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games</title> <meta name="description" content="Search results for: value of games"> <meta name="keywords" content="value of 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 Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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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="value of 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> 469</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: value of games</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">469</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">468</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">467</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">466</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">465</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">309</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">464</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">463</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">462</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">461</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">297</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">460</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">459</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">458</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">457</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">456</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">455</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">533</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">454</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">453</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">238</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">452</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">451</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">450</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">449</span> Evaluating Key Attributes of Effective Digital Games in Tertiary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roopali%20Kulkarni">Roopali Kulkarni</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuliya%20Khrypko"> Yuliya Khrypko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A major problem in educational digital game design is that game developers are often focused on maintaining the fun and playability of an educational game, whereas educators are more concerned with the learning aspect of the game rather than its entertaining characteristics. There is a clear need to understand what key aspects of digital learning games make them an effective learning medium in tertiary education. Through a systematic literature review and content analysis, this paper identifies, evaluates, and summarizes twenty-three key attributes of digital games used in tertiary education and presents a summary digital game-based learning (DGBL) model for designing and evaluating an educational digital game of any genre that promotes effective learning in tertiary education. The proposed solution overcomes limitations of previously designed models for digital game evaluation, such as a small number of game attributes considered or applicability to a specific genre of digital games. The proposed DGBL model can be used to assist game designers and educators with creating effective and engaging educational digital games for the tertiary education curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DGBL%20model" title="DGBL model">DGBL model</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=educational%20games" title=" educational games"> educational games</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=tertiary%20education" title=" tertiary education"> tertiary education</a> </p> <a href="https://publications.waset.org/abstracts/147502/evaluating-key-attributes-of-effective-digital-games-in-tertiary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147502.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">283</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">448</span> Playing Light Switching Games with Langton's Turmite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Crista%20Arangala">Crista Arangala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Light switching games are both popular and well studied. This paper introduces a cellular automata called Langton’s turmite to several different light switching scenarios and discusses when Langton’s turmite can solve these games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cellular%20automata" title="cellular automata">cellular automata</a>, <a href="https://publications.waset.org/abstracts/search?q=lights%20out" title=" lights out"> lights out</a>, <a href="https://publications.waset.org/abstracts/search?q=alien%20tiles" title=" alien tiles"> alien tiles</a>, <a href="https://publications.waset.org/abstracts/search?q=chaos" title=" chaos"> chaos</a>, <a href="https://publications.waset.org/abstracts/search?q=Langton%27s%20Turmite" title=" Langton's Turmite"> Langton's Turmite</a> </p> <a href="https://publications.waset.org/abstracts/31642/playing-light-switching-games-with-langtons-turmite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31642.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">504</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">447</span> The Intensity of Load Experienced by Female Basketball Players during Competitive Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Vencurik">Tomas Vencurik</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Nykodym"> Jiri Nykodym</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study compares the intensity of game load among player positions and between the 1st and the 2nd half of the games. Two guards, three forwards, and three centers (female basketball players) participated in this study. The heart rate (HR) and its development were monitored during two competitive games. Statistically insignificant differences in the intensity of game load were recorded between guards, forwards, and centers below and above 85% of the maximal heart rate (HRmax) and in the mean HR as % of HRmax (87.81±3.79%, 87.02±4.37%, and 88.76±3.54%, respectively). Moreover, when the 1st and the 2nd half of the games were compared in the mean HR (87.89±4.18% vs. 88.14±3.63% of HRmax), no statistical significance was recorded. This information can be useful for coaching staff, to manage and to precisely plan the training process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20load" title="game load">game load</a>, <a href="https://publications.waset.org/abstracts/search?q=heart%20rate" title=" heart rate"> heart rate</a>, <a href="https://publications.waset.org/abstracts/search?q=player%20positions" title=" player positions"> player positions</a>, <a href="https://publications.waset.org/abstracts/search?q=the%201st" title=" the 1st"> the 1st</a>, <a href="https://publications.waset.org/abstracts/search?q=the%202nd%20half%20of%20the%20games" title=" the 2nd half of the games"> the 2nd half of the games</a> </p> <a href="https://publications.waset.org/abstracts/27906/the-intensity-of-load-experienced-by-female-basketball-players-during-competitive-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27906.