Snake Game Research Articles

A game of snakes and ladders: the world of complex health and social care data linkage

Objective and ApproachResearch on social care services requires large, comprehensive, routine datasets. Launched in November 2019, Developing resources And minimum data set for Care Homes’ Adoption (DACHA) study aims to develop a prototype minimum dataset as proof of concept and to propose implementation. We describe our experience since 2021 of identifying, applying for, and linking care home, local, integrated care system (ICS) and national datasets, including direct-care software-provider data, GP and NHS England (NHSE) datasets. ResultsOur key challenges: Risk aversion and fragmented information governance within and between organisations. Complex information governance structures must be understood before participants are recruited. Shifts in the data landscape: data ownership moved from clinical commissioning groups to ICSs; NHSE merged with NHS Digital. Research funding: research is required of ICSs, but it is not a system priority, so processes and funding aren’t in place, and research burdens an already strained system. Our key lessons: Formalising agreements early on and obtaining, and maintaining, senior, committed buy-in. Studies should value the data sharing process through the inclusion of data controllers and information governance staff in the system in research project budgets. The facilitation of GP and social care data collection nationally must be balanced with its administrative burden. ImplicationsThe DACHA study overlapped with the COVID-19 pandemic and could only engage a limited number (n=3) of ICSs within project resources. Nevertheless, the complexity of the system and the plurality of actors delay or even block legitimate research interests.

Improving Critical Thinking Skills and Collaboration Skills Using Problem Based Learning Models, DNGM Models, Wordwall Media and Dragon Games

The problem of this research is that there is still a lack of student activity in participatory learning as well as interaction and collaboration between students in group learning activities. In this research, Classroom Action Research (PTK) was carried out in three meetings. The subjects of this research were 25 class V students of SDN Antasan Besar 7 Banjarmasin. The measure of research success with learning completeness is that 80% of students achieved a KKM score above 80. The results of this research show that at Meeting I to Meeting III there was an increase in the acquisition of learning activities in the application of the learning model, resulting in the "Very Active" criteria at Meeting I, II and III. At Meetings II and III, learning activities increased to almost all very active. Students' critical thinking skills increased to almost all highly skilled at Meetings II and III. At Meetings II and III, students' collaboration skills increased to Almost All Skilled. Meanwhile, completeness of learning outcomes increased again to 100% at Meeting III. From the results of this research, it can be concluded that educators' activities experienced a very significant increase when implementing the PBL model supported by DNGM using Wordwall media and the Dragon Snake game, as well as student activities, critical thinking skills, collaboration skills, and learning outcomes.

Active vs passive media multitasking and memory for lecture materials

Access to digital technology in the 21st century has led to the emergence of media multitasking (MMT), which involves attempting to engage with multiple streams of media at the same time. This behaviour, which is frequently considered to be a form of inattention, has become increasingly prevalent in educational settings, such as undergraduate lectures. The aim of the present study was to examine volitional media-multitasking (MMT) during an asynchronous online lecture by giving participants the opportunity to engage with a secondary, non-required media stream (i.e., the game of snake). Participants (n = 222) were randomly assigned to either an Active condition, in which they could play the snake game using the arrow keys; or a Passive condition, in which they could watch the snake game, but could not play it. In both conditions, participants could toggle the snake game on and off, using a keypress. MMT was indexed behaviourally by measuring the percentage of time participants had the secondary stream toggled on (i.e., snake time percentage), a method pioneered by Ralph et al. (2020), and subjectively by asking participants to what extent they engaged with other media while the lecture was playing. Following the lecture, participants completed a multiple-choice quiz and self-reported their level of MMT. Our behavioural measure (i.e., snake time percentage) indicated that participants spent significantly more time MMT in the Active condition than the Passive condition. However, there were no significant differences in self-reported MMT or quiz performance across conditions. Furthermore, correlations between both measures of MMT and quiz performance were non-significant. Thus, the present study found no performance decrement as a result of, or in association with, increased volitional MMT.

