Active Games Research Articles

Real-life boxing activity recognition with smartphones using attention assisted deep learning models

Mobile computing technologies play a pivotal role in narrowing the gap between athletes and sports monitoring systems, while also advancing towards intelligent and automatic supervision of individual sports activities. The widespread presence of smartphones equipped with multifunctional sensors has enabled the acquisition and analysis of data, facilitating Human Activity Recognition (HAR). Although recognising sports activities using a smart mobile phone’s accelerometer is widely used, traditional methods struggle with intricate and real time activities due to the high-dimensional sensor data. This study introduces a smartphone-based architecture for HAR utilising inertial accelerometers to record athlete’s game actions data sequences, extract relevant features and derive the player’s activity data through multiple three-axis accelerometers. In this paper an Attention assisted Deep Convolution Neural Network based Bi-LSTM (AT-DCNN-BL) model is proposed. The raw data undergoes sliding window pre-processing technique, the deep learning framework of deep convolution neural network layers helps in automatic feature extraction, the bi-LSTM structure process the boxing activity data and the attention is focussed over the boxing activity classification data. The attention mechanism redistributes the weights of the extracted features which aids in increasing the classification accuracy. Other classification models like Deep Convolutional Neural Network (DCNN), Bi-directional Long Short-Term Memory (bi-LSTM), Multi-Layer Perceptron Neural Network (MLPNN) and Random Forest (RF) are also applied to the dataset collected from a mobile sensor. The study explores training of deep learning methods and illustrates the superiority of the proposed approach over others using the collected mobile sensor dataset. The AT-DCNN-BL model achieved a higher classification accuracy compared to the other models. The AT-DCNN-BL model outperformed all the other models achieving a higher accuracy rate (92.71%).

Application of Production-Oriented Approach in Seewo IWB Game Activities: An Innovative Strategy for Boosting Middle School Students’ Speaking Competencies

Application of Production-Oriented Approach in Seewo IWB Game Activities: An Innovative Strategy for Boosting Middle School Students’ Speaking Competencies

Модель змагальної діяльності зв’язуючого гравця високої кваліфікації у волейболі

Increasing the competitive performance of Ukrainian volleyball players requires scientific support of the educational and training process and the use of modern methods of scientific research, one of which is modeling. Indicators of technical and tactical actions obtained by analyzing official competitions are the basis for creating models of competitive activity. The aim of the study is to develop a model of a high-skill link player on the basis of statistical data from the games of the Ukrainian Volleyball Championship among men's teams of the Super League. Material and Methods. The data of 18 qualified volleyball players who perform the function of a linking player in their teams were used for the study. We analyzed statistical data of link players of 8 teams participating in the Ukrainian Super League championship of the season 2023-24. To create a model of a linking player of Ukrainian Super League teams, 10 athletes were selected from the total sample, the main criterion was quantitative indicators of participation in the championship games (at least 80% of official matches). Research methods: analysis of literary sources and data in the Internet, pedagogical testing, analysis and generalization of statistical data of competitive activity, methods of mathematical statistics. Results. The analysis of game technical and tactical indicators of qualified volleyball players allows to understand more clearly the peculiarities of competitive activity of players of different roles. In accordance with the purpose of the study we analyzed the game activity indicators of linking players (number of matches and sets, total number of assists, effective assists, satisfactory assists, number of errors). It should be noted that all game indicators indicated the heterogeneity of the group of highly skilled binders, which is explained by different experience, players' participation in matches, and the variety of tactical actions of the teams. Conclusions. The developed model of competitive activity of highly skilled liaisons contains general data (height, age), indicators of physical abilities (height of block and attack), technical and tactical indicators (execution of passes, number of errors). In addition to the average data, the model presents a variation series from the lowest to the highest results.

The potential use of immersive virtual environments for collecting and archiving heritage gameplay activities in digital libraries

