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Tesi sul tema "Educational games"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Gong, Haojue. "RESEARCH ON THE GAME MECHANISM OF EDUCATIONAL GAMES – THINK ABOUT HOW TO CHOOSE THE SUITABLE GAME MECHANISMS WHEN DESIGNING EDUCATIONAL GAMES." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20957.

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Abstract (sommario):

With the development of media technology and game evolution, games are endowed with multiple purposes and functions. Some scholars believe that the game is the supplement of the real world, which can affect the players' psychology and behaviour. Numerous studies show that games can make players accept challenges, overcome obstacles, arouse positive emotions and solve problems. Therefore, academia's research on games and related topics in learning has become increasingly popular. In response, different models have emerged to evaluate the design of active educational games.This research discusse

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2

TODOR, ROBERTO. "TAXONOMY OF EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=33669@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>As tecnologias da informação e comunicação (TICs) vêm avançando de forma continuada e se amalgamando à cultura de uma grande parcela da juventude mundial, inclusive a brasileira. Nessa pesquisa, citamos o processo pelo qual está passando os espaços de ensino-aprendizagem, do qual, aos poucos, estão acolhendo a demanda desse público-alvo, de jovens estudantes, que desejam estar conectados durante suas atividades escolares. Contudo, muitos games com suas habilidades e competênci

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3

COSTA, LEANDRO DEMENCIANO. "WHAT THE ENTERTAINMENT GAMES HAVE THAT THE EDUCATIONAL GAMES DO NOT HAVE: PRINCIPLES TO PROJECT EFFICIENT EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11728@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Determinar a diversão e o entretenimento como prioridades de projeto de um jogo com finalidade pedagógica parecia um tanto incoerente. Mas esta decisão nasceu da percepção de que jogos de entretenimento, que divertem e entretêm seus jogadores, funcionam muito bem em ambientes de ensino e aprendizagem - isto é notável no RPG e no Xadrez, por exemplo. Deste desafio, nasceu um jogo com fim pedagógico - A Dama da Música - que se mostrou mais efetivo que muitos jogos projetados com este objetivo. Isto confirmou a percepção inicial e refor

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4

Tollefsrud, John Ola. "The Educational Game Editor : The Design of a Program for Making Educational Computer Games." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9284.

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<p>This report is about computer game based learning, how to make a program for making educational games, the possibilities to use a hypermedia structure for storage of the data in an educational game, and different learning theories related to computer game based learning. The first part is about the different learning theories behaviourism, cognitivism, constructivism, socio-constructivism, and situated learning. The different theories are related to learning games, and a classification of game based learning is also given. Hypermedia is a smart and efficient way of organizing data, and is

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5

Heintz, Stephanie Alexandra. "Digital educational games : methodologies for evaluating the impact of game type." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37613.

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The main research question addressed in this thesis is how the choice of game type influences the success of digital educational games (DEG), where success is defined as significant knowledge gain in combination with positive player experience. Games differ in type if they differ at least by one game feature. As a first step we identified a comprehensive set of unique game features, summarised in the Game Elements-Attributes Model (GEAM), where elements are the defining components that all games share (e.g. Challenges) and attributes are their possible implementation (e.g. time pressure). To d

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6

Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Abstract (sommario):

Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this ﬁeld does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The ﬁrst and primary part of the thesis was to ﬁnd and provide detailed info

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7

Benkar, Rohan Sudhir. "Configurable Persuasive Games." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373323538.

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8

Erickson, Darald Eugene. "The games teachers play: Students' opinions of educational games in the secondary classroom." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1650.

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After systematically using educational games in three secondary English classes over a one-year period, this project documents the effectiveness of games by analyzing students' opinions. Surveys were used to determine the perceptions of 150 students about the actual games used in their classes. Some examples of effective games are also given.

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9

Carr, John. "Educational games to engage the un-engageable." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13329/.

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Behavioural, emotional and social difficulties in school-aged children are a significant problem in the UK. Such children represent a difficult challenge for educational institutions. Teachers and experts have said that these children find it almost impossible to stay on task in educational activities for more than a trivial amount of time. Interest in computer games as a medium for learning and other non-entertainment purposes has risen significantly in recent years, in part because they can provide an engaging experience to motivate users. This makes the medium an attractive tool for this de

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10

Che, Pee Naim. "Computer games use in an educational system." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12297/.

