Game Features Research Articles

Adaptive Tabu Search Algorithm Based on Quantum Dwelling and KNN Classifier for Creative Game Selection in Preschool Education

In order to select the best creative games for preschool education more quickly and accurately, a method for selecting creative games for preschool education based on tabu search tabu search (TS) algorithm is proposed. The TS algorithm is improved by using quantum population, and an adaptive neighborhood mapping mechanism is formed to dynamically adjust the tabu length and accelerate the convergence of the algorithm. The KNN algorithm is used to calculate the initial solution of the characteristics of preschool creative games, and the quantum adaptive optimization tabu search algorithm is used to iterate from the initial solution, and the subset of feature vectors containing feature weights and feature selection vectors is continuously searched as the input of KNN classifier. The improved objective function is used as a guide to combine the selection results of classifiers by simple voting, and the output of the selection results of creative games in preschool education is realized. Experiments show that this method can select more critical features of creative games in preschool education at a faster speed while ensuring the accuracy of the selection results. At the same time, the improved tabu search algorithm has faster convergence speed and better search performance, and can recommend creative games that are most suitable for preschool education according to the actual situation.

Balancing Playability and Historical Accuracy in Game Design - Developing the Struve Geodetic Arc Mobile Game

Numerous digital games and media with historical themes aim to educate or engage audiences with heritage. When developing a historical video game, some of the most critical design decisions are centered around finding the balance between an accurate presentation of historical facts and engaging gameplay. This paper examines the game developer's role in selecting and presenting historical content through a case study of a mobile game development process. The design choices and developers' positions related to using historical facts are examined through thematic analysis of interview data and game design documents. Recurring themes in the data reveal a constant interplay between game features and historical content, supported by historical knowledge and technology. In small teams, individual developers often make crucial design decisions while performing multiple roles. As key findings, we report that the resourcing and timing of historical research significantly impacts developers' decisions, and note varying degrees of interest in historical accuracy within the development team.

Exergaming interventions for older adults: The effect of game characteristics on gameplay

PurposeExergames can be used to train physical and cognitive abilities and have been shown to be effective in reducing the risk of falls in older adults. However, there is limited evidence about how people play exergames and how gameplay is affected by game settings and, thus, the potential training effects. The aim of this study was to investigate the impact of repeated exergaming sessions over 4 weeks and two game settings (difficulty level and game speed) on gameplay (performance, physical activity and perceived exertion) in older adults over a four-week exergaming intervention. Methods28 independently living older adults (mean age 74.47 years; 14 females) played two different exergames (Puzzle and Fox) at two difficulty levels 3× per week for 4 weeks. Physical activity measures from an accelerometer at the lower back, performance as game scores from the exergaming system, and self-reported measures of physical and cognitive exertion were collected at sessions 1,2,3,6,9 and 12. ResultsFor the Puzzle game, performance and physical activity increased significantly across the 12 training sessions. For the Fox game, an increased game speed was associated with increased performance, physical activity, and exertion across the exergaming sessions. Across all exergaming sessions, increasing difficulty by adding cognitive elements decreased the performance and amount of physical activity. ConclusionGame characteristics significantly influence how the exergames are played during a 4-week exergaming intervention. Hence, individual tailoring of the difficulty level and game speed is important. This study highlights the importance of understanding the interplay between game characteristics and gameplay during an exergaming intervention, thereby adding critical information for interpreting intervention effects – or the lack thereof.

Gamification: characteristics, trends, risks

Digital technologies development stimulates game elements inclusion into culture and different spheres of society. The identification of regularities and specifics of this process became the purpose of the study. The research methodology was based on the J. Huizing’s “man playing” concept and K. Verbach’s system description of gamification mechanisms. On the basis of these concepts, a grid of typical features of gamification has been compiled and gamification processes in different sociospheres analyzed. The research methods included the emerging gamification practices analysis. Based on the analysis results, trends and risks of implementing the game element into culture have been identified. The complex influence of gamification process on society and culture is manifested by consumers’ demand for interactivity, personal participation, and involvement (immersiveness) in almost all types of activities. These needs are strengthened under the influence of clip culture, making it easier for individuals to assimilate disparate and fragmented pieces of information. The request for immersiveness is closely related to the human need to be the author of the “text”, to control the plot, to create a plurality of readings (hypertext). It has been shown that gamification stimulates innovation in various areas, leads to the emergence of new products, processes, and services. The main risks of gamification development have been highlighted: hyperorientation to entertainment in areas that traditionally involve effort, and manipulation of people’s behavior in areas related to “shoulds”.