Development of a MATLAB‐based graphical user interface to illustrate Coulomb's law and Gauss's law

AbstractCoulomb's law and Gauss's law are two fundamental laws in electrostatics that involve electric charges and electric fields. These concepts that are not visible physically in real life can be challenging for students to understand, especially when it involves complex charge distributions. This paper presents a MATLAB‐based graphical user interface (GUI) to visualise the concept of Coulomb's law and Gauss's law as well as a serious snake game to reinforce users' knowledge. This MATLAB GUI features a diverse range of 3‐dimensional (3D) visualisations illustrating electric field attributes such as electric force, charge distribution and electric flux. These visualisations dynamically adapt to user‐defined parameters, offering a rich and varied exploration of the electric field's characteristics without confining the scope to a specific count of models. In Coulomb's law section, the GUI plots the electric forces in 3‐D for dipole, three‐point charges, and unlimited charge. The Gauss's law section consists of windows for illustration of the fundamentals of Gauss's law for the electric field, and the illustration for the application of Gauss's law in finding the electric field for a point charge, infinite line charge and infinite plane charge. The serious snake game developed in this work allows students to engage in quizzes related to Coulomb's law and Gauss's law to serve as a tool for reinforcing their learning outcomes. The MATLAB‐based GUI was chosen as the platform due to its excellent visualisation capabilities, ease of programming and capability to act as a powerful tool to enhance the learning of Coulomb's law and Gauss's law for students.

Frequency-encoded eye tracking smart contact lens for human–machine interaction

Eye tracking techniques enable high-efficient, natural, and effortless human-machine interaction by detecting users’ eye movements and decoding their attention and intentions. Here, a miniature, imperceptible, and biocompatible smart contact lens is proposed for in situ eye tracking and wireless eye-machine interaction. Employing the frequency encoding strategy, the chip-free and battery-free lens successes in detecting eye movement and closure. Using a time-sequential eye tracking algorithm, the lens has a great angular accuracy of <0.5°, which is even less than the vision range of central fovea. Multiple eye-machine interaction applications, such as eye-drawing, Gluttonous Snake game, web interaction, pan-tilt-zoom camera control, and robot vehicle control, are demonstrated on the eye movement model and in vivo rabbit. Furthermore, comprehensive biocompatibility tests are implemented, demonstrating low cytotoxicity and low eye irritation. Thus, the contact lens is expected to enrich approaches of eye tracking techniques and promote the development of human-machine interaction technology.

Traditional Dragon Snake Sports Game to Form Character Profile of Pancasila Students at Elementary School

This research aims to look at the character profile of Pancasila students in the traditional dragon snake game. The Pancasila student profile implemented in several schools needs to be more optimal for the learning environment for students. As in the growth of children's character, habituation, and obedience in character education has yet to be carried out optimally in learning. Of the six dimensions, namely Faith, Devotion to God Almighty, Noble Character, Global Diversity, Mutual Cooperation, Independence, Critical Reasoning, and Creativity, which must be possessed by competent students, have character, and behave according to the basic values of Pancasila. Therefore, to develop the student profile of Pancasila among students, they should play very fun games, namely traditional games, one of which is dragon snake, because dragons can develop the character of a Pancasila student profile. Therefore, this research uses a qualitative design with a case study method to find out how much of the principles of the Pancasila student profile exist in the traditional dragon game by collecting data using observation, FGD, interviews, and documentation. Participants in this study were 111 students and 1 sports teacher. So the results of playing the traditional snake and dragon game are that students can have the character of a Pancasila student profile with the dimensions of religious morals, personal morals, recognizing and appreciating culture, collaboration, caring, self-regulation, obtaining and processing information and ideas, reflecting on thoughts and thinking processes and generating ideas original.

