Concept Of Game Research Articles

Feature selection based on game theory optimization to achieve desired performance metrics in seizure onset detection

Background and Objective: Epilepsy is one of the common diseases of the nervous system, which affects almost 1% of the world’s population. The unpredictable nature of epileptic seizures has caused people suffering from it to be deprived of their normal life, and making a device that can detect a seizure onset can help them. Methods:Game theory is a branch of mathematical science that, after proving its ability in economics, has entered into the field of signal processing and is trying to solve complex problems with a new approach. In this paper, we use game theory and coalitional game concepts to provide a novel way of feature selection in the analysis of Electroencephalography (EEG) signals. We have used a variety of statistical, morphological, and frequency features, and with the proposed feature selection algorithm we have attempted to select the smallest coalition which discriminates between two brain states while appropriately allocating resources to satisfy our desired sensitivity, delay, and false alarm. A modified change point detection algorithm has also been introduced to be used to detect epileptic seizures. Results:The results of the test on the CHB-MIT dataset show that using the proposed algorithm, we can achieve improved performance in terms of sensitivity, delay, and false alarm with a few number of features. Our framework also provides a means to focus on desired criteria for different applications. In scenario which the focus was on sensitivity, the proposed framework achieved 99% average sensitivity, 0.4/h average false alarm, and 2.4 s average delay with only using about 2 features for each patient. Conclusion:By applying the proposed framework on the CHB-MIT dataset we observe that we can achieve better performance compared to recent studies with fewer features in terms of sensitivity, delay, and false alarm metrics. Such an algorithm can be used for the purpose of real-time detection and in wearable devices.

Embedding Psychology Themes in University Induction Using a Digital Escape Game

An “escape room” style game was developed as an induction activity for first year psychology students, encouraged by the need for icebreakers that meet specific, relevant and transparent learning outcomes. The game concept was designed using the escapeED framework for game-based-learning (Clarke et al., 2017), including consideration of narrative, participants, theme, objectives and evaluation. Groups of up to six students worked on an iPad “board” that had clickable objects on a representation of a lecturer’s desk. Students had 20 minutes to solve four puzzles that identified objects to click on and reveal digits for a padlocked bag. However, clicking the wrong objects would cause loud music that would “disrupt the staff office”. The four puzzles symbolised learning outcomes that students will develop throughout their course, such as seeking and evaluating evidence, using maths, and referencing. The puzzles also used staff profiles to promote discussion about psychology research, prompt the development of supportive networks and relationships with staff. A realistic calendar puzzle highlighted the social and academic opportunities that students should engage in as part of the psychology community, which they could also identify as by wearing the pin badge they unlocked on completion of the game. Psychology staff facilitated reflection on icebreaker activities, including themes of teamwork and leadership roles, asking for help, and learning and adapting from mistakes. A thematic analysis of three focus groups later highlighted that students resist looking at assignment feedback and are concerned about wasting staff time in office hours. This led to recruitment of senior students to facilitate the escape room, and changes in our reflective practice tutoring to address issues raised during the game. Overall, students reported a sense of fun and competition from the activities and felt better prepared for learning after the introduction to psychology skills during induction.

The Ludo-Learning Matrix: A Framework for Understanding Learning in Games

Games have been widely recognized as methods of making learning more engaging. This has proven to be very attractive to those attempting to get complex fields such as cybersecurity training to a wider audience. Unfortunately, there is a failure to understand that each type of game serves a different educational purpose, leading to the situation where the games are being selected incorrectly and are failing to fulfill their promise. To address this issue, key concepts in learning and games were identified from the literature and then operationalized into an analytical framework. The concepts of player agency, message broadcasting, the transfer of learning and the type of challenges present in the game were selected. This generated a framework that is player-focused rather than content-focused and could be applied to any potential learning game. To validate the framework, three cybersecurity games were selected and analyzed using a ludo-textual approach. Cyberciege, a single player game aimed at university students, Spoofy, a kids’ web browser game and Tallinn Soldier, a seminar wargame, were selected to give as wide a sample as possible. The paper goes on to report on the results of the analysis and discuss how this may be used to examine and design learning games for cybersecurity in the future. Each of the selected games focus on different mechanisms for learning and engagement, highlighting the design tradeoffs that were made in the creation of the game. The proposed analytical framework can be applied not just to cybersecurity training games but theoretically to understanding any game that has learning as its objective.

What Stuff Games are Made of?

This article is a review of Pippin Barr’s book The Stuff Games Are Made Of (2023), which explores various elements of game worlds. Over the course of ten chapters, including introduction and conclusion, the author of the monograph examine samples with stable basic concepts of computer games and their production. Being a game designer and a theorist, Pippin Barr reflects on many ‘medianized’ aspects of computer games, such as goals and rules, calculations and algorithms, graphics and interface, time and space, cinematography prism, cruelty and violence, and monetarization.

