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underdeveloped countries and games</title> <meta name="description" content="Search results for: underdeveloped countries and games"> <meta name="keywords" content="underdeveloped countries and games"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research 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method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="underdeveloped countries and games"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6005</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: underdeveloped countries and games</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6005</span> Gacha Games Economy: A Case Study of Arknights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirhossen%20Zare%20Rahvard">Amirhossen Zare Rahvard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Freemium games based on the gacha mechanic have proven highly successful in recent years - games with simple graphics and simple gameplay systems but with a highly profitable market. Attempts at developing gacha games have even been made in Iran. Since gacha games are both profitable and easy to develop, they seem to be a suitable starting point for establishing a video game market in underdeveloped countries. This article aims to review the gacha games' approach to gaining revenue by studying the case of Arknights game in order to draw an outline of how simple games have led to great markets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gacha%20games" title="gacha games">gacha games</a>, <a href="https://publications.waset.org/abstracts/search?q=game%E2%80%99s%20economy" title=" game’s economy"> game’s economy</a>, <a href="https://publications.waset.org/abstracts/search?q=underdeveloped%20countries%20and%20games" title=" underdeveloped countries and games"> underdeveloped countries and games</a>, <a href="https://publications.waset.org/abstracts/search?q=arkngihts" title=" arkngihts"> arkngihts</a> </p> <a href="https://publications.waset.org/abstracts/177713/gacha-games-economy-a-case-study-of-arknights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6004</span> Case Study of Child Labour in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Ali%20Ansari">Ahmad Ali Ansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Arshad"> Hassan Arshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Basharat%20Hussani"> Basharat Hussani</a>, <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Raza"> Adnan Raza</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Ali%20Khan"> Ahmad Ali Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Child labor is a kind of an issue which was found all over the world, but now the first world countries like countries in Europe and America (USA) got hold of it up to a large extent but Underdeveloped or the developing countries including Pakistan are still a victim of this issue. The following attempt has been made in this research article to figure out the main reasons of child labor in underdeveloped countries especially in Pakistan and also some of the issues are discussed which are hindering the solution of child labor in Pakistan. In this research we interviewed 70 working children in the area of Rawalpindi, Islamabad, Taxila and Hatar who belonged to the different parts of the country and figured out the basic causes of the child labor in Pakistan, what are its bad effects on the young one who is a victim of it and we also put a light on what the government of Pakistan is doing in this context and what the government still have to do. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20labour" title="child labour">child labour</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=underdeveloped%20countries" title=" underdeveloped countries"> underdeveloped countries</a> </p> <a href="https://publications.waset.org/abstracts/18547/case-study-of-child-labour-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">664</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6003</span> The Analysis of Expenses for Research and Development Activities in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6khan%20Karhan">Gökhan Karhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yavuz%20Elitok"> Yavuz Elitok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, inequality between developing and underdeveloped countries has a rapid increment. Developed countries impress the underdeveloped countries to become dependent through them. For that reason, Turkey has to increase its capability of making technological innovations. It has tried to be identified by examining the expenses of R&D in public, mercantile establishments and universities in Turkey that which expense is not enough and which expense should be doubled. As a result, developing new resolution strategies will be easier. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competitive%20strength" title="competitive strength">competitive strength</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20and%20development" title=" research and development"> research and development</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20innovation" title=" technological innovation"> technological innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkey" title=" Turkey"> Turkey</a> </p> <a href="https://publications.waset.org/abstracts/35032/the-analysis-of-expenses-for-research-and-development-activities-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6002</span> Impact of Health Sector Economic Reforms in Underdeveloped Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Haga%20Abdelrahman%20Elimam">Haga Abdelrahman Elimam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the connotation, and some of the realistic implications, of the economic reform of health sector in under developed countries. The paper investigates the issues that economic reforms have to address, and the policy targets they are considered to accomplish. The work argues that the development of economic reform is not connected only with understanding the priorities and refining them, furthermore with reformation and restructuring the organizations through which health policies are employed. Considering various organizational values, that are likely to be regular to all economic reform programs, a regulatory approach to institutional reform is unsuitable. The paper further investigates the selection of economic reform that may as well influence via technical suggestions and analysis, but the verdict to continue, and the consequent success of execution, eventually depends on the progressive political sustainability. The paper concludes by giving examples of institutional reforms from various underdeveloped countries and includes recommendation of the responsibility and control of donor organizations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20reform" title="economic reform">economic reform</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20sector" title=" health sector"> health sector</a>, <a href="https://publications.waset.org/abstracts/search?q=underdeveloped%20countries" title=" underdeveloped countries"> underdeveloped countries</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20suggestions" title=" technical suggestions"> technical suggestions</a> </p> <a href="https://publications.waset.org/abstracts/27909/impact-of-health-sector-economic-reforms-in-underdeveloped-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27909.