EFEKTIVITAS PERMAINAN ULAR NAGA PANJANG PADA TAHAP PERKEMBANGAN COOPERATIVE PLAY USIA 5-6 TAHUN

This research aims to 1) Introducing the traditional game of long dragon snakes to children as a characteristic of local culture 2) developing abilities in social-emotional aspects through playing long dragon snakes 3) The effectiveness of the long dragon snake game as a means to develop cooperative play skills and a game 4) Apply teamwork in a game activity. This research was conducted by analyzing several journals and reading sources such as books that discuss the effectiveness of long dragon snake games at the Cooperative play development stage for children aged 5-6 years. The writing of this journal uses a qualitative research method of literature review (Library research) or literature review study, which relies on activities to collect library data, read, and record and process information in the writing structure. The results of this study 1) Children can recognize traditional games as a characteristic of local culture 2) The long dragon snake game can be used as an alternative in providing stimulus for the development of children's social emotional abilities at the age of 5-6 years 3) The selection of long dragon snake games can develop abilities at the stage of play, namely cooperative play 4) Children are able to develop the ability to work together in teams and groups through fun game activities for children.

EDUKASI PERILAKU HIDUP BERSIH DAN SEHAT TERHADAP ANAK USIA SEKOLAH DENGAN MEDIA ULAR TANGGA DI SMP METHODIST 1 KUTALIMBARU KABUPATEN DELI SERDANG

Good hygiene practices (PHBS) are activities that must be carried out by all groups, not only for children during their toddler years, the golden period of growth, but also for middle school children at their peak. And the development of high school students often face health problems including infections due to cat bites due to not practicing PHBS. Therefore, this community service was carried out at Kutalimbaru Methodist 1 Middle School to provide PHBS education to school children using the game Snakes and Ladders as a learning tool. This activity is not just a game of snakes and ladders: students learn while playing. PHBS material is presented through a quiz where participants click on certain numbers and images related to their school's PHBS logo. The launch of the training went well, and in the initial discussions about the game, the students were very enthusiastic and gave a strong response. The application of Hygiene and Sanitation Tips (PHBS) using Snakes and Ladders Media is considered effective in increasing students' awareness and understanding of clean and healthy living behavior.&#x0D; Keywords: Clean and healthy living behavior (PHBS), Education, Snake and Ladder Game

Primary care occupational, physical, and respiratory therapy role adaptation in the first year of the COVID-19 pandemic.

Occupational, physical and respiratory therapists are relatively new to primary care settings, and thus their roles are still emerging. The COVID-19 pandemic was a time of abrupt changes in professional roles. Professional role adaptations are integral to the ability of health care teams to respond to day-to-day care delivery challenges, such as the current physician and nurse shortage, as well as disaster situations. This study explored the role adaptation of occupational, physical, and respiratory therapists in Canadian primary care settings throughout the first year of the COVID-19 pandemic, as well as barriers and facilitators to adaptation. This longitudinal interpretative descriptive study purposively sampled primary care occupational, physical, and respiratory therapists from two Canadian provinces (Manitoba and Ontario). We asked participants to prepare at least 10 semi-structured audio-diary entries during a 12-week period (April - Oct 2020), followed by two semi-structured interviews (Dec 2020, Apr 2021). Questions focused on changes happening in their practice over time. Analysis was iterative, including developing a individual summaries and coding data using both inductive and pre-determined codes. We then entered an immersion/crystallization process to develop key themes related to role adaptation. We represent our findings with the metaphor of the game of Role Adaptation Snakes and Ladders (aka Chutes and Ladders). The pandemic was certainly not a game, but this metaphor represents the tension of being a pawn to circumstance while also being expected to take control of one's professional and personal life during a disaster. The object of the game is to move through three phases of role adaptation, from Disorienting, through Coping and Waiting, to Adapting. In the Adapting phase, the therapists creatively found ways to provide vital services for the pandemic response. The therapists were influenced both negatively and positively (snakes and ladders) by their personal circumstances, and professional meso and macro contexts. Each therapist moved across the board in a unique trajectory and timeline based on these contexts. Rehabilitation professionals, with adequate meso and macro system supports, can maximize their role on primary care teams by adapting their services to work to their full scope of practice.

