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game</title> <meta name="description" content="Search results for: video game"> <meta name="keywords" content="video game"> <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 ml-auto" 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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="video game"> <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> 1549</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: video game</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1519</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">1518</span> Field Trips inside Digital Game Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amani%20Alsaqqaf">Amani Alsaqqaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Frederick%20W.%20B.%20Li"> Frederick W. B. Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Field trips are essential methods of learning in different subjects, and in recent times, there has been a reduction in the number of field trips (FTs) across all learning levels around the world. Virtual field trips (VFTs) in game environments provide FT experience based on the experiential learning theory (ELT). A conceptual framework for designing virtual field trip games (VFTGs) is developed with an aim to support game designers and educators to produce an effective FT experience where technology would enhance education. The conceptual framework quantifies ELT as an internal economy to link learning elements to game mechanics such as feedback loops which leads to facilitating VFTGs design and implementation. This study assesses the conceptual framework for designing VFTGs by investigating the possibility of applying immersive VFTGs in a secondary classroom and compare them with traditional learning that uses video clips and PowerPoint slides from the viewpoint of students’ perceived motivation, presence, and learning. The assessment is achieved by evaluating the learning performance and learner experience of a prototype VFT game, Island of Volcanoes. A quasi-experiment was conducted with 60 secondary school students. The findings of this study are that the VFTG enhanced learning performance to a better level than did the traditional way of learning, and in addition, it provided motivation and a general feeling of presence in the VFTG environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title="conceptual framework">conceptual framework</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=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20field%20trip%20game" title=" virtual field trip game"> virtual field trip game</a> </p> <a href="https://publications.waset.org/abstracts/138070/field-trips-inside-digital-game-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138070.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">235</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">1517</span> Addictive Use Due to Personality: Focused on Big Five Personality Traits and Game Addiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eui%20Jun%20Jeong">Eui Jun Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Hye%20Rim%20Lee"> Hye Rim Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%20Hye%20Yoo"> Ji Hye Yoo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent studies have verified the significant relationship of user personality with Internet use. However, in game studies, little research has emphasized on the effects of personality traits on game addiction. This study examined whether big five personality traits affect game addiction with control of psychological, social, and demographic factors. Specifically, using data from a survey of 789 game users in Korea, we conducted a regression analysis to see the associations of psychological (loneliness/depression), social (activities with family/friends), self-efficacy (game/general), gaming (daily gaming time/perception), demographic (age/gender), and personality traits (extraversion, neuroticism conscientiousness, agreeableness, & openness) with the degree of game addiction. Results showed that neuroticism increase game addiction with no effect of extraversion on the addiction. General self-efficacy negatively affected game addiction, whereas game self-efficacy increased the degree of game addiction. Loneliness enhanced game addiction while depression showed a negative effect on the addiction. Results and implications are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20addiction" title="game addiction">game addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20five%20personality" title=" big five personality"> big five personality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20activities" title=" social activities"> social activities</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=loneliness" title=" loneliness"> loneliness</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a> </p> <a href="https://publications.waset.org/abstracts/27735/addictive-use-due-to-personality-focused-on-big-five-personality-traits-and-game-addiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27735.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">1516</span> Model Canvas and Process for Educational Game Design in Outcome-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratima%20Damkham">Ratima Damkham</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Dejdumrong"> Natasha Dejdumrong</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyakorn%20Pusawiro"> Priyakorn Pusawiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explored the solution in game design to help game designers in the educational game designing using digital educational game model canvas (DEGMC) and digital educational game form (DEGF) based on Outcome-based Education program. DEGMC and DEGF can help designers develop an overview of the game while designing and planning their own game. The way to clearly assess players’ ability from learning outcomes and support their game learning design is by using the tools. Designers can balance educational content and entertainment in designing a game by using the strategies of the Business Model Canvas and design the gameplay and players’ ability assessment from learning outcomes they need by referring to the Constructive Alignment. Furthermore, they can use their design plan in this research to write their Game Design Document (GDD). The success of the research was evaluated by four experts’ perspectives in the education and computer field. From the experiments, the canvas and form helped the game designers model their game according to the learning outcomes and analysis of their own game elements. This method can be a path to research an educational game design in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theory" title=" constructivist theory"> constructivist theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a> </p> <a href="https://publications.waset.org/abstracts/130973/model-canvas-and-process-for-educational-game-design-in-outcome-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130973.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">354</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">1515</span> Video Processing of a Football Game: Detecting Features of a Football Match for Automated Calculation of Statistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rishabh%20Beri">Rishabh Beri</a>, <a href="https://publications.waset.org/abstracts/search?q=Sahil%20Shah"> Sahil Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have applied a range of filters and processing in order to extract out the various features of the football game, like the field lines of a football field. Another important aspect was the detection of the players in the field and tagging them according to their teams distinguished by their jersey colours. This extracted information combined about the players and field helped us to create a virtual field that consists of the playing field and the players mapped to their locations in it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Detect" title="Detect">Detect</a>, <a href="https://publications.waset.org/abstracts/search?q=Football" title=" Football"> Football</a>, <a href="https://publications.waset.org/abstracts/search?q=Players" title=" Players"> Players</a>, <a href="https://publications.waset.org/abstracts/search?q=Virtual" title=" Virtual"> Virtual</a> </p> <a href="https://publications.waset.org/abstracts/73570/video-processing-of-a-football-game-detecting-features-of-a-football-match-for-automated-calculation-of-statistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73570.