Game Features Research Articles

Exploring the World of Game Development: A Python-based Space Shooter Game

Abstract: This research paper discusses the development of a Space Shooter game using Python programming language. The objective of the game is to shoot and destroy alien spaceships while avoiding their attacks. The game is designed using Pygame,a Python module specifically created for game development. The paper begins with an introduction to the project, followed by a literature review of related work in game development using Python. The details of the project, including the game’s features, design, and code implementation, are then presented. The future scope of the project is discussed, highlighting potential improvements and enhancements. Finally, the paper concludes bysummarizing the project’s key findings and contributions. The development of a Space Shooter game using Python provides an exciting opportunity for game enthusiasts to explore the world of game development using a popular and versatile programming language. The result of coding a space shooter game is a fully functional and interactive game where players control a spaceship to combat enemy ships in a dynamic space environment. Players can move theirspaceship horizontally, shoot projectiles, and avoidobstacles. The game features multiple levels, increasing difficulty, and keeps track of scores and lives. The graphics and animations are rendered, creating an immersive space-themed experience. Collision detection accurately detects when projectiles hit enemies or obstacles, providing a satisfying gameplay experience. The game includes game over conditions and allows players to restart or quit, providing a complete and enjoyable gaming experience

Non-Obvious Connections Between Information Literacy and Online Payments

The importance of information literacy in today’s digital world is increasingly emphasized. This is particularly evident in the context of using digital financial services. This article aims to investigate whether there is a relationship between information literacy and online payment preferences among a student population and whether there are gender differences in online payment habits. An online survey was conducted among students in Osijek examining information literacy and the types of goods they purchase and pay for through online financial services. Of the 408 respondents, the majority were female (86.27%), who were more likely to buy and pay for clothing, while men were most likely to make payments for particular features of video games. Differences were also found in the tendency to make online payments. Because no obvious linear relationships were found between reported information literacy and other variables, a neural network model with a multilayer perceptron (NN) architecture was developed to classify participants according to their reported information literacy level. The best overall classification accuracy of the NN was 73.17%. The NN and its sensitivity analysis revealed some hidden patterns that can help educational institutions develop information literacy and digital financial literacy programs for their students.

Digital Malaysian Tradition Game: A Case Study of Baling Tin

Baling Tin is one of Malaysia’s popular traditional children’s games. However, as time passes, Baling Tin has practically almost vanished. Children nowadays are more interested on digital games. This study aims to preserve the traditional games by digitalising it in tandem with the current interest. The challenge in this study is to re-create the physical game play into a digital game play. The game application which was developed for primary and middle school childrenalso includes interactive 3-D objects, images, sounds, and suitable theme colours.Furthermore, the user can explore many other captivating pages, including Shop and Quest. Even though the game was designed for Malaysian community, it comes with dual language to enhance user preference. The functionality of the game mechanics was tested. The game fulfils game characteristics and imitate the traditional physical gaming.This application is believed to help younger generations become more familiar with one of Malaysia’s traditional games, Baling Tin, and preserve traditional games.

Use of Mobile Applications for Foreign Language Learning Among University Students: Needs and Functions

Currently, mobile learning is an inseparable part of education since students use their mobile devices ubiquitously on a daily basis. This is also true for foreign language learning where smartphones and their applications are used for practicing all four language skills and language structures. The purpose of this article is to survey the needs of university students as far as the functions and content of a mobile app for foreign language learning are concerned. The methodology was based on an online questionnaire survey, which was conducted among 103 students of the University of Hradec Kralove, Czech Republic, in the period between 30 October 2020 and 24 January 2021. The findings reveal that the potential mobile applications for foreign language learning should be tailored to the language needs of students at the University of Hradec Králové; be targeted at their foreign language level between B1 and B2 of the Common European Reference Framework for Languages; be used at smartphones with Android operating system in particular; offer the possibility of repeating exercises and the combination of different teaching approaches; be free of charge and provide the possibility to choose a corresponding language level; be aimed at practicing specific language skills and knowledge; provide gamification features, offline version, online interaction, notifications; and serve as support to the face-to-face classes