3D Unity Snake Game to Demonstrate Control System Transfer Function in Both Time and S-Domain

The transfer function, a key concept in control systems, is essential for undergraduate engineering students. This study aims to enhance the understanding and appreciation of control systems by visualizing transfer functions. The 3D Snake Game, developed using the Unity game engine, offers a real-time gaming experience that integrates both s and t domain transfer functions. It follows the function path using activated quantization, time, and input settings. The game features customizable settings, including game speed, pin tail, joystick, and collision toggle. It is deployable on Android, computers, and the WebGL online platform. The game was highly effective in the target population of 48 Electronics Engineering students enrolled in Control Systems. The majority of students reported that the game helped them visualize control systems (83.04%, x̄=4.15, p=0.004), appreciate their applications (89.13%, x̄=4.46, p&lt;0.001), and apply various transfer functions (85.65%, x̄=4.28, p&lt;0.001). Additionally, the game was considered presentable (80.00%, x̄=4.00, p&lt;0.001), aided in obtaining correct settling times (83.91%, x̄=4.20, p&lt;0.001), and was user-friendly (82.50%, x̄=4.13, p&lt;0.001). Overall, the 3D Snake Game is a valuable educational tool, enhancing the learning experience by making complex control system concepts more accessible and engaging for students. The game's ability to provide a hands-on, interactive approach to learning allows students to grasp theoretical concepts better and see their practical applications in real-time. This innovative teaching method improves comprehension and increases student interest and motivation in the subject matter.

Fun Learning Using Dragon Snake Media to Improve Students' Understanding in Islamic Learning

The background of this research is that learning outcomes are one of the benchmarks for the success of a student in the learning process. Therefore teachers need to pay attention to the strategies that will be used in the learning process. Based on the results of the interviews and initial observations, the researchers found that the learning outcomes of students at the elementary school were low. So that researchers are interested in applying the Dragon Snake Game strategy in learning. This study aims to find out how effective the Dragon Snake Game strategy is on student learning outcomes in the subject of Islamic Religious Education in grade II at SDN 19 Pasir Tinggi, Nagari Bawan, Kecamatan Ampek Nagari, Kabupaten Agam. This type of research was ecimperous with post test testing only design. This research was held on 7 March 23 May 2022. The study population was the secondary class of elementary school 19 Pasir Tinggi, Nagari Bawan which amounted to 22 people divided into two learning classes. The sample was selected using purposive sampling technique. The limitation of research problems is how the implementation of the Dragon Snake Game in elementary school 19 Pasir Tinggi on Islamic Education Line, how students learning outcomes on Islamic education subjects in Class II C elementary school 19 high sands, and how effectiveness of dragon snake games on student learning outcomes on Islamic education subjects in class II C elementary school 19 High Sand. Data collection techniques used tests, in the form of 10 points and data collecting used used sheets. Then the data is processed using the difference test or t-test. Based on data analysis, the average value of the results of the experiment class is 87.9 after obtaining treatment, while the average value in the control class is 79.9. In hypothesis testing obtained by a result of amounted and 1.724 in real level α = 0.05. It can be concluded that the Dragon Snake Game Strategy is effective on the student learning outcomes.

A Deep Reinforcement Learning Agent for Snake Game

After watching AlphaGo a Netflix documentary which presents how AlphaGo is an AI computer game developed by deep-mind technologies based on deep reinforcement learning (DRL). Since then, my interest in reinforcement learning has been growing. In this project, I will apply reinforcement learning to develop an agent to play snake game. Where Deep learning will implement a neural Network to help the agent (snake) to learn what action must take to get a state. If we describe deep reinforcement learning (DRL) model where agent interacts with an environment and chooses an action. Based on action, agents receive feedback from the environment as states (or perceives) and rewards. A state = an array with 11 input values, each input values represent a neural network that provides an output of 3 values, each one represents three possible actions the agent (snake) can take (Straight, Right Turn and Left Turn).

