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game</title> <meta name="description" content="Search results for: Nim game"> <meta name="keywords" content="Nim 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="Nim 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> 638</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Nim game</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">638</span> Using Multi-Arm Bandits to Optimize Game Play Metrics and Effective Game Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenny%20Raharjo">Kenny Raharjo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramon%20Lawrence"> Ramon Lawrence</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game designers have the challenging task of building games that engage players to spend their time and money on the game. There are an infinite number of game variations and design choices, and it is hard to systematically determine game design choices that will have positive experiences for players. In this work, we demonstrate how multi-arm bandits can be used to automatically explore game design variations to achieve improved player metrics. The advantage of multi-arm bandits is that they allow for continuous experimentation and variation, intrinsically converge to the best solution, and require no special infrastructure to use beyond allowing minor game variations to be deployed to users for evaluation. A user study confirms that applying multi-arm bandits was successful in determining the preferred game variation with highest play time metrics and can be a useful technique in a game designer's toolkit. <p class="card-text"><strong>Keywords:</strong> <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=multi-arm%20bandit" title=" multi-arm bandit"> multi-arm bandit</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20exploration%20and%20data%20mining" title=" design exploration and data mining"> design exploration and data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=player%20metric%20optimization%20and%20analytics" title=" player metric optimization and analytics"> player metric optimization and analytics</a> </p> <a href="https://publications.waset.org/abstracts/56494/using-multi-arm-bandits-to-optimize-game-play-metrics-and-effective-game-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56494.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">510</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">637</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">636</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">635</span> The Chemistry in the Video Game No Man’s Sky</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diogo%20Santos">Diogo Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20Zagalo"> Nelson Zagalo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20Morais"> Carla Morais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> No Man’s Sky (NMS) is a sci-fi video game about survival and exploration where players fly spaceships, search for elements, and use them to survive. NMS isn’t a serious game, and not all the science in the game is presented with scientific evidence. To find how players felt about the scientific content in the game and how they perceive the chemistry in it, a survey was sent to NMS’s players, from which were collected answers from 124 respondents from 23 countries. Chemophobia is still a phenomenon when chemistry or chemicals are a subject of discussion, but 68,9% of our respondents showed a positive attitude towards the presence of chemistry in NMS, with 57% stating that playing the video game motivated them to know more about science. 8% of the players stated that NMS often prompted conversations about the science in the video game between them and teachers, parents, or friends. These results give us ideas on how an entertainment game can potentially help scientists, educators, and science communicators reach a growing, evolving, vibrant, diverse, and demanding audience. <p class="card-text"><strong>Keywords:</strong> <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=science%20communication" title=" science communication"> science communication</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=No%20Man%E2%80%99s%20Sky" title=" No Man’s Sky"> No Man’s Sky</a> </p> <a href="https://publications.waset.org/abstracts/156533/the-chemistry-in-the-video-game-no-mans-sky" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156533.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">110</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">634</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">633</span> Multiplayer Game System for Therapeutic Exercise in Which Players with Different Athletic Abilities Can Participate on an Even Competitive Footing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazumoto%20Tanaka">Kazumoto Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Takayuki%20Fujino"> Takayuki Fujino </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sports games conducted as a group are a form of therapeutic exercise for aged people with decreased strength and for people suffering from permanent damage of stroke and other conditions. However, it is difficult for patients with different athletic abilities to play a game on an equal footing. This study specifically examines a computer video game designed for therapeutic exercise, and a game system with support given depending on athletic ability. Thereby, anyone playing the game can participate equally. This video-game, to be specific, is a popular variant of balloon volleyball, in which players hit a balloon by hand before it falls to the floor. In this game system, each player plays the game watching a monitor on which the system displays tailor-made video-game images adjusted to the person’s athletic ability, providing players with player-adaptive assist support. We have developed a multiplayer game system with an image generation technique for the tailor-made video-game and conducted tests to evaluate it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20exercise" title="therapeutic exercise">therapeutic exercise</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20video%20game" title=" computer video game"> computer video game</a>, <a href="https://publications.waset.org/abstracts/search?q=disability-adaptive%20assist" title=" disability-adaptive assist"> disability-adaptive assist</a>, <a href="https://publications.waset.org/abstracts/search?q=tailor-made%20video-game%20image" title=" tailor-made video-game image"> tailor-made video-game image</a> </p> <a href="https://publications.waset.org/abstracts/17103/multiplayer-game-system-for-therapeutic-exercise-in-which-players-with-different-athletic-abilities-can-participate-on-an-even-competitive-footing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17103.