Purpose This paper aims to discuss and propose the potential use of immersive virtual environments (IVEs) for archiving and collecting heritage gameplay activities in digital libraries, which is expected to triangulate further discussions on the said knowledge scopes. Design/methodology/approach The key question of this paper is, how we can preserve and revitalize fading heritage game activities in digital libraries? To answer this, the paper is going to understand the applications of IVEs in heritage studies; the use of telepresence experiences in IVEs for activity-based collection; the creation of virtual and telepresence experiences in digital libraries; and a proposed use of IVEs for archiving heritage gameplay activities. Findings The applications of IVEs and/or other virtual technologies have certainly been gaining positive feedback about their ability to provide vivid images of artefacts and art pieces; perform a high level of interactivity between the exhibits and visitors; enhance visitors’ sense of immersion that evoke their memories of heritage issues; facilitate visitors’ learning process in libraries; increase enjoyment in digital libraries. As mentioned in the previous section, the activity-based historical collection, for instance, the heritage gameplay activities, can be preserved and archived vividly using IVEs. Research limitations/implications This paper is explorative, there is no empirical result for generalization. Originality/value This paper aims to provide librarians with valuable insight to apply IVEs for archiving and collecting heritage gameplay activities. Setting up a new type of digital library is affected greatly by the openness of librarians, visitors’ expectations and a whole lot of things that are happening around the technological world and digital culture. This paper addresses the applications of IVEs in heritage studies, the importance of creating virtual and telepresence experiences for library visits as well as proposing the use of IVEs for archiving heritage gameplay activities.

İBTİDAİ SİNİFLƏRDƏ RİYAZİYYAT DƏRSLƏRİNDƏ DİDAKTİK OYUNLARIN ROLU

Didactic games play a big role in education and upbringing of primary school students. Thanks to such games, it is possible to focus students' attention and attract their interest. Gradually, children become interested in the mathematics lesson itself, which is a necessary condition for successful learning. Game activity ensures the development of children's personal qualities, abilities and skills.

신체도구를 활용한 유아 주도적 운동게임이 유아의 운동능력, 인지능력, 자아존중감에 미치는 영향

Objectives The purpose of this study is to analyze the effects of child-directed exercise games on infants’ motor skills, cognitive abilities, and self-esteem. Methods The subjects of this study were 30 people, 15 in the experimental group and 15 in the comparison group, and the average age was 62.83 months. The experimental and comparison groups were randomly assigned, and the children in the experimental group were given child-directed exercise games, and the children in the comparison group were given teacher-planned exercise games. To analyze the effect of the experimental treatment, data were collected through the ‘Children’s Motor Ability Scale’, ‘Children’s Cognitive Ability Testing Tool’, and ‘Children’s Self-Esteem Test’, and the collected data were analyzed using t-test. Results The study found that child-directed physical games utilizing physical tools were more effective in enhancing young children's cognitive abilities and self-esteem compared to teacher-planned physical game activities. Conclusions These study findings are expected to serve as valuable foundational data in providing guidelines for supporting children's physical activities within the context of child-centered educational curricula.

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.

Role models in gaming: Wishful identification and maladaptive daydreaming mediate the association between desire for fame and game engagement

BackgroundThe popularity of video games has considerably increased in recent years, with approximately 3.24 billion players worldwide in 2021. Empirical evidence suggests that the quality of engagement in video games can determine whether a gaming activity is associated with psychological distress (i.e., problematic gaming) or self-enhancing outcomes (i.e., esports career pursuits). This study investigates the role of influential gaming role models and other external factors relating to fame appeal in gamers' different ways of engagement. MethodsA total of 803 adolescent and adult gamers (89.29 % male, Mage = 24.90 years, SD = 6.13) were recruited through an online questionnaire. ResultsA path analysis was constructed demonstrating that wishful identification partially mediated the relationship between desire for fame and esports career planning. Moreover, maladaptive daydreaming fully mediated the association between desire for fame and gaming disorder symptoms. Wishful identification with gaming role models predicted both esports career planning and gaming disorder symptoms. ConclusionsThe findings shed light on the importance of considering the role of gaming role models in predicting healthy and problematic gaming patterns.

Does gaming keep subjects awake?: Subjective and objective sleep parameters following gaming in comparison to a passive control

ObjectivesGaming is a global phenomenon often associated with impaired health and sleep patterns. Although the research activities are growing, the evidence to date is rare due to the various gaming titles and inconsistent study designs. Thus, this study aimed to examine the impact of excessive gaming in the evening on subjective as well as objective sleep parameters by focusing on specific game titles and assessing several evenings/nights using a mixed-methods approach. MethodsA total of 33 experienced young male adults (23.00 ± 3.53 years old, ranked players in League of Legends or Counter-Strike: Global Offensive) took part. The individuals’ sleep parameters were assessed via diary and actigraphy. In randomized order, one week apart and for a duration of 120 min each, two study evenings were spent gaming, while the other two evenings were spent without digital media and gaming, but instead watching a nature documentary. ResultsNo significant difference between the conditions were found (p > 0.05) in either the sleep duration nor the sleep quality. Daytime sleepiness was significantly increased after watching the documentary movie, when compared to gaming (p < 0.001). ConclusionsThese results indicate that, one the one hand, the gaming activity leads to higher arousal and alertness as it requires concentration and dedication. On the other hand, this impact seems only short-term and does not necessarily affect sleep patterns. Future studies are needed to gain deeper insights, especially regarding the long-term health effects of gaming.