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Teaching a subject which involves a long process and inter-related problems can sometimes be difficult through conventional classroom activities. This is particularly difficult at the UK Key Stage 3 (13-14 years) where students are only beginning to understand the processes of reason. Often what the teacher would like to encourage is group discussion but for many reasons, young students may be reluctant to put forward ideas in a conventional classroom setting. An area where this becomes less of a problem is once they get involved in playing a game together. In addition to this certain subjects

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11

Ar, Rosyid Harits. "Adaptive serious educational games using machine learning." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/adaptive-serious-educational-games-using-machine-learning(b5f5024b-c7fd-4660-997c-9fd22e140a8f).html.

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The ultimate goals of adaptive serious educational games (adaptive SEG) are to promote effective learning and maximising enjoyment for players. Firstly, we develop the SEG by combining knowledge space (learning materials) and game content space to be used to convey learning materials. We propose a novel approach that serves toward minimising experts' involvement in mapping learning materials to game content space. We categorise both content spaces using known procedures and apply BIRCH clustering algorithm to categorise the similarity of the game content. Then, we map both content spaces based

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12

Vargas, David Anthony. "Multiplayer collaboration in educational virtual reality games." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119701.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (page 59).<br>Recent innovations in Virtual Reality technology has made it more affordable and accessible to consumers and classrooms. This research works toward investigating the impact of VR in a collaborative learning environmen

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13

Frazer, Alex. "Towards better gameplay in educational computer games." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/172421/.

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Abstract (sommario):

There is currently a notable amount of research suggesting that educators should use computer games as part of their teaching. Most of this research suggests why games should be used choosing very specific example games, or making broad sweeping statements about gaming as a whole. But very little of the research explains how these games should be used. What features should be present in the game? Do these features change depending on a given learning outcome? Do they change depending on the type of game? This thesis begins by compiling a prospective set of required features for an educational

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14

Aghababyan, Ani. "E3: Emotions, Engagement, and Educational Digital Games." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/4031.

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The use of educational digital games as a method of instruction for science, technology, engineering, and mathematics has increased in the past decade. While these games provide successfully implemented interactive and fun interfaces, they are not designed to respond or remedy students’ negative affect towards the game dynamics or their educational content. Therefore, this exploratory study investigated the frequent patterns of student emotional and behavioral response to educational digital games. To unveil the sequential occurrence of these affective states, students were assigned to play th

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15

DINIZ, DOS SANTOS ALYSSON. "Educational collaborative games for sustainable development learning." Doctoral thesis, Politecnico di Torino, 2018. http://hdl.handle.net/11583/2711101.

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Abstract (sommario):

In a world regularly menaced by environmental and humanitarian crises, addressing education for a sustainable future becomes a critical issue. However, sustainability learning is extremely challenging, since the instructional tools to use must be able to deal with the inherent complexities of the matter, which can be summarized by three main factors: a) the interdisciplinary domains related to sustainability issues, such as ecology, economics, politics and culture, b) the involvement of several social structures, such as individuals, families and communities, and c) the demand for collaborativ

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16

Berg, Marklund Björn. "Games in Formal Educational Settings : Obstacles for the development and use of learning games." Licentiate thesis, Högskolan i Skövde, Forskningscentrum för Informationsteknologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8627.

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From the perspective of educators, games are viewed as a medium in which the younger generation both thrive and excel. Students navigate game environments with ease and regularly solve problems, engage in advanced collaborative efforts, and communicate complex concepts and strategies to one another during their private gaming sessions at home. Games invite the player to form an understanding of intricate systems and mechanics based on participation and experimentation rather than mere observation, and on these merits games are often prophesized as a medium that will significantly change the fa

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17

Berg, Marklund Björn. "Unpacking Digital Game-Based Learning : The complexities of developing and using educational games." Doctoral thesis, Högskolan i Skövde, Forskningscentrum för Informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11805.