The Role of Relevance in Shaping Perceptions of Sleep Hygiene Games Among University Students: Mixed Methods Study.

Sleep games are an emerging topic in the realm of serious health game research. However, designing features that are both enjoyable and effective at engaging users, particularly university students, to develop healthy sleep habits remains a challenge. This study aims to investigate user preferences for 3 sleep game prototypes, that is, Hero's Sleep Journey, Sleep Tamagotchi, and Sleepland, and to explore their popularity and perceived utility in promoting sleep health. A mixed methods approach was used in this study. Quantitative and qualitative data were collected through a co-design workshop involving 47 university students. Participants were presented with storyboard cards of game features and were asked to provide an overall rating on each game, as well as ratings for individual features. They were also encouraged to provide free-form comments on the features and suggest improvements. In addition, participants were asked to express their preferences among the 3 games regarding which game they would most like to play and which one they found most useful for promoting sleep health. Surprisingly, while Hero's Sleep Journey was the most popular choice among participants, Sleep Tamagotchi was perceived as the most beneficial for improving sleep health. Relevance emerged as an overarching theme in the qualitative data analysis, with 3 interconnected dimensions: psychological relevance to users' personal lives, logical relevance to sleep health, and situational relevance to users' circumstantial context. We discussed how the 3 dimensions of relevance address the autonomy and relatedness constructs outlined in the self-determination theory and proposed 3 design recommendations. Our serious sleep game prototypes demonstrated the potential to engage university students to develop healthy sleep hygiene. Future sleep game designs should aim to create a sense of relevance to users' personal lives, sleep health goals, and situational contexts. Rather than a one-size-fits-all approach, it is essential to develop a wide range of game genres and features to cater to diverse users. Aligning game features with sleep health goals and educating users on the design rationale through sleep knowledge are also important aspects. Furthermore, allowing users to customize their game experience and manage technology boundaries is necessary to nurture a sense of control and autonomy in the process of forming good sleep hygiene.

Understanding Stakeholder Perspectives: Towards the Design of a Serious Game for Positive Energy Districts

Positive Energy Districts (PEDs) are highly energy-efficient urban areas that manage a surplus production of renewable energy. Recognising the key role they can play in the transition to a less carbon-dependent society, the European Commission launched its PED Programme in 2018, to implement and support the development of PEDs. However, as PEDs are still a relatively new concept, their implementation can be challenging, and local administrators often lack clear guidance and reference points for their design, implementation and evaluation. To address this issue, the Positive RObust PEd Localities (PROPEL) project has among its main objectives the design of a serious game to provide practical insights and user-friendly tools for local administrators interested in implementing and developing PEDs. Indeed, by drawing on the power of digital games to set goals and allow the player to autonomously define a strategy to achieve them within a set of constraints, serious games can be a very powerful tool to support local administrators in their decision-making process, enabling them to explore multiple scenarios and to evaluate the results of their choices. This paper outlines the design principles and the main features of a serious game aimed at supporting local administrators in the implementation of PEDs. These design principles and features are derived from a research process comprising several steps. Firstly, the drivers and barriers to the adoption of a serious game among local administrators were identified. This was done through in-depth interviews with local administrators and PEDs experts from the different countries involved in the PROPEL project, namely Italy, Sweden, and Turkey. Secondly, a comparative analysis of serious games developed for related research purposes was carried out. This provided further suggestions for the features of the serious game. The findings underscore the significance of incorporating real data, adopting a modular structure to emulate the systemic complexity of PEDs, and ensuring accessibility across multiple devices as paramount features that the serious game should have.