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">332</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">1514</span> The Attentional Focus Impact on the Decision Making in Three-Game Situations in Tennis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Tsetseli">Marina Tsetseli</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleni%20%20Zetou"> Eleni Zetou</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Michalopoulou"> Maria Michalopoulou</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikos%20Vernadakis"> Nikos Vernadakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game performance, besides the accuracy and the quality skills execution, depends heavily on where the athletes will focus their attention while performing a skill. The purpose of the present study was to examine and compare the effect of internal and external focus of attention instructions on the decision making in tennis at players 8-9 years old (M=8.4, SD=0.49). The participants (N=40) were divided into two groups and followed an intervention training program that lasted 4 weeks; first group (N=20) under internal focus of attention instructions and the second group (N=20) under external focus of attention instructions. Three measurements took place (pre-test, post-test, and retention test) in which the participants were video recorded while playing matches in real scoring conditions. GPAI (Game Performance Assessment Instrument) was used to evaluate decision making in three game situations; service, return of the service, baseline game. ANOVA repeated measures (2 groups x 3 measurements) revealed a significant interaction between groups and measurements. Specifically, the data analysis showed superiority of the group that was instructed to focus externally. The high scores of the external attention group were maintained at the same level at the third measurement as well, which indicates that the impact was concerning not only performance but also learning. Thus, cues that lead to an external focus of attention enhance the decision-making skill and therefore the game performance of the young tennis players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=focus%20of%20attention" title=" focus of attention"> focus of attention</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20performance" title=" game performance"> game performance</a>, <a href="https://publications.waset.org/abstracts/search?q=tennis" title=" tennis"> tennis</a> </p> <a href="https://publications.waset.org/abstracts/50952/the-attentional-focus-impact-on-the-decision-making-in-three-game-situations-in-tennis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50952.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">351</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">1513</span> Proposal of a Virtual Reality Dynamism Augmentation Method for Sports Spectating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hertzog%20Clara">Hertzog Clara</a>, <a href="https://publications.waset.org/abstracts/search?q=Sakurai%20Sho"> Sakurai Sho</a>, <a href="https://publications.waset.org/abstracts/search?q=Hirota%20Koichi"> Hirota Koichi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nojima%20Takuya"> Nojima Takuya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is common to see graphics appearing on television while watching a sports game to provide information, but it is less common to see graphics specifically aiming to boost spectators’ dynamism perception. It is even less common to see such graphics designed especially for virtual reality (VR). However, it appears that even with simple dynamic graphics, it would be possible to improve VR sports spectators’ experience. So, in this research, we explain how graphics can be used in VR to improve the dynamism of a broadcasted sports game and we provide a simple example. This example consists in a white halo displayed around the video and blinking according to the game speed. We hope to increase people’s awareness about VR sports spectating and the possibilities this display offers through dynamic graphics. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=broadcasting" title="broadcasting">broadcasting</a>, <a href="https://publications.waset.org/abstracts/search?q=graphics" title=" graphics"> graphics</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20spectating" title=" sports spectating"> sports spectating</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/154152/proposal-of-a-virtual-reality-dynamism-augmentation-method-for-sports-spectating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154152.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">91</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">1512</span> Serious Gaming for Behaviour Change: A Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Hammady">Ramy Hammady</a>, <a href="https://publications.waset.org/abstracts/search?q=Sylvester%20Arnab"> Sylvester Arnab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Significant attention has been directed to adopt game interventions practically to change certain behaviours in many disciplines such as health, education, psychology through many years. That’s due to the intrinsic motivation that games can cause and the substantial impact the games can leave on the player. Many review papers were induced to highlight and measure the effectiveness of the game’s interventions on changing behaviours; however, most of these studies neglected the game design process itself and the game features and elements that can stimuli changing behaviours. Therefore, this paper aims to identify the most game design mechanics and features that are the most influencing on changing behaviour during or after games interventions. This paper also sheds light on the theories of changing behaviours that clearly can led the game design process. This study gives directions to game designers to spot the most influential game features and mechanics for changing behaviour games in order to exploit it on the same manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behaviour%20change" title="behaviour change">behaviour change</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=serious%20gaming" title=" serious gaming"> serious gaming</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/139282/serious-gaming-for-behaviour-change-a-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139282.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">1511</span> Solution of Insurance Pricing Model Giving Optimum Premium Level for Both Insured and Insurer by Game Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Betul%20Zehra%20Karagul">Betul Zehra Karagul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A game consists of strategies that each actor has in his/her own choice strategies, and a game regulates the certain rules in the strategies that the actors choose, express how they evaluate their knowledge and the utility of output results. Game theory examines the human behaviors (preferences) of strategic situations in which each actor of a game regards the action that others will make in spite of his own moves. There is a balance between each player playing a game with the final number of players and the player with a certain probability of choosing the players, and this is called Nash equilibrium. The insurance is a two-person game where the insurer and insured are the actors. Both sides have the right to act in favor of utility functions. The insured has to pay a premium to buy the insurance cover. The insured will want to pay a low premium while the insurer is willing to get a high premium. In this study, the state of equilibrium for insurance pricing was examined in terms of the insurer and insured with game theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title="game theory">game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=insurance%20pricing" title=" insurance pricing"> insurance pricing</a>, <a href="https://publications.waset.org/abstracts/search?q=Nash%20equilibrium" title=" Nash equilibrium"> Nash equilibrium</a>, <a href="https://publications.waset.org/abstracts/search?q=utility%20function" title=" utility function"> utility function</a> </p> <a href="https://publications.waset.org/abstracts/83295/solution-of-insurance-pricing-model-giving-optimum-premium-level-for-both-insured-and-insurer-by-game-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83295.