Gamification as a tool to identify and address ongoing challenges in space activities: the case of space debris mitigation

This article outlines a project aimed at developing a serious game to address the challenge of space debris mitigation within the broader context of space security. The first section examines the current state of space activity issues and their gamification. The second section introduces the concept of the game utilizing the ARDI model, emphasizing the significance of each element in addressing these challenges. The third section focuses on the practical refinement of the proposed game concept. The article suggests that the game could serve as a tool for identifying and resolving ongoing challenges in space activity.

Gameful learning investigating the impact of game elements, interactivity, and learning style on student success

This study explores the effects of the aspects of game components, interactivity and learning-styles towards the main goal of providing an understanding of the factors that contribute towards the improvement of learning. Structured questionnaires were used to gather quantitative data from participants ranging from college going students to post graduate level students. The outcome of the quantitative organized queries also painted the picture consistent with all the quantitative hypotheses where regression models had been applied. The next level of credibility came from the quantitative results that ranged from mildly to strongly positive and supported by an expert indicating that the latter had improved due to the effects of gamification. Gathering the qualitative data was carried out by semi-structured interviews with six experienced educators. These educators provided deep descriptions and complex opinion on the personal experiences in the learning context that involve gamification. Unlike the quantitative analysis that focused on the overall results of gamification, the thematic analysis unfolded into the qualitative aspects regarding motivation, engagement, and the learner’s journey. Combining these quantitative and more especially qualitative data sets offers an alternating view of the gamification environment in education. The findings of the study do not only contribute to the theoretical body of knowledge in gamification but also offer real-life recommendations for the educators and institutions who are eager to bring changes to the traditional learning processes. Therefore, the study shows that there are no hard-liner advantages of gamification and that it can have positive impacts in various perspectives. It shows how game elements can improve the learning application and motivation and their capacity in dealing with different learning types and achieving better academic results. Additionally, the qualitative element strengthens the role of teachers, when describing the conditions and possibilities of using the gamification concept for actual educational teaching context.

FABLE: A New Horizon in Digital Learning and Serious Game Design

Serious games have stood out as a new pedagogical format capable of motivating students through interactive learning. The lack of standards in the conception of these video games has led to the creation of different models, where the ludic aspects often prevail over the educational ones. This research analyzes the models present in the literature to identify those key elements in the design of serious games and to determine the presence of ludic-pedagogical elements. A systematic review is carried out following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement to identify the existing models for creating serious games. A qualitative analysis of the selected models is carried out to extract the key elements that should be present when creating a guide for designing serious games and to evaluate a ludic-pedagogical approach. Finally, a directed content analysis is performed to evaluate the presence of ludic-pedagogical elements in the selected models. The results show a lack of attention paid to the elements of the pedagogical dimension of the game in the studies reviewed. Other elements, such as the format or the audience, are not specified, and most models prove incomplete. From this study emerges FABLE (Fun And Balanced Learning Experience), a model that incorporates both the playful and pedagogical dimensions of the serious game.

Controller Synthesis for Timeline-based Games

In the timeline-based approach to planning, the evolution over time of a set of state variables (the timelines) is governed by a set of temporal constraints. Traditional timeline-based planning systems excel at the integration of planning with execution by handling temporal uncertainty. In order to handle general nondeterminism as well, the concept of timeline-based games has been recently introduced. It has been proved that finding whether a winning strategy exists for such games is 2EXPTIME-complete. However, a concrete approach to synthesize controllers implementing such strategies is missing. This paper fills this gap, by providing an effective and computationally optimal approach to controller synthesis for timeline-based games.

PSYCHOLOGICAL BOARD GAMES: MYTH OR REALITY

The article is devoted to a new tool in the arsenal of a practicing psychologist - psychological board games. There has been a rapid increase in the popularity of games and the emergence of works describing the creation and use of psychological board games for a variety of client groups. A wide range of applied problems solved using games is outlined. The lack of unity in the understanding of the term “psychological board games” is stated. The authors note an expanded use of the term without theoretical justification and with a pronounced marketing component. Various points of view on the content of the concept of psychological board games are considered. It is emphasised that a psychologist should conduct psychological board games.