The Influence of Social Competition and Maths Anxiety on Game Performance

Digital Game-Based Learning (DGBL) uses serious games to deliver educational content. DGBL has the potential to aid children’s development of maths skills, providing educators with alternatives to traditional mathematics teaching. However, the efficacy of serious games can be affected by their attributes, including whether they are single or multi-player. While competition in a multi-player environment may enhance players’ interest and motivation, potential social pressure may lead to anxiety and affect performance. In maths education, there are additional challenges. Mathematics Anxiety (MA), the negative emotional response to mathematics, may interact with game features and impact players’ experience. This study assesses players' performance in a digital maths game called ’Seven Spells’ across two different game modes (vs. Human and vs. CPU), and it also investigates whether MA levels impacted players’ performance. 43 children from two classes in an Irish primary school participated in thisstudy. Each class played a different game mode of the ‘Seven Spells’ game, one group playing against computer-controlled characters (vs. CPU) and the other playing against their classmates (vs. Human). The game mechanics were identical between the two competition game modes. The children completed the modified Abbreviated Mathematics Anxiety Scale (mAMAS) and a mathematics questionnaire before participating in the intervention, which included 4 sessions. They also participated in a focus group session at the end of the intervention. Data on their gameplay were collected throughout the first three sessions and analysed through multiple linear regression models to investigate possible connections between MA, maths knowledge, game modes and game performance. The results of the multiple linear regressions indicate that game performance was positively influenced by the duration of gameplay and the complexity of moves — measured by the number of moves and cards used — while being negatively affected by MA. However, a significant interaction between MA and the competition game mode was observed, suggesting that MA had a more pronounced negative impact on players in the vs. Human game mode compared to the vs. CPU game mode.

Play with Purpose: A Heuristic Approach to Evaluating Tabletop Serious Games for Academic Integrity Education

This article introduces a heuristic evaluation of CiteSaga, a tabletop serious game designed to enhance skills in referencing and citation, crucial for academic writing in higher education. We detail the application and outcomes of a novel heuristic evaluation framework tailored for tabletop serious games, dubbed "Play with Purpose." This framework is distinguished by its focus on eight essential categories: Learning Experience, Utility, Game Features, Social Dynamics, Adaptability, Learning and Feedback, Play Experience, and Accessibility, marking a significant contribution to the evaluation of non-digital game-based learning tools. Furthermore, we delve into the insights gained from participatory design sessions with students, aimed at evaluating CiteSaga's component appeal and game mechanics. The paper culminates in a discussion on how student feedback has informed subsequent iterations of CiteSaga, underscoring the critical role of heuristic evaluations in refining game-based learning experiences. Our findings not only advance understanding of empirical evaluation methodologies for tabletop serious games but also provide a valuable framework for future research and development in educational game design.

Fostering Inclusivity and Creativity: A Card Game for Color Perception and Inclusion

The gaming industry has undergone a dramatic transformation in recent years, with inclusivity emerging as a core value in the development of new games. Despite these efforts, there remains a gap in the inclusivity of visually impaired individuals in gaming. This paper seeks to address this gap by asking: How can game design enhance colour perception and inclusivity for visually impaired players? The industry has recognized the importance of addressing the needs of individuals with diverse needs and abilities and has responded with innovative approaches aimed at creating games that are accessible to all. One such approach is the development of a card game that has been meticulously designed to stimulate color perception and promote the inclusion of visually impaired individuals. Chroma Harmony is a pioneering mobile application meticulously crafted to facilitate users' understanding of color concepts and the outcomes of different color combinations. Its primary aim is to promote inclusivity by offering features tailored to individuals with visual impairments. Leveraging the innovative ColorADD system, it revolutionizes the perception and communication of color, thereby paving the way for enhanced participation in gaming among those with vision impairments. Its main objective is to paint a cube by combining cards in the player's possession to achieve the closest or exact combination to the objective. With each move, a new card is presented, challenging players to choose the best one to achieve their goals and improve their color perception abilities. By the end of the game, players will have a better understanding of how colors are combined, preparing them for real-world scenarios. Furthermore, the game features a multiplayer mode to foster a sense of community and healthy competition among players. This multiplayer mode not only promotes inclusivity but also provides an opportunity for players to collaborate and challenge each other fostering community sense. In terms of competencies and skills, this game aims to develop several key abilities in its users such as the ability to identify colors, the ability to combine different colors effectively and the necessary motivation and drive for results. By focusing on these competencies and skills, Chroma Harmony strives to provide a comprehensive and engaging experience for all players, regardless of their abilities or background. This study highlights the ongoing challenge in the gaming industry to enhance accessibility and inclusivity, especially for visually impaired individuals, while also standing as a testament to the industry's commitment to inclusivity and innovation, pushing the boundaries of what is possible in gaming.