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">363</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">1510</span> Lecture Video Indexing and Retrieval Using Topic Keywords</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20J.%20Sandesh">B. J. Sandesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saurabha%20Jirgi"> Saurabha Jirgi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vidya"> S. Vidya</a>, <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Eljer"> Prakash Eljer</a>, <a href="https://publications.waset.org/abstracts/search?q=Gowri%20Srinivasa"> Gowri Srinivasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we propose a framework to help users to search and retrieve the portions in the lecture video of their interest. This is achieved by temporally segmenting and indexing the lecture video using the topic keywords. We use transcribed text from the video and documents relevant to the video topic extracted from the web for this purpose. The keywords for indexing are found by applying the non-negative matrix factorization (NMF) topic modeling techniques on the web documents. Our proposed technique first creates indices on the transcribed documents using the topic keywords, and these are mapped to the video to find the start and end time of the portions of the video for a particular topic. This time information is stored in the index table along with the topic keyword which is used to retrieve the specific portions of the video for the query provided by the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20indexing%20and%20retrieval" title="video indexing and retrieval">video indexing and retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20videos" title=" lecture videos"> lecture videos</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20based%20video%20search" title=" content based video search"> content based video search</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20indexing" title=" multimodal indexing"> multimodal indexing</a> </p> <a href="https://publications.waset.org/abstracts/77066/lecture-video-indexing-and-retrieval-using-topic-keywords" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77066.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">250</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">1509</span> BECOME: Body Experience-Based Co-Operation between Juveniles through Mutually Excited Team Gameplay</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsugunosuke%20Sakai">Tsugunosuke Sakai</a>, <a href="https://publications.waset.org/abstracts/search?q=Haruya%20Tamaki"> Haruya Tamaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryuichi%20Yoshida"> Ryuichi Yoshida</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryohei%20Egusa"> Ryohei Egusa</a>, <a href="https://publications.waset.org/abstracts/search?q=Etsuji%20Yamaguchi"> Etsuji Yamaguchi</a>, <a href="https://publications.waset.org/abstracts/search?q=Shigenori%20Inagaki"> Shigenori Inagaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Fusako%20Kusunoki"> Fusako Kusunoki</a>, <a href="https://publications.waset.org/abstracts/search?q=Miki%20Namatame"> Miki Namatame</a>, <a href="https://publications.waset.org/abstracts/search?q=Masanori%20Sugimoto"> Masanori Sugimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroshi%20Mizoguchi"> Hiroshi Mizoguchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We aim to develop a full-body interaction game that could let children cooperate and interact with other children in small groups. As the first step for our aim, the objective of the full-body interaction game developed in this study is to make interaction between children. The game requires two children to jump together with the same timing. We let children experience the game and answer the questionnaires. The children using several strategies to coordinate the timing of their jumps were observed. These included shouting time, watching each other, and jumping in a constant rhythm as if they were skipping rope. In this manner, we observed the children playing the game while cooperating with each other. The results of a questionnaire to evaluate the proposed interactive game indicate that the jumping game was a very enjoyable experience in which the participants could immerse themselves. Therefore, the game enabled children to experience cooperation with others by using body movements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children" title="children">children</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperation" title=" cooperation"> cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=full-body%20interaction%20game" title=" full-body interaction game"> full-body interaction game</a>, <a href="https://publications.waset.org/abstracts/search?q=kinect%20sensor" title=" kinect sensor"> kinect sensor</a> </p> <a href="https://publications.waset.org/abstracts/48564/become-body-experience-based-co-operation-between-juveniles-through-mutually-excited-team-gameplay" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48564.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">370</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">1508</span> Distributed Processing for Content Based Lecture Video Retrieval on Hadoop Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=U.%20S.%20N.%20Raju">U. S. N. Raju</a>, <a href="https://publications.waset.org/abstracts/search?q=Kothuri%20Sai%20Kiran"> Kothuri Sai Kiran</a>, <a href="https://publications.waset.org/abstracts/search?q=Meena%20G.%20Kamal"> Meena G. Kamal</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinay%20Nikhil%20Pabba"> Vinay Nikhil Pabba</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Kanaparthi"> Suresh Kanaparthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is huge amount of lecture video data available for public use, and many more lecture videos are being created and uploaded every day. Searching for videos on required topics from this huge database is a challenging task. Therefore, an efﬁcient method for video retrieval is needed. An approach for automated video indexing and video search in large lecture video archives is presented. As the amount of video lecture data is huge, it is very inefficient to do the processing in a centralized computation framework. Hence, Hadoop Framework for distributed computing for Big Video Data is used. First, step in the process is automatic video segmentation and key-frame detection to offer a visual guideline for the video content navigation. In the next step, we extract textual metadata by applying video Optical Character Recognition (OCR) technology on key-frames. The OCR and detected slide text line types are adopted for keyword extraction, by which both video- and segment-level keywords are extracted for content-based video browsing and search. The performance of the indexing process can be improved for a large database by using distributed computing on Hadoop framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20lectures" title="video lectures">video lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20video%20data" title=" big video data"> big video data</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20retrieval" title=" video retrieval"> video retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=hadoop" title=" hadoop"> hadoop</a> </p> <a href="https://publications.waset.org/abstracts/26648/distributed-processing-for-content-based-lecture-video-retrieval-on-hadoop-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26648.