The Snakes and Ladders Game as Indonesian Cultural Literacy for Students

Knowledge of Indonesian culture among students at SDN Mojo III Surabaya needs to be increased, so that this knowledge is easily accepted, the library uses an approach through traditional games. The game of snakes and ladders inserts images of Indonesian cultural characteristics, this is intended for students to know, understand, and appreciate Indonesian culture. The methods used include the preparation stage, making the game technically, implementing activities, results, and evaluating. The results obtained after implementing the game are proven to be able to increase Indonesian cultural literacy in students, this is evidenced by the ability of each student to easily understand and remember, then be able to convey it smoothly through verbal communication. The benefits are that students become more familiar with and understand the diverse Indonesian culture and provide motor skills and memory about Indonesian culture. The conclusion from this activity is that the game of snakes and ladders can increase the cultural literacy of students at SDN Mojo III Surabaya.

Zonation Method for Efficient Training of Collaborative Multi-Agent Reinforcement Learning in Double Snake Game

This paper proposes a zonation method for training the two reinforcement learning agents. We demonstrate the method's effectiveness in the double snake game. The game consists of two snakes operating in a fully cooperative setting to maximize the score. The problem in this game can be related to real-world problems, namely, coordination in autonomous driving cars and the operation of collaborative mobile robots in warehouse applications. Here, we use a deep Q-network algorithm to train the two agents to play the double snake game collaboratively through a decentralized approach, where distinct state and reward functions are assigned to each agent. To improve training efficiency, we utilize the snake sensory data of the surrounding objects as the input state to reduce the neural network complexity. The obtained result show that the proposed approaches can be used to train collaborative multi-agent efficiently, especially in the limited computing resources and training time environment

Game-based learning: Strengthening Islamic Religious Education learning process

A pleasant situation in the learning process is one of the things that must be considered in the implementation of the learning process, including in Islamic Religious Education subjects. The implementation of Islamic Religious Education learning at SDN 2 Cantigi Kulon has been running smoothly but is still experiencing deficiencies in terms of student involvement. Therefore, efforts need to be made by teachers to increase student involvement. One effort that can be made is to use the game-based learning method, or game-based learning carried out through the smart snakes and ladders game, so that students are more enthusiastic and active in participating in the learning process. This article aims to describe the form of reinforcement carried out in Islamic Religious Education subjects wrapped in educational games using Islamic smart snakes and ladders games. This game involves cognitive and psychomotor skills that go hand in hand with concentration and questions about Islamic Religious Education learning materials. Students are asked to participate in the game of snakes and ladders and answer questions given by the teacher based on the flow of the game. Efforts to strengthen the subject of Islamic Religious Education with the game-based learning method using Islamic smart snakes and ladders are proven to be able to create a happy atmosphere for students, so that they are enthusiastic about participating in the learning process actively and responsively.

Development of Science Education Game Base on Computer Vision for Primary School Student

In this research, a discussion was carried out regarding the use of computer vision in educational games developed using the Python programming language and the Mediapipe library. Game applications must be able to capture hand movements and create hand landmark models. These landmarks are used to move the snake's head in the Snake Game and answer questions in the Virtual Quiz. The aim of this research is to develop interest and increase focus in elementary school students with educational games. An analysis was carried out on the results of the respondent's questionnaire to determine the impact of using educational games on students' interest in learning. It was found that 80% of these educational games helped students understand learning concepts. The games developed are also appropriate to the level and knowledge of skills, especially for grade 2 and 3 students with a percentage score of 60%. There are obstacles to the development of this educational game, namely 30% of respondents experiencing difficulties in using it. Sometimes hand movements cannot be captured properly, if the distance of the hand from the camera is too close or far.