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">569</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">446</span> Mathematical Games with RPG and Sci-Fi Elements to Enhance Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santiago%20Moll%20Lopez">Santiago Moll Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Erica%20Vega%20Fleitas"> Erica Vega Fleitas</a>, <a href="https://publications.waset.org/abstracts/search?q=Dolors%20Rosello%20Ferragud"> Dolors Rosello Ferragud</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20Manuel%20Sanchez%20Ruiz"> Luis Manuel Sanchez Ruiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Jose%20Antonio%20Mora%C3%B1o%20Fernandez"> Jose Antonio Moraño Fernandez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning (GBL) is becoming popular in education. Learning through games offers students a motivating experience related to the social aspect of games. Among the significant positive outcomes are promoting positive emotions and collaboration, improving the assimilation of concepts, and creating an attractive and dynamic environment standout. This work presents a study of the design and implementation of games created with RPG Maker MZ software with a Sci-Fi storytelling environment for developing specific and transversal skills in a Mathematics subject at the Beng in Aerospace Engineering. Games were applied during regular classes and as a part of a Flip-Teaching methodology to increase the motivation and the assimilation of mathematical concepts in an engaging way. The key features of the games were the introduction of avatar design and the promotion of collaboration among students. Students' opinions and grades obtained in the activities and exams showed increased motivation and a significant improvement in their performance compared with other groups or past students' performances. <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=rol%20games" title=" rol games"> rol games</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20fiction" title=" science fiction"> science fiction</a> </p> <a href="https://publications.waset.org/abstracts/163888/mathematical-games-with-rpg-and-sci-fi-elements-to-enhance-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163888.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">95</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">445</span> A Process to Support Multidisciplinary Teams to Design Serious Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naza%20Djafarova">Naza Djafarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20Bates"> Tony Bates</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20Verkuyl"> Margaret Verkuyl</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonora%20Zefi"> Leonora Zefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozgur%20Turetken"> Ozgur Turetken</a>, <a href="https://publications.waset.org/abstracts/search?q=Alex%20Ferworn"> Alex Ferworn</a>, <a href="https://publications.waset.org/abstracts/search?q=Mastrilli%20Paula"> Mastrilli Paula</a>, <a href="https://publications.waset.org/abstracts/search?q=Daria%20Romaniuk"> Daria Romaniuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosha%20Bramesfeld"> Kosha Bramesfeld</a>, <a href="https://publications.waset.org/abstracts/search?q=Anastasia%20Dimitriadou"> Anastasia Dimitriadou</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheryl%20To"> Cheryl To</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Designing serious games for education is a challenging and resource-intensive effort. If a well-designed process that balances pedagogical principles with game mechanics is in place, it can help to simplify the design process of serious games and increase efficiency. Multidisciplinary teams involved in designing serious games can benefit tremendously from such a process in their endeavours to develop and implement these games at undergraduate and graduate levels. This paper presentation will outline research results on identified gaps within existing processes and frameworks and present an adapted process that emerged from the research. The research methodology was based on a survey, semi-structured interviews and workshops for testing the adapted process for game design. Based on the findings, the authors propose a simple process for the pre-production stage of serious game design that may help guide multidisciplinary teams in their work. This process was used to facilitate team brainstorming, and is currently being tested to assess if multidisciplinary teams find value in using it in their process of designing serious games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=serious%20game-design" title="serious game-design">serious game-design</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20team" title=" multidisciplinary team"> multidisciplinary team</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design%20framework" title=" game design framework"> game design framework</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20games" title=" learning games"> learning games</a>, <a href="https://publications.waset.org/abstracts/search?q=multidisciplinary%20game%20design%20process" title=" multidisciplinary game design process"> multidisciplinary game design process</a> </p> <a href="https://publications.waset.org/abstracts/89674/a-process-to-support-multidisciplinary-teams-to-design-serious-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89674.