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6001</span> On the Analysis of Strategies of Buechi Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Termimi%20Ab%20Ghani">Ahmad Termimi Ab Ghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Kojiro%20Higuchi"> Kojiro Higuchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present some results of simultaneous infinite games. We mainly work with generalized reachability games and Buechi games. These games are two-player concurrent games where each player chooses simultaneously their moves at each step. Our goal is to give simple expressions of values for each game. Moreover, we are interested in the question of what type of optimal (ε-optimal) strategy exists for both players depending on the type of games. We first show the determinacy (optimal value) and optimal (ε-optimal) strategies in generalized reachability games. We provide a simple expressions of value of this game and prove the existence of memoryless randomized ε-optimal strategy for Player I in any generalized reachability games. We then observe games with more complex objectives, games with Buechi objectives. We present how to compute an ε-optimal strategies and approximate a value of game in some way. Specifically, the results of generalized reachability games are used to show the value of Buechi games can be approximated as values of some generalized reachability games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=optimal%20Strategies" title="optimal Strategies">optimal Strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20reachability%20games" title=" generalized reachability games"> generalized reachability games</a>, <a href="https://publications.waset.org/abstracts/search?q=Buechi%20games" title=" Buechi games"> Buechi games</a> </p> <a href="https://publications.waset.org/abstracts/23287/on-the-analysis-of-strategies-of-buechi-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6000</span> History Impact of Cuba's Sports Results on Panamerican Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Ramon%20Sanabria%20Navarro">Jose Ramon Sanabria Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Yahilina%20Silveira%20Perez"> Yahilina Silveira Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Pan American Games are one of the best regional sports integration events for the Americas, thousands of athletes from different countries are integrated based on obtaining satisfactory sports results and bringing the glory of the national identity of the sport to their country. There are countries that despite the small number of inhabitants have obtained very satisfactory results such as Cuba. Objective: To analyze the impact of Cuba's sports results in the Pan American Games. The methodology was based on the postulates of the materialist dialectic since the investigated reality was studied from historicity, systematicity and in its systemic character. The population and sample consisted of 41 countries of the American continent, and the 15 events carried out to date were analyzed. The impact of Cuba is very relevant because it is the country that has the second place by country in terms of number of medals, is among the first in terms of medals per inhabitants and in general sense of all the indicators treated assumes the fourth place integral. What is the current status of Cuba's sports results in Pan American Games? Having as a general objective, analyze the impact of Cuba's sports results in the Pan American Games. The hypotheses that will lead this research have the following methodological and interaction order: H1: Cuba's performance in Pan American Sports Games positively impacts the amount of medals obtained. H2: The amount of medals from Cuba in Pan American Sports Games positively impacts the general podium for countries of these regional events. H3: The amount of medals obtained by Cuba in Pan American Sports Games positively impacts the number of inhabitants. H4: The amount of medals obtained by Cuba positively impacts the overall result of the countries. H5: Cuba's performance in the Panamerican Sports Games positively impacts the overall results of these regional events. In general, it is possible to demonstrate the impact of Cuba's sports performance in Pan American Games and the organizational sports structure that has allowed the country to obtain them is evidenced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cuba" title="Cuba">Cuba</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20sport" title=" history of sport"> history of sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20games" title=" sports games"> sports games</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20events" title=" regional events"> regional events</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/125447/history-impact-of-cubas-sports-results-on-panamerican-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5999</span> Designing Effective Serious Games for Learning and Conceptualization Their Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahara%20Abdulhussan%20Al-Awadai">Zahara Abdulhussan Al-Awadai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, serious games play a significant role in education, sparking an increasing interest in using games for purposes beyond mere entertainment. In this research, we investigate the main requirements and aspects of designing and developing effective serious games for learning and developing a conceptual model to describe the structure of serious games with a focus on both aspects of serious games. The main contributions of this approach are to facilitate the design and development of serious games in a flexible and easy-to-use way and also to support the cooperative work between the multidisciplinary developer team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements" title=" requirements"> requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game%20model." title=" serious game model."> serious game model.</a> </p> <a href="https://publications.waset.org/abstracts/183479/designing-effective-serious-games-for-learning-and-conceptualization-their-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5998</span> Ethical Implications of Gaps in the Implementation Process of the Circular Economy: Special Focus on Underdeveloped Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujith%20Gunawardhana">Sujith Gunawardhana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The circular economy is a system in which resources and energy are derived from renewable sources, utilized efficiently, recycled, and reused to reduce waste, reduce nonrenewable resource consumption, and mitigate negative environmental impacts. However, it poses moral questions about sustainability, the environment, and societal issues. Many societies face challenges when implementing the circular economy, as the concept is still young. The equitable distribution of the advantages and costs of circularity should be ensured during implementation, as some communities, particularly disadvantaged or marginalized ones, may suffer unfairly disproportionately from the harmful effects of production and recycling facilities. Prioritizing the health and safety of workers, communities, and the environment is essential, and strict rules must be implemented to guard against harm. However, most underdeveloped countries need a legal safeguard for this situation. The ultimate objective of the circular economy is to improve social, environmental, and economic performance, but its implementation also requires consideration of the ethics of care and non-epistemic values. Those are often hindered in underdeveloped countries, as the availability of infrastructure and technology, affordability, and legislative framework are poor. To achieve long-term success in the circular economy, evaluating implementation steps and considering health, safety, environmental, and social risks is crucial. To