Gamification for Studying Mathematics by E-Learning

The difficulties of studying mathematics in this digital age call for solutions that might boost student engagement and motivation. To make learning more dynamic and interesting, it is suggested that a gamification methodology that combines game simulation with gamification is applied. In order to enhance mathematics instruction using an online learning platform. A thorough grasp of the difficulties associated with studying mathematics. To complement the learning objectives for mathematics, the gamification design includes selecting question types, constructing game situations, and producing visual components. This research creates a gamification paradigm using the Quizizz gaming application. The research focuses on the case of IKPIA Perbanas Jakarta for mathematics courses, which has the primary objective of optimizing mathematical learning through the concept of gamification. The researcher used the Dick and Carey development model, which has 10 phases from requirement identification to assessment, to create this learning model. The implementation of the Quizizz application and the gamification approach in an online learning environment occurs at the development stage. Technical configuration, application testing, and modifications based on preliminary feedback are all part of the implementation process. The success of the gamification technique in raising students' motivation and comprehension of the mathematics content was then assessed. Researchers used this helpful gamification to determine suitable designs for delivering learning content. Gamification for mathematics education is also very practical. In education, gamification by Quizizz as an application for gamification only supports but cannot replace the position of teachers and books. Mathematical learning devices with gamification are effective because they have met the classification very well at 79.17% and 20.83%, respectively, at an accuracy rate of 95.83%. Research has limited problems related to being carried out only in the IKPIA Perbanas Jakarta environment, which has students in semester one who have the characteristics of technology generation with the application of gamification that is integrated into the e-learning of Perbanas. The value of this research is the use of gamification for students studying in higher education and integrated into the Learning Management System (LMS).

Modalités d’accompagnement par le jeu d’échecs – du ludique au thérapeutique

Recent years have seen the emergence of the concepts of edutainment, edutainment and serious games. The health crisis, and more specifically the successive confinements, have had the effect of bringing games and playtime back into the family, on the one hand, and modifying their play practices, on the other. Today, play can be serious and aimed at adults. It has acquired its letters of nobility, and has found its audience. In this interview with Jean-Pierre Bouchard, Olivier Sorel and Marie Sebag discuss the special status of chess in a toy library. Secondly, they describe both the conditions required to be a good player, and the benefits of trying to become one, in terms of cognitive and emotional skills. Finally, they question the place of play in psychotherapy, describe the motivations for using it with a patient, and list the possible precautions to be taken by the therapist to avoid stepping outside his or her framework.

Understanding the Nature of Religious Language: A Philosophical Perspective

The paper explores the debate on religious language by considering several key perspectives: the logical positivists’ criterion of meaningfulness, Karl Popper's falsifiability principle, the parable of the invisible gardener, and Ludwig Wittgenstein’s concept of language games. By examining these views, we aim to understand whether religious language can be considered meaningful or whether it fails to meet the standards set by these philosophical frameworks.

Student engagement and academic achievement: the effect of gamification on case and project-based online learning

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the COVID-19 pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case- and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a one-way multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

Modeling collaborative data service provision around an open source platform under uncertainty with stochastic provision games

This paper uses concepts taken from Cooperative Game Theory to model the incentives to join forces among a group of agents involved in collaborative provision of a mobile app under uncertainty around an open source platform. Demand uncertainty leads the agents to reach a noncooperative equilibrium by offering low quality apps. This can be avoided by introducing a coordination scheme through a common platform that eliminates the effects of lack of information. Coordination is achieved by providing a revenue sharing scheme enforcing the stability of the collaboration but also defined in a “fair” way, depending on the importance of the resources that each provider supplies to the app. To this aim, we introduce the concept of Stochastic Provision Games. This coordination leads both to higher app quality and improved profitability for the participants.

Gamification for Mental Health and Health Psychology: Insights at the First Quarter Mark of the 21st Century.

The concept of gamification, originally rooted in digital media and game design, has increasingly emerged as a pivotal element in psychology and engagement strategies. Its application spans diverse domains within healthcare, offering innovative solutions to transform patient care through behavior modification and heightened engagement. This contemporary perspective explores theoretical frameworks and provides a critical interdisciplinary examination of current advancements in gamification for mental health and health psychology, identifying existing knowledge gaps and projecting future trends and research directions within these contexts. Based on this, concise criteria for designing, implementing, and evaluating gamification in healthcare, aligned with acknowledged best practices to promote ethical, fair, and trustworthy systems, are outlined, establishing a robust theoretical framework to design gamified interventions and scientifically evaluate their impact.

What are Monsters in Computer Games?

The current paper is a review of the monograph by Czech computer games researcher Jaroslav Švelch “Player vs. Monster. The Making and Breaking of Videogame Monstrosity” (2023). Švelch's work is dedicated to the figure of the monster in the gaming industry. The first chapter examines different theoretical approaches to the monstrosity. The second chapter touches on the classic gaming concept: “Player vs. Environment”. The third chapter analyzes “monster realism” as a special form of visuality. The fourth chapter of the monograph is devoted to new trends in game designers’ attitudes towards the monstrous: the manifestation of sympathy for monsters, the formlessness and incorporeality of monsters.

