Course Of Game Research Articles

Tennis Player Momentum Analysis and Match Flow Prediction Model Based on PCA

Momentum is a fluctuating phenomenon that occurs during the course of a game when the seemingly dominant side scores consecutive points or influences the course of the entire game. And as tennis is a popular sport all over the world, exploring the effects and mechanisms of athletes' momentum on match changes and outcomes in tennis matches can provide reasonable match advice to athletes. To this end, this paper systematically establishes a prediction model based on tennis players' momentum analysis and match direction. In this paper, this text first cleaned the data for the 2023 Wimbledon tennis tournament obtained from the American Collegiate Mathematical Modeling Contest website and supplemented the missing values using cubic Hermite interpolation. The processed data is then analyzed using principal component analysis, where a linear combination of each principal component is defined as a momentum value, thus quantifying the momentum and creating a mathematical model between the indicator and the momentum. Finally, a momentum plot of the player is created to visualize the relationship between the player's momentum and the outcome of the race.

Technology of organization and performance of professional (demonstration) exam (on the example of special (defectological) education and subject areas «Russian language and literature», «Art»)

Introduction. The article presents the experience of conducting professional (demonstration) examination in Master's degree program as a tool for assessing the readiness of future teachers for professional activity. The article considers the mechanisms of assessing the readiness of master's degree graduates to work in the educational system through the prism of professional, subject, methodological, communicative and managerial competencies. Materials and Methods. The presented characteristic of the organization and conduct of professional (demonstration) examination is based on theoretical research methods: logical analysis, structural-functional method, discourse analysis. The basis is the interdisciplinary methodology that allows synthesizing approaches inherent in the organization of the educational process. The method of systematization and analysis of the existing experience in conducting professional demonstration examination was used in describing the methodology of technology. Results. The purpose of these materials is to summarize and systematize the experience of conducting professional examination of master's students at the Ural State Pedagogical University. The principles and stages of the professional (demonstration) examination developed by the Educational and Methodological Council of the Urals State Pedagogical University are presented as organizational bases of the activity of organizing and conducting the professional (demonstration) examination. The principles implemented in the professional (demonstration) examination, such as continuity and continuity of teacher training, inclusiveness of the educational environment, orientation to professional communication and group decision-making, the principle of openness, combination of fundamentality and practice-oriented are outlined. Discussion and Conclusions. The optimal form of conducting the teachers' demonstration exam is determined as an activity-type technology corresponding to its tasks, based on an active way of interaction between participants – a business game. In the course of the business game, master's students simulate the situation of a meeting of a methodological association or pedagogical council, where they realize the solution of a professional problem. Content aspects of the professional (demonstration) examination are revealed in the article on the material of specific illustrations of variants of examination tasks for Master's degree students in the areas of training «Pedagogical Education» (on the example of subject areas «Russian language and literature» and «Art») and «Special (defectological) education».

Social exclusion in a virtual Cyberball game reduces the virtual hand illusion.

Sense of ownership and agency are two important aspects of the minimal self, but how self-perception is affected by social conditions remains unclear. Here, we studied how social inclusion or exclusion of participants in the course of a virtual Cyberball game would affect explicit judgments and implicit measures of ownership and agency (proprioceptive drift, skin conductance responses, and intentional binding, respectively) in a virtual hand illusion paradigm, in which a virtual hand moved in or out of sync with the participants' own hand. Results show that synchrony affected all four measures. More importantly, this effect interacted with social inclusion/exclusion in the Cyberball game for both ownership and agency measure, showing that social exclusion reduces perceived agency and ownership.

The Development of an Instructional Model Based on Experiential Learning Theory and Six Thinking Hats to Improve the Critical Thinking Ability of Undergraduate Students

Yulin Normal University preschool education major existing children's game course instructional model more in passing test knowledge and practice test skills, students used to passively accept knowledge, rarely use critical thinking to treat knowledge, with a critical eye to question, thinking, and discovery, long-term students will not be able to adapt to the needs of the new era of social development of survival ability and professional competitiveness. Therefore, the objectives of this study were (1) to study the factors affecting the development of critical thinking ability, (2) to develop an instructional model based on experiential learning theory and six thinking hats, and (3) to compare the critical thinking ability of Third Year college students before and after the instructional model of experiential learning theory and six thinking hats. The sample group was 30 students from preschool education majors at Yulin Normal University. The research was conducted in three steps: studying the factors that affect the development of critical thinking ability, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of critical thinking ability, an interview form about factors that affect the development of college students' critical thinking ability, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a critical thinking ability test. The study's results were 1) the main factors affecting the development of critical thinking ability include the instructional environment, the teachers, and the students, respectively, 2) the instructional model based on experiential learning theory and six thinking hats was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on experiential learning theory and six thinking hats, the critical thinking ability scores of the students were higher than the critical thinking ability of the students before the experiment, with a statistical significance of 0.01 level. Finally, this paper strives to develop a based on Experiential Learning Theory and Six Thinking Hats instructional model to improve the critical thinking of preschool education students at Yulin Normal University.