implement the circular economy, respect ethics of care and non-epistemic values. Adopt Kantian Ethics and control technology design to ensure equal benefits for all involved. Ethical gaps may lead underdeveloped countries to generate social pressure against the circular economy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=circular%20economy" title="circular economy">circular economy</a>, <a href="https://publications.waset.org/abstracts/search?q=ethics" title=" ethics"> ethics</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/180658/ethical-implications-of-gaps-in-the-implementation-process-of-the-circular-economy-special-focus-on-underdeveloped-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">109</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5997</span> Longitudinal Assessment on the Economic Impacts of Hosting Major Sports Events</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huei-Fu%20Lu">Huei-Fu Lu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hosting international major sports events (MSEs) has become a globalized strategy for many countries. Most modern countries believe that MSEs can bring the hosting countries with substantial and considerable economic and non-economic benefits; so many cities also input a huge of resources to bid for hosting MSEs. Despite the growing importance of MSEs, limited longitudinal analysis has been carried out to understand and explain the long term economic effects of such events. This paper is to continue the focus of previous literature on the economic effects of hosting MSEs. The study periods are from 1950 to 2014 and the secondary macro-economic data are selected from the countries that have hosted the Asian Games and the Olympic Games (including summer and winter) to precede a longitudinal analysis. A comparison of the real economic growth rate, investment, employment and international trade of hosting countries and the duration of these economic effects are also explored and discussed. Based on the countries’ attributes and locating area, aiming to ascertain whether hosting MSEs is economically worthwhile and whether the economic effects from MSEs are realized as anticipated. The results indicate that hosting MSEs to create positive economic effects like GDP growth or long-term employment may be a myth even for developing countries. However, the empirical findings can provide the sport management or authority with longitudinal and comprehensive elaboration for biding or hosting MSEs in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asian%20Games" title="Asian Games">Asian Games</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20effects" title=" economic effects"> economic effects</a>, <a href="https://publications.waset.org/abstracts/search?q=major%20sports%20events%20%28MSEs%29" title=" major sports events (MSEs)"> major sports events (MSEs)</a>, <a href="https://publications.waset.org/abstracts/search?q=olympic%20games" title=" olympic games"> olympic games</a> </p> <a href="https://publications.waset.org/abstracts/57043/longitudinal-assessment-on-the-economic-impacts-of-hosting-major-sports-events" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5996</span> Freedom and the Value of Games: How to Overcome the Challenges in the Gamification of Necessary Learning Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20May">Jonathan May</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper argues that the value of games relates to the sensation of freedom they create, and this in turn results from their nature as voluntary, non-necessary tasks. Attempts to gamify necessary learning tasks are therefore challenged to create this sensation of freedom and so they often fail to create the pleasure and value found in traditional games. It then demonstrates a route to creating this sensation of freedom through the maximization of varied and creative solutions to such problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20games" title=" philosophy of games"> philosophy of games</a>, <a href="https://publications.waset.org/abstracts/search?q=freedom" title=" freedom"> freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=voluntary%20action" title=" voluntary action"> voluntary action</a>, <a href="https://publications.waset.org/abstracts/search?q=necessity" title=" necessity"> necessity</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20of%20games" title=" value of games"> value of games</a> </p> <a href="https://publications.waset.org/abstracts/151112/freedom-and-the-value-of-games-how-to-overcome-the-challenges-in-the-gamification-of-necessary-learning-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5995</span> A Review of Applying Serious Games on Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Oliveira">Carlos Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulrick%20Pimentel"> Ulrick Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital games have conquered a growing space in the lives of children, adolescents and adults. In this perspective, the use of this resource has shown to be an important strategy that facilitates the learning process. This research is a literature review on the use of serious games in teaching, which shows the characteristics of these games, the benefits and possible harms that this resource can produce, in addition to the possible methods of evaluating the effectiveness of this resource in teaching. The results point out that Serious Games have significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still poorly studied, mainly due to the complexity involved in evaluating intangible measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title="serious games">serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a> </p> <a href="https://publications.waset.org/abstracts/71277/a-review-of-applying-serious-games-on-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5994</span> From Aid to Autonomy: Rethinking Agriculture and Self-Sufficiency in Developing Nations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bassey%20Igri%20Okon">Bassey Igri Okon</a>, <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Mayen%20Umukoro"> Gloria Mayen Umukoro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United Nations faces the formidable challenge of ensuring sustainable food provision for the world's burgeoning population, as outlined in Sustainable Development Goals 1 and 2. Predominantly, underdeveloped nations bear the brunt of hunger and poverty, lacking sustainable means of self-sustenance. A critical factor contributing to this dire situation is the underperformance of their agricultural sectors, ostensibly necessitating intervention from developed nations. This paper posits that the provision of Agricultural Aid has become a modern instrument of colonization. It unveils how developed countries, under the pretext of aid, perpetuate a neo-colonial dominance over underdeveloped nations. It is argued that unless these nations revert to indigenous farming methodologies and implement effective governance to enable sustainable agriculture, they are likely to remain entrapped in a relentless cycle of hunger, poverty, and economic subservience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aid%20autonomy" title="aid autonomy">aid autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-sufficiency" title=" self-sufficiency"> self-sufficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=rethinking" title=" rethinking"> rethinking</a>, <a href="https://publications.waset.org/abstracts/search?q=neocolonialism" title=" neocolonialism"> neocolonialism</a>, <a href="https://publications.waset.org/abstracts/search?q=underdeveloped" title=" underdeveloped"> underdeveloped</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20farming" title=" indigenous