CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Cournot game</title> <meta name="description" content="Search results for: Cournot game"> <meta name="keywords" content="Cournot 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" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Cournot game" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Cournot 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> 640</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Cournot game</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">550</span> The Competitive Newsvendor Game with Overestimated Demand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chengli%20Liu">Chengli Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20K.%20M.%20Lee"> C. K. M. Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The tradition competitive newsvendor game assumes decision makers are rational. However, there are behavioral biases when people make decisions, such as loss aversion, mental accounting and overconfidence. Overestimation of a subject’s own performance is one type of overconfidence. The objective of this research is to analyze the impact of the overestimated demand in the newsvendor competitive game with two players. This study builds a competitive newsvendor game model where newsvendors have private information of their demands, which is overestimated. At the same time, demands of each newsvendor forecasted by a third party institution are available. This research shows that the overestimation leads to demand steal effect, which reduces the competitor’s order quantity. However, the overall supply of the product increases due to overestimation. This study illustrates the boundary condition for the overestimated newsvendor to have the equilibrium order drop due to the demand steal effect from the other newsvendor. A newsvendor who has higher critical fractile will see its equilibrium order decrease with the drop of estimation level from the other newsvendor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bias" title="bias">bias</a>, <a href="https://publications.waset.org/abstracts/search?q=competing%20newsvendor" title=" competing newsvendor"> competing newsvendor</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=overestimation" title=" overestimation"> overestimation</a> </p> <a href="https://publications.waset.org/abstracts/46790/the-competitive-newsvendor-game-with-overestimated-demand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46790.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">261</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">549</span> Training Isolated Respiration in Rehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marketa%20Kotova">Marketa Kotova</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Kolarova"> Jana Kolarova</a>, <a href="https://publications.waset.org/abstracts/search?q=Ludek%20Zalud"> Ludek Zalud</a>, <a href="https://publications.waset.org/abstracts/search?q=Petr%20Dobsak"> Petr Dobsak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A game for training of breath (TRABR) for continuous monitoring of pulmonary ventilation during the patients’ therapy focuses especially on monitoring of their ventilation processes. It is necessary to detect, monitor and differentiate abdominal and thoracic breathing during the therapy. It is a fun form of rehabilitation where the patient plays and also practicing isolated breathing. Finally the game to practice breath was designed to evaluate whether the patient uses two types of breathing or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pulmonary%20ventilation" title="pulmonary ventilation">pulmonary ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=thoracic%20breathing" title=" thoracic breathing"> thoracic breathing</a>, <a href="https://publications.waset.org/abstracts/search?q=abdominal%20breathing" title=" abdominal breathing"> abdominal breathing</a>, <a href="https://publications.waset.org/abstracts/search?q=breath%20monitoring%20using%20pressure%20sensors" title=" breath monitoring using pressure sensors"> breath monitoring using pressure sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20TRABR%20TRAining%20of%20BReath%29" title=" game TRABR TRAining of BReath)"> game TRABR TRAining of BReath)</a> </p> <a href="https://publications.waset.org/abstracts/14061/training-isolated-respiration-in-rehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14061.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">491</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">548</span> Creative Accounting as a Financial Numbers Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Feddaoui%20Amina">Feddaoui Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through this study we will try to shed light on the theoretical framework proposed for understanding creative accounting as a financial numbers game and one of the most important techniques of accounts manipulation, its main actors and its practices. We will discover the role of the modified Jones model (1995) in detecting creative accounting practices using discretionary accruals. Finally we will try to confirm the importance and the need to address this type of practices using corporate governance as a main control system and an important defense line to reduce these dangerous accounts manipulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=financial%20numbers%20game" title="financial numbers game">financial numbers game</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20accounting" title=" creative accounting"> creative accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=modified%20Jones%20model" title=" modified Jones model"> modified Jones model</a>, <a href="https://publications.waset.org/abstracts/search?q=accounts%20manipulation" title=" accounts manipulation"> accounts manipulation</a> </p> <a href="https://publications.waset.org/abstracts/4023/creative-accounting-as-a-financial-numbers-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4023.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">477</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">547</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">546</span> Hard and Soft Skills in Marketing Education: Using Serious Games to Engage Higher Order Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ann%20Devitt">Ann Devitt</a>, <a href="https://publications.waset.org/abstracts/search?q=Mairead%20Brady"> Mairead Brady</a>, <a href="https://publications.waset.org/abstracts/search?q=Markus%20Lamest"> Markus Lamest</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Gomez"> Stephen Gomez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study set out to explore the use of an online collaborative serious game for student learning in a postgraduate introductory marketing module. The simulation game aimed to bridge the theory-practice divide in marketing by allowing students to apply theory in a safe, simulated marketplace. This study addresses the following research questions: Does an online marketing simulation game engage students higher order cognitive skills? Does collaborative activity required develop students’ “soft” skills, such as communication and negotiation? What specific affordances of the online simulation promote learning? This qualitative case study took place in 2014 with 40 postgraduate students on a Business Masters Programme. The two-week intensive module combined lectures with collaborative activity on a marketing simulation game, MMX from Pearsons. The game requires student teams to compete against other teams in a marketplace and design a marketing plan to maximize key performance indicators. The data for this study comprise essays written by students after the module reflecting on their learning on the module. A thematic analysis was conducted of the essays using the following a priori theme sets: 6 levels of the cognitive domain of Blooms taxonomy; 5 principles of Cooperative Learning; affordances of simulation environments including experiential learning; motivation and engagement; goal orientation. Preliminary findings would strongly suggest that the game facilitated students identifying the value of theory in practice, in particular for future employment; enhanced their understanding of group dynamics and their role within that; and impacted very strongly, both positively and negatively on motivation. In particular the game mechanics of MMX, which hinges on the correct identification of a target consumer group, was identified as a key determinant of extrinsic and intrinsic motivation for learners. The findings also suggest that the situation of the simulation game within a broader module which required post-game reflection was valuable in identifying key learning of marketing concepts in both the positive and the negative experiences of the game. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulation" title="simulation">simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game" title=" serious game"> serious game</a>, <a href="https://publications.waset.org/abstracts/search?q=cooperative%20learning" title=" cooperative learning"> cooperative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=bloom%27s%20taxonomy" title=" bloom's taxonomy"> bloom's taxonomy</a> </p> <a href="https://publications.waset.org/abstracts/22773/hard-and-soft-skills-in-marketing-education-using-serious-games-to-engage-higher-order-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22773.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">551</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">545</span> Living outside the fence: Opportunities for Neighbouring Communities to Supply Products and Services to the Sabi Sand Game Reserve, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Rylance">Andrew Rylance</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Spenceley"> Anna Spenceley </a> </p> <p class="card-text"><strong>Abstract:</strong></p> An evaluation was undertaken to understand opportunities for stimulating local enterprise development within the tourism supply chain, linked to a private game reserve in South Africa, the Sabi Sand Game Reserve, which neighbors the Kruger National Park. The study focused on understanding the market demand for local products and services from commercial lodges, and the current local supply from enterprises and entrepreneurs in local communities. This article quantifies the value of current procurement spend by lodges on local products and services and estimates their potential future expenditure. The study matches these responses with the availability of products and services in the neighboring communities. It also provides insights into relationships between private lodges, game reserves and local communities in South Africa. It concurs with previous research on tourism supply chains in rural South Africa, and also makes recommendations for the development of local businesses with higher technical capacity development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tourism" title="tourism">tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=communities" title=" communities"> communities</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20development" title=" business development"> business development</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabi%20Sand%20Game%20Reserve" title=" Sabi Sand Game Reserve"> Sabi Sand Game Reserve</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20study" title=" market study"> market study</a>, <a href="https://publications.waset.org/abstracts/search?q=supply%20study" title=" supply study"> supply study</a> </p> <a href="https://publications.waset.org/abstracts/13811/living-outside-the-fence-opportunities-for-neighbouring-communities-to-supply-products-and-services-to-the-sabi-sand-game-reserve-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13811.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">525</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">544</span> TALENT GAMING©: The Innovative Methodology to Explore Talents and Empower Teams by Using Board Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susana%20F.%20Casla">Susana F. Casla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Talent Gaming is an innovative methodology based on a large research done for years about how table board games can be used to empower teams. This methodology was developed thinking about the efficiency of facilitating team coaching sessions and the importance of bringing out the best of individuals when working as a team. The fact that more senses are involved in playing a board game, linked with the psychological element of space and “permission to play”, help us travel to earlier stages of our life when our authenticity was at its heights. By being focused on playing the board game, the individual does not direct their consciousness in a particular way and is rather focused in winning the board game. By doing this, his or her inner talents and authenticity surfaces and the fact that all the senses are involved impacts enormously his behaviors and attitudes. All of this combined results in an arena where our talents show up and our decision making process is not impacted by other elements, such as appearances, status or hierarchy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=talent" title="talent">talent</a>, <a href="https://publications.waset.org/abstracts/search?q=team" title=" team"> team</a>, <a href="https://publications.waset.org/abstracts/search?q=board%20game" title=" board game"> board game</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20psychology" title=" business psychology"> business psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=coaching%20teams%20at%20work" title=" coaching teams at work"> coaching teams at work</a> </p> <a href="https://publications.waset.org/abstracts/40831/talent-gaming-the-innovative-methodology-to-explore-talents-and-empower-teams-by-using-board-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40831.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">543</span> Efficient Chess Board Representation: A Space-Efficient Protocol</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raghava%20Dhanya">Raghava Dhanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Shashank%20S."> Shashank S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper delves into the intersection of chess and computer science, specifically focusing on the efficient representation of chess game states. We propose two methods: the Static Method and the Dynamic Method, each offering unique advantages in terms of space efficiency and computational complexity. The Static Method aims to represent the game state using a fixedlength encoding, allocating 192 bits to capture the positions of all pieces on the board. This method introduces a protocol for ordering and encoding piece positions, ensuring efficient storage and retrieval. However, it faces challenges in representing pieces no longer in play. In contrast, the Dynamic Method adapts to the evolving game state by dynamically adjusting the encoding length based on the number of pieces in play. By incorporating Alive Bits for each piece kind, this method achieves greater flexibility and space efficiency. Additionally, it includes provisions for encoding additional game state information such as castling rights and en passant squares. Our findings demonstrate that the Dynamic Method offers superior space efficiency compared to traditional Forsyth-Edwards Notation (FEN), particularly as the game progresses and pieces are captured. However, it comes with increased complexity in encoding and decoding processes. In conclusion, this study provides insights into optimizing the representation of chess game states, offering potential applications in chess engines, game databases, and artificial intelligence research. The proposed methods offer a balance between space efficiency and computational overhead, paving the way for further advancements in the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chess" title="chess">chess</a>, <a href="https://publications.waset.org/abstracts/search?q=optimisation" title=" optimisation"> optimisation</a>, <a href="https://publications.waset.org/abstracts/search?q=encoding" title=" encoding"> encoding</a>, <a href="https://publications.waset.org/abstracts/search?q=bit%20manipulation" title=" bit manipulation"> bit manipulation</a> </p> <a href="https://publications.waset.org/abstracts/183301/efficient-chess-board-representation-a-space-efficient-protocol" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183301.