Testing in Intermittent Sports-Importance for Training and Performance Optimization in Adult Athletes.

Performance in intermittent sports relies on the interplay between multiple physiological systems determining the capacity to perform short explosive efforts as well as repeated intense actions with limited recovery over the course of an entire game. Testing should reflect these demands to allow for sport- and position-specific capacity analyses that eventually may translate into optimized training and improved performance. This may include individual load management and optimized training prescription, intensity targeting for specific positions or individual athletes, as well as benchmarking for monitoring of training progression and enhanced engagement of athletes. This review provides an overview of available tests in different exercise domains identified as relevant (from assessment of single explosive actions to intermittent endurance capacity), forming the basis for recommendations on how to compose a comprehensive yet feasible test battery that may be integrated into the seasonal competition and training plan. The test procedures should cover the performance spectrum of relevance for the individual athlete-also in team sports to account for positional differences. We emphasize the benefits of sport-specific tests, highlight parameters of importance for test standardization, and discuss how the applied test battery may be supplemented with secondary tests directed toward specific energy systems to allow for more in-depth analyses when required (e.g., in terms of an underperforming athlete). The synergy between testing and tracking of match performance (utilizing time-motion or global positioning systems) is highlighted, and although tracking cannot substitute for testing, combining the tools may provide a comprehensive overview of the physiological demands and performance during competition contextualized to the athletes' maximal exercise capacity.

Fractional programming for Stackelberg game under type-2 fuzzy environment

This study intends to present a Stackelberg game model for design of the fractional type-2 fuzzy programming. In achieving this aspiration, we develop a probabilistic fuzzy multi-objective fractional linear programming where the entire parameters are of type-2 fuzzy numbers apart from the right-hand side of the constraints are follow Weibull distribution. In the projected approach, the membership function allied with each objective function is generated by using the first-order Taylor series approximation and converted into a single objective function by assuming the weights of the objective functions are equal. Type conversion is made in two ways by existing methods, and using stochastic programming, the probabilistic constraints are transformed into a deterministic form. The accessible model incorporates the non-linear programming viewpoint of the decision-maker and is solved with the help of intuitionistic fuzzy programming (IFS). A comparison study on the optimum results by genetic algorithm (GA) and particle swarm optimization (PSO) with the LINGO 15.0 iterative scheme is offered to resolve the created bi-level programming problem (BLPP) in the course of the Stackelberg game. To make obvious the feasibility of the projected representation and solution methodology, realistic data are measured and results are presented through several discussions.

Economic Entrepreneurship Skills in High School Students as a Pathway to Future Economic Growth

The subject of this research focuses on the impact of Economic entrepreneurship education in Indonesian high schools. Exploratory qualitative case studies were conducted and the data collection techniques included semi structured interviews, focus group discussion and documentation review. The study results indicate that knowledge-explicitness discrepancy in GAME and EIE courses curb entrepreneurial skills amongst students. The first student related challenge is that existing entrepreneurship education is seen as not applicable to their future career goals and thus requires contextually relevant solutions. The roles, responsibilities and relations of entities in schooling systems are highly legalistic, bureaucratic and hierarchical and limit teachers from practicing creativity. Implication of the results of this study are drawn in terms of emphasizing the value of experiential learning, topicality of entrepreneurship content in high schools of Indonesia, need to have flexible policies to improve the quality of teaching and learning of entrepreneurship in the high schools of Indonesia. Suggestions are made to create what is necessary in schools to help prepare children for future economic development.

Case-Based Serious Gaming for Complication Management in Colorectal and Pancreatic Surgery: Prospective Observational Study.