The effectiveness of Tier 1 digital interventions for early reading: A meta‐analysis

AbstractReading is a fundamental skill to acquire during children's school career. The present meta‐analysis examined research on the effectiveness of digital technologies to foster early reading skills during Tier‐1 interventions (ie, high‐quality core reading instruction which is intended to promote learning for all children). Unlike previous meta‐analyses, this meta‐analysis investigated the effectiveness in a broad way, taking into account cognitive versus non‐cognitive learning outcomes, near versus far transfer outcomes and immediate versus delayed outcomes. Furthermore, different study characteristics were taken into account including participant characteristics, the targeted reading subskills, duration of intervention, type of technology and the level of integration. A total of 568 effect sizes from 72 studies encompassing 60,890 participants were analysed using a meta‐analytic three‐level model. A Hedges'g effect size of 0.37 was obtained, suggesting that using digital technologies generally have a positive, albeit small, effect compared to traditional teaching methods. Moderator analyses indicated that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes, but differed by participants' age and study quality. Recommendations are formulated to push forward research on how digital interventions can be effectively implemented in the classroom. Practitioner notesWhat is already known about this topic Digital technologies can foster (early) reading skills. Meta‐analyses to date focus only on the effect of digital reading interventions in terms of cognitive outcomes. Unclear how different factors moderate the effectiveness of digital reading interventions (eg, type of technology, trained content, level of integration). What this paper adds Results corroborate previous findings indicating a positive but small effect compared to traditional teaching methods. This study provides some evidence that this effect was robust to cognitive and non‐cognitive outcomes, near and far transfer outcomes, and immediate and delayed outcomes. The effect differed by participants' age and study quality. Game elements, adaptivity and whether the intervention was well integrated made little difference to the effectiveness of the intervention. Implications for practice and/or policy The results confirm that digital reading interventions are effective in fostering cognitive, non‐cognitive and efficiency outcomes. Call for more intervention studies investigating how game characteristics and the level of integration of a digital tool moderate the effectiveness. There is a need for reports of pilot studies investigating the effectiveness of recent digital technologies such as AR and VR.

Systematic review on the use of serious games in project management education

Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

Research on User Experience Model Based on Mixed Reality Interactive Games

This paper proposes a user experience model based on mixed reality interactive games. The model combines the characteristics of user experience and mixed reality games, and through user surveys and the establishment of a user experience model, it verifies that sensory experience, interactive experience, emotional experience, and behavioral experience are the main factors in mixed reality games, which can provide guidance for the design of mixed reality games.

Learning English vocabulary through playing games: the gamification design of vocabulary learning applications and learner evaluations

ABSTRACT Mobile-assisted language learning is a growing feature of contemporary language learning, and their distinct gamification design produces new and increasingly popular contexts for language learning. This paper explores the gamification features of the two most popular EFL vocabulary learning applications widely used by Asian learners – BaiCiZhan and Perfect Lingo. Their gamified designs are analysed based on the ‘mechanics, dynamics and aesthetics’ (MDA) model developed by Hunicke, LeBlanc, and Zubek [2004. MDA: A formal approach to game design and game research. Proceedings of the Game Developers Conference, San Jose, CA, USA, 23 November 2004. https://users.cs.northwestern.edu/∼hunicke/MDA.pdf] and Ruhi’s [2015. Level up your strategy: towards a descriptive framework for meaningful enterprise gamification. Technology Innovation Management Review 5, no. 8: 5–16. do:10.22215/timreview/918] descriptive framework for gamification applications. It further explores learners’ attitudes towards features of the gamified designs via observations and interviews. The research concludes that such mobile vocabulary learning applications are found more helpful when they present words in a multimodal way, contain more meaningful practice, adopt social interaction and reward learners with in-kind incentives. It is hoped that the study will contribute to the improvement of educational gamified applications for EFL vocabulary learning and language learning in general.