farming"> indigenous farming</a> </p> <a href="https://publications.waset.org/abstracts/178224/from-aid-to-autonomy-rethinking-agriculture-and-self-sufficiency-in-developing-nations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5993</span> The Olympic Games’ Effect on National Company Growth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simon%20Strande%20Henriksen">Simon Strande Henriksen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> When a city and country decide to undertake an Olympic Games, they do so with the notion that hosting the Olympics will provide direct financial benefits to the city, country, and national companies. Like many activities, the Olympic Games tend to be more popular when it is warm, and the athletes are known, and therefore this paper will only focus on the two latest Olympic Summer Games. Cities and countries continue to invest billions of dollars in infrastructure to secure the role of being Olympic hosts. The multiple investments expect to provide both economic growth and a lasting legacy for the citizens. This study aims to determine whether host country companies experience superior economic impact from the Olympics. Building on existing work within the Olympic field of research, it asks: Do companies in host countries of the Olympic Summer Games experience a superior increase in operating revenue and return on assets compared to other comparable countries? In this context, comparable countries are the two candidates following the host city in the bidding procedure. Based on methods used by scholars, a panel data regression was conducted on revenue growth rate and return on assets, to determine if host country companies see a positive relation with hosting the Olympic Games. Combined with an analysis of motivation behind hosting the Olympics, the regression showed no significant positive relations across all analyses, besides in one instance. Indications of a relationship between company performance and economic motivation were found to be present. With the results indicating a limited effect on company growth, it is recommended that prospective host cities and countries carefully consider possible implications the role of being an Olympic host might have on national companies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-country%20analysis" title="cross-country analysis">cross-country analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mega-event" title=" mega-event"> mega-event</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20regression" title=" multiple regression"> multiple regression</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20analysis" title=" quantitative analysis"> quantitative analysis</a> </p> <a href="https://publications.waset.org/abstracts/127792/the-olympic-games-effect-on-national-company-growth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127792.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5992</span> Serious Game for Learning: A Model for Efficient Game Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahara%20Abdulhussan%20Al-Awadai">Zahara Abdulhussan Al-Awadai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, serious games have started to gain an increasing interest as a tool to support learning across different educational and training fields. It began to serve as a powerful educational tool for improving learning outcomes. In this research, we discuss the potential of virtual experiences and games research outside of the games industry and explore the multifaceted impact of serious games and related technologies on various aspects of our lives. We highlight the usage of serious games as a tool to improve education and other applications with a purpose beyond the entertainment industry. One of the main contributions of this research is proposing a model that facilitates the design and development of serious games in a flexible and easy-to-use way. This is achieved by exploring different requirements to develop a model that describes a serious game structure with a focus on both aspects of serious games (educational and entertainment aspects). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements" title=" requirements"> requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game%20model" title=" serious game model"> serious game model</a> </p> <a href="https://publications.waset.org/abstracts/183475/serious-game-for-learning-a-model-for-efficient-game-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5991</span> Comparison between Approaches Used in Two Walk About Projects </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derek%20O%20Reilly">Derek O Reilly</a>, <a href="https://publications.waset.org/abstracts/search?q=Piotr%20Milczarski"> Piotr Milczarski</a>, <a href="https://publications.waset.org/abstracts/search?q=Shane%20Dowdall"> Shane Dowdall</a>, <a href="https://publications.waset.org/abstracts/search?q=Artur%20H%C5%82oba%C5%BC"> Artur Hłobaż</a>, <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20Podlaski"> Krzysztof Podlaski</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiram%20Bollaert"> Hiram Bollaert </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning through creation of contextual games is a very promising way/tool for interdisciplinary and international group projects. During 2013 and 2014 we took part and organized two intensive students projects in different conditions. The projects enrolled 68 students and 12 mentors from 5 countries. In the paper we want to share our experience how to strengthen the chances to succeed in short (12-15 days long) student projects. In our case almost all teams prepared working prototype and the results were highly appreciated by external experts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20games" title="contextual games">contextual games</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20games" title=" mobile games"> mobile games</a>, <a href="https://publications.waset.org/abstracts/search?q=GGULIVRR" title=" GGULIVRR"> GGULIVRR</a>, <a href="https://publications.waset.org/abstracts/search?q=walkabout" title=" walkabout"> walkabout</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20intensive%20programme" title=" Erasmus intensive programme"> Erasmus intensive programme</a> </p> <a href="https://publications.waset.org/abstracts/20905/comparison-between-approaches-used-in-two-walk-about-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5990</span> People Abandoning Mobile Social Games: Using Candy Crush Saga as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei-Shan%20Wei">Pei-Shan Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu-Ying%20Lee"> Szu-Ying Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsi-Peng%20Lu"> Hsi-Peng Lu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jen-Chuen%20Tzou"> Jen-Chuen Tzou</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-I%20Weng"> Chien-I Weng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile social games recently become extremely popular, spawning a whole new entertainment culture. However, mobile game players are fickle, quickly and easily picking up and abandoning games. This pilot study seeks to identify factors that influence users to discontinue playing mobile social games. We identified three sacrifices which can prompt users to abandon games: monetary sacrifice, time sacrifice and privacy sacrifice. The results showed that monetary sacrifice has a greater impact than the other two factors in causing players to discontinue usage intention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abandon" title="abandon">abandon</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20devices" title=" mobile devices"> mobile devices</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20social%20games" title=" mobile social games"> mobile social games</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20sacrifice" title=" perceived sacrifice"> perceived sacrifice</a> </p> <a href="https://publications.waset.org/abstracts/15547/people-abandoning-mobile-social-games-using-candy-crush-saga-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">496</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5989</span> Integrating Historical Narratives with Merge Games as Tools for Pedagogy In Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aathira%20H.">Aathira H.