Lionsgate’s use of the online fan base correspond with many characteristics of fan labor on the internet. It is, however, problematic to establish that this necessarily means that the fans’ contributions to the marketing campaign were exploited or that it demands compensations. The essay argues that the popularity of viral marketing among film studios and their use of fans and fan created content for promotional purposes calls for further investigations.
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Yip, Wai-man Florence, and 葉慧敏. "Online vocabulary games as a tool for teaching and learning English vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597511.

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Books on the topic "Word games"

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Brandreth, Gyles. Word games. New York: Harper & Row, 1987.

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Muriel, Prince, ed. Word games. Southwell, Notts: Easylearn, 1996.

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Consortium, ESNS, ed. Word games. London: ESN(S) Consortium, 1986.

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Brandreth, Gyles. Everyman's word games. London: Dent, 1986.

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Golick, Margie. Wacky word games. Markham, Ont: Pembroke Publishers, 1995.

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Allen, Mayme. Challenging word games. New York: Sterling Pub. Co., 1997.

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Brandreth, Gyles. Everyman's word games. London: Dent, 1986.

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Fatsis, Stefan. Word Freak. Boston: Houghton Mifflin Trade and Reference, 2004.

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Coles, Martin. Bright ideas: Word games. Leamington Spa: Scholastic, 1989.

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Sunanthapakdee, Sunantha. Word Games: Word Games for Kids. Independently Published, 2020.

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Book chapters on the topic "Word games"

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Sheridan, Carmel. "Word Games." In Failure-Free Activities for the Alzheimer’s Patient, 88. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12441-1_18.

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Fleisher, Paul. "Word Games." In Brain Food 100+ Games That Make Kids Think, 137–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233350-15.

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Danesi, Marcel. "Word Games." In An Anthropology of Puzzles, 53–81. London, UK ; New York : Bloomsbury Publishing, Plc, 2018.: Routledge, 2020. http://dx.doi.org/10.4324/9781003084495-3.

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Fleisher, Paul. "Miscellaneous Word Games." In Brain Food 100+ Games That Make Kids Think, 183–92. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233350-23.

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Fleisher, Paul. "Dramatic Word Games." In Brain Food 100+ Games That Make Kids Think, 174–79. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233350-21.

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Poulter, Christine. "Word and Story Games." In Playing the Game, 130–50. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18604-4_8.

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Kilmer, Elizabeth D., Adam D. Davis, Jared N. Kilmer, and Adam R. Johns. "Spreading the Word." In Therapeutically Applied Role-Playing Games, 236–45. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003281962-14.

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Mildner, Philip, Christopher Campbell, and Wolfgang Effelsberg. "Word Domination." In Games for Training, Education, Health and Sports, 59–70. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05972-3_7.

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Yeo, Gee Kin. "Chinese Word Games for School Children." In Global Interdependence, 131–34. Tokyo: Springer Japan, 1992. http://dx.doi.org/10.1007/978-4-431-68189-2_16.

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Vago, Robert M. "Vowel harmony in Finnish word games." In Linguistic Models, edited by Harry van der Hulst and Norval Smith, 185–208. Berlin, Boston: De Gruyter, 1988. http://dx.doi.org/10.1515/9783110250497-010.

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Conference papers on the topic "Word games"

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Rogers, Michael P. "The joy of word games." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445495.

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Rabii, Younès, and Michael Cook. ""Hunt Takes Hare": Theming Games Through Game-Word Vector Translation." In FDG 2024: Foundations of Digital Games. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649921.3659851.

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Neysiani, Behzad Soleimani, Mohammad Ismaeil Shahabian, and Seyed Moein Khayam Nekooei. "Serious Cheating in Word Making Games with Specific Letters using Fast Correct Word Finder by Neural Match Tree: High-Performance Data Structure and Algorithms for Word Processing Games." In 2021 International Serious Games Symposium (ISGS). IEEE, 2021. http://dx.doi.org/10.1109/isgs54702.2021.9684759.