Escaping the Bondage of Bullying: A Game-based Learning Approach

School bullying is a phenomenon of great concern worldwide, with profound implications for the emotional development of those involved. Leveraging the interactive nature of game-based learning provides a unique opportunity for active student engagement that goes beyond traditional pedagogical methods. This article aims to explore students' perceptions of bullying and present a digital game as an alternative educational approach to raising students' awareness, empathy, and empowerment. Furthermore, it will be demonstrated how an art-based virtual museum game engages students in exploring and understanding the phenomenon. A needs assessment on bullying was conducted on a student population sample during the school year 2023 - 2024. Subsequently, a digital 3D escape room type game (named "e-BOB") was used, which was redesigned and reconstructed by the students from an initial project within the Panhellenic Students Competition of Onassis Foundation "Hack the Art: Yiannoulis Halepas". The game was developed using Unity, Blender, and Krita platforms and is set in an art museum. Players interact with the sculptor's exhibits through micro-scenarios and quizzes drawn from the sculptor's life and artwork that tackle the issue of bullying. Key game features include goal achievement within a time limit and discovery of hidden elements. The analysis of the needs assessment data found that all students had been involved in bullying behaviors either as victims, perpetrators or observers. The majority of students focused mainly on direct forms of bullying and less on indirect forms, and most were unable to distinguish bullying from 'simple teasing', demeaning bullying behavior. Those at greater risk are the ones who show some element of differentiation in relation to the stereotypes of the social context in which they live. Several students indicated that the school environment needs to address the issue sufficiently. Finally, the game contributed to students' empathy about bullying, enhancing their self-reflection and managing strategies. Raising awareness, mental empowerment, and empathy for bullying requires dynamic and innovative approaches. With its potential for self-awareness and student activation, game-based learning should be incorporated into educational programs for bullying prevention and management within schools.

Games in Mathematics Education: Trends and Methodological Approaches in the Context of the Congress of European Research in Mathematics Education (CERME) Review

This study aimed to examine the studies on digital games presented in The Congress of European Research in Mathematics Education (CERME) using a systematic analysis approach in terms of research method, data collection tool, and how they define digital games. Sixteen studies related to games were selected from the proceedings. The findings of the research revealed that the number of studies on games has increased in recent years, and the interest of the mathematics education community in this subject has gradually increased. It was seen that qualitative research approaches were used in most of these studies. As a data collection tool, a semi-structured or clinical interview form was mainly used. To reach more comprehensive results, it is necessary to give importance to quantitative research approaches and even to prefer the use of both approaches together. It was indicated that the tendency towards mathematical reasoning and puzzle games has continued predominantly in recent years. Although it was seen that the number of studies on digital games has increased in the last five years, only six studies in total were presented at the CERME. Moreover, three digital games developed by using the tools in the context of dynamic geometry environments were found. Another significant finding was that most of these studies did not define games. Only a few studies that defined the game considered the game as a tool used to acquire a mathematical concept or knowledge. Based on the findings, it can be argued that digital games are not among the interests of the mathematics education community. Finally, it was observed that mathematical theorems and approaches were central to the studies reviewed. Games were generally defined as tools within these studies. Therefore, future research should particularly consider fundamental game features such as game mechanics to create more integrated research environments with mathematics education.

Game-Based Assessment of Peripheral Neuropathy Combining Sensor-Equipped Insoles, Video Games, and AI: Proof-of-Concept Study.