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital games can act as catalysts for educational transformation in the current scenario. Children and adolescence acquire this digital knowledge quickly and hence digital games can act as one of the most effective media for technology-mediated learning. Mobile gaming industries have seen the rise of a new trending genre of games, i.e., “Merge games” which is currently thriving in the market. This paper analysis on how gamifying historic and cultural narratives with merge mechanics can be an effective way to educate school children. Through the study of how merge mechanics in games have currently emerged as a trend., this paper argues how it can be integrated with a strong narrative which can convey history in an engaging way for education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=merge%20mechanics" title=" merge mechanics"> merge mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20narratives" title=" historical narratives"> historical narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20innovations" title=" gaming innovations"> gaming innovations</a> </p> <a href="https://publications.waset.org/abstracts/177670/integrating-historical-narratives-with-merge-games-as-tools-for-pedagogy-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5988</span> Preliminary Proposal to Use Adaptive Computer Games in the Virtual Rehabilitation Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamoun%20S.%20Ideis">Mamoun S. Ideis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zein%20Salah"> Zein Salah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual Rehabilitation (VR) refers to using Virtual Reality’s hardware and simulations as means of exercising tools to rehabilitate patients in need. These patients will undergo their treatment exercises while playing different computer games, which helps achieve greater motivation for patients undergoing their therapeutic exercises. Virtual Rehabilitation systems adopt computer games as part of the treatment therapy. In this paper, we present a preliminary proposal to using adaptive computer games in Virtual Rehabilitation therapy. We also present some tips in designing those adaptive computer games by using different machine learning algorithms in order to create a personalized experience for each patient, which in turn, increases the potential benefits of the treatment that each patient receives. Furthermore, we propose a method of comparing the results of treatment using the adaptive computer games with the results of using static and classical computer games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20rehabilitation" title="virtual rehabilitation">virtual rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=physiotherapy" title=" physiotherapy"> physiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20computer%20games" title=" adaptive computer games"> adaptive computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=post-stroke" title=" post-stroke"> post-stroke</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a> </p> <a href="https://publications.waset.org/abstracts/94427/preliminary-proposal-to-use-adaptive-computer-games-in-the-virtual-rehabilitation-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5987</span> Great Art for Little Children - Games in School Education as Integration of Polish-Language, Eurhythmics, Artistic and Mathematical Subject Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Anna%20Karczmarzyk">Małgorzata Anna Karczmarzyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is the contemporary child? What are his/her distinctive features making him/her different from earlier generations? And how to teach in the dissimilar social reality? These questions will constitute the key to my reflections on contemporary early school education. For, to my mind, games have become highly significant for the modern model of education. There arise publications and research employing games to increase competence both in business, tutoring, or coaching, as well as in academic education . Thanks to games students and subordinates can be taught such abilities as problem thinking, creativity, consistent fulfillment of goals, resourcefulness and skills of communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=games" title="games">games</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20education" title=" school education"> school education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/20133/great-art-for-little-children-games-in-school-education-as-integration-of-polish-language-eurhythmics-artistic-and-mathematical-subject-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">855</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5986</span> The Subcategories of Folklore Dance for Children as Didactic Games for Developing Musical Ability in the Preschool Period </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eudjen%20Cinc">Eudjen Cinc</a>, <a href="https://publications.waset.org/abstracts/search?q=Mircea%20Maran"> Mircea Maran</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmina%20Stolic"> Jasmina Stolic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Viewed through the prism of folkloristics – ethnomusicology, the majority of didactic musical games belong to the category of folklore creative work of children, such games can be extremely useful for the development of musical ability in the preschool age. The paper gives a number of examples from the Romanian children folklore which were used in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musical%20games" title="musical games">musical games</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20folklore" title=" children folklore"> children folklore</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythmical%20system" title=" rhythmical system"> rhythmical system</a>, <a href="https://publications.waset.org/abstracts/search?q=melodica" title=" melodica"> melodica</a> </p> <a href="https://publications.waset.org/abstracts/20125/the-subcategories-of-folklore-dance-for-children-as-didactic-games-for-developing-musical-ability-in-the-preschool-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">703</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5985</span> Interactive and Innovative Environments for Modeling Digital Educational Games and Animations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Srdi%C4%87">Ida Srdić</a>, <a href="https://publications.waset.org/abstracts/search?q=Luka%20Mandi%C4%87"> Luka Mandić</a>, <a href="https://publications.waset.org/abstracts/search?q=LidijaMandi%C4%87"> LidijaMandić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitization and intensive use of tablets, smartphones, the internet, mobile, and web applications have massively disrupted our habits, and the way audiences (especially youth) consume content. To introduce educational content in games and animations, and at the same time to keep