Timetable rescheduling of metro network during the last train period

Non-last train passengers in the last train period experience issues with transferability and accessibility in addition to the final service of each line. Therefore, a specified schedule needs to be determined by operators with full consideration of passengers' travel demand for all the trains during this period. Aiming at minimizing the average transfer waiting time, failure transfer rate, and the negative effect of random passenger flow without incurring excessive costs to the operator, a model optimizing the train connection in the last train period is formulated under constraints of operation parameters and transfer passenger flow conditions. To depict the uncertain features of transfer demand, a random passenger flow generation method with stochastic simulation is incorporated into an improved quantum particle swarm algorithm (QPSA). Taking Shenzhen Metro network in 2019 as an example, the rationality of the optimized model, the feasibility of the quantum-behaved particle swarm optimization (QPSO) model, and its superiority over the conventional particle swarm optimization (PSO) model in solving this problem are successfully verified. The results show an 18.54% decrease in the average waiting time for transfer passengers with the optimized last train connections, along with an increase of 8.31% and 6.54% in the number of successful transfer passengers and directions, respectively, after optimization. The proposed QPSO model can reach convergence faster and without falling into local optima. The results also show that the average waiting time of transfer passengers can be significantly decreased after fine-tuning train operation parameters. A reasonable combination of objective weight factors (λ=10, μ=100) can reflect the game characteristics between passenger’s and operator’s preferences, while extending the service closure time within 20 min can further improve the overall service quality of last train period across the network.

Evaluation of Mobile devices in the classroom: Learning motivations using the SPSS Method

Learning motivations and mobile devices are closely interconnected in today's digital age. Smartphones and tablets mobile devices like, have significantly impacted the way people access information and engage in learning activities. Here are some key aspects to consider regarding learning motivations and their relationship with mobile devices: Accessibility: Mobile devices provide easy access to a vast amount of information and learning resources. Learners can access educational content from anywhere and at any time, which removes barriers to learning and motivates them to explore new subjects or topics. Convenience: The portability of mobile devices allows learners to fit learning activities into their busy schedules. Whether it's during a commute, waiting in line, or during breaks, people can engage in short learning sessions, making learning more manageable and appealing. Personalization: Mobile devices enable personalized learning experiences through apps, adaptive learning platforms, and customizable content. Tailoring educational content to individual preferences and skill levels can enhance motivation and engagement. Gamification: Many leader boards, and challenges, making learning more interactive and enjoyable. These gamified features can motivate learners to complete tasks and achieve learning goals. The significance of researching learning motivations and mobile devices lies in its educators and developers can create more engaging and interactive learning experiences. This can lead to increased student participation, retention of knowledge, and overall learning outcomes. Inclusive Learning Opportunities: Mobile devices can bridge the gap between learners in different geographic locations or with limited access to traditional educational resources. Research on learning motivations can inform the development of inclusive learning tools and strategies, ensuring that education are accessible to a broader audience. Personalized Learning: Understanding individual learning motivations through mobile devices can facilitate personalized learning experiences. Adaptive learning platforms can leverage this research to tailor content and activities based on learners' preferences, skills, and interests. Optimal Use of Technology: Mobile devices are omnipresent in modern society, and their integration into education is inevitable. Research on learning motivations can guide educators in making informed the classroom and beyond. SPSS is descriptive eand bivariate data for statistics analytical, numerical effect projections and groups for identification provides predictions. software data conversion, map and direct marketing aspects provides software the interface is its key similar to a spreadsheet in view also shows open data. computer supported cooperative learning, computer supported cooperative play, E-learning, mobile & wireless games, mobile learning The Cronbach's Alpha Reliability result. The overall Cronbach's Alpha value for the model is .658 which indicates 66% reliability. From the literature review, the above 50% Cronbach's Alpha value model can be considered for analysis.

Параметризация социального аспекта в жанрах коммуникативной симуляции

Communicative simulation is a virtual practice that reproduces offline forms of social interaction using information and communication technologies. This research parametrized communicative simulation genres and described the interpersonal aspect of virtual interaction in a virtual environment, i.e., bricolage form, intersemiotics, and reduced corporality. Communicative simulations differ from such social practices as offline simulations or role games. The social aspect of communicative simulations includes (1) the media nature of virtual interaction; (2) the hybrid nature of communicative simulations that combines the features of both ordinary simulations and text-based role games; (3) the dual nature of social interaction, carried out simultaneously in material and diegetic spaces. As a result, the social aspect of communicative simulation can be presented in the form of a three-level model: material, diegeological, instrumental levels.

Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches.

The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games-including mechanics and other characteristics-and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus-Elsevier, and Web of Science databases, as well as other peer-reviewed "grey literature" sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts-based on their educational potential-with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies.

SOCIAL PREVENTION OF ADOLESCENT ONLINE GAMING ADDICTION

The article tackles the problem of teenagers’ addiction to online games. In the process of digitalization of modern society, the world of games has changed significantly as one of the teenagers’ principal activities. And therefore, online games have become an important part of teenager's everyday life. The article characterizes the features of such games (accessibility, continuity, versatility, incompleteness, creative nature). Internal and external factors of addiction to online games as well as gamers’ socio-psychological features that contribute to the formation of addiction are analyzed. The article focuses attention on the positive and negative impact of online games, which, on the one hand, is considered as the means of socializing teenagers, and on the other hand, may lead to addiction development. The analysis of scientific literature makes it possible to consider “online gaming addiction” as a type of non-chemical addiction; narrow, single-minded use of the Internet, an obsessive need to play online, the characteristics of which are concentration of attention, intensity of emotions, escape from reality and life problems solving. It is emphasized that the consolidation of addiction takes place by transferring the gamer’s attention from the game plot to communication with other participants – finding like-minded people. The purpose of the article is to analyze the signs, causes and consequences of teenagers’ addiction to online games and to determine the features of social prevention of such addiction in teenagers. Methods of research: analysis and synthesis of theoretical sources, systematization, generalization and comparison in order to study the features of online games and their influence on teenagers, the causes and consequences of addiction from them; survey (questionnaire, independent interview), a modified method of identifying the level of self-esteem of an individual in interpersonal relationships, behavior, activities and feelings (S.Budassi). While conducting the research, the reasons for the persistent interest of teenagers in online games were singled out, among which the most important are: establishing communication in a peer groups, self-affirmation and self-realization, financial reward. The directions of social and preventive work with teenagers regarding the prevention of addiction to online games and its minimization are outlined, and the necessity for a systematic and comprehensive approach in this work is proven.

Elements of digital media in vocabulary remote-learning achievement

<span lang="EN-US">The urge of finding the most suitable method of remote teaching in a pandemic situation has become the center of recent studies. Equipped with instructional scaffolding, the absence of a teacher as a mentor in an asynchronous online class could be replaced by more interesting media for students’ self-study. This study was to look at games, songs, and a movie as media to enhance students’ achievement in English vocabulary. Further, elements in each media were observed along with students’ perceptions to explain the affected area in detail. This descriptive quantitative study used paired samples t-test toward students’ post-test scores of a control group (n=100) and an experimental group (n=100) in vocabulary. Students’ perception of taking media as learning tools in experimental class was measured in a questionnaire to explain the results. Results showed that the significantly experimental group outperformed in the final score. Trend on students’ perception in an experimental group toward these teaching media involved shared and specific features in media design, psychological and pedagogic elements. Further, it turned out that some primary and subsidiary features in games exceeded two other media (songs and movies) in vice versa generating some recommendations for future improvement.</span>

Digital Game-Based Learning in an Introductory Accounting Course

This study aimed to develop and evaluate a digital instructional game application for learning the basic concepts of the accounting principles in an introductory accounting course. The game was designed using the Unity engine and Griss instructional design model. Based on the model, game characteristics were embedded in educational content. The game was uploaded to a local Android platform. The study was carried out in the 2019 summer semester. A quasi-experimental design with a control group and an experimental group was employed as a research design. The findings showed that the developed game has a positive impact on students' academic performance and motivation. The results were also consistent with the notion that active learning methods yield more positive outcomes compared to traditional teacher-oriented methods.

The mediating role of sleep quality on the relationship between internet gaming disorder and perceived stress and suicidal behaviour among Indian medical students

BackgroundIn the recent digital era, individuals with internet gaming disorder (IGD) have reported a much higher prevalence of poor sleep quality, perceived stress and suicidal behaviour. However, the underlying mechanisms...