Detecting peripheral neuropathy (PNP) is crucial in preventing complications such as foot ulceration. Clinical examinations for PNP are infrequently provided to patients at high risk due to restrictions on facilities, care providers, or time. A gamified health assessment approach combining wearable sensors holds the potential to address these challenges and provide individuals with instantaneous feedback on their health status. We aimed to develop and evaluate an application that assesses PNP through video games controlled by pressure sensor-equipped insoles. In the proof-of-concept exploratory cohort study, a complete game-based framework that allowed the study participant to play 4 video games solely by modulating plantar pressure values was established in an outpatient clinic setting. Foot plantar pressures were measured by the sensor-equipped insole and transferred via Bluetooth to an Android tablet for game control in real time. Game results and sensor data were delivered to the study server for visualization and analysis. Each session lasted about 15 minutes. In total, 299 patients with diabetes mellitus and 30 with metabolic syndrome were tested using the game application. Patients' game performance was initially assessed by hypothesis-driven key capabilities that consisted of reaction time, sensation, skillfulness, balance, endurance, and muscle strength. Subsequently, specific game features were extracted from gaming data sets and compared with nerve conduction study findings, neuropathy symptoms, or disability scores. Multiple machine learning algorithms were applied to 70% (n=122) of acquired data to train predictive models for PNP, while the remaining data were held out for final model evaluation. Overall, clinically evident PNP was present in 247 of 329 (75.1%) participants, with 88 (26.7%) individuals showing asymmetric nerve deficits. In a subcohort (n=37) undergoing nerve conduction study as the gold standard, sensory and motor nerve conduction velocities and nerve amplitudes in lower extremities significantly correlated with 79 game features (|R|>0.4, highest R value +0.65; P<.001; adjusted R2=0.36). Within another subcohort (n=173) with normal cognition and matched covariates (age, sex, BMI, etc), hypothesis-driven key capabilities and specific game features were significantly correlated with the presence of PNP. Predictive models using selected game features achieved 76.1% (left) and 81.7% (right foot) accuracy for PNP detection. Multiclass models yielded an area under the receiver operating characteristic curve of 0.76 (left foot) and 0.72 (right foot) for assessing nerve damage patterns (small, large, or mixed nerve fiber damage). The game-based application presents a promising avenue for PNP screening and classification. Evaluation in expanded cohorts may iteratively optimize artificial intelligence model efficacy. The integration of engaging motivational elements and automated data interpretation will support acceptance as a telemedical application.

Temporal Changes in Depressive Symptoms Among Goodville Farm Game Players: A 6-Week Observational Study.

Aim of the Study: The primary objective was to evaluate the potential impact of the Goodville farm game on depressive symptoms. Methods: The Goodville game, characterized by its unique farming features, incorporates elements of emotional well-being and various mental health assessment tools, enabling players to monitor and improve their emotional state. Using self-reported Patient Health Questionnaire-8 (PHQ-8) data from 1717 US and UK players, changes were monitored weekly over a 6-week period. The study focused on the game's ability to integrate emotional well-being elements and various mental health assessments to facilitate self-monitoring and improvement of players' emotional states. Results: There was a significant overall time effect (F = 154.498, df = 1711, P < 0.001), indicating a moderate-to-large effect size, with progressive decreases in PHQ-8 scores throughout the period. About 60% of players reported reduced depressive symptom severity, with around 35% experiencing complete symptom relief. More significant improvements were observed in players with higher initial severity. No correlations were found between symptom changes and demographic data or the number of active playing days. Conclusion: Goodville demonstrates potential as a digital mental health intervention in reducing depressive symptoms through its specific characteristics designed to improve emotional well-being. The study emphasizes the need to consider baseline severity and highlights the therapeutic promise of authentic farming game features. Despite the absence of a control group, the findings contribute meaningful insights into digital interventions for mental health care and set a direction for future studies to validate and expand upon these results.