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Tripodi, Rocco, and Marcello Pelillo. "WSD-games: a Game-Theoretic Algorithm for Unsupervised Word Sense Disambiguation." In Proceedings of the 9th International Workshop on Semantic Evaluation (SemEval 2015). Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/s15-2055.

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Vickrey, David, Aaron Bronzan, William Choi, Aman Kumar, Jason Turner-Maier, Arthur Wang, and Daphne Koller. "Online word games for semantic data collection." In the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1613715.1613781.

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Rajalingam, Vivan Raaj, and Spyridon Samothrakis. "Neuroevolution Strategies for Word Embedding Adaptation in Text Adventure Games." In 2019 IEEE Conference on Games (CoG). IEEE, 2019. http://dx.doi.org/10.1109/cig.2019.8847952.

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Khaewratana, Warat. "Elaborating on Word Games in STEM: Experimental Evidence." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1895013.

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Khaewratana, Warat. "Elaborating on Word Games in STEM: Experimental Evidence." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895013.

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Machida, Yuichiro, Daisuke Kawahara, Sadao Kurohashi, and Manabu Sassano. "Design of Word Association Games using Dialog Systems for Acquisition of Word Association Knowledge." In Proceedings of the 5th Workshop on Automated Knowledge Base Construction. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/w16-1316.

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Rhubido, Dadang, Kisyani Laksono, Agusniar Dian Savitri, Made Pramono, Indra Himawan Susanto, and Raras Tyasnurita. "Composing Sentences Skill Using Word Card Games “Si Tera”." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.157.

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Reports on the topic "Word games"

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Smerecka, Honorata. ANALYSIS OF PRESS HEADLINES FROM KROSNOCITY.PL AND KROSNO24.PL WEB PORTALS IN KROSNO. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11108.

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The analysis of press headlines from the krosnocity.pl and krosno24.pl news portals in Krosno allowed to distinguish features and ways of creating headlines in the local press: from schematic constructions to metaphors, word games, hyperbolization of events and quoting statements. During the linguistic research, several key functions of local Internet portals also emerged: it is primarily to inform about the most important events from the region, but also to support the development of the city, promote local products and businesses, take care of the good name and the interests of its inhabitants and make their achievements and passions known.
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Ismailova, L. Yu, O. O. Zhuravleva, O. I. Bazhenova, V. S. Zaytsev, and I. O. Sleptsov. educational computer game "family meeting" (version 1.0). SIB-Expertise, July 2022. http://dx.doi.org/10.12731/er0578.04072022.

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COMPUTER LEARNING GAME DESIGNED TO STUDY FAMILY LAW. THE GAME ALLOWS IN AN INTERACTIVE MODE TO TEST YOUR STRENGTH IN SOLVING A LARGE NUMBER OF THEORETICAL AND PRACTICAL QUESTIONS. THE STUDENT CAN WORK OUT NEW TOPICS BY USING THE GAME’S EXPLANATIONS AND REFERENCES TO NORMATIVE ACTS SO CHECK YOUR UPTAKE. THE GAME CHARACTERS AND THEIR EXPRESSIONS MOTIVATE THE PLAYER TO CAREFULLY WORK WITH THE OBJECT AND THE OBJECT OF THE GAME AND TO WORK ON THESE TOPICS INDEPENDENTLY. THE CONTENT OF THE GAME IS IN ACCORDANCE WITH THE STATE STANDARD PROGRAM OF "JURISPRUDENCE". THE MAIN OBJECTIVE OF THE GAME. THE GAME "THE MEETING" CAN BE USEFUL FOR LAW STUDENTS AND FACULTIES, PRACTISING LAWYERS AND ANYONE WISHING TO IMPROVE THEIR QUALIFICATIONS IN THE FIELD OF FAMILY LAW.
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Fernández, Iván Escobar. COMTOG Report: ‘My Memory of Us’ — Boosting Historical Memory Through Implicit Visual Metaphors. European Center for Populism Studies (ECPS), April 2023. http://dx.doi.org/10.55271/rp0037.