it interesting and compelling for kids, is a challenge. In our work, we are comparing the different possibilities and potentials that digital games could provide to successfully mitigate direct connection with education. We analyze the main directions and educational methods in game-based learning and the possibilities of interactive modeling through questionnaires for user experience and requirements. A pre and post-quantitative survey will be conducted in order to measure levels of objective knowledge as well as the games perception. This approach enables quantitative and objective evaluation of the impact the game has on participants. Also, we will discuss the main barriers to the use of games in education and how games can be best used for learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title="Bloom’s taxonomy">Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20games" title=" epistemic games"> epistemic games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objectives" title=" learning objectives"> learning objectives</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environments" title=" virtual learning environments"> virtual learning environments</a> </p> <a href="https://publications.waset.org/abstracts/145447/interactive-and-innovative-environments-for-modeling-digital-educational-games-and-animations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5984</span> Approach-Avoidance and Intrinsic-Extrinsic Motivation of Adolescent Computer Games Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The period of adolescence is a time when young people are becoming more and more active and conscious users of the digital world. One of the most frequently undertaken activities by them is computer games. Young players can choose from a wide range of games, including action, adventure, strategy, and logic games. The main aim of this study is to answer the question about the motivation of teenage players. The basic question is what motivates young players to play computer games and what motivates them to play a particular game. Fifty adolescents aged 15-17 participated in the study. They completed a questionnaire in which they determined what motivates them to play, how often they play computer games, and what type of computer games they play most often. It was found that entertainment and learning English are among the most important motives. The most important specific features related to a given game are the knowledge of its previous parts and the ability to play for free. The motives chosen by the players will be described in relation to the concepts of internal and external as well as approach and avoidance motivation. An additional purpose of this study is to present data concerning preferences regarding the type of games and the amount of time they spend playing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title="computer games">computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20preferences" title=" game preferences"> game preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135153/approach-avoidance-and-intrinsic-extrinsic-motivation-of-adolescent-computer-games-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5983</span> Cities Simulation and Representation in Locative Games from the Perspective of Cultural Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20A.%20Paix%C3%A3o">B. A. A. Paixão</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20V.%20B.%20Gomide"> J. V. B. Gomide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work aims to analyze the locative structure used by the locative games of the company Niantic. To fulfill this objective, a literature review on the representation and simulation of cities was developed; interviews with Ingress players and playing Ingress. Relating these data, it was possible to deepen the relationship between the virtual and the real to create the simulation of cities and their cultural objects in locative games. Cities representation associates geo-location provided by the Global Positioning System (GPS), with augmented reality and digital image, and provides a new paradigm in the city interaction with its parts and real and virtual world elements, homeomorphic to real world. Bibliographic review of papers related to the representation and simulation study and their application in locative games was carried out and is presented in the present paper. The cities representation and simulation concepts in locative games, and how this setting enables the flow and immersion in urban space, are analyzed. Some examples of games are discussed for this new setting development, which is a mix of real and virtual world. Finally, it was proposed a Locative Structure for electronic games using the concepts of heterotrophic representations and isotropic representations conjoined with immediacy and hypermediacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cities%20representation" title="cities representation">cities representation</a>, <a href="https://publications.waset.org/abstracts/search?q=cities%20simulation" title=" cities simulation"> cities simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=games%20simulation" title=" games simulation"> games simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=locative%20games" title=" locative games"> locative games</a> </p> <a href="https://publications.waset.org/abstracts/96240/cities-simulation-and-representation-in-locative-games-from-the-perspective-of-cultural-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5982</span> A Comprehensive Study on Quality Assurance in Game Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Komal">Maria Komal</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaineb%20Khalil"> Zaineb Khalil</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the recent technological advancements, Games have become one of the most demanding applications. Gaming industry is rapidly growing and the key to success in this industry is the development of good quality games, which is a highly competitive issue. The ultimate goal of game developers is to provide player’s satisfaction by developing high-quality games. This research is the comprehensive survey of techniques followed by game industries to ensure games quality. After analysis of various techniques, it has been found that quality simulation according to ISO standards and play test methods are used to ensure games quality. Because game development requires cross-disciplined team, an increasing trend towards distributed game development has been observed. This paper evaluates the strengths and weaknesses of current methodologies used in game industry and draws a conclusion. We have also proposed quality parameters which can be used as a heuristic framework to identify those attributes which have high testing priorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20industry" title=" gaming industry"> gaming industry</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=playability" title=" playability"> playability</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a> </p> <a href="https://publications.waset.org/abstracts/25562/a-comprehensive-study-on-quality-assurance-in-game-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5981</span> Developing a Customizable Serious Game and Its Applicability in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the field of education have led to a renewed interest in teaching methodologies and practices. Gamification is fast becoming a key instrument in the education of new generations and besides other methods, serious games have become the center of attention. Ready-built serious games are available for most higher education institutions