Video game accessibility in the top-level genres

AbstractThis study aims to investigate the relationship between top-level game genres, release dates, game modes, and accessibility features in commercial video games. For this goal, datasets were created that included 25 games in 11 top-level genres except for experimental games. G-tests were used to examine differences in the proportions of accessibility features between genres, focusing on sensory, motor, and cognitive disabilities. Additionally, regression analyses were performed to assess the effect of genres, release dates, and single-player/multiplayer modes on the number of accessibility features. The results showed significant differences between the top-level genres and the number of all three types of accessibility features. Regression analyses showed significant effects of the top-level genres on the number of accessibility features, while release dates showed no significant influence. Game modes only had a significant effect on accessibility features regarding motor disabilities. In conclusion, the results of this study present genre-specific numbers of accessibility features in commercial video games. In other words, game developers create accessibility features differently depending on the genre. These findings have practical implications for both developers and players to enhance the inclusivity of the gaming experience. The results can also be used to increase awareness and commitment to the importance of accessibility features in the gaming industry, ultimately creating more inclusive commercial video games.

Amplifying Player Experience to Facilitate Prosocial Outcomes in a Narrative-Based Serious Game

The rise and development of serious games have shown promise in addressing critical social issues, including school bullying. However, prior work often compares game-based interventions with the conventional non-game approach, failing to generate insights about which game features should be emphasized to create more effective games. To bridge this research gap, in light of video games’ advantages for creating immersive experiences that benefit persuasion, we created a narrative-based serious game addressing school bullying and conducted two studies (Study 1, &lt;em&gt;N&lt;/em&gt; = 130; Study 2, &lt;em&gt;N&lt;/em&gt; = 250) to explore the persuasive effects of two game features, respectively player–avatar similarity and in-game control, on player experience (including player–avatar identification, narrative engagement, and empathy) and prosocial intention. We found mixed results subject to player perspective such that only when players took the bully’s perspective did one of the game features—in-game control—successfully create the intended empathy via amplified narrative engagement toward the desirable prosocial intention.

Let’s get on-board: a practical framework for designing and implementing educational board games in K-12 classrooms

Educational board games are a promising tool for implementing game-based learning to improve the teaching-learning process. However, the absence of comprehensive scholarly guidance on designing educational board games impedes the effective implementation of game-based learning in classrooms. The sparsely available studies on game design frameworks often confine themselves to the design of the educational game itself, without including guidelines for the classroom integration of such games within the design framework. Additionally, the literature often neglects that teachers, burdened by limited time and excessive workload, are often the sole participants in the game design process. To address these gaps, we introduce a practical framework for educators to design and seamlessly integrate educational board games in their classrooms. Our approach prioritizes minimizing additional teacher workload while using game-based learning to foster student-led problem-solving sessions and game revision. Drawing from game design principles and existing literature on game-based learning, we propose a comprehensive framework that guides educators through the design and implementation of educational board games tailored for conducting problem-solving sessions. The framework is validated and refined using qualitative analysis of teacher and student feedback after its seamless integration into the regular mathematics instruction and curriculum of a Philippine K-12 high school. Results indicate positive student experiences and highlight the framework’s efficacy in promoting student engagement, learning outcomes, and teacher convenience. Thematic analysis of student feedback highlights key design preferences and game features that enhance student experiences in GBL sessions. The study contributes to the advancement of GBL methodologies by offering practical guidelines for independent use by educators and promoting exchanges between teacher colleagues. Overall, the proposed framework offers a systematic and feasible approach to designing and implementing educational board games, fostering effective learning experiences in diverse educational contexts.

Do mobile applications foster sustainable mobility? Evidence from a field experiment

Mobile applications hold promise to foster sustainable mobility behavior, but evaluations of their effectiveness are subject to a number of empirical challenges. We conduct a randomized controlled trial with three distinctive features: unobtrusive tracking of the control group, limited sample attrition, and a representative sample. In our study, 410 participants track their mobility behavior over a 5 week period. After 1 week, the treatment group engages with the user interface of the “Swiss Climate Challenge App”. The user interface combines information on individual CO2\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\hbox {CO}_2$$\\end{document} emissions with gamification features. We find a treatment effect that implies a 9.8%\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$9.8\\%$$\\end{document} reduction in emissions caused by access to the mobile application. While we lack the statistical power to exclude a zero average effect, we find statistically significant emission reductions in the second half of the intervention period, among subjects in medium population density areas, and among men. Our findings suggest that mobile applications could generate considerable net benefits, but larger studies will be needed for validation.