The potential risk and subsequent impact of serious complications after pancreatic and colorectal surgery can be significantly reduced through early recognition, correct assessment, and timely initiation of appropriate therapy. Serious gaming (SG) is an innovative teaching method that combines play with knowledge acquisition, increased concentration, and quick decision-making and could therefore be used for clinically oriented education. This study aims to develop a case-based SG platform for complication management in pancreatic and colorectal surgery, validate the application by comparing game courses of various professional groups in the health care sector, and test the acceptance of the developed platform in the context of clinical education by measuring levels of usability and applicability within the framework of a validity and usefulness analysis. In this observational trial, a novel SG for management of postoperative complications was developed and prospectively validated in a cohort of 131 human caregivers with varying experience in abdominal surgery. A total of 6 realistic patient cases were implemented, representing common complications after pancreatic and colorectal surgery. Cases were developed and illustrated using anonymized images, data, and histories of postoperative patients. In the prospective section of this study, following a brief case presentation, participants were asked to triage the virtual patient, make an initial suspected diagnosis, and design a 3-step management plan, throughout which the results of selected diagnostic and therapeutic actions were presented. Participants' proposed case management was compared to ideal case management according to clinical guidelines. Usability, applicability, validity, and acceptance of the application were assessed using the Trier Teaching Evaluation Inventory as part of a noncomparative analysis. In addition, a comparative analysis of conventional teaching and learning formats was carried out. A total of 131 cases were answered. Physicians selected more appropriate therapeutic measures than nonphysicians. In the Trier Teaching Evaluation Inventory, design, structure, relevance, timeliness, and interest promotion were predominantly rated positively. Most participants perceived the application to be superior to conventional lecture-based formats (training courses, lectures, and seminars) in terms of problem-solving skills (102/131, 77.9%), self-reflection (102/131, 77.9%), and usability and applicability (104/131, 79.4%). Case-based SG has educational potential for complication management in surgery and could thereby contribute to improvements in postoperative patient care.

Educational Game Design Experiences of Secondary School Preservice Mathematics Teachers

In this study, it was aimed to reveal the mathematical games designed by secondary school preservice mathematics teachers and their views on this process. The participants of the study, in which a case study, one of the qualitative research designs, was used, consisted of 45 pre-service secondary school mathematics teachers who took the Teaching Mathematics with Games course. The data obtained from the study were subjected to descriptive and content analysis. According to the results obtained from the study, while the majority of the games were designed as board/card games, the most preferred learning area was numbers and operations. In addition, according to the grade levels, the most games were designed for the 8th grade and the least for the 5th grade level. In the process of mathematical game design, pre-service teachers mostly aim to provide meaningful learning, develop procedural skills, reinforce what has been learned, and make learning mathematics fun. In addition, although the pre-service teachers experienced some difficulties during the game design process, it was determined that this process affected them positively in cognitive, affective, and pedagogical terms.

The effects of social presence on cooperative trust with algorithms

Algorithms support many processes in modern society. Research using trust games frequently reports that people are less inclined to cooperate when believed to play against an algorithm. Trust is, however, malleable by contextual factors and social presence can increase the willingness to collaborate. We investigated whether situating cooperation with an algorithm in the presence of another person increases cooperative trust. Three groups of participants played a trust game against a pre-programmed algorithm in an online webhosted experiment. The first group was told they played against another person who was present online. The second group was told they played against an algorithm. The third group was told they played against an algorithm while another person was present online. More cooperative responses were observed in the first group compared to the second group. A difference in cooperation that replicates previous findings. In addition, cooperative trust dropped more over the course of the trust game when participants interacted with an algorithm in the absence another person compared to the other two groups. This latter finding suggests that social presence can mitigate distrust in interacting with an algorithm. We discuss the cognitive mechanisms that can mediate this effect.

A Video Game to Teach Young Adults the Brain Basics of Addiction

While we struggle to find effective ways to prevent drug-related harm in young people all around the world, families and communities continue to get hurt. World-renowned experts on addiction believe if people understand its basics, they will make better decisions regarding drug use. Nonetheless, addiction happens in the brain, and the bases of brain function involved in addiction are quite complex. I asked whether young adults could learn with a video game some important basics of synaptic function in the brain related to addiction. My team and I developed ‘You VS Drugs’, a 3D video game beta which, through an adventure that takes place inside a synapse between two cells, explains some of the complex bases of brain function different drugs alter to produce their effects, including addiction. I ran an online questionnaire in which, as 340 young adults aged 18-25 viewed the video game content, answered five multiple-choice and two true-false questions which sought to measure their learning. Then, we ran a simulation with a thousand hypothetical participants who would answer the questionnaire at random. We found that, on average, participants had significantly greater performance on the questionnaire than the simulation group (p <.00001, r = .77). Also, the average of correct responses participants gave over the course of the video game (5.644) corresponds to a group performance of 80.63% in the questionnaire. Results show young adults understand complex bases of neurobiological function related to the effect of psychoactive substances and addiction while playing ‘You VS Drugs’, and they also highlight the potential video games have to teach complex subjects in an engaging way. If we want to reduce the misery drug addiction imposes on families in our societies, we should educate young people in any effective way possible.