ELearning Gamification Prototype Development using User Centered Design Approach

Abstract eLearning is one of the tools used by the educational institution. Unfortunately, many eLearning systems were not fully utilized by the user. These problems occur because of a lack of interaction in the eLearning system, dulling the learning process. Another problem is the lack of preparation from the user. This research tried to tackle these problems using gamification. The gamification adopted in this prototype is Medals, Ratings, and Discussion. The development prototype development using User Centred Design to gather the requirements and system flows. The use of these elements is hoped to be able to elevate the eLearning adoptions. The results of this research are the prototype of the gamification features and the business process of discussion in the eLearning system
 

Player Enjoyment in Video Games: A Systematic Review and Meta-analysis of the Effects of Game Design Choices

Enjoyment is a widely assessed dimension of the video game player’s experience. A systematic literature review and a meta-analysis were conducted to provide a more comprehensive view of the elements of game design that affect the feeling of enjoyment, as well as its assessment techniques. The review showed that the studies covered major aspects of game design, such as in-game contents, input/output information, and, to a lesser extent, multiplayer aspects. The meta-analysis showed that only the presence of music in the game had a significant effect on enjoyment. Other factors, including more studied factors such as game difficulty and control mode, did not show significant effects. Implications for future research are discussed, such as further investigation of the effects of both player and game characteristics diversity on enjoyment in isolation and in interaction with game design factors, systematic use of standardized scales to measure enjoyment, and use of multidimensional scales or physiological measures.

Dikkat eksikliği/hiperaktivite bozukluğu olan ergenlerde çevrimiçi oyun özellikleri

Aim: Leisure activities in adolescents with Attention-deficit/hyperactivity disorder (ADHD) tend to focus on Internet activities, especially online games. Online gaming addiction has been observed in ADHD populations. Game genres and characteristics may affect addiction in ADHD adolescents who play online games. This study aims to contribute to the literature by examining the Internet gaming disorder (IGD) risk effects and game genres of hyperactivity/impulsivity, inattention, and ADHD index separately. Methods: A total of 884 adolescents playing online games were included. Participants answered the online game features form, Conners-Wells’ adolescent self-report scale—long version and digital gaming addiction scale—short form under the observation of their teachers. Game genres and ADHD symptomatology (Inattention, Hyperactivity/impulsivity, ADHD index) were categorized within themselves. Results: IGD was significant in all subcomponents of ADHD symptomatology. In all subcomponents, insulting/threatening speeches were found in the chat tab. In the Hyperactivity/impulsivity component, more hours of online gaming and spending real money on in-game advantages were found. In the Inattention and ADHD index, the amount of gaming in the social environment of the adolescents was high. In ADHD symptomatology, no significant results were found in game genres (except sports in the Inattention component). nclusion: Although levels of online gaming are high in adolescents with ADHD, a bidirectional relationship is likely. We believe that social factors and communicative characteristics are important in relational factors in adolescents. Longitudinal studies should be conducted to answer important empirical questions about the relationship between ADHD-IGD and game genres.

Screen distractions during Memrise MALL experience: Course-of-action study on students’ performance and perception

This study employed Course-of-Action methodology in a mixed-methods approach to examine the impact of screen distractions on Memrise MALL experience in an EFL flipped classroom setting. An Exploratory Sequential Design was utilized to analyze the two-week Memrise MALL experience and its impact on the screen behaviors of 46 Indonesian first-year university students. Descriptive and nonparametric inferential statistics were employed to analyze the quantitative data, while confrontative interview data were transcribed and encoded using in vivo coding to mark key phrases in the participants' comments. Results of the study indicated that social media and entertainment apps were the most common type of distraction and that these distractions had a detrimental effect on task performance. The participants expressed their appreciation for the customizable learning experience and found the app layouts and gamification features were encouraging; however, they found it challenging to switch between multiple tabs or windows on a mobile screen. There was a small correlation between total screen distractions and total vocabulary learned, as well as a strong correlation between total screen distractions and the total time spent on the task.