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">429</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">444</span> Structural Analysis on the Composition of Video Game Virtual Spaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qin%20Luofeng">Qin Luofeng</a>, <a href="https://publications.waset.org/abstracts/search?q=Shen%20Siqi"> Shen Siqi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the 58 years since the first video game came into being, the video game industry is getting through an explosive evolution from then on. Video games exert great influence on society and become a reflection of public life to some extent. Video game virtual spaces are where activities are taking place like real spaces. And that’s the reason why some architects pay attention to video games. However, compared to the researches on the appearance of games, we observe a lack of theoretical comprehensive on the construction of video game virtual spaces. The research method of this paper is to collect literature and conduct theoretical research about the virtual space in video games firstly. And then analogizing the opinions on the space phenomena from the theory of literature and films. Finally, this paper proposes a three-layer framework for the construction of video game virtual spaces: “algorithmic space-narrative space players space”, which correspond to the exterior, expressive, affective parts of the game space. Also, we illustrate each sub-space according to numerous instances of published video games. Hoping this writing could promote the interactive development of video games and architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20game" title="video game">video game</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20space" title=" virtual space"> virtual space</a>, <a href="https://publications.waset.org/abstracts/search?q=narrativity" title=" narrativity"> narrativity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20space" title=" social space"> social space</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20connection" title=" emotional connection"> emotional connection</a> </p> <a href="https://publications.waset.org/abstracts/118519/structural-analysis-on-the-composition-of-video-game-virtual-spaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118519.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">267</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">443</span> Digital Musical Organology: The Audio Games: The Question of “A-Musicological” Interfaces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Herv%C3%A9%20Z%C3%A9nouda">Hervé Zénouda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article seeks to shed light on an emerging creative field: "Audio games," at the crossroads between video games and computer music. Indeed, many applications, which propose entertaining audio-visual experiences with the objective of musical creation, are available today for different supports (game consoles, computers, cell phones). The originality of this field is the use of the gameplay of video games applied to music composition. Thus, composing music using interfaces but also cognitive logics that we qualify as "a-musicological" seem to us particularly interesting from the perspective of musical digital organology. This field raises questions about the representation of sound and musical structures and develops new instrumental gestures and strategies of musical composition. We will try in this article to define the characteristics of this field by highlighting some historical milestones (abstract cinema, game theory in music, actions, and graphic scores) as well as the novelties brought by digital technologies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audio-games" title="audio-games">audio-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=computer%20generated%20music" title=" computer generated music"> computer generated music</a>, <a href="https://publications.waset.org/abstracts/search?q=gameplay" title=" gameplay"> gameplay</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=synesthesia" title=" synesthesia"> synesthesia</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20interfaces" title=" sound interfaces"> sound interfaces</a>, <a href="https://publications.waset.org/abstracts/search?q=relationships%20image%2Fsound" title=" relationships image/sound"> relationships image/sound</a>, <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20music" title=" audiovisual music"> audiovisual music</a> </p> <a href="https://publications.waset.org/abstracts/152518/digital-musical-organology-the-audio-games-the-question-of-a-musicological-interfaces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152518.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">112</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">442</span> Investigating Factors Impacting Student Motivation in Classroom Use of Digital Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Max%20Neu">Max Neu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A large variety of studies on the utilization of games in classroom settings promote positive effects on students motivation for learning. Still, most of those studies rarely can give any specifics about the factors that might lead to changes in students motivation. The undertaken study has been conducted in tandem with the development of a highly classroom-optimized serious game, with the intent of providing a subjectively positive initial contact with the subject of political participation and to enable the development of personal motivation towards further engagement with the topic. The goal of this explorative study was to Identify the factors that influence students motivation towards the subject when serious games are being used in classroom education. Therefor, students that have been exposed to a set of classes in which a classroom optimized serious game has been used. Afterwards, a selection of those have been questioned in guided interviews that have been evaluated through Qualitative Content Analysis. The study indicates that at least 23 factors in the categories, mechanics, content and context potentially influence students motivation to engage with the classes subject. The conclusions are of great value for the further production of classroom games as well as curricula involving digital games in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formal%20education" title="formal education">formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=games%20in%20classroom" title=" games in classroom"> games in classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20education" title=" political education"> political education</a> </p> <a href="https://publications.waset.org/abstracts/166575/investigating-factors-impacting-student-motivation-in-classroom-use-of-digital-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166575.