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">50</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">542</span> Ready Student One! Exploring How to Build a Successful Game-Based Higher Education Course in Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Jesiolowski">Robert Jesiolowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Monique%20Jesiolowski"> Monique Jesiolowski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today more than ever before, we have access to new technologies which provide unforeseen opportunities for educators to pursue in online education. It starts with an idea, but that needs to be coupled with the right team of experts willing to take big risks and put in the hard work to build something different. An instructional design team was empowered to reimagine an Introduction to Sociology university course as a Game-Based Learning (GBL) experience utilizing cutting edge Virtual Reality (VR) technology. The result was a collaborative process that resulted in a type of learning based in Game theory, Method of Loci, and VR Immersion Simulations to promote deeper retention of core concepts. The team deconstructed the way that university courses operated, in order to rebuild the educational process in a whole learner-centric manner. In addition to a review of the build process, this paper will explore the results of in-course surveys completed by student participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</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=loci%20method" title=" loci method"> loci method</a> </p> <a href="https://publications.waset.org/abstracts/168452/ready-student-one-exploring-how-to-build-a-successful-game-based-higher-education-course-in-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168452.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">541</span> Pure and Mixed Nash Equilibria Domain of a Discrete Game Model with Dichotomous Strategy Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20S.%20Mousa">A. S. Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Shoman"> F. Shoman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a discrete game theoretical model with homogeneous individuals who make simultaneous decisions. In this model the strategy space of all individuals is a discrete and dichotomous set which consists of two strategies. We fully characterize the coherent, split and mixed strategies that form Nash equilibria and we determine the corresponding Nash domains for all individuals. We find all strategic thresholds in which individuals can change their mind if small perturbations in the parameters of the model occurs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coherent%20strategy" title="coherent strategy">coherent strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=split%20strategy" title=" split strategy"> split strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=pure%20strategy" title=" pure strategy"> pure strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20strategy" title=" mixed strategy"> mixed strategy</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=game%20theory" title=" game theory"> game theory</a> </p> <a href="https://publications.waset.org/abstracts/128019/pure-and-mixed-nash-equilibria-domain-of-a-discrete-game-model-with-dichotomous-strategy-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128019.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">540</span> Tax Evasion in Brazil: The Case of Specialists</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felippe%20Clemente">Felippe Clemente</a>, <a href="https://publications.waset.org/abstracts/search?q=Viviani%20S.%20L%C3%ADrio"> Viviani S. Lírio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brazilian tax evasion is very high. It causes many problems for economics as budget realization, income distribution and no allocation of productive resources. Therefore, the purpose of this article is to use the instrumental game theory to understand tax evasion agents and tax authority in Brazil (Federal Revenue and Federal Police). By means of Game Theory approaches, the main results from considering cases both with and without specialists show that, in a high dropout situation, penalizing taxpayers with either high fines or deprivations of liberty may not be very effective. The analysis also shows that audit and inspection costs play an important role in driving the equilibrium system. This would suggest that a policy of investing in tax inspectors would be a more effective tool in combating non-compliance with tax obligations than penalties or fines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tax%20evasion" title="tax evasion">tax evasion</a>, <a href="https://publications.waset.org/abstracts/search?q=Brazil" title=" Brazil"> Brazil</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=specialists" title=" specialists"> specialists</a> </p> <a href="https://publications.waset.org/abstracts/67134/tax-evasion-in-brazil-the-case-of-specialists" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67134.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">326</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">539</span> An Approach to Tackle Start up Problems Using Applied Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aiswarya%20Gopal">Aiswarya Gopal</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinoth%20Rengaraj"> Vinoth Rengaraj</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Jayakrishnan"> R. Jayakrishnan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the business world, the term “startup” is frequently ringing the bell with the high frequency of young ventures. The main dilemma of startups is the unsuccessful management of the unique risks that have to be confronted in the present world of competition and technology. This research work tried to bring out a game based methodology to improve enough real-world experience among entrepreneurs as well as management students to handle risks and challenges in the field. The game will provide experience to the player to overcome challenges like market problems, running out of cash, poor management, and product problems which can be resolved by a proper strategic approach in the entrepreneurship world. The proposed serious game works on the life cycle of a new software enterprise where the entrepreneur moves from the planning stage to secured financial stage, laying down the basic business structure, and initiates the operations ensuring the increment in confidence level of the player. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20model" title="business model">business model</a>, <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=poor%20management" title=" poor management"> poor management</a>, <a href="https://publications.waset.org/abstracts/search?q=start%20up" title=" start up"> start up</a> </p> <a href="https://publications.waset.org/abstracts/31259/an-approach-to-tackle-start-up-problems-using-applied-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31259.