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Digital game-based learning has traditionally been examined from an ‘artefact-centric’ perspective that focuses on understanding how game design and principles of learning are, or can be, intertwined. These types of examinations have resulted in many descriptions of games’ educational potential, which has subsequently led to many types of arguments for why games should be used more extensively in formal education. However, comparatively little research has been done to understand the educational settings in which many game-based learning processes and educational games are intended to be appli

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18

Smith, Peter. "Cooperative vs Competitive Goals in Educational Video Games." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5508.

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The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task,

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19

Zagal, José Pablo. "Supporting learning about games." Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.<br>Committee Chair: Bruckman, Amy; Committee Member: Guzdial, Mark; Committee Member: Juul, Jesper; Committee Member: Kolodner, Janet; Committee Member: Mateas, Michael.

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20

Moser, Robert B. Computer Science &amp Engineering Faculty of Engineering UNSW. "A methodology for the design of educational computer adventure games." Awarded by:University of New South Wales. Computer Science and Engineering, 2000. http://handle.unsw.edu.au/1959.4/18613.

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This work undertakes a systematic study of various elements from differing fields which apply to the construction of computer-aided instructional systems. Drawing upon these works, the potential for instruction in computer adventure games is recognised, and previous work in the area analysed with respect to the theoretical findings. Based both on this theory and the germane advice of practicing game designers, a methodology for the design of educational computer adventure games is laid out in detail. The method described is then used to construct a sample game with basic programming skills as

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21

Samur, Yavuz. "Measuring Engagement Effects of Educational Games and Virtual Manipulatives on Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/27583.

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Educational games have been demonstrated to increase engagement and engagement has been demonstrated to increase achievement. Therefore, the researcher attempted to investigate how to better measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement – behavioral, cognitive, and emotional– are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes –clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virt

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22

Can, Gulfidan. "Perceptions Of Prospective Computer Teachers Toward The Use Of Computer Games With Educational Features In Education." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1117845/index.pdf.

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This study investigates the perceptions of prospective computer teachers, who have been studying at the Computer Education and Instructional Technology (CEIT) departments of four different universities, toward the use of computer games with educational features in education. It also examines the future plans of the participants regarding the use of computer games with educational features in their courses or in learning environments that they will design and it explores the participants&rsquo<br>computer game playing characteristics as well. The subjects of this study were 116 students from th

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23

Leach, Owen S. "Parallel Hearts Mathematics Game: Using Educational Games To Address the STEM Field Gender Gap." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/292.

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Despite equal educational opportunities, a gender gap develops in the science, technology, engineering, and mathematics field amongst American adults. This is caused by various societal factors including pressure for females to pursue more â€œfeminineâ€� careers, biased grading systems, and a vicious cycle of mathematics teaching. Even though females score as well as males on standardized tests, during their middle school years there is a steep drop off in females interested in pursuing STEM careers. This project attempts to close this gap by creating interest in mathematics during these stude

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24

Rödström, Herman, and Pontus Fredriksson. "Virtual Reality's Effect on Engagement in Educational Games." Thesis, Uppsala universitet, Institutionen för speldesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325370.

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This thesis explores how virtual reality solutions affect children in their learning through educational games. The goal is to improve educational games in terms of how engaging they are. Therefore, a game was developed for both desktop monitors and VR, some children played both versions and were then interviewed. The collected data indicates that VR engages the pupils more, however it does not seem to necessarily make them learn more. This may be in part because of VR’s novelty, only gaining a mainstream status in the recent years.<br>Denna uppsats undersöker hur virtuell verklighet (VR) påve

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Alharthi, Rajwa. "Exerlearn Bike: An Exergaming System for Children's Educational and Physical Well-being." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22895.

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Inactivity and sedentary behavioural patterns among children contribute greatly to a wide range of diseases including obesity, cancer, cardiovascular disease, and diabetes. It is also associated with other important health effects like mental health issues, anxiety, and depression. In order to reduce these trends, we need to focus on the highest contributing factor, which is lack of physical activity in children’s daily lives. 'Exergames' are believed to be a very good solution in promoting physical activity in children. Such games encourage children to engage in physical activity for long per

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Bradshaw, Hazel. "The Structural Playability Process (SPP) - An Effective Design Process for Educational Computer Games." Thesis, University of Canterbury. HIT Lab NZ, 2014. http://hdl.handle.net/10092/9921.