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">1507</span> A Study on Game Theory Approaches for Wireless Sensor Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Shoukath%20Ali">M. Shoukath Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajendra%20Prasad%20Singh"> Rajendra Prasad Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game Theory approaches and their application in improving the performance of Wireless Sensor Networks (WSNs) are discussed in this paper. The mathematical modeling and analysis of WSNs may have low success rate due to the complexity of topology, modeling, link quality, etc. However, Game Theory is a field, which can efficiently use to analyze the WSNs. Game Theory is related to applied mathematics that describes and analyzes interactive decision situations. Game theory has the ability to model independent, individual decision makers whose actions affect the surrounding decision makers. The outcome of complex interactions among rational entities can be predicted by a set of analytical tools. However, the rationality demands a stringent observance to a strategy based on measured of perceived results. Researchers are adopting game theory approaches to model and analyze leading wireless communication networking issues, which includes QoS, power control, resource sharing, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wireless%20sensor%20network" title="wireless sensor network">wireless sensor network</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20game%20theory" title=" cooperative game theory"> cooperative game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cooperative%20game%20theory" title=" non-cooperative game theory"> non-cooperative game theory</a> </p> <a href="https://publications.waset.org/abstracts/67173/a-study-on-game-theory-approaches-for-wireless-sensor-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67173.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">434</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">1506</span> Exertainment: Designing Active Video Games to Get Youth Moving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Geoff%20Skinner">Geoff Skinner</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilung%20Pranata"> Ilung Pranata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advancement of ICT innovations provides us with a comfortable and convenient modern lifestyle. However, this modern easy lifestyle is proving to have some serious health consequences. Such technological advancements that have dramatically increased ones time in front of screens have been a contributing factor to increasing rates of obesity. In particular the youth obesity issue has gained more and more attention from researchers and health institutions around the world. Although technology innovations may lead to a sedate modern life, they also have a potential to solve the obesity issue in children. This paper provides a review of the issues in child obesity and the potential of active video games to mitigate these issues. Additionally, the paper also discusses the key requirements to develop an active video game that hopes to help combat child obesity through motivating youth to exergame. A framework is introduced to meet the requirements, from which a prototype was implemented. Discussion of the simulation and testing that were performed to verify the attainment of objectives is also detailed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-video%20games" title="e-video games">e-video games</a>, <a href="https://publications.waset.org/abstracts/search?q=exergaming" title=" exergaming"> exergaming</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20informatics" title=" health informatics"> health informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a> </p> <a href="https://publications.waset.org/abstracts/3267/exertainment-designing-active-video-games-to-get-youth-moving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3267.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">444</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">1505</span> Official Game Account Analysis: Factors Influence Users' Judgments in Limited-Word Posts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shanhua%20Hu">Shanhua Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media as a critical propagandizing form of film, video games, and digital products has received substantial research attention, but there exists several critical barriers such as: (1) few studies exploring the internal and external connections of a product as part of the multimodal context that gives rise to readability and commercial return; (2) the lack of study of multimodal analysis in product’s official account of game publishers and its impact on users’ behaviors including purchase intention, social media engagement, and playing time; (3) no standardized ecologically-valid, game type-varying data can be used to study the complexity of official account’s postings within a time period. This proposed research helps to tackle these limitations in order to develop a model of readability study that is more ecologically valid, robust, and thorough. To accomplish this objective, this paper provides a more diverse dataset comprising different visual elements and messages collected from the official Twitter accounts of the Top 20 best-selling games of 2021. Video game companies target potential users through social media, a popular approach is to set up an official account to maintain exposure. Typically, major game publishers would create an official account on Twitter months before the game's release date to update on the game's development, announce collaborations, and reveal spoilers. Analyses of tweets from those official Twitter accounts would assist publishers and marketers in identifying how to efficiently and precisely deploy advertising to increase game sales. The purpose of this research is to determine how official game accounts use Twitter to attract new customers, specifically which types of messages are most effective at increasing sales. The dataset includes the number of days until the actual release date on Twitter posts, the readability of the post (Flesch Reading Ease Score, FRES), the number of emojis used, the number of hashtags, the number of followers of the mentioned users, the categorization of the posts (i.e., spoilers, collaborations, promotions), and the number of video views. The timeline of Twitter postings from official accounts will be compared to the history of pre-orders and sales figures to determine the potential impact of social media posts. This study aims to determine how the above-mentioned characteristics of official accounts' Twitter postings influence the sales of the game and to examine the possible causes of this influence. The outcome will provide researchers with a list of potential aspects that could influence people's judgments in limited-word posts. With the increased average online time, users would adapt more quickly than before in online information exchange and readings, such as the word to use sentence length, and the use of emojis or hashtags. The study on the promotion of official game accounts will not only enable publishers to create more effective promotion techniques in the future but also provide ideas for future research on the influence of social media posts with a limited number of words on consumers' purchasing decisions. Future research can focus on more specific linguistic aspects, such as precise word choice in advertising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engagement" title="engagement">engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20account" title=" official account"> official account</a>, <a href="https://publications.waset.org/abstracts/search?q=promotion" title=" promotion"> promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=twitter" title=" twitter"> twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20game" title=" video game"> video game</a> </p> <a href="https://publications.waset.org/abstracts/159347/official-game-account-analysis-factors-influence-users-judgments-in-limited-word-posts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159347.