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">475</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">538</span> Evaluation of University Students of a Video Game to Sensitize Young People about Mental Health Problems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adolfo%20Cangas">Adolfo Cangas</a>, <a href="https://publications.waset.org/abstracts/search?q=Noelia%20Navarro"> Noelia Navarro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study shows the assessment made by university students of a video game entitled Stigma-Stop where the characters present different mental disorders. The objective is that players have more real information about mental disorders and empathize with them and thus reduce stigma. The sample consisted of 169 university students studying degrees related to education, social care and welfare (i.e., Social Education, Psychology, Early Childhood Education, Special Education, and Social Work). The participants valued the video game positively, especially in relation to utility, being somewhat lower the score awarded to the degree of entertainment. They detect the disorders and point out that in many occasions they felt the same (particularly in the case of depression, being lower in agoraphobia and bipolar disorder, and even lower in the case of schizophrenia), most students recommend the use of the video game. They emphasize that Stigma-Stop offers intervention strategies, information regarding the symptomatology and sensitizes against stigma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title="schizophrenia">schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stigma" title=" social stigma"> social stigma</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/88192/evaluation-of-university-students-of-a-video-game-to-sensitize-young-people-about-mental-health-problems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88192.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">537</span> A Study on Puzzle-Based Game to Teach Elementary Students to Code</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jaisoon%20Baek">Jaisoon Baek</a>, <a href="https://publications.waset.org/abstracts/search?q=Gyuhwan%20Oh"> Gyuhwan Oh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, we developed a puzzle game based on coding and a web-based management system to observe the user's learning status in real time and maximize the understanding of the coding of elementary students. We have improved upon and existing coding game which cannot be connected to textual language coding or comprehends learning state. We analyzed the syntax of various coding languages for the curriculum and provided a menu to convert icon into textual coding languages. In addition, the management system includes multiple types of tutoring, real-time analysis of user play data and feedback. Following its application in regular elementary school software classes, students reported positive effects on understanding and interest in coding were shown by students. It is expected that this will contribute to quality improvement in software education by providing contents with proven educational value by breaking away from simple learning-oriented coding games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=coding%20education" title="coding education">coding education</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game" title=" serious game"> serious game</a>, <a href="https://publications.waset.org/abstracts/search?q=coding" title=" coding"> coding</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management%20system" title=" education management system"> education management system</a> </p> <a href="https://publications.waset.org/abstracts/103630/a-study-on-puzzle-based-game-to-teach-elementary-students-to-code" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">536</span> Benefits of Gamification in Agile Software Project Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nina%20Dzamashvili%20Fogelstr%C3%B6m">Nina Dzamashvili Fogelström</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines concepts of Game-Based Learning and Gamification. Conducted literature survey found an increased interest in the academia in these concepts, limited evidence of a positive effect on student motivation and academic performance, but also certain scepticism for adding games to traditional educational activities. A small-scale empirical study presented in this paper aims to evaluate student experience and usefulness of GameBased Learning and Gamification for a better understanding of the threshold concepts in software engineering project courses. The participants of the study were 22 second year students from bachelor’s program in software engineering at Blekinge Institute of Technology. As a part of the course instruction, the students were introduced to a digital game specifically designed to simulate agile software project. The game mechanics were designed as to allow manipulation of the agile concept of team velocity. After the application of the game, the students were surveyed to measure the degree of a perceived increase in understanding of the studied threshold concept. The students were also asked whether they would like to have games included in their education. The results show that majority of the students found the game helpful in increasing their understanding of the threshold concept. Most of the students have indicated that they would like to see games included in their education. These results are encouraging. Since the study was of small scale and based on convenience sampling, more studies in the area are recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=agile%20development" title="agile development">agile development</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20based%20learning" title=" game based learning"> game based learning</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=software%20engineering" title=" software engineering"> software engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=threshold%20concepts" title=" threshold concepts"> threshold concepts</a> </p> <a href="https://publications.waset.org/abstracts/155234/benefits-of-gamification-in-agile-software-project-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155234.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">167</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">535</span> Evaluation of Cognitive Benefits among Differently Abled Subjects with Video Game as Intervention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Nagendra">H. Nagendra</a>, <a href="https://publications.waset.org/abstracts/search?q=Vinod%20Kumar"> Vinod Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Mukherjee"> S. Mukherjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, the potential benefits of playing action video game among congenitally deaf and dumb subjects is reported in terms of EEG ratio indices. The frontal and occipital lobes are associated with development of motor skills, cognition, and visual information processing and color recognition. The sixteen hours of First-Person shooter action video game play resulted in the increase of the ratios β/(α+θ) and β/θ in frontal and occipital lobes. This can be attributed to the enhancement of certain aspect of cognition among deaf and dumb subjects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20enhancement" title="cognitive enhancement">cognitive enhancement</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=EEG%20band%20powers" title=" EEG band powers"> EEG band powers</a>, <a href="https://publications.waset.org/abstracts/search?q=deaf%20and%20dumb%20subjects" title=" deaf and dumb subjects"> deaf and dumb subjects</a> </p> <a href="https://publications.waset.org/abstracts/41689/evaluation-of-cognitive-benefits-among-differently-abled-subjects-with-video-game-as-intervention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41689.