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My Memory of Us is a narrative-driven puzzle-adventure video game developed by Juggler Games. The game is set in a fictional version of Poland during World War II and tells the story of a young boy and girl who must navigate through a city that has been divided into two parts: one for Jews and one for non-Jews. The game features hand-drawn art, puzzle-solving, and stealth elements, as well as a unique memory-manipulation mechanic that allows players to change the past to solve puzzles and progress through the story. The game received positive reviews for its story and art. Overall, My Memory of Us is a touching and emotional game that tells a story of friendship, love, and survival during a war.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Hardy, Angela, Emi Iwatani, Barbara Means, and John Seylar. Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work. Digital Promise, January 2021. http://dx.doi.org/10.51388/20.500.12265/111.

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These Historical Thinking Skills rubrics were created and validated for use in the evaluation of Gates Ventures’ World History Project (WHP) curriculum. The set of rubrics for scoring teacher lessons were designed to evaluate the potential of teacher-assigned activities (e.g., an essay prompt) to provide opportunities for students to learn historical thinking skills, while the set of rubrics for scoring student work were designed to assess the extent to which students successfully used historical thinking skills in the work these activities produced (e.g., a written essay). The categories of historical thinking skills identified for measurement are aligned with widely accepted national frameworks and standards, making these rubrics applicable for use by researchers, educators and professional learning experts to study historical thinking skills learning in high school world history classrooms.
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Tusor, Anita. COMTOG Report on “The Light in the Darkness”. European Center for Populism Studies (ECPS), April 2023. http://dx.doi.org/10.55271/rp0038.

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Video games can be used to counter extremist ideologies by highlighting the dangers of hate speech and promoting tolerance and understanding. This can be done through educational games and by incorporating messages of inclusivity and diversity into the gameplay and storyline. Holocaust education through video games make people to learn about the events of the Holocaust more interactively and engagingly. It allows players to experience the stories of individuals who lived through the Holocaust, better understand its impact on the world and make connections to present-day political events, and understand what democracy is and why it is crucial to protect it.
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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).
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Hardy, Angela, and Emi Iwatani. Rubrics for Examining Historical Thinking Skills in High School World History Activities and Student Work: Construct Validity Evidence from the Literature. Digital Promise, January 2021. http://dx.doi.org/10.51388/20.500.12265/113.

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Digital Promise sought to create and validate historical thinking skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review. In this paper, we elaborate on how the literature on history education and historical thinking skills informed rubric design, including details of what it says about: how historical thinking skills have been defined in the literature; what dimensions of historical thinking used in national frameworks and standards; convergences of concepts across multiple frameworks and standards, and evidence on the progression of historical thinking skills. The results of this literature review led to the creation of two sets of historical thinking skills rubrics, one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced (presented in Iwatani, Hardy, Means, & Seylar, 2021 with additional validity evidence described in Iwatani, Means, Seylar, & Hardy, 2021).
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Wong, Jason H., Anh B. Nguyen, and Lauren Ogren. Serious Game and Virtual World Training: Instrumentation and Assessment. Fort Belvoir, VA: Defense Technical Information Center, December 2012. http://dx.doi.org/10.21236/ada582033.

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Budzich, Jeffrey. PR-685-184506-R04 Potential Monitoring Techniques and Technologies for Real Time Rainfall and Flooding. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), April 2020. http://dx.doi.org/10.55274/r0011663.

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Systems to alert pipeline operators of existing or impending flood events of concern are important tools as operators work to protect infrastructure at crossings of concern. A critical return period flood alert allows operators to take pre-emptive actions that may reduce consequences involved in major flood events. Gages are valuable tools for collecting data and information about discharge. Physical in-waterway gages include reference gages, crest stage gages, and recording stage gages. For recording stage gages, data can be transmitted electronically and limit the need for site visits. Online, or 'virtual' gages, such as National Oceanic and Atmospheric Administration's high-resolution National Water Model and the National Weather Service Weather Prediction Center, are an alternative to using gages to collect data, as they cover larger areas and are typically less expensive than installing, maintaining and operating site-specific gages. This is D1 on the PHMSA table
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