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">76</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">1504</span> Video Stabilization Using Feature Point Matching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamsundar%20Kulkarni">Shamsundar Kulkarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Video capturing by non-professionals will lead to unanticipated effects. Such as image distortion, image blurring etc. Hence, many researchers study such drawbacks to enhance the quality of videos. In this paper, an algorithm is proposed to stabilize jittery videos .A stable output video will be attained without the effect of jitter which is caused due to shaking of handheld camera during video recording. Firstly, salient points from each frame from the input video are identified and processed followed by optimizing and stabilize the video. Optimization includes the quality of the video stabilization. This method has shown good result in terms of stabilization and it discarded distortion from the output videos recorded in different circumstances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20stabilization" title="video stabilization">video stabilization</a>, <a href="https://publications.waset.org/abstracts/search?q=point%20feature%20matching" title=" point feature matching"> point feature matching</a>, <a href="https://publications.waset.org/abstracts/search?q=salient%20points" title=" salient points"> salient points</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20quality%20measurement" title=" image quality measurement"> image quality measurement</a> </p> <a href="https://publications.waset.org/abstracts/57341/video-stabilization-using-feature-point-matching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57341.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">313</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">1503</span> Key Frame Based Video Summarization via Dependency Optimization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janya%20Sainui">Janya Sainui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a rapid growth of digital videos and data communications, video summarization that provides a shorter version of the video for fast video browsing and retrieval is necessary. Key frame extraction is one of the mechanisms to generate video summary. In general, the extracted key frames should both represent the entire video content and contain minimum redundancy. However, most of the existing approaches heuristically select key frames; hence, the selected key frames may not be the most different frames and/or not cover the entire content of a video. In this paper, we propose a method of video summarization which provides the reasonable objective functions for selecting key frames. In particular, we apply a statistical dependency measure called quadratic mutual informaion as our objective functions for maximizing the coverage of the entire video content as well as minimizing the redundancy among selected key frames. The proposed key frame extraction algorithm finds key frames as an optimization problem. Through experiments, we demonstrate the success of the proposed video summarization approach that produces video summary with better coverage of the entire video content while less redundancy among key frames comparing to the state-of-the-art approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20summarization" title="video summarization">video summarization</a>, <a href="https://publications.waset.org/abstracts/search?q=key%20frame%20extraction" title=" key frame extraction"> key frame extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=dependency%20measure" title=" dependency measure"> dependency measure</a>, <a href="https://publications.waset.org/abstracts/search?q=quadratic%20mutual%20information" title=" quadratic mutual information"> quadratic mutual information</a> </p> <a href="https://publications.waset.org/abstracts/75218/key-frame-based-video-summarization-via-dependency-optimization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75218.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">266</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">1502</span> Impact of a Virtual Reality-Training on Real-World Hockey Skill: An Intervention Trial</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20Buns">Matthew Buns</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Training specificity is imperative for successful performance of the elite athlete. Virtual reality (VR) has been successfully applied to a broad range of training domains. However, to date there is little research investigating the use of VR for sport training. The purpose of this study was to address the question of whether virtual reality (VR) training can improve real world hockey shooting performance. Twenty four volunteers were recruited and randomly selected to complete the virtual training intervention or enter a control group with no training. Four primary types of data were collected: 1) participant’s experience with video games and hockey, 2) participant’s motivation toward video game use, 3) participants technical performance on real-world hockey, and 4) participant’s technical performance in virtual hockey. One-way multivariate analysis of variance (ANOVA) indicated that that the intervention group demonstrated significantly more real-world hockey accuracy [F(1,24) =15.43, p <.01, E.S. = 0.56] while shooting on goal than their control group counterparts [intervention M accuracy = 54.17%, SD=12.38, control M accuracy = 46.76%, SD=13.45]. One-way multivariate analysis of variance (MANOVA) repeated measures indicated significantly higher outcome scores on real-world accuracy (35.42% versus 54.17%; ES = 1.52) and velocity (51.10 mph versus 65.50 mph; ES=0.86) of hockey shooting on goal. This research supports the idea that virtual training is an effective tool for increasing real-world hockey skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20training" title="virtual training">virtual training</a>, <a href="https://publications.waset.org/abstracts/search?q=hockey%20skills" title=" hockey skills"> hockey skills</a>, <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=esports" title=" esports"> esports</a> </p> <a href="https://publications.waset.org/abstracts/126165/impact-of-a-virtual-reality-training-on-real-world-hockey-skill-an-intervention-trial" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126165.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">147</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">1501</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">285</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">1500</span> “Thou Shalt Surely Die”: A Game Theory Analysis of the Book of Genesis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bo%20Kampmann%20Walther">Bo Kampmann Walther</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay examines the narratives of the Book of Genesis through the lens of game theory, a mathematical framework for analyzing strategic interactions among rational actors. By treating key figures in Genesis as players in a game, this analysis sheds light on their decisions and the resulting consequences. Focusing primarily on the story of Adam and Eve, the essay utilizes concepts such as game state, saddle point, optimal strategy, and Nash equilibrium to explore the dynamics at play and scrutinize the existence of two kinds of game rules in Genesis: one being global and post-Fall oriented, the other being local and relegated to life in the Garden. The serpent's intervention and the subsequent actions of Adam and Eve are modeled as strategic moves, revealing the complexities and shifts in the game state from harmony in Eden to a world marked by toil and mortality post-Fall. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title="game theory">game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Genesis" title=" Genesis"> Genesis</a>, <a href="https://publications.waset.org/abstracts/search?q=strategy" title=" strategy"> strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=saddle%20point" title=" saddle point"> saddle point</a>, <a href="https://publications.waset.org/abstracts/search?q=nash%20equilibrium" title=" nash equilibrium"> nash equilibrium</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Game%20State" title=" New Game State"> New Game State</a> </p> <a href="https://publications.waset.org/abstracts/186277/thou-shalt-surely-die-a-game-theory-analysis-of-the-book-of-genesis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186277.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">44</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">1499</span> Metaphorical Perceptions of Middle School Students regarding Computer Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik">Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a>, <a href="https://publications.waset.org/abstracts/search?q=Fetah%20Eren"> Fetah Eren</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The computer, among the most important inventions of the twentieth century, has become an increasingly important component in our everyday lives. Computer games also have become increasingly popular among people day-by-day, owing to their features based on realistic virtual environments, audio and visual features, and the roles they offer players. In the present study, the metaphors students have for computer games are investigated, as well as an effort to fill the gap in the literature. Students were asked to complete the sentence—‘Computer game is like/similar to….because….’— to determine the middle school students’ metaphorical images of the concept for ‘computer game’. The metaphors created by the students were grouped in six categories, based on the source of the metaphor. These categories were ordered as ‘computer game as a means of entertainment’, ‘computer game as a beneficial means’, ‘computer game as a basic need’, ‘computer game as a source of evil’, ‘computer game as a means of withdrawal’, and ‘computer game as a source of addiction’, according to the number of metaphors they included. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20game" title="computer game">computer game</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20students" title=" middle school students"> middle school students</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20environments" title=" virtual environments"> virtual environments</a> </p> <a href="https://publications.waset.org/abstracts/11784/metaphorical-perceptions-of-middle-school-students-regarding-computer-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11784.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">535</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">1498</span> A Game Theory Analysis of The Enuma Elish</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bo%20Kampmann%20Walther">Bo Kampmann Walther</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This essay provides an in-depth interpretation of the ancient Babylonian origin narrative, The Enuma Elish, through the lens of game theory. It examines the strategic interactions among the deities in the myth as if they were players in a game, focusing on understanding the dynamics of conflict, cooperation, and equilibrium within the narrative. The pivotal game theory concept known as Nash Equilibrium is given prominent consideration, but saddle points and optimal strategies will also be employed to uncover the decision-making processes of the divine figures, particularly in the cosmic battle for supremacy. This analysis demonstrates that the ancient narrative, beyond its mythological content, illustrates timeless principles of strategic behavior in the pursuit of game success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enuma%20Elish" title="Enuma Elish">Enuma Elish</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=Nash%20Equilibrium" title=" Nash Equilibrium"> Nash Equilibrium</a>, <a href="https://publications.waset.org/abstracts/search?q=Babylonian%20mythology" title=" Babylonian mythology"> Babylonian mythology</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20interaction" title=" strategic interaction"> strategic interaction</a> </p> <a href="https://publications.waset.org/abstracts/191404/a-game-theory-analysis-of-the-enuma-elish" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191404.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">31</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">1497</span> The Effects of Online Video Gaming on Creativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chloe%20Shu-Hua%20Yeh">Chloe Shu-Hua Yeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effects of videogame play on players cognitive abilities is a growing research field in the recent decades, however, little is known about how ‘out-of-school’ use of videogame influences creativity. This interdisciplinary research explores the cognitive and emotional effects of two different types of online videogames (an action videogame and a non-action videogame) on subsequent creativity performances using a within-participant design study with 36 participants. Results showed that after playing the action game participants performed higher originality, elaboration and flexibility than after playing the causal game. The results explored effects of emotional states elicited during playing the games suggesting that arousal may be a significant emotional factor which influence subsequent creativity performance. The cognitive and emotional effects of videogame were discussed followed with implications for emotion-creativity-videogame play research, game designers, educational practitioners and parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attentional%20breadth" title="attentional breadth">attentional breadth</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion" title=" emotion"> emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=videogame%20play" title=" videogame play "> videogame play </a> </p> <a href="https://publications.waset.org/abstracts/17950/the-effects-of-online-video-gaming-on-creativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17950.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">531</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">1496</span> A Self-Coexistence Strategy for Spectrum Allocation Using Selfish and Unselfish Game Models in Cognitive Radio Networks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noel%20Jeygar%20Robert">Noel Jeygar Robert</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20K.Vidya"> V. K.Vidya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive radio is a software-defined radio technology that allows cognitive users to operate on the vacant bands of spectrum allocated to licensed users. Cognitive radio plays a vital role in the efficient utilization of wireless radio spectrum available between cognitive users and licensed users without making any interference to licensed users. The spectrum allocation followed by spectrum sharing is done in a fashion where a cognitive user has to wait until spectrum holes are identified and allocated when the licensed user moves out of his own allocated spectrum. In this paper, we propose a self –coexistence strategy using bargaining and Cournot game model for achieving spectrum allocation in cognitive radio networks. The game-theoretic model analyses the behaviour of cognitive users in both cooperative and non-cooperative scenarios and provides an equilibrium level of spectrum allocation. Game-theoretic models such as bargaining game model and Cournot game model produce a balanced distribution of spectrum resources and energy consumption. Simulation results show that both game theories achieve better performance compared to other popular techniques <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20radio" title="cognitive radio">cognitive radio</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20theory" title=" game theory"> game theory</a>, <a href="https://publications.waset.org/abstracts/search?q=bargaining%20game" title=" bargaining game"> bargaining game</a>, <a href="https://publications.waset.org/abstracts/search?q=Cournot%20game" title=" Cournot game"> Cournot game</a> </p> <a href="https://publications.waset.org/abstracts/112222/a-self-coexistence-strategy-for-spectrum-allocation-using-selfish-and-unselfish-game-models-in-cognitive-radio-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112222.