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">561</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">632</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">362</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">631</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">369</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">630</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">432</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">629</span> Public and Private Domains: Contradictions and Covenants in Evolution of Game Policy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingzhu%20Lyu">Mingzhu Lyu</a>, <a href="https://publications.waset.org/abstracts/search?q=Runlei%20Ren"> Runlei Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Dai"> Xinyu Dai</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiaxuan%20Pi"> Jiaxuan Pi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanghua%20Li"> Kanghua Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of video game policy in China has been divided into two branches: "pedagogy" and "game industry". The binary perspective of policy reveals the "contradictory" side of policy performance. Based on this suspicion, this paper constructs a three-dimensional sequence of time, content and institutions of game policy, and establishes the "contradictory" aspects of policy performance between 1949 and 2019. A central-level database of game policies, clarifying that our game policies follow a shift from reactive response to proactive guidance, stigmatization and de-stigmatization, the evolutionary logic. The study found that the central government has always maintained a strict requirement and prudent guidance for game policy, and the deep contradictions in game policy stem from the essential conflict between the natural amusement of games and the seriousness of the educational system, and the Chinese government's use of the understanding of the public and private domains and the Managing of the conflict. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20industry" title="game industry">game industry</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20policy" title=" gaming policy"> gaming policy</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20domain" title=" public domain"> public domain</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20domain" title=" private domain"> private domain</a> </p> <a href="https://publications.waset.org/abstracts/136591/public-and-private-domains-contradictions-and-covenants-in-evolution-of-game-policy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136591.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">148</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">628</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">627</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">43</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">626</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">625</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">27</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">624</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">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">623</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">375</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">622</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">621</span> Analysis of Preferences in Decision Making in a Bilateral Negotiation Context: An Experimental Approach from Game Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laura%20V.%20Gonzalez">Laura V. Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20B.%20Duarte"> Juan B. Duarte</a>, <a href="https://publications.waset.org/abstracts/search?q=Luis%20A.%20Palacio"> Luis A. Palacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decision making can be conditioned by factors such as the environments, circumstances, behavioral biases, emotions, beliefs and preferences of the participants. The objective of this paper is to analyze the effect ‘amount of information’ and ‘number of options’, on the behavior of competitors under a bilateral negotiation context. For the above, it has been designed an experiment as a classroom game where they negotiate goods, under the condition that none of the players knows exactly the real value of the asset. The game is designed under the concept of zero-sum (non-cooperative game) and focuses on the fact that agents must anticipate the strategies of their opponent to improve their chances of winning in the negotiation. The empirical results show that, contrary to the traditional view of expected utility theory, players prefer to obtain low profits and losses, when faced with a higher expectation of losses, using sub-optimal strategies not in accordance with game theory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilateral%20negotiation" title="bilateral negotiation">bilateral negotiation</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20game" title=" classroom game"> classroom game</a>, <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=game%20theory" title=" game theory"> game theory</a> </p> <a href="https://publications.waset.org/abstracts/87095/analysis-of-preferences-in-decision-making-in-a-bilateral-negotiation-context-an-experimental-approach-from-game-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87095.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">263</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">620</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">619</span> How Do You Blow Off Steam? : The Impact of Therapeutic Catharsis Seeking, Self-Construal, and Social Capital in Gaming Context</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=Ju%20Woo%20Kim"> Ju Woo Kim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will examine how the therapeutic factors (therapeutic catharsis-seeking and game-efficacy of the game player) and self-construal factors (independent and interdependent self-construal of the game player) as well as social capital factors (bonding and bridging social capital of the game player) affect trait aggression in the game. Results show that both therapeutic catharsis-seeking and game self-efficacy are particularly important to the players since they cause the game players’ aggressive tendencies to be greatly diminished. Independent self-construal reduces the level of the players’ aggression. Interestingly enough, the bonding social capital enhances the level of the players’ aggression, while individuals with bridging social capital did not show any significant effects. The results and implications will be discussed herein. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggression%20catharsis" title="aggression catharsis">aggression catharsis</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20self-efficacy" title=" game self-efficacy"> game self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-construal" title=" self-construal"> self-construal</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20catharsis%20seeking" title=" therapeutic catharsis seeking"> therapeutic catharsis seeking</a> </p> <a href="https://publications.waset.org/abstracts/30921/how-do-you-blow-off-steam-the-impact-of-therapeutic-catharsis-seeking-self-construal-and-social-capital-in-gaming-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30921.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">523</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">618</span> The Need for a More Robust Legal Framework to Curb the Rise in Violence against Game Officials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Roomy">A. Roomy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The dramatic rise in violence against game officials has affected all levels of sports including recreational, amateur, and professional sports. One way to combat this rise in violence is through the creation of laws specifically aimed at preventing and punishing this kind of violence. This paper will use related legal cases as a starting point to explore possible ways of better protecting the safety of game officials. It will do this by looking at relevant cases, related legal issues, and two specific ways of reducing violence against game officials. In closing, it will be argued that there needs to be a more robust legal approach with emphasis on criminal and civil penalties for assault and battery, and a more comprehensive social approach with emphasis on raising social awareness on the need to protect game officials from violence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20officials" title="game officials">game officials</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20issues" title=" legal issues"> legal issues</a>, <a href="https://publications.waset.org/abstracts/search?q=safety" title=" safety"> safety</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a> </p> <a href="https://publications.waset.org/abstracts/58370/the-need-for-a-more-robust-legal-framework-to-curb-the-rise-in-violence-against-game-officials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58370.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">374</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">617</span> Applying Serious Game Design Frameworks to Existing Games for Integration of Custom Learning Objectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20D.%20Moore">Jonathan D. Moore</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20G.%20Reith"> Mark G. Reith</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20S.%20Long"> David S. Long</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Serious games (SGs) have been shown to be an effective teaching tool in many contexts. Because of the success of SGs, several design frameworks have been created to expedite the process of making original serious games to teach specific learning objectives (LOs). Even with these frameworks, the time required to create a custom SG from conception to implementation can range from months to years. Furthermore, it is even more difficult to design a game framework that allows an instructor to create customized game variants supporting multiple LOs within the same field. This paper proposes a refactoring methodology to apply the theoretical principles from well-established design frameworks to a pre-existing serious game. The expected result is a generalized game that can be quickly customized to teach LOs not originally targeted by the game. This methodology begins by describing the general components in a game, then uses a combination of two SG design frameworks to extract the teaching elements present in the game. The identified teaching elements are then used as the theoretical basis to determine the range of LOs that can be taught by the game. This paper evaluates the proposed methodology by presenting a case study of refactoring the serious game Battlespace Next (BSN) to teach joint military capabilities. The range of LOs that can be taught by the generalized BSN are identified, and examples of creating custom LOs are given. Survey results from users of the generalized game are also provided. Lastly, the expected impact of this work is discussed and a road map for future work and evaluation is presented. <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%20objectives" title=" learning objectives"> learning objectives</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=learning%20theory" title=" learning theory"> learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20framework" title=" game framework"> game framework</a> </p> <a href="https://publications.waset.org/abstracts/156029/applying-serious-game-design-frameworks-to-existing-games-for-integration-of-custom-learning-objectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156029.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">115</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">616</span> Gamification to Enhance Learning Using Gagne's Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20L.%20McLain">M. L. McLain</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Sreelakshmi"> R. Sreelakshmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhishek"> Abhishek</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajeshwaran"> Rajeshwaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhavani%20Rao"> Bhavani Rao</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jayakrishnan"> R. Jayakrishnan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology enhanced learning has brought drastic changes in the field of education in the modern world. In this study we explore a novel way to improve how high school students learn by building a serious game that uses a pedagogical model developed by Robert Gagne. By integrating serious game with principles of Gagne’s learning model can provide engaging and meaningful instructions to students. The game developed in this study is a waste sorting game that can easily and succinctly demonstrate the principles of this learning model. All the tasks in the game that the player has to accomplish correspond to Gagne’s “Nine Events of Learning”. A quiz is incorporated in order to get data on the progress made by the player in understanding the concept and as well as to assess them. Additionally, an experimental study was conducted which demonstrates that game based learning using Gagne’s event is more effective than a traditional classroom setup. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20based%20learning" title="game based learning">game based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=sorting%20and%20recycling%20of%20waste" title=" sorting and recycling of waste"> sorting and recycling of waste</a>, <a href="https://publications.waset.org/abstracts/search?q=Gagne%E2%80%99s%20learning%20model" title=" Gagne’s learning model"> Gagne’s learning model</a>, <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title=" e-Learning"> e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20enhanced%20learning" title=" technology enhanced learning"> technology enhanced learning</a> </p> <a href="https://publications.waset.org/abstracts/31477/gamification-to-enhance-learning-using-gagnes-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31477.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">631</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">615</span> Game Space Program: Therapy for Children with Autism Spectrum Disorder</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khodijah%20Salimah">Khodijah Salimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Game Space Program is the program design and development game for therapy the autistic child who had problems with sensory processing and integration. This program is the basic for game space to expand treatment therapy in many areas to help autistic's ability to think through visual perception. This problem can be treated with sensory experience and integration with visual experience to learn how to think and how to learn with visual perception. This perception can be accommodated through an understanding of visual thinking received from sensory exist in game space as virtual healthcare facilities are adjusted based on the sensory needs of children with autism. This paper aims to analyze the potential of virtual visual thinking for treatment autism with the game space program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20space%20program" title=" game space program"> game space program</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory" title=" sensory"> sensory</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20healthcare%20facilities" title=" virtual healthcare facilities"> virtual healthcare facilities</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/55198/game-space-program-therapy-for-children-with-autism-spectrum-disorder" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55198.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">314</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">614</span> An Owen Value for Cooperative Games with Pairwise a Priori Incompatibilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20M.%20Gallardo">Jose M. Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Nieves%20Jimenez"> Nieves Jimenez</a>, <a href="https://publications.waset.org/abstracts/search?q=Andres%20Jimenez-Losada"> Andres Jimenez-Losada</a>, <a href="https://publications.waset.org/abstracts/search?q=Esperanza%20Lebron"> Esperanza Lebron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A game with a priori incompatibilities is a triple (N,v,g) where (N,v) is a cooperative game, and (N,g) is a graph which establishes initial incompatibilities between some players. In these games, the negotiation has two stages. In the first stage, players can only negotiate with others with whom they are compatible. In the second stage, the grand coalition will be formed. We introduce a value for these games. Given a game with a priori incompatibility (N,v,g), we consider the family of coalitions without incompatibility relations among their players. This family is a normal set system or coalition configuration Ig. Therefore, we can assign to each game with a priori incompatibilities (N,v,g) a game with coalition configuration (N,v, Ig). Now, in order to obtain a payoff vector for (N,v,g), it suffices to calculate a payoff vector for (N,v, Ig). To this end, we apply a value for games with coalition configuration. In our case, we will use the dual configuration value, which has been studied in the literature. With this method, we obtain a value for games with a priori incompatibilities, which is called the Owen value for a priori incompatibilities. We provide a characterization of this value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooperative%20game" title="cooperative game">cooperative game</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20with%20coalition%20configuration" title=" game with coalition configuration"> game with coalition configuration</a>, <a href="https://publications.waset.org/abstracts/search?q=graph" title=" graph"> graph</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20set" title=" independent set"> independent set</a>, <a href="https://publications.waset.org/abstracts/search?q=Owen%20value" title=" Owen value"> Owen value</a>, <a href="https://publications.waset.org/abstracts/search?q=Shapley%20value" title=" Shapley value"> Shapley value</a> </p> <a href="https://publications.waset.org/abstracts/112957/an-owen-value-for-cooperative-games-with-pairwise-a-priori-incompatibilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112957.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">131</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">613</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">612</span> Integer Programming-Based Generation of Difficulty Level for a Racing Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sangchul%20Kim">Sangchul Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Dosaeng%20Park"> Dosaeng Park</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is one of the important design issues to provide various levels of difficulty in order to suit the skillfulness of an individual. In this paper we propose an integer programming-based method for selecting a mixture of challenges for a racing game that meet a given degree of difficulty. The proposed method can also be used to dynamically adjust the difficulty of the game during the progression of playing. By experiments, it is shown that our method performs well enough to generate games with various degrees of difficulty that match the perception of players. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=level%20generation" title="level generation">level generation</a>, <a href="https://publications.waset.org/abstracts/search?q=level%20adjustment" title=" level adjustment"> level adjustment</a>, <a href="https://publications.waset.org/abstracts/search?q=racing%20game" title=" racing game"> racing game</a>, <a href="https://publications.waset.org/abstracts/search?q=ip" title=" ip"> ip</a> </p> <a href="https://publications.waset.org/abstracts/31407/integer-programming-based-generation-of-difficulty-level-for-a-racing-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31407.