Iatrogenic Effects of Harmful Leadership in Psychotherapist Training: Split Group Imago and Psychological Games Between Teacher/Therapist and Trainee/Patient

This article aims to show how the iatrogenicity of the training of therapists is the effect of a form of leadership whereby a teacher/therapist, having not adequately elaborated their archaic narcissistic needs, produces a split group imago. This, projected onto the group, yields the phenomenon of the scapegoat, a specific psychological game signaling the developmental block of the group. The concepts of psychological games, enactment, and setting violation are used to describe how transference phenomena, when not elaborated, are acted out. The author describes a particular type of psychological game, from the psychodynamic literature on the educational setting, that exemplifies a harmful type of leadership based on a misuse of power. A clinical case highlights how the assumption of the dual role of trainer/therapist may have iatrogenic effects.

Komposisi Musik Semarak Sipai Bersumber Dari Beruji Dol Dalam Upacara Tabot Di Kota Bengkulu

Music is a means of expressing the soul to communicate and interact between living creatures. Through music we can express various ideas with various colors of sound produced by any object that can accommodate the idea itself. Sounds and voices are arranged well so that a musical work is created as a harbor for ideas that are full of messages and meaning. This work begins with research on the Bruji Dol performance and from the results of the analysis, a conclusion is drawn to take one part, namely the song Girik" which is contained in the Bruji Dol performance in the Tabot ceremony in the city of Bengkulu. Beruji dol is a depiction of the spirit of war carried out by two groups, namely Tabot Bangsal and Tabot Imam. Beruji dol has an interesting musical case, namely that there is a game concept that is "freely bound" in the tasa game of the Tamatam repertoire called "Girik". To create the musical composition "Semarak Sipai" it was worked on using the Analytical Descriptive method using a Re-interpretation of Tradition approach. Through the creation of the musical composition "Semarak Sipai", the creator tried to present several forms of novelty in various aspects of the work in accordance with the concept offered. The Tradition Re-interpretation approach is used to share musical experiences as a contribution to the development of the musical composition itself.

Features of studying and implementing gamification technologies in the practice of teaching a foreign language

Importance. The development of gamification technologies in the practice of teaching activities is considered. The process of formation and development of gamification concepts in domestic and foreign education is analyzed, the main approaches to the specification of the term “gamification” are identified, it is emphasized that gamification, unlike many gaming practices, has a nonimitation nature, where, based on certain rules, an educational result is achieved.Materials and Methods. An overview of the results of foreign empirical studies of gamification is presented, the identified positive effects of technology application and promising directions of its study are shown.Results and Discussion. Structural and content types of gamification are identified, including the main elements and mechanisms of this pedagogical technology. The potential of pedagogical technology in the field of motivational orientation, involvement and immersion of students in the educational process is emphasized. The distinctive features and possible negative trends in the use of gamification in the educational process are identified.Conclusion. Gamification technologies make it possible to implement most didactic principles and implement sociocultural, communicative, self-development, therapeutic, correctional and entertaining pedagogical functions.

AI-deation: When the Teacher is a Transformer in Role-Playing to create Privacy Decision Serious Games

Understanding the synergistic potential of human collaboration with artificial intelligence (AI) in creative endeavours, such as ideating Serious Game (SG) concepts, is of vital interest in our era of digital transformation. This study probes two pivotal questions: First, how does the incorporation of a GPT-4 transformer AI, assuming the role of a teacher, influence support for student teams during the ideation and balancing of SG concepts? Second, what are the students' perceptions of AI integration when co-designing these concepts with an AI in the educator role? In a between-group research design, two distinct groups engaged in a collaborative role-playing activity with digital role-specific cards and a visualised board to ideate and balance Serious Games addressing privacy decision-making. The first group, engaging in a local setting, collaborated with an AI that played the teacher role. In contrast, the second group played the co-ideation activity in a remote setting, with a human playing the role of the teacher. The findings indicate that generative AI can successfully be sourced to play the teacher role in a collaborative role-playing activity. Crucially, the timing of AI intervention thereby emerged as an essential factor that can impair creative support. Scheduled AI interventions can offer fresh insights but may not align with immediate team needs. The insights underscore the requirement to determine the most effective timing for AI intervention in human-AI co-playing ideation sessions to foster the full potential of an AI filling a role in a collaborative design process. Implications synthesised from the analytical findings and practical insights on AI-suggested design propositions/conflicts are discussed conclusively.