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">299</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">1495</span> An Augmented-Reality Interactive Card Game for Teaching Elementary School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=YuLung%20Wu">YuLung Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=YuTien%20Wu"> YuTien Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=ShuMey%20Yu"> ShuMey Yu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game-based learning can enhance the learning motivation of students and provide a means for them to learn through playing games. This study used augmented reality technology to develop an interactive card game as a game-based teaching aid for delivering elementary school science course content with the aim of enhancing student learning processes and outcomes. Through playing the proposed card game, students can familiarize themselves with appearance, features, and foraging behaviors of insects. The system records the actions of students, enabling teachers to determine their students’ learning progress. In this study, 37 students participated in an assessment experiment and provided feedback through questionnaires. Their responses indicated that they were significantly more motivated to learn after playing the game, and their feedback was mostly positive. <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=learning%20motivation" title=" learning motivation"> learning motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20aid" title=" teaching aid"> teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a> </p> <a href="https://publications.waset.org/abstracts/37541/an-augmented-reality-interactive-card-game-for-teaching-elementary-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37541.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">376</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">1494</span> Android-Based Edugame Application for Earthquakes Disaster Mitigation Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Endina%20P.%20Purwandari">Endina P. Purwandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Yolanda%20Hervianti"> Yolanda Hervianti</a>, <a href="https://publications.waset.org/abstracts/search?q=Feri%20Noperman"> Feri Noperman</a>, <a href="https://publications.waset.org/abstracts/search?q=Endang%20W.%20Winarni"> Endang W. Winarni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The earthquakes disaster is an event that can threaten at any moment and cause damage and loss of life. Game earthquake disaster mitigation is a useful educational game to enhance children insight, knowledge, and understanding in the response to the impact of the earthquake. This study aims to build an educational games application on the Android platform as a learning media for earthquake mitigation education and to determine the effect of the application toward children understanding of the earthquake disaster mitigation. The methods were research and development. The development was to develop edugame application for earthquakes mitigation education. The research involved elementary students as a research sample to test the developed application. The research results were valid android-based edugame application, and its the effect of application toward children understanding. The application contains an earthquake simulation video, an earthquake mitigation video, and a game consisting three stages, namely before the earthquake, when the earthquake occur, and after the earthquake. The results of the feasibility test application showed that this application was included in the category of 'Excellent' which the average percentage of the operation of applications by 76%, view application by 67% and contents of application by 74%. The test results of students' responses were 80% that showed that a positive their responses toward the application. The student understanding test results show that the average score of children understanding pretest was 71,33, and post-test was 97,00. T-test result showed that t value by 8,02 more than table t by 2,001. This indicated that the earthquakes disaster mitigation edugame application based on Android platform affects the children understanding about disaster earthquake mitigation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=android" title="android">android</a>, <a href="https://publications.waset.org/abstracts/search?q=edugame" title=" edugame"> edugame</a>, <a href="https://publications.waset.org/abstracts/search?q=mitigation" title=" mitigation"> mitigation</a>, <a href="https://publications.waset.org/abstracts/search?q=earthquakes" title=" earthquakes"> earthquakes</a> </p> <a href="https://publications.waset.org/abstracts/72800/android-based-edugame-application-for-earthquakes-disaster-mitigation-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72800.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">1493</span> Virtual Reality Based 3D Video Games and Speech-Lip Synchronization Superseding Algebraic Code Excited Linear Prediction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20S.%20Jagadeesh%20Kumar">P. S. Jagadeesh Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Meenakshi%20Sundaram"> S. Meenakshi Sundaram</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenli%20Hu"> Wenli Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yung"> Yang Yung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 3D video games, the dominance of production is unceasingly growing with a protruding level of affordability in terms of budget. Afterward, the automation of speech-lip synchronization technique is customarily onerous and has advanced a critical research subject in virtual reality based 3D video games. This paper presents one of these automatic tools, precisely riveted on the synchronization of the speech and the lip movement of the game characters. A robust and precise speech recognition segment that systematized with Algebraic Code Excited Linear Prediction method is developed which unconventionally delivers lip sync results. The Algebraic Code Excited Linear Prediction algorithm is constructed on that used in code-excited linear prediction, but Algebraic Code Excited Linear Prediction codebooks have an explicit algebraic structure levied upon them. This affords a quicker substitute to the software enactments of lip sync algorithms and thus advances the superiority of service factors abridged production cost. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebraic%20code%20excited%20linear%20prediction" title="algebraic code excited linear prediction">algebraic code excited linear prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-lip%20synchronization" title=" speech-lip synchronization"> speech-lip synchronization</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=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/78585/virtual-reality-based-3d-video-games-and-speech-lip-synchronization-superseding-algebraic-code-excited-linear-prediction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78585.