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How to best develop educational computer games is an open question and an active area of research. It is clear that computer games are able to instill the desire for players to rise to challenges, learn new and complex skills, and most of all to be entertained. Researchers are now trying to identify the underlying motivational nature of computer gameplay to harness it for teaching and learning. This research explores the world of educational game design and development within the field of Serious Games, and presents the Structural Playability Process (SPP) for educational game design and imple

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Svensson, Pierrau Therése. "Learning Without Knowing : A study of playfulness in educational games." Thesis, Uppsala universitet, Institutionen för speldesign, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234038.

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The use of tablet computers have increased significantly in numerous parts of society during recent years, and the educational sector is no exception. Use of games in educational situations has intrigued scholars of different disciplines, presenting both favouring and opposing opinions. Whilst the educational effectiveness of the game media is discussed, research done in the area of cognitive development, psychology and pedagogy argue for the importance of play and the positive effects it entails on education and learning. This thesis investigates to what extent playfulness has been incorporat

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Suarez, Caraballo Lisa M. "Using Online Mathematics Skills Games To Promote Automaticity." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1426793987.

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Hodhod, Rania. "Interactive narrative for adaptive educational games : architecture and an application to character education." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/909/.

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This thesis presents AEINS, Adaptive Educational Interactive Narrative System, that supports teaching ethics for 8-12 year old children. AEINS is designed based on Keller's and Gagné's learning theories. The idea is centered around involving students in moral dilemmas (called teaching moments) within which the Socratic Method is used as the teaching pedagogy. The important unique aspect of AEINS is that it exhibits the presence of four features shown to individually increase effectiveness of edugames environments, yet not integrated together in past research: a student model, a dynamic generat

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Songar, Poonam. "Learning Assessment Data Collection from Educational Game Applications." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353900797.

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Zagal, José Pablo. "Supporting learning about games." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24814.

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It seems like teaching about games should be easy. After all, students enjoy engaging with course content and have extensive experience with videogames. However, games education can be surprisingly complex. I explore the question of what it means to understand games by looking at the challenges and problems faced by students taking games-related classes. My findings include realizing that extensive prior videogame experience often interferes with students abilities to reason critically and analytically about games, and that students have difficulties articulating their experiences and observa

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Kappers, Wendi M. "Educational video game effects upon mathematics achievement and motivation scores an experimental study examining differences between the sexes /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002586.

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SOARES, MICHELE DOS SANTOS. "DESIGN OF 2D EDUCATIONAL GAMES OF ADVENTURE USING LUA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21809@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O computador pode ser considerado um grande aliado no desenvolvimento cognitivo dos alunos, principalmente na medida que possibilita o desenvolvimento de um trabalho que se adapta a distintos ritmos de aprendizagem. No processo de ensinar matemática, por exemplo, um software educacional pode contribuir para a criação de um cenário que ofereça possibilidades para o aluno associar os conceitos matemáticos com as suas experiências cotidianas, sem perder aspectos lúdicos e motivaçã

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Aslan, Serdar. "Digital Educational Games: Methodologies for Development and Software Quality." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73368.

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Development of a game in the form of software for game-based learning poses significant technical challenges for educators, researchers, game designers, and software engineers. The game development consists of a set of complex processes requiring multi-faceted knowledge in multiple disciplines such as digital graphic design, education, gaming, instructional design, modeling and simulation, psychology, software engineering, visual arts, and the learning subject area. Planning and managing such a complex multidisciplinary development project require unifying methodologies for development and sof

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Mubireek, Khalid Al. "Gender-oriented vs. gender-neutral computer games in education." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1056139090.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 120 p.; also includes graphics Includes bibliographical references (p. 101-106). Available online via OhioLINK's ETD Center

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Freeman, Lucas Jerome. "Alchemically, an Educational Role-Playing Game." Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/89252.

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Alchemically is an educational role-playing game that functions as a classroom aid for boosting middle school and high school students' memorization of molecular formulas and molecule's attributes. The game implements several diverse teaching methodologies, including trial and error, practice and feedback, and the presentation of information from audio and visual cues. It also motivates students to continue learning through both intrinsic and extrinsic motivators. Student players craft molecules by choosing and placing atoms into a crafting table, then bonding them together. To help players

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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 d

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Sareh, Narges. "Effects of Gender and Type of Board Game on 4-year-olds Engagement in Board Games." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3033.