Gross Motoric Before and After Given the Stimulation of Games in Kindergarten As Syariah Jember

This study employed a pre-experimental research design with a population of 29 respondents. A sample of 27 respondents was selected using simple random sampling. Data collection was conducted using observation sheets, and data analysis was performed using the Paired Sample t test test. The study revealed that prior to engaging in the traditional game of snakes and ladders, all respondents were categorized as having underdeveloped gross motor skills (BB) (100%). However, after playing the traditional game of snakes and ladders, the majority of respondents were classified as having significantly improved gross motor skills (BSB) (93%). The analysis indicated that there was a significant influence of the traditional game of snakes and ladders on gross motor skills in children, with a significant result (2- tailed 0.000 ≤ 0.05). The difference in gross motor skills kindergarten children before and after being given stimulation through the Snakes and Ladders Game has a positive effect on the gross motor skills of children. Playing snakes and ladders provides stimulation that can enhance the gross motor skills of children aged 4-5 years. Therefore, the traditional game of snakes and ladders can be used as a stimulation tool to optimize the development of underdeveloped gross motor skills.&#x0D; &#x0D; Keywords:&#x0D; Game of Snakes and Ladders, Gross Motor

Interrelation and Distinction between Legislative Drafting and Policy

Drafting is part of the legislative process, which in turn is part of the policy process. It is even sometime compared or linked to a child's game of Snakes and ladders. Snakes and ladders are game of chance where legislative drafting is game of skill. Moreover, legislative drafting requires abundance of knowledge of the language, its grammar, and the technical requirements of the form of legislation and perform the task in a non-partisan manner and keeping totally away from political controversies. On the other hand, a policy relates to government goal for achieve the methods and principles. But, policy document is not a law. Thus, policy sets out the goals and planned activities of a concern ministry and department, but laws set a standard procedures and principles that must be followed. If a law is disregard, the violator will punish as prescribed by the laws. So, law is binding and mandatory compared to policy, which means that legislative process is more valuable in practice.

AlphaSnake: Policy Iteration on a Nondeterministic NP-Hard Markov Decision Process (Student Abstract)

Reinforcement learning has been used to approach well-known NP-hard combinatorial problems in graph theory. Among these, Hamiltonian cycle problems are exceptionally difficult to analyze, even when restricted to individual instances of structurally complex graphs. In this paper, we use Monte Carlo Tree Search (MCTS), the search algorithm behind many state-of-the-art reinforcement learning algorithms such as AlphaZero, to create autonomous agents that learn to play the game of Snake, a game centered on properties of Hamiltonian cycles on grid graphs. The game of Snake can be formulated as a single-player discounted Markov Decision Process (MDP), where the agent must behave optimally in a stochastic environment. Determining the optimal policy for Snake, defined as the policy that maximizes the probability of winning -- or win rate -- with higher priority and minimizes the expected number of time steps to win with lower priority, is conjectured to be NP-hard. Performance-wise, compared to prior work in the Snake game, our algorithm is the first to achieve a win rate over 0.5 (a uniform random policy achieves a win rate &lt; 2.57 x 10^{-15}), demonstrating the versatility of AlphaZero in tackling NP-hard problems.

The Practicality and Effectiveness of the Chemical Snakes and Ladders Game on Acid-Base Material on the Learning Outcomes of Class XI SMA/MA Students

This research was motivated by the availability of the chemical ladder snake game as a medium for learning acid-base material developed by Amalia Putri Lubis &amp; Iswendi. It is valid but not tested for practicality and effectiveness. This study aims to determine the suitability and effectiveness of the chemical snakes and ladders game. This type of research is a continuation of development research with a Pretest-Posttest Control Group Design and is a 4-D model development. The research population is class XI MIPA students of SMAN 1 Ranah Batahan. Samples takeusing by Simple Random Sampling technique. The research instruments were useful questionnaires and learning achievement tests. The data analysis technique is the practicality percentage technique and the N-Gain test and t-test. The results of the data analysis of practicality are, at a convenient level, for effectiveness the results of data analysis show pretty effective. This is evidenced by the N-Gain percentage of the experimental class of 66% at a somewhatadequate level and the control class of 47% at a less practical level, and supported by hypothesis testing with the t-test, namely tcount (2.6686)&gt; table (2.0106) at the real level α = 0.05 with dk = 48 and chance t0.95.