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">474</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">1492</span> Study of Mobile Game Addiction Using Electroencephalography Data Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arsalan%20Ansari">Arsalan Ansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Dawood%20Idrees"> Muhammad Dawood Idrees</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Hafeez"> Maria Hafeez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Use of mobile phones has been increasing considerably over the past decade. Currently, it is one of the main sources of communication and information. Initially, mobile phones were limited to calls and messages, but with the advent of new technology smart phones were being used for many other purposes including video games. Despite of positive outcomes, addiction to video games on mobile phone has become a leading cause of psychological and physiological problems among many people. Several researchers examined the different aspects of behavior addiction with the use of different scales. Objective of this study is to examine any distinction between mobile game addicted and non-addicted players with the use of electroencephalography (EEG), based upon psycho-physiological indicators. The mobile players were asked to play a mobile game and EEG signals were recorded by BIOPAC equipment with AcqKnowledge as data acquisition software. Electrodes were places, following the 10-20 system. EEG was recorded at sampling rate of 200 samples/sec (12,000samples/min). EEG recordings were obtained from the frontal (Fp1, Fp2), parietal (P3, P4), and occipital (O1, O2) lobes of the brain. The frontal lobe is associated with behavioral control, personality, and emotions. The parietal lobe is involved in perception, understanding logic, and arithmetic. The occipital lobe plays a role in visual tasks. For this study, a 60 second time window was chosen for analysis. Preliminary analysis of the signals was carried out with Acqknowledge software of BIOPAC Systems. From the survey based on CGS manual study 2010, it was concluded that five participants out of fifteen were in addictive category. This was used as prior information to group the addicted and non-addicted by physiological analysis. Statistical analysis showed that by applying clustering analysis technique authors were able to categorize the addicted and non-addicted players specifically on theta frequency range of occipital area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20game" title="mobile game">mobile game</a>, <a href="https://publications.waset.org/abstracts/search?q=addiction" title=" addiction"> addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-physiology" title=" psycho-physiology"> psycho-physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG%20analysis" title=" EEG analysis"> EEG analysis</a> </p> <a href="https://publications.waset.org/abstracts/100603/study-of-mobile-game-addiction-using-electroencephalography-data-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100603.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">165</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">1491</span> Associations between Game Users and Life Satisfaction: The Role of Self-Esteem, Self- Efficacy and Social Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hye%20Rim%20Lee">Hye Rim Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Eui%20Jun%20Jeong"> Eui Jun Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%20Hye%20Yoo"> Ji Hye Yoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study makes an integrated investigation on how life satisfaction is associated with the Korean game users' psychological variables (self-esteem, game and life self- efficacy), social variables (bonding and bridging social capital), and demographic variables (age, gender). The data used for the empirical analysis came from a representative sample survey conducted in South Korea. Results show that self-esteem and game efficacy were an important antecedent to the degree of users’ life satisfaction. Both bonding social capital and bridging social capital enhance the level of the users’ life satisfaction. The importance of perspectives as well as their implications for the game users and further associated research, are explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20satisfaction" title="life satisfaction">life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20efficacy" title=" game efficacy"> game efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=life-efficacy" title=" life-efficacy"> life-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/31327/associations-between-game-users-and-life-satisfaction-the-role-of-self-esteem-self-efficacy-and-social-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31327.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">589</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">1490</span> Efficient Storage and Intelligent Retrieval of Multimedia Streams Using H. 265</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Sarumathi">S. Sarumathi</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Deepadharani"> C. Deepadharani</a>, <a href="https://publications.waset.org/abstracts/search?q=Garimella%20Archana"> Garimella Archana</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Dakshayani"> S. Dakshayani</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Logeshwaran"> D. Logeshwaran</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Jayakumar"> D. Jayakumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Vijayarangan%20Natarajan"> Vijayarangan Natarajan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need of the hour for the customers who use a dial-up or a low broadband connection for their internet services is to access HD video data. This can be achieved by developing a new video format using H. 265. This is the latest video codec standard developed by ISO/IEC Moving Picture Experts Group (MPEG) and ITU-T Video Coding Experts Group (VCEG) on April 2013. This new standard for video compression has the potential to deliver higher performance than the earlier standards such as H. 264/AVC. In comparison with H. 264, HEVC offers a clearer, higher quality image at half the original bitrate. At this lower bitrate, it is possible to transmit high definition videos using low bandwidth. It doubles the data compression ratio supporting 8K Ultra HD and resolutions up to 8192×4320. In the proposed model, we design a new video format which supports this H. 265 standard. The major areas of applications in the coming future would lead to enhancements in the performance level of digital television like Tata Sky and Sun Direct, BluRay Discs, Mobile Video, Video Conferencing and Internet and Live Video streaming. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=access%20HD%20video" title="access HD video">access HD video</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20265%20video%20standard" title=" H. 265 video standard"> H. 265 video standard</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20performance" title=" high performance"> high performance</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20quality%20image" title=" high quality image"> high quality image</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20bandwidth" title=" low bandwidth"> low bandwidth</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20video%20format" title=" new video format"> new video format</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20streaming%20applications" title=" video streaming applications"> video streaming applications</a> </p> <a href="https://publications.waset.org/abstracts/1881/efficient-storage-and-intelligent-retrieval-of-multimedia-streams-using-h-265" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1881.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">354</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=video%20game&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" 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