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">374</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">611</span> In-Game Business and the Problem of Gambling: Legal Analysis of Loot Boxes from the Perspective of Iranian Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vesali%20Naseh%20%20Morteza">Vesali Naseh Morteza</a>, <a href="https://publications.waset.org/abstracts/search?q=Najafi%20Mohammad%20Hosein"> Najafi Mohammad Hosein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The possibility of trading in-game items for real money provides a high economic capacity for online games and turns them into a business model. Nowadays, the market for in-game item purchases and microtransactions or micropayments has been growing increasingly. Since the market should be legal, lawyers and lawmakers around the world have expressed concerns over the legality of online gaming and in-game transactions. The issue is highlighted by the recent emergence of an in-game business model in the name of loot boxes. Similarities between loot boxes gaming and gambling features activities have started a legal debate as to whether loot boxes constitute a form of gambling or whether the game’s use of loot boxes should be considered gambling. Hence, based on the relationship between loot boxes purchasing and problem gambling, the paper investigates the legal effect of the newly emergent phenomenon of loot boxes on online games from the perspective of Iranian law. <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=loot%20boxes" title=" loot boxes"> loot boxes</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20gambling" title=" online gambling"> online gambling</a>, <a href="https://publications.waset.org/abstracts/search?q=in-game%20purchase" title=" in-game purchase"> in-game purchase</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20items" title=" virtual items"> virtual items</a> </p> <a href="https://publications.waset.org/abstracts/158619/in-game-business-and-the-problem-of-gambling-legal-analysis-of-loot-boxes-from-the-perspective-of-iranian-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158619.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">107</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">610</span> A Multi-Agent Simulation of Serious Games to Predict Their Impact on E-Learning Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtissem%20Daoudi">Ibtissem Daoudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Raoudha%20Chebil"> Raoudha Chebil</a>, <a href="https://publications.waset.org/abstracts/search?q=Wided%20Lejouad%20Chaari"> Wided Lejouad Chaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Serious games constitute actually a recent and attractive way supposed to replace the classical boring courses. However, the choice of the adapted serious game to a specific learning environment remains a challenging task that makes teachers unwilling to adopt this concept. To fill this gap, we present, in this paper, a multi-agent-based simulator allowing to predict the impact of a serious game integration in a learning environment given several game and players characteristics. As results, the presented tool gives intensities of several emotional aspects characterizing learners reactions to the serious game adoption. The presented simulator is tested to predict the effect of basing a coding course on the serious game ”CodeCombat”. The obtained results are compared with feedbacks of using the same serious game in a real learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion" title="emotion">emotion</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20simulation" title=" multi-agent simulation"> multi-agent simulation</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/61776/a-multi-agent-simulation-of-serious-games-to-predict-their-impact-on-e-learning-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61776.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">398</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">609</span> How Different Perceived Affordances of Game Elements Shape Motivation and Performance in Gamified Learning: A Cognitive Evaluation Theory Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kibbeum%20Na">Kibbeum Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous gamification research has produced mixed results regarding the effectiveness of gamified learning. One possible explanation for this is that individuals perceive the game elements differently. Cognitive Evaluation Theory posits that external rewards can boost or undermine intrinsic motivation, depending on whether the rewards are perceived as informational or controlling. This research tested the hypothesis that game elements can be perceived as either informational feedback or external reward, and the motivational impact differ accordingly. An experiment was conducted using an educational math puzzle to compare the motivation and performance as a result of different perceived affordances game elements. Participants were primed to perceive the game elements as either informational feedback or external reward, and the duration of an attempt to solve the unsolvable puzzle – amotivation indicator – and the puzzle score – a performance indicator–were measured with the game elements incorporated and then without the game elements. Badges and points were deployed as the main game elements. Results showed that, regardless of priming, a significant decrease in performance occurred when the game elements were removed, whereas the control group who solved non-gamified math puzzles maintained their performance. The undermined performance with gamification removal indicates that learners may perceive some game elements as controlling factors irrespective of the way they are presented. The results of the current study also imply that some game elements are better not being implemented to preserve long-term performance. Further research delving into the extrinsic reward-like nature of game elements and its impact on learning motivation is called for. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20Evaluation%20Theory" title="cognitive Evaluation Theory">cognitive Evaluation Theory</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20elements" title=" game elements"> game elements</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=motivational%20affordance" title=" motivational affordance"> motivational affordance</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a> </p> <a href="https://publications.waset.org/abstracts/151516/how-different-perceived-affordances-of-game-elements-shape-motivation-and-performance-in-gamified-learning-a-cognitive-evaluation-theory-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151516.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">106</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=Nim%20game&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Nim%20game&page=3">3</a></li> <li class="page-item"><a class="page-link" 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