Penerapan Media Pembelajaran Berbasis Web “Genially” Terhadap Hasil Belajar Siswa Pada Materi Mufradāt Bahasa Arab

This research is motivated by Arabic language learning on mufrodat material with the teaching process in class still using conventional methods, lecture methods, and sometimes assisted with powepoint media. However, the media is considered less diverse and innovative so that it still does not attract the attention of students. So that students still have difficulty in learning this mufrodat, because it feels monotonous. Therefore, researchers try to implement Genially web-based learning media on Arabic mufrodat material which has different characteristics from other media because of its interesting gamification features and can give a pleasant impression during the learning process. The purpose of this study is to see the effectiveness and comparison of student learning outcomes before and after the application of genially web-based learning media on mufordat material. This research uses quantitative research with experimental methods with Independent Sample T-Test data analysis, the samples taken in this study were class VIII A as an experimental class with a total of 24 students and class VIII B as a control class with a total of 21 students. The results of this study indicate that the value of a Sig. (2-tailed) 0.003 is smaller than 0.05, which means that there is an influence and significant average difference between learning outcomes with the application of Genially web learning media and those that do not use Genially web application at SMP Muhammadiyah 5 Tulangan.

Особенности перевода диалогической коммуникации в видеоигре “Cyberpunk 2077” в языковой паре «английский – русский»

The paper examines the specifics of video game localization from English into Russian, focusing on the translation of dialogic communication in the video game “Cyberpunk 2077”. The research aims to identify the optimal translation technology for character lines in the game’s universe by describing the most frequent techniques for localizing verbal content. The research material includes original and translated text fragments of dialogues of the main characters from the video game “Cyberpunk 2077”, as well as its DLC “Cyberpunk 2077: Phantom Liberty”, obtained using a continuous sampling method for a total of 85,000 characters. The scientific novelty of the research lies in systematizing the lexical-stylistic and syntactic means of realizing the pragmatic potential of the video game in dialogic communication in the studied language pair. It has been found that during the translation and localization of the video game, translators employ translation techniques such as semantic development, conceptual adaptation, antonymic translation, omission, transcription, and calquing. In the translation process, special attention should be paid to the rules of the in-game universe, the specifics of the video game genre, and its game mechanics. The research findings have shown that the emergence of semantic inaccuracies during the translation of dialogic communication in video games is due to a number of syntactic, lexical, and stylistic features of the original game, including non-linear dialogues with the choice of lines, interjections, pseudo-realia, dialectalisms, and Easter eggs. The adequacy of the sounding text takes precedence in the localization of the video game “Cyberpunk 2077”.

Getting Serious About Games: Exploring How Game-Based Learning Is Used in Education and Therapy

Purpose: The increasing interest in game-based learning (GBL) provides an opportunity to enhance interprofessional collaboration between speech-language pathologists (SLPs) and teachers. The purpose of this two-part article is to determine the similarities and differences between how teachers and SLPs think about and employ GBL. Method: Two distinct methods were used to research GBL. First, a systematic literature review gathered information on teachers' perspectives on GBL, including the benefits and implementation challenges. The important features of the learning games were also catalogued. Then, a qualitative study of focus groups containing both SLPs and teachers examined the shared and disparate views of GBL. Results: The initial literature review identified potential shared viewpoints of GBL as a motivational activity with a focus on learning and potential differences in implementation, use of professional time, and balancing fun and learning. The findings of the qualitative study validated that although teachers and SLPs share specific thoughts on GBL, their different patterns of use drive different paths for game selection and development. Conclusions: The similarities and differences between how teachers think about and use GBL are reviewed, and clinical implications are discussed. As with many interprofessional issues, GBL can be supported by collaborative practices that allow professionals to share their time and experiences while acknowledging and valuing their different expertise.