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Chappell, Kelly K. "Factors influencing girls' attitudes toward educational mathematics software /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7807.

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40

Leigh, Elyssebeth. "A practitioner researcher perspective on facilitating an open, infinite, chaordic simulation : learning to engage in theory while putting myself into practice /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040831.172032/index.html.

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Bankler, Jon Victor. "The Cultural Adaptation of Playful Learning : Aspects to consider when culturalizing a children’s educational game for the Chinese market." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17683.

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This study explores suitable applications of culturalization in the case of educational games for children, specifically in relation to the Chinese market. Culturalization, in the context of video games, are design choices and adjustments applied to a product in order to cater to the needs of different cultural environments. The characteristics of both this genre, and this target locale, determines to which aspects of the product culturalization should be applied. Using three commercial educational games as a basis for discussion, the research was conducted through a series of expert interview

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Belman, Jonathan. "A study of empathetic play in serious games." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129582.

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<p> This work explores some key questions associated with designing games to foster empathy. First, how can design practice build on the understandings of empathy that have been developed in a variety of disciplines? Although empathy has been thoroughly studied in many fields, the lack of standardized nomenclature makes it difficult to apply knowledge from one to the next. Here, I present a theoretical framework that helps organize and explain research on empathy across disciplines. I also use the framework to propose heuristic best practices for designing games to foster empathy. </p><p> Se

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Borror, Kaylynn Nicole. "Creating a Domain-Specific Modeling Language for Educational Card Games." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626864894150672.

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Nickerson, Erik. "Relative effectiveness of educational video games in the science classroom." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/nickerson/NickersonE0811.pdf.

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Research has shown that educational video games are effective learning tools, but have not made a significant impact in the classroom. This gap could be a result of the design of the games, in that most educational video games imitate classroom style activities (such as answering multiple choice questions or memorizing flash cards) instead of using the computer's superior simulation capabilities to create a unique learning experience. This research project examined the difference between different styles of educational video games, as well as the overall effect of these games. Each different t

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Børresen, Erling Andreas, and Knut Andre Tidemann. "Lecture Quiz 2.0 : A service oriented architecture for educational games." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-11115.

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This project takes the work done by Mørch-Storstein and Øfsdahl in 2007 andbuilds a stable and flexible framework for the Lecture Quiz platform. Thisplatform is a game-like system where teachers can hold quizzes in lectures toincrease interactivity with students. The previous prototype was a proof ofconcept application and the functionality was hard coded to get a workingapplication as fast as possible. This resulted in a system that was unstable anddifficult to expand.With this in mind, we have created an architecture with the focus on easyexpansion and modifiability to let new developers int

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Ng, Matthew M. Eng Massachusetts Institute of Technology. "UbiqGames : casual, educational, multiplayer games for mobile and desktop platforms." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/61295.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 90).<br>The mission of the UbiqGames project is to develop a suite of casual, educational, multiplayer games that are playable across a wide variety of operating systems and devices. To accomplish this goal, we plan on making use of the expanding availability of wireless networks and the increasing capabilities of mobile browsers to build engaging and dynamic web-based games. This paper will docu

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Liu, Yuting. "Tangram Race Mathematical Game: Combining Wearable Technology and Traditional Games for Enhancing Mathematics Learning." Digital WPI, 2014. https://digitalcommons.wpi.edu/etd-theses/1102.

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"The public in general and educational communities are aware of the importance of elementary math education in students' lives, as it establishes a cognitive and motivational foundation to reach higher levels of schooling. However, students usually learn passively in traditional instructivist modes, and tend to get bored and disengaged. In contrast, games can be a useful way to assist education and engage students. This thesis reports on a novel game learning environment for mathematics learning, the Tangrams Race, which attempts to inspire students to learn math, by combining traditional outd

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Dondlinger, Mary Jo Warren Scott J. "The global village playground a qualitative case study of designing an ARG as a capstone learning experience /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-10995.

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Mustain, Wendy C. "A manual of elementary physical education skill theme activities for physical education specialists to use in collaboration with classroom teachers." Master's thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-01262010-020045/.

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Rutherford, Kevin J. "Playing/Writing: Connecting Video Games, Learning, and Composition." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281125116.

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