to buy and implement. However, monetary restraints and the unalterable nature of the games might deter most higher education institutions from the application of these serious games. Therefore, there is a continuously growing need for a customizable serious game that has been developed based on a concrete need analysis and experts’ opinion. There has been little evidence so far of serious games that have been created based on relevant and current need analysis from higher education institution teachers, professional practitioners and students themselves. Therefore, the aim of this current paper is to analyze the needs of higher education institution educators with special emphasis on their needs, the applicability of serious games in their classrooms, and exploring options for the development of a customizable serious game framework. The paper undertakes to analyze workshop discussions on implementing serious games in education and propose a customizable serious game framework applicable in the education of the new generation. Research results show that the most important feature of a serious game is its customizability. The fact that practitioners are able to manage different scenarios and upload their own content to a game seems to be a key to the increasingly widespread application of serious games in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a> </p> <a href="https://publications.waset.org/abstracts/106025/developing-a-customizable-serious-game-and-its-applicability-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5980</span> Improving Young Learners' Vocabulary Acquisition: A Pilot Program in a Game-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasiliki%20Stratidou">Vasiliki Stratidou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern simulation mobile games have the potential to enhance students’ interest, motivation and creativity. Research conducted on the effectiveness of digital games for educational purposes has shown that such games are also ideal at providing an appropriate environment for language learning. The paper examines the issue of simulation mobile games in regard to the potential positive impacts on L2 vocabulary learning. Sixteen intermediate level students, aged 10-14, participated in the experimental study for four weeks. The participants were divided into experimental (8 participants) and control group (8 participants). The experimental group was planned to learn some new vocabulary words via digital games while the control group used a reading passage to learn the same vocabulary words. The study investigated the effect of mobile games as well as the traditional learning methods on Greek EFL learners’ vocabulary learning in a pre-test, an immediate post-test, and a two-week delayed retention test. A teacher’s diary and learners’ interviews were also used as tools to estimate the effectiveness of the implementation. The findings indicated that the experimental group outperformed the control group in acquiring new words through mobile games. Therefore, digital games proved to be an effective tool in learning English vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control%20group" title="control group">control group</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title=" digital games"> digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20group" title=" experimental group"> experimental group</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20vocabulary%20learning" title=" second language vocabulary learning"> second language vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation%20games" title=" simulation games"> simulation games</a> </p> <a href="https://publications.waset.org/abstracts/103548/improving-young-learners-vocabulary-acquisition-a-pilot-program-in-a-game-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5979</span> A Taxonomy of the Informational Content of Virtual Heritage Serious Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurence%20C.%20Hanes">Laurence C. Hanes</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20J.%20Stone"> Robert J. Stone</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Video games have reached a point of huge commercial success as well as wide familiarity with audiences both young and old. Much attention and research have also been directed towards serious games and their potential learning affordances. It is little surprise that the field of virtual heritage has taken a keen interest in using serious games to present cultural heritage information to users, with applications ranging from museums and cultural heritage institutions, to academia and research, to schools and education. Many researchers have already documented their efforts to develop and distribute virtual heritage serious games. Although attempts have been made to create classifications of the different types of virtual heritage games (somewhat akin to the idea of game genres), no formal taxonomy has yet been produced to define the different types of cultural heritage and historical information that can be presented through these games at a content level, and how the information can be manifested within the game. This study proposes such a taxonomy. First the informational content is categorized as heritage or historical, then further divided into tangible, intangible, natural, and analytical. Next, the characteristics of the manifestation within the game are covered. The means of manifestation, level of demonstration, tone, and focus are all defined and explained. Finally, the potential learning outcomes of the content are discussed. A demonstration of the taxonomy is then given by describing the informational content and corresponding manifestations within several examples of virtual heritage serious games as well as commercial games. It is anticipated that this taxonomy will help designers of virtual heritage serious games to think about and clearly define the information they are presenting through their games, and how they are presenting it. Another result of the taxonomy is that it will enable us to frame cultural heritage and historical information presented in commercial games with a critical lens, especially where there may not be explicit learning objectives. Finally, the results will also enable us to identify shared informational content and learning objectives between any virtual heritage serious and/or commercial games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informational%20content" title="informational content">informational content</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=taxonomy" title=" taxonomy"> taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20heritage" title=" virtual heritage"> virtual heritage</a> </p> <a href="https://publications.waset.org/abstracts/67313/a-taxonomy-of-the-informational-content-of-virtual-heritage-serious-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67313.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5978</span> Study of Education Learning Techniques and Game Genres</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Al%20Farei">Khadija Al Farei</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Kumar"> Prakash Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Rao%20Naidu"> Vikas Rao Naidu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Games are being developed with different genres for different age groups, for many decades. In many places, educational games are playing a vital role for active classroom environment and better learning among students. Currently, the educational games have assumed an important place in children and teenagers lives. The role of educational games is important for improving the learning capability among the students especially of this generation, who really live among electronic gadgets. Hence, it is now important to make sure that in our educational system, we are updated with all such advancement in technologies. Already much research is going on in this area of edutainment. This research paper will review around ten different research papers to find the relation between the education learning techniques and games. The result of this review provides guidelines for enhanced teaching and learning solutions in education. In-house developed educational games proved to be more effective, compared to the one which is readily available in the market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20game" title=" education game"> education game</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=edutainment" title=" edutainment"> edutainment</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20genres" title=" game genres"> game genres</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20in%20education" title=" gaming in education"> gaming in education</a> </p> <a href="https://publications.waset.org/abstracts/74367/study-of-education-learning-techniques-and-game-genres" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5977</span> Prevalence and the Results of the Czech Nationwide Survey and Personality Traits of Adolescence Playing Computer Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaroslava%20Sucha">Jaroslava Sucha</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Dolejs"> Martin Dolejs</a>, <a href="https://publications.waset.org/abstracts/search?q=Helena%20Pipova"> Helena Pipova</a>, <a href="https://publications.waset.org/abstracts/search?q=Panajotis%20Cakirpaloglu"> Panajotis Cakirpaloglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper introduces the research project which is focused on evaluating the level of pathological relation towards computer or video games playing (including any games played by using a screen such as a mobile or a tablet). The study involves representative sample of the Czech adolescents between ages 11 and 19. This poster presents the psychometric indicators of the new psychologic assessment method (mean, standard deviation, reliability, validity) which will be able to detect an acceptable level of games’ playing and at the same time will detect and describe the level of gaming which might be potentially risky. The prevalence of risky computer game playing at Czech adolescents in age 11 to 19 will be mentioned. The research study also aims to describe the personality profile of the problematic players with respect to the digital games. The research area will encompass risky behaviour, aggression, the level of self-esteem, impulsivity, anxiety and depression. The contribution will introduce a new test method for the assessment of pathological playing computer games. The research will give the first screening information of playing computer games in the Czech Republic by adolescents between 11-19 years. The results clarify what relationship exists between playing computer games and selected personality characteristics (it will describe personality of the gamer, who is in the category of ‘pathological playing computer games’). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescence" title="adolescence">adolescence</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title=" personality traits"> personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20behaviour" title=" risk behaviour"> risk behaviour</a> </p> <a href="https://publications.waset.org/abstracts/80048/prevalence-and-the-results-of-the-czech-nationwide-survey-and-personality-traits-of-adolescence-playing-computer-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5976</span> From Design, Experience and Play Framework to Common Design Thinking Tools: Using Serious Modern Board Games </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Micael%20Sousa">Micael Sousa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Board games (BGs) are thriving as new designs emerge from the hobby community to greater audiences all around the world. Although digital games are gathering most of the attention in game studies and serious games research fields, the post-digital movement helps to explain why in the world dominated by digital technologies, the analog experiences are still unique and irreplaceable to users, allowing innovation in new hybrid environments. The BG’s new designs are part of these post-digital and hybrid movements because they result from the use of powerful digital tools that enable the production and knowledge sharing about the BGs and their face-to-face unique social experiences. These new BGs, defined as modern by many authors, are providing innovative designs and unique game mechanics that are still not yet fully explored by the main serious games (SG) approaches. Even the most established frameworks settled to address SG, as fun games implemented to achieve predefined goals need more development, especially when considering modern BGs. Despite the many anecdotic perceptions, researchers are only now starting to rediscover BGs and demonstrating their potentials. They are proving that BGs are easy to adapt and to grasp by non-expert players in experimental approaches, with the possibility of easy-going adaptation to players’ profiles and serious objectives even during gameplay. Although there are many design thinking (DT) models and practices, their relations with SG frameworks are also underdeveloped, mostly because this is a new research field, lacking theoretical development and the systematization of the experimental practices. Using BG as case studies promise to help develop these frameworks. Departing from the Design, Experience, and Play (DPE) framework and considering the Common Design Think Tools (CDST), this paper proposes a new experimental framework for the adaptation and development of modern BG design for DT: the Design, Experience, and Play for Think (DPET) experimental framework. This is done through the systematization of the DPE and CDST approaches applied in two case studies, where two different sequences of adapted BG were employed to establish a DT collaborative process. These two sessions occurred with different participants and in different contexts, also using different sequences of games for the same DT approach. The first session took place at the Faculty of Economics at the University of Coimbra in a training session of serious games for project development. The second session took place in the Casa do Impacto through The Great Village Design Jam light. Both sessions had the same duration and were designed to progressively achieve DT goals, using BGs as SGs in a collaborative process. The results from the sessions show that a sequence of BGs, when properly adapted to address the DPET framework, can generate a viable and innovative process of collaborative DT that is productive, fun, and engaging. The DPET proposed framework intents to help establish how new SG solutions could be defined for new goals through flexible DT. Applications in other areas of research and development can also benefit from these findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=board%20games" title="board games">board games</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20thinking" title=" design thinking"> design thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a> </p> <a href="https://publications.waset.org/abstracts/125595/from-design-experience-and-play-framework-to-common-design-thinking-tools-using-serious-modern-board-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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