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">436</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">534</span> The Result of Using Board Game for Enhancing the Active Citizen of the Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chananporn%20Areekul">Chananporn Areekul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to study the experimental result of using board games for enhancing the active citizen of the undergraduate students. The research methodology of this study was the quasi experimental research. The sample was 30 undergraduate students that were chosen by the purposive sampling. The instruments were board games for enhancing the active citizen and the questionnaire for measuring the active citizen levels. The result of the mean difference test was found that there were statistically significant differences at the .05 level (t = 2.028, p = 0.047) between before and after using board game for enhancing the active citizen of undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20citizen" title="active citizen">active citizen</a>, <a href="https://publications.waset.org/abstracts/search?q=board%20game" title=" board game"> board game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20innovation" title=" learning innovation"> learning innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/122973/the-result-of-using-board-game-for-enhancing-the-active-citizen-of-the-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122973.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">127</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">533</span> Innovation in Traditional Game: A Case Study of Trainee Teachers' Learning Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malathi%20Balakrishnan">Malathi Balakrishnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Lee%20Ooi"> Cheng Lee Ooi</a>, <a href="https://publications.waset.org/abstracts/search?q=Chander%20Vengadasalam"> Chander Vengadasalam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore a case study of trainee teachers’ learning experience on innovating traditional games during the traditional game carnival. It explores issues arising from multiple case studies of trainee teachers learning experiences in innovating traditional games. A qualitative methodology was adopted through observations, semi-structured interviews and reflective journals’ content analysis of trainee teachers’ learning experiences creating and implementing innovative traditional games. Twelve groups of 36 trainee teachers who registered for Sports and Physical Education Management Course were the participants for this research during the traditional game carnival. Semi structured interviews were administrated after the trainee teachers learning experiences in creating innovative traditional games. Reflective journals were collected after carnival day and the content analyzed. Inductive data analysis was used to evaluate various data sources. All the collected data were then evaluated through the Nvivo data analysis process. Inductive reasoning was interpreted based on the Self Determination Theory (SDT). The findings showed that the trainee teachers had positive game participation experiences, game knowledge about traditional games and positive motivation to innovate the game. The data also revealed the influence of themes like cultural significance and creativity. It can be concluded from the findings that the organized game carnival, as a requirement of course work by the Institute of Teacher Training Malaysia, was able to enhance teacher trainers’ innovative thinking skills. The SDT, as a multidimensional approach to motivation, was utilized. Therefore, teacher trainers may have more learning experiences using the SDT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title="learning experiences">learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20games" title=" traditional games"> traditional games</a>, <a href="https://publications.waset.org/abstracts/search?q=trainee%20teachers" title=" trainee teachers"> trainee teachers</a> </p> <a href="https://publications.waset.org/abstracts/52892/innovation-in-traditional-game-a-case-study-of-trainee-teachers-learning-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52892.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">330</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">532</span> Digital Dialogue Game, Epistemic Beliefs, Argumentation and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Noroozi">Omid Noroozi</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20Mulder"> Martin Mulder</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The motivational potential of educational games is undeniable especially for teaching topics and skills that are difficult to deal with in traditional educational situations such as argumentation competence. Willingness to argue has an association with student epistemic beliefs, which can influence whether, and the way in which students engage in argumentative discourse activities and critical discussion. The goal of this study was to explore how undergraduate students engage with argumentative discourse activities which have been designed to intensify debate, and whether epistemic beliefs are significant to the outcomes. A pre-test, post-test design was used with students who were assigned to groups of four. They were asked to argue a controversial topic with the aim of exploring various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)'. The results show that the game facilitated argumentative discourse and a willingness to argue and challenged peers, regardless of students’ epistemic beliefs. Furthermore, the game was evaluated positively in terms of students’ motivation and satisfaction with the learning experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudinal%20change" title=" attitudinal change"> attitudinal change</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20beliefs" title=" epistemic beliefs"> epistemic beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game%20objectives%20and%20theoretical" title=" digital game objectives and theoretical"> digital game objectives and theoretical</a> </p> <a href="https://publications.waset.org/abstracts/39383/digital-dialogue-game-epistemic-beliefs-argumentation-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39383.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">406</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">531</span> Adolescent Gamers: The Relationship between Berzonsky’s Style of Identity and Immersion: Pilot Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Adolescence is a developmental period, covering the period from 10 to 20 years of age, in which young people face many challenges. One of the most important tasks of the adolescence period is getting a structured identity. The development of identity is possible by undertaking various activities. Nowadays, virtual activities are very common among young people. One of the main adolescents’ activities in the online environment is playing computer games. The main aim of this work is to answer the question about the relationship between the identity style of adolescents and immersion, -a phenomenon often observed while playing computer games. The concept of identity created by Berzonsky is considered as one of the best-defined concepts of identity. He defines identity as both a structure and a process and distinguishes three styles of identity: informational, normative, and diffuse/avoidant. Immersion is a concept that can be applied in a broad context, but in the game environment, it is a specific psychological experience of being involved in a computer game. It refers to the relocation of the attention resources to the game world, with a limited or impossible perception of stimuli from reality. Considering how much time adolescents spend playing computer games, the question about the relationship between their identity and the immersion in the game seems to be extremely interesting. Fifty adolescents aged 15-17 participated in the study. They played a computer game and completed the Identity Style Inventory and the Immersion Questionaire. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</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=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135329/adolescent-gamers-the-relationship-between-berzonskys-style-of-identity-and-immersion-pilot-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135329.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">273</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">530</span> The Influence of Educational Board Games on Chinese Learning Motivation and Flow Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ju%20May%20Wen">Ju May Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chun%20Hung%20Lin"> Chun Hung Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Zhi%20Feng%20Liu"> Eric Zhi Feng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Flow theory implies that people are persuaded by happiness. By focusing on an activity, people turn a blind eye to external factors. This study explores the influence of educational board games and fundamental Chinese language teaching on students’ learning motivation and flow experience. Fifty-three students studying Chinese language fundamental courses were used in the study. These students were divided into three groups: (1) flash card teaching group; (2) educational original board game teaching group; and (3) educational Chinese board game teaching group. Chinese language teaching was integrated with the educational board game titled ‘Transportation GO.’ The students were observed playing this game as the teacher collected quantitative and qualitative data. Quantitative data was collected from the learning motivation scale and flow experience scale. Qualitative data was collected through observing, recording, and visiting. The first result found that the three groups integrated with Chinese language teaching could maintain students’ high learning motivation and high flow experience. Second, there was no significant difference between the flow experience of the flash card group and the educational original board game group. Third, there was a significant difference in the flow experience and learning motivation of the educational Chinese board game group vs. the other groups. This study suggests that the experimental model can be applied to advanced Chinese language teaching. Apart from oral and literacy skills, the study of educational board games integrated with Chinese language teaching to enforce student writing skills will be continued. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20instruction" title="Chinese language instruction">Chinese language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20board%20game" title=" educational board game"> educational board game</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=flow%20experience" title=" flow experience"> flow experience</a> </p> <a href="https://publications.waset.org/abstracts/96959/the-influence-of-educational-board-games-on-chinese-learning-motivation-and-flow-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">529</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">90</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">528</span> Teaching Business Process Management using IBM’s INNOV8 BPM Simulation Game</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossam%20Ali-Hassan">Hossam Ali-Hassan</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Bliemel"> Michael Bliemel </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster reflects upon our experiences using INNOV8, IBM’s Business Process Management (BPM) simulation game, in online MBA and undergraduate MIS classes over a period of 2 years. The game is designed to gives both business and information technology players a better understanding of how effective BPM impacts an entire business ecosystem. The game includes three different scenarios: Smarter Traffic, which is used to evaluate existing traffic patterns and re-route traffic based on incoming metrics; Smarter Customer Service where players develop more efficient ways to respond to customers in a call centre environment; and Smarter Supply Chains where players balance supply and demand and reduce environmental impact in a traditional supply chain model. We use the game as an experiential learning tool, where students have to act as managers making real time changes to business processes to meet changing business demands and environments. The students learn how information technology (IT) and information systems (IS) can be used to intelligently solve different problems and how computer simulations can be used to test different scenarios or models based on business decisions without having to actually make the potentially costly and/or disruptive changes to business processes. Moreover, when students play the three different scenarios, they quickly see how practical process improvements can help meet profitability, customer satisfaction and environmental goals while addressing real problems faced by municipalities and businesses today. After spending approximately two hours in the game, students reflect on their experience from it to apply several BPM principles that were presented in their textbook through the use of a structured set of assignment questions. For each final scenario students submit a screenshot of their solution followed by one paragraph explaining what criteria you were trying to optimize, and why they picked their input variables. In this poster we outline the course and the module’s learning objectives where we used the game to place this into context. We illustrate key features of the INNOV8 Simulation Game, and describe how we used them to reinforce theoretical concepts. The poster will also illustrate examples from the simulation, assignment, and learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title="experiential learning">experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20process%20management" title=" business process management"> business process management</a>, <a href="https://publications.waset.org/abstracts/search?q=BPM" title=" BPM"> BPM</a>, <a href="https://publications.waset.org/abstracts/search?q=INNOV8" title=" INNOV8"> INNOV8</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=game" title=" game"> game</a> </p> <a href="https://publications.waset.org/abstracts/6375/teaching-business-process-management-using-ibms-innov8-bpm-simulation-game" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6375.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">329</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">527</span> Case-Based Reasoning for Build Order in Real-Time Strategy Games </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ben%20G.%20Weber">Ben G. Weber</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Mateas">Michael Mateas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a case-based reasoning technique for selecting build orders in a real-time strategy game. The case retrieval process generalizes features of the game state and selects cases using domain-specific recall methods, which perform exact matching on a subset of the case features. We demonstrate the performance of the technique by implementing it as a component of the integrated agent framework of McCoy and Mateas. Our results demonstrate that the technique outperforms nearest-neighbor retrieval when imperfect information is enforced in a real-time strategy game. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20based%20reasoning" title="case based reasoning">case based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20time%20strategy%20systems" title=" real time strategy systems"> real time strategy systems</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements%20elicitation" title=" requirements elicitation"> requirements elicitation</a>, <a href="https://publications.waset.org/abstracts/search?q=requirement%20analyst" title=" requirement analyst"> requirement analyst</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/36307/case-based-reasoning-for-build-order-in-real-time-strategy-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36307.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">441</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">526</span> The Effect of Video Games on English as a Foreign Language Students' Language Learning Motivation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Ali">Shamim Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers and teachers have begun developing digital games and model environments for educational purpose; therefore this study examines the effect of a videos game on secondary school students’ language learning motivation. Secondly, it tries to find out the opportunities to develop a decision making process and simultaneously it analyzes the solutions for further implementation in educational setting. Participants were 30 male students randomly assigned to one of the following three treatments: 10 students were assigned to read the game’s story; 10 students were players, who played video game; and, and the last 10 students acted as watchers and observers, their duty was to watch their classmates play the digital video game. A language learning motivation scale was developed and it was given to the participants as a pre- and post-test. Results indicated a significant language learning motivation and the participants were quite motivated in the end. It is, thus, concluded that the use of video games can help enhance high school students’ language learning motivation. It was suggested that video games should be used as a complementary activity not as a replacement for textbook since excessive use of video games can divert the original purpose of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20Foreign%20Language" title=" English as a Foreign Language"> English as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/100055/the-effect-of-video-games-on-english-as-a-foreign-language-students-language-learning-motivation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100055.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">525</span> Research on Models and Selection of Entry Strategies for Catering Industry Based on the Evolutionary Game Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jianxin%20Zhu">Jianxin Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Liu"> Na Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Entry strategies play a vital role in the development of new enterprises in the catering industry. Different entry strategies will have different effects on the development of new enterprise. Based on the research of scholars at home and abroad, and combining the characteristics of the catering industry, the entry strategies are divided into low-price entry strategies and high-quality entry strategies. Facing the entry of new enterprise, the strategies of incumbent enterprises are divided into response strategies and non-response strategies. This paper uses evolutionary game theory to study the strategic interaction mechanism between incumbent companies and new enterprises. When different initial values and parameter values are set, which strategy will the two-game subjects choose, respectively? Using matlab2016 for numerical simulation, the results show that the choice of strategies for new enterprise and incumbent enterprise is influenced by more than one factor, and the system has different evolution trends under different circumstances. When the parameters were set, the choice of two subjects' strategies mainly depends on the net profit between the strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=catering%20industry" title="catering industry">catering industry</a>, <a href="https://publications.waset.org/abstracts/search?q=entry%20strategy" title=" entry strategy"> entry strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=evolutionary%20game" title=" evolutionary game"> evolutionary game</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20interaction%20mechanism" title=" strategic interaction mechanism"> strategic interaction mechanism</a> </p> <a href="https://publications.waset.org/abstracts/121230/research-on-models-and-selection-of-entry-strategies-for-catering-industry-based-on-the-evolutionary-game-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121230.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">132</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">524</span> Automation of AAA Game Development Using AI</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Branden%20Heng">Branden Heng</a>, <a href="https://publications.waset.org/abstracts/search?q=Harsheni%20Siddharthan"> Harsheni Siddharthan</a>, <a href="https://publications.waset.org/abstracts/search?q=Allison%20Tseng"> Allison Tseng</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Toprac"> Paul Toprac</a>, <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Abraham"> Sarah Abraham</a>, <a href="https://publications.waset.org/abstracts/search?q=Etienne%20Vouga"> Etienne Vouga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this project was to evaluate and document the capabilities and limitations of AI tools for empowering small teams to create high-budget, high-profile (AAA) 3D games typically developed by large studios. Two teams of novice game developers attempted to create two different games using AI and Unreal Engine 5.3. First, the teams evaluated 60 AI art, design, sound, and programming tools by considering their capability, ease of use, cost, and license restrictions. Then, the teams used a shortlist of 12 AI tools for game development. During this process, the following tools were found to be the most productive: (i) ChatGPT 4.0 for both game and narrative concepts and documentation; (ii) Dall-E 3 and OpenArt for concept art; (iii) Beatoven for music drafting; (iv) ChatGPT 4.0 and Github Copilot for generating simple code and to complement human-made tutorials as an additional learning resource. While current generative AI may appear impressive at first glance, the assets they produce fall short of AAA industry standards. Generative AI tools are helpful when brainstorming ideas such as concept art and basic storylines, but they still cannot replace human input or creativity at this time. Regarding programming, AI can only effectively generate simple code and act as an additional learning resource. Thus, generative AI tools are, at best, tools to enhance developer productivity rather than as a system to replace developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AAA%20games" title="AAA games">AAA games</a>, <a href="https://publications.waset.org/abstracts/search?q=AI" title=" AI"> AI</a>, <a href="https://publications.waset.org/abstracts/search?q=automation%20tools" title=" automation tools"> automation tools</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20development" title=" game development"> game development</a> </p> <a href="https://publications.waset.org/abstracts/189316/automation-of-aaa-game-development-using-ai" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189316.