Jiving and Utilizing Gamification Activities in Science (JUGAS): An Intervention in Improving Grade 11 Students’ Conceptual Understanding

This action research explores the effectiveness of Project JUGAS in enhancing Grade 11 HUMSS students' understanding of Earth and Life Science. Using an explanatory sequential design, the study assessed pretest and posttest scores of students engaged in gamification activities—cabbage relay, geologic crossword puzzles, science mystery stations, and impromptu speech spinners—over four weeks. Results show a significant improvement in mean scores (p=0.00***) with a large effect size (d=0.92). Qualitative analysis identified six key themes: fun and interactive, engaging and motivating, challenging, collaborative, mastery of learning, and progression with rewards. The joint display confirmed that these qualitative themes support the quantitative data, demonstrating Project JUGAS's effectiveness as a pedagogical strategy.

Engagement Strategies in a Peer-quizzing Game: Investigating Student Interactions and Powergaming

Educational games are a popular means of engaging students in learning activities. However, students in game-based learning environments often engage in powergaming to reap undeserved rewards and spoil the experi-ence of their peers. This may happen when the students pretend to engage in game activities or collude with other students, exploiting the game settings and rules to maximize their points. In this explorative study, we investigate powergaming in three settings of an asynchronous online multiplayer peer-quizzing game in a blended learning setting – a first-year programming class in a Canadian university. We designed three experi-mental settings with three versions of an education game which allowed different levels of powergaming. The between-subject study involved three experimental groups: Group 1 used a game version where they received weekly performance feedback and tips on how to improve their performance, Group 2 used a game version with access to an existing resource bank, allowing them to maximize the number if their activities in the game, and Group 3 served as a control group with no additional interventions. The research aimed to investigate 1) the association between the power gamers' activity, their grades and their preference to work alone or in a group, 2) the types of activities (type of quiz questions) most used by power gamers, and 3) which game setting was the most conducive to power gaming. The results show that better grades are not associated with higher activity levels in the game. Students who engaged in more diverse types of game activities had better learning outcomes The control Group 3 had the highest average grades. As we expected, Group 2 engaged in the high-est number of activities, esp. in creating questions, a form of powergaming. The qualitative results showed that contrary to our assumption the powergamers in Group 2 was not harmful, because it created a rich set of re-sources in the game and fostered student engagement in the game.

Game-based Learning for History: Student Perceptions and Preferences

With the rapid development of games in the 21st century, the panoply of games on history shows a wide variety. Backstories from most historical eras have been implemented in different game genres and modalities. Furthermore, a growing number of studies have pointed to the didactic potential of historical games as learning tools. This study aims at investigating university students' perceptions of gaming and their game preferences, with a particular focus on history. The research question to answer was: "What types of games do history students play, and how can games, in their view, contribute to learning in their subject?" Educational action research was used as the overall strategy in a study where data was collected from five different university course groups in general history at the basic level. Students answered questionnaires with open ended questions about gaming preferences and their perceptions of games. The answers were then analysed in an inductive thematic analysis. Findings show that the students play a mix of analogue board games, digital games and hybrid forms. In the transmedial array of games available, important genres include role playing games, strategy games, quizzes and first-person action games. The students frequently provide arguments for the use of games in history education, and they give reasons why they find a particular game useful for this purpose. They describe how these games have a potential to add value to history education. To some extent, they also discuss how this can be implemented. In conclusion, the authors argue that so-called technology tree games are particularly relevant to learning history from a structural perspective, while RPG:s can strengthen interpretive approaches through a subjective historical experience.