Heutagogical Approach in Play and Games Courses of Early Childhood in Online Learning

This study aims to describe the use of hetagogy approaches in early childhood play and play courses during the online learning phase in the Early Childhood Islamic Education and Research Program at Sultan Taha Jambi National Islamic University. Because of the COVID-19 pandemic, the lecture process will be conducted via distance learning. This is often called online education. However, the effect of absorbing teaching materials is reduced. Due to the lack of active interaction and being limited to online screens, different learning approaches, such as the hetagogy approach, are being used to re-streamline learning in the online classroom. Has been introduced. This study uses Miles and Huberman's interactive model as a case study of data analysis techniques. Data collection from interviews with 26 students and one lecturer. This research shows that students with a bullish approach encourage more active faculty-student interaction and collaboration, exchange ideas, critical thinking, independence, and successful communication research projects. By doing so, we demonstrate that we are having a positive impact.

Integrating life skills into small-game courses within the context of positive youth development.

This study aims to obtain empirical evidence on the healthy development of adolescents in a small-sided game course by integrating life skills. A Matching-Only Pre-test Post-test Control Group Design utilizing a Quasi-Experimental Design methodology was applied as the research design. The study utilized a representative sample of fourth-semester students enrolled in the short game course. The sample consisted of three groups: Group A was the youth participating in the small-sided game course integrated with life skills (up to 24 individuals); Group B comprised the youth taking part in the small-sided game course without integrated life skills (up to 27 individuals); and a control group from another class (up to 25 individuals). The Life Skills Scale for Sport (LSSS) questionnaire instrument was employed in this research. Statistical analysis revealed that the t-count value of 5.295 is higher than the t-table value of 2.010. It indicates a significant difference between the groups or conditions compared in the analysis. The findings suggest that integrating life skills in the small-sided game course significantly impacts the measured outcomes. Further analysis and interpretation of the statistical results are required to understand the specific nature and magnitude of the observed differences. In conclusion, this study contributes to the understanding of promoting positive adolescent development by integrating life skills in a small-sided game course. The findings highlight the significance of incorporating life skills into sports education programs for fostering holistic growth among adolescents.Keywords: Positive youth development, small game learning, Life skills.

Development of digital teaching material in the South Sumatra traditional games course

The advances in technology and information development are increasingly rapid is a great potential that learners can utilize to improve the quality of learning. It is consistent with the characteristic of students as active users of digital technology. So, lecturers need to make updates to improve the quality of learning. One of them is by providing teaching material according to the needs of students. This study aims to develop digital teaching material for the South Sumatra Traditional Games course at the Study Program of Early Childhood Education Teacher Education, Faculty of Teacher Training and Education, Sriwijaya University. This study used the ADDIE Research and Development (RD) method with five stages: analysis, design, development, implementation, and evaluation. Data collection techniques were carried out through interviews, questionnaires, and tests. Data analysis techniques using quantitative and qualitative data analysis. The results showed that the evaluation of digital teaching material products that experts had carried out showed that the material aspect scored 87,5% in the Very Good category, the language aspect scored 85% in the Very Good category, and the media aspect scored 92,5% in the Very Good category. Based on this evaluation, it can be concluded that the digital teaching material in the developed South Sumatra Traditional Games courses are valid, feasible, and practical to be used in the learning process. Research can be continued by developing interactive digital teaching material.

Examining the effectiveness of the primary education curriculum in terms of leisure education: an overview of learning outcomes in the Turkish public education system

ABSTRACT The aim of this study is to examine the compulsory and elective course learning outcomes that indicate the goals of the primary education curriculums in terms of leisure education. The data were collected using a structured content form based on qualitative research methodology and were analysed using content analysis, which is a quantitative method. A total of 3013 learning outcomes in the primary curriculum in the 2017–2018 academic year were separately examined and coded by three researchers. Of the 2160 compulsory courses, 326 (15%) included direct leisure education outcomes, and 456 (21.1%) included indirect leisure education outcomes. Of the 853 elective courses, 90 (10.5%) included direct leisure education outcomes, and 182 (21.3%) included indirect leisure education outcomes. The highest learning outcomes of leisure education in the compulsory courses were in Physical Education and Sports and Games and Physical Activities courses, while the highest learning outcomes of leisure education in the elective courses were in Visual Arts and Intelligence Games courses. In conclusion, approximately 25%of the primary education curriculum courses provide learning outcomes in terms of leisure education, but the learning outcomes are focused on awareness and leisure skills, and there is no balanced distribution of leisure education dimensions.