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">26</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">523</span> The Game of Dominoes as Teaching-Learning Method of Basic Concepts of Differential Calculus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Luis%20Miguel%20M%C3%A9ndez%20D%C3%ADaz">Luis Miguel Méndez Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, a mathematics teaching-learning strategy will be presented, specifically differential calculus in one variable, in a fun and competitive space in which the action on the part of the student is manifested and not only the repetition of information on the part of the teacher. Said action refers to motivating, problematizing, summarizing, and coordinating a game of dominoes whose thematic cards are designed around the basic and main contents of differential calculus. The strategies for teaching this area are diverse and precisely the game of dominoes is one of the most used strategies in the practice of mathematics because it stimulates logical reasoning and mental abilities. The objective on this investigation is to identify the way in which the game of dominoes affects the learning and understanding of fundamentals concepts of differential calculus in one variable through experimentation carried out on students of the first semester of the School of Engineering and Sciences of the Technological Institute of Monterrey Campus Querétaro. Finally, the results of this study will be presented and the use of this strategy in other topics around mathematics will be recommended to facilitate logical and meaningful learning in students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=logical-mathematical%20intelligence" title=" logical-mathematical intelligence"> logical-mathematical intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20games" title=" mathematical games"> mathematical games</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligences" title=" multiple intelligences"> multiple intelligences</a> </p> <a href="https://publications.waset.org/abstracts/164819/the-game-of-dominoes-as-teaching-learning-method-of-basic-concepts-of-differential-calculus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164819.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">84</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">522</span> Cilubaba: An Agriculture-Based Education Tool through Congklak Traditional Game as an Introduction of Home Garden for Children in Cibanteng, Bogor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoni%20Elviandri">Yoni Elviandri</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivi%20Fitriyanti"> Vivi Fitriyanti</a>, <a href="https://publications.waset.org/abstracts/search?q=Agung%20Surya%20Wijaya"> Agung Surya Wijaya</a>, <a href="https://publications.waset.org/abstracts/search?q=Suryani%20Humayyah"> Suryani Humayyah</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alif%20Azizi"> Muhammad Alif Azizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The massive development of computing power and internet access nowadays is marked by audiovisual games and computers which are known as electronic games, one of the examples is online games. This kind of game can be found everywhere in Indonesia, both in the cities and even the villages. In the present time, online games are becoming a popular games in various layers of the community, one of them does happen to elementary school students. As the online games spread over, the traditional games gradually fade away and even thought as an old-fashioned game. Contrary, traditional games actually have the better and higher educational values such as patience, honesty, integrity and togetherness value which cannot be found in online games which are more to individualist. A brand new set of education tools is necessary to provide a convenience, safe and fun place for children to play around but still contains educational values. One interesting example goes to Cilulaba is an agricultural-based playground. It is a good place for children to play and learn as it was planned to entertain children to play around as well as introducing agriculture to them. One of the games is a 1990’s well-known traditional game which its name is Congklak. Congklak is an agricultural-based traditional game and it also introduces the home garden to the children. Some of the Cilulaba’s aims are to protect the existence of nation’s cultural inheritance through Congklak traditional game, as a tool to introduce the agriculture to the children through the methods of Congklak traditional game and giving explanation related to the advantages of a “healthy home garden” to the children. The expected output from this place is to deliver a good understanding about agriculture to the children and make them begin to love it to make an aesthetic home garden and enhance the optimalisation usage of home garden that will support the availability of various edible plants in productive and health households. The proposed method in this Student Creative Program in Society Service is Participatory Rural Appraisal (PRA) method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cilubaba" title="Cilubaba">Cilubaba</a>, <a href="https://publications.waset.org/abstracts/search?q=Congklak" title=" Congklak"> Congklak</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20game" title=" traditional game"> traditional game</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural-based%20playground" title=" agricultural-based playground"> agricultural-based playground</a> </p> <a href="https://publications.waset.org/abstracts/3777/cilubaba-an-agriculture-based-education-tool-through-congklak-traditional-game-as-an-introduction-of-home-garden-for-children-in-cibanteng-bogor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3777.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">441</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">521</span> Investigating Gender Differences in M-Learning Gameplay Adoption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chih-Ping%20Chen">Chih-Ping Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the increasing popularity of and interest in mobile games, there has been little research that evaluates gender differences in users’ actual preferences for mobile game content, and the factors that influence entertainment and mobile-learning habits. To fill this void, this study examines different gender users’ experience of mobile English learning game adoption in order to identify the areas of development in Taiwan, using Uses and Gratification Theory, Expectation Confirmation Theory and experiential value. The integration of these theories forms the basis of an extended research concept. Users’ responses to questions about cognitive perceptions, confirmation, gratifications and continuous use were collected and analyzed with various factors derived from the theories. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expectation%20confirmation%20theory" title="expectation confirmation theory">expectation confirmation theory</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20value" title=" experiential value"> experiential value</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20difference" title=" gender difference"> gender difference</a>, <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=uses%20and%20gratification" title=" uses and gratification"> uses and gratification</a> </p> <a href="https://publications.waset.org/abstracts/39816/investigating-gender-differences-in-m-learning-gameplay-adoption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39816.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">331</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=3" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=3">3</a></li> <li class="page-item active"><span class="page-link">4</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=21">21</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=22">22</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Cournot%20game&page=5" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>