Training for Board Game-based Learning: Evaluation Model and Preliminary Results From a National Program in Italy

Board Game-Based Learning (bGBL) is a dynamic pedagogical approach that leverages the immersive power and distinctive features of board games to promote active and meaningful learning. However, the use of board games in formal learning environments (such as schools, universities, etc.) is limited, and its use in informal learning contexts (such as cultural associations, after-school, fairs, summer camps, etc.) is often reduced to solely entertainment or engagement functions. The reasons include lack of competencies by teachers and educators and of pedagogical and instructional frameworks in scientific literature. In Italy, a joint effort by the National Sport association (CSI) and the Game Science Research Center has given birth to the first bGBL training course at the national level, based on a two-step structure: the first level (L1) is a short training aimed at all individuals willing to learn how to conduct board game activities in different settings; the second level (L2) is a more intensive course aimed at L1 trainees willing to learn how to design, implement, and evaluate bGBL activities. Evaluating the impact of such training is paramount to improve its quality, promoting new training opportunities nationwide, and better understand the competencies required for effective bGBL implementation in different settings. The present study focuses on two main aspects: first, presenting the model for evaluating the course, using Kirkpatrick’s Four levels of evaluation as a reference framework, and the related tools that have been developed, including an ex ante-ex post questionnaire based on four dimensions of self-assessment (performance, process, attitudes, and idea of self); second, presenting preliminary results. We aim to identify the professional, motivational and competence profiles of individuals entering L1 courses, information that is instrumental to design the training to fit participants’ needs and expectations. Taken together, this study might provide valuable information on the implementation of bGBL in various educational contexts and inform the design of learning curricula to enhance bGBL competencies.

Playing to Collaborate: Using Cooperative Board Games to Experience and Reflect on Collaboration in Upper Secondary Education

There is a growing interest among researchers in using board games for supporting learning in school contexts. Co-op board games is a relatively new and promising type of games, which seems well-suited for improving students’ collaboration skills. In this paper, we explore how two groups of Danish high school students interact when playing two different co-op games, The Mind and Forbidden Island, and how they reflect upon their shared game experiences. The data collection is based on video observations of group interaction and student interviews, which use stimulated video recall. In this way, we are able not only to describe the students’ perceived outcomes of the gaming activities, but also their in-game practices. Our data analysis is informed by microsociological perspectives (Goffman and Collins), which are used to map the group interaction rituals and social norms of the students’ gaming encounters. Based on the data analysis, we identify two analytical themes, which concern the students’ use of verbal and non-verbal communication practices as well as their socialisation processes. The findings suggest that co-op games may be used as a valuable educational tool for qualifying high school students’ collaboration skills as well as strengthening their group relations. The students especially valued playing The Mind, which they tried playing for multiple game rounds. Based on these findings, we discuss recommendations for the further use and study of co-op board games in educational settings.

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Management of children with acute post-viral cough: a primary care experience with levodropropizine.

Acute post-viral cough (APVC) is a disturbing complaint that may also affect the quality of life. As a result, APVC requires an adequate managing with antitussive medications. In this regard, levodropropizine is an effective and safe peripheral antitussive drug. The present retrospective observational study collected data from children with APVC and treated with levodropropizine for up to seven days. Cough intensity and frequency, impact on children's and parents' sleep, school and games, treatment days, satisfaction, and adverse events were considered. Data from 92 children (mean age 5.5 years) were analyzed globally. Levodropropizine reduced cough intensity and frequency in most children and improved school and game activities and sleep quality in children and their parents. The treatment was safe. Most parents were highly satisfied with the results. This experience showed that levodropropizine was an effective and safe remedy for children with acute post-viral cough.

Psychological and physiological benefits of horticultural therapy for Chinese older adults

Background Gardening as a leisure activity has been shown to be potentially beneficial for older adults, this study aimed to assess the physiological and psychological impacts of a specific horticultural activity, watering indoor plants, compared with playing a computer game - the Klondike Solitaire Card Game. Methods This crossover study included 100 older adults recruited from a nursing care facility for older people in Shanghai, China. They were allocated to either engage in watering indoor plants (horticultural group) or playing a computer game (control group). For the inclusion criteria, screening for cognitive function was conducted to exclude those with severe cognitive impairments, thereby focusing on those capable of participating fully in the study activities. Brainwave activities, blood pressure, and psychological states were measured through pre- and post-test questionnaires to evaluate the physiological and psychological effects. Results The activity of watering indoor plants was associated with significant reductions in both systolic and diastolic blood pressure, in contrast to the computer game activity. Additionally, participants in the horticultural group showed increased brainwave mean values, indicating heightened relaxation and focus, while decreases were observed in the control group. The experimental group reported reduced anxiety scores, along with increased feelings of comfort and relaxation, and also exhibited significantly higher meditation levels, which indicates a profound mental relaxation effect. Conclusion Our findings suggest that engaging in indoor horticultural activities, such as watering houseplants for 10 minutes, can reduce mental and physical stress levels in older adults.

보드게임 활동이 초등학생의 다중지능 향상에 