The use of digital games in academic maritime education: a theoretical framework and practical applications

ABSTRACT In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course.

Business game on the mediation procedure as a way to form conflict - sustainable behavior

The article considers a variant of the business game as one of the effective ways of teaching students to prepare them for a real situation in the event of a labor conflict. Artificial imitation of the proposed model as the main semantic orientation involves the regulation of conflict through mediation. Based on the analysis of an array of domestic and foreign sources, the key points of the mediation approach for including them in the content of the game were identified, and it was also concluded that mediation is not properly widespread in Russia, which is confirmed by the results of a mass survey among domestic youth aged 22-30 years. The sample consisted of 497 respondents, of which 70% may find themselves in a conflict situation in their work at any time. The results of the survey confirmed the hypothesis of the respondents' ignorance of the mediation option of conflict regulation, which determines the relevance and timeliness of the introduction into the educational process of knowledge, skills and abilities on the use of mediation procedures in conflict regulation. It is concluded that the acquired abstract knowledge in the course of the business game tends to turn into real-applicable.

The effect of student self-efficacy on learning outcomes in a business simulation mobile game: a quasi-experimental study

PurposeThis study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.Design/methodology/approachFrom September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.FindingsThe results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.Research limitations/implicationsCompared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.Practical implicationsBased on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.Social implicationsThe research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.Originality/valueThis study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.

Classroom Teachers’ Practices of Physical Activity in 4th Grade Physical Education and Game Course

Purpose: The purpose of this study was to determine if student engagement in physical activity, lesson context/content, teacher involvement, and teacher interaction during Physical Education and Game course in elementary school changed as a function of teacher sex and years of teaching experience. Method: A convenience sample of classroom teachers from Şanlıurfa, Turkey, took part in the study. A direct observation tool, the System for Observing Fitness Instruction Time, was used to collect the data. Results: Although small differences were observed regarding sex and teaching experience for some subcategories of observation, the results showed that the students were standing, the context/content of the lesson was a game play, the teachers were observing the students, and they did not promote in-class and out-of-class physical activity during the greatest percentage of 4th grade Physical Education and Game lessons. Conclusion: It has been concluded that the practices that will support the physical activity and physical fitness levels of the students in the Physical Education and Game classes taught by the classroom teachers are found to be insufficient.

Development of Hot Air Balloon Board Game as a Medium of Social Emotional Learning for Young Children

<p>本研究旨在探討實施情緒熱氣球桌遊對幼兒社會情緒能力提升的成效，研究目的有二：一為以ADDIE模式發展適合學齡前幼兒的桌遊-情緒熱氣球；二為分析情緒設氣球桌遊提升幼兒社會情緒能力的成效。研究對象為屏東市一所私立幼兒園23名大班幼兒，參與8次情緒熱氣球桌遊課程，在操作前、後施測「幼兒社會情緒發展問卷」，以比較幼兒的社會情緒能力是否有差異，依據研究結果分析得到以下結論：1. 運用ADDIE模式能發展一套「情緒熱氣球」桌遊。2. 透過情緒熱氣球課程，可增進幼兒的情緒覺察、情緒理解、情緒表達能力與合群性。文末提出為未來研究提出建議供參考。</p> <p> </p><p>The purpose of this study is to explore the effects of implementing the Hot air balloon board game on improving preschool children’s emotional competence, the research has two purposes: one is to develop the Hot air balloon board game with application of ADDIE model for preschool children; the other is to analyze the effectiveness of the board game to improve preschool children’s social emotional competence. It’s based on mixed method, the research object was 23 children, 5 to 6 years of age in a private kindergarten in Pingtung. They participated the board game courses 8 times. Before and after board game courses, instruction assessments used in the study included the Social Emotional Development Questionnaire for Children, which measures children’s social and emotional competence. According to the results of the analysis, the conclusions are as follows: (1) The researchers can use the ADDIE model to develop the “Emotional Hot Air Balloon"" board game. (2) Emotional board games can enhance preschool children’s emotional and social competence, including emotional awareness, emotional understanding, emotional express, sociability. Finally, based on the results of this study, there are some suggestions to improve for future research.</p> <p> </p>