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">441</span> The Use of Educational Language Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=April%20Love%20Palad">April Love Palad</a>, <a href="https://publications.waset.org/abstracts/search?q=Charita%20B.%20Lasala"> Charita B. Lasala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mastery on English language is one of the important goals of all English language teachers. This goal can be seen based from the students’ actual performance using the target language which is English. Learning the English language includes hard work where efforts need to be exerted and this can be attained gradually over a long period of time. It is extremely important for all English language teachers to know the effects of incorporating games in teaching. Whether this strategy can have positive or negative effects in students learning, teachers should always consider what is best for their learners. Games may help and provide confidents language learners. These games help teachers to create context in which the language is suitable and significant. Focusing in accuracy and fluency is the heart of this study and this will be obtain in either teaching English using the traditional method or teaching English using language games. It is very important for all English teachers to know which strategy is effective in teaching English to be able to cope with students’ underachievement in this subject. This study made use of the comparative-experimental method. It made use of the pre-post test design with the aim to explore the effectiveness of the language games as strategy used in language teaching for high school students. There were two groups of students being observed, the controlled and the experimental, employing the two strategies in teaching English –traditional and with the use of language games. The scores obtained by two samples were compared to know the effectiveness of the two strategies in teaching English. In this study, it found out that language games help improve students’ fluency and accuracy in the use of target language and this is very evident in the results obtained in the pre-test and post –test result as well the mean gain scores by the two groups of students. In addition, this study also gives us a clear view on the positive effects on the use of language games in teaching which also supported by the related studies based from this research. The findings of the study served as the bases for the creation of the proposed learning plan that integrated language games that teachers may use in their own teaching. This study further concluded that language games are effective in developing students’ fluency in using the English language. This justifies that games help encourage students to learn and be entertained at the same time. Aside from that, games also promote developing language competency. This study will be very useful to teachers who are in doubt in the use of this strategy in their teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20games" title="language games">language games</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental" title=" experimental"> experimental</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative" title=" comparative"> comparative</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=methodology" title=" methodology"> methodology</a> </p> <a href="https://publications.waset.org/abstracts/41710/the-use-of-educational-language-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41710.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">421</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">440</span> The Effect of Video Games on English as a Foreign Language Students' Language Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Ali">Shamim Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers and teachers have begun developing digital games and model environments for educational purpose; therefore this study examines the effect of a videos game on secondary school students’ language learning motivation. Secondly, it tries to find out the opportunities to develop a decision making process and simultaneously it analyzes the solutions for further implementation in educational setting. Participants were 30 male students randomly assigned to one of the following three treatments: 10 students were assigned to read the game’s story; 10 students were players, who played video game; and, and the last 10 students acted as watchers and observers, their duty was to watch their classmates play the digital video game. A language learning motivation scale was developed and it was given to the participants as a pre- and post-test. Results indicated a significant language learning motivation and the participants were quite motivated in the end. It is, thus, concluded that the use of video games can help enhance high school students’ language learning motivation. It was suggested that video games should be used as a complementary activity not as a replacement for textbook since excessive use of video games can divert the original purpose of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Foreign%20Language" title=" English as a Foreign Language"> English as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</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=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/100055/the-effect-of-video-games-on-english-as-a-foreign-language-students-language-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100055.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">178</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=value%20of%20games&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=value%20of%20games&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=value%20of%20games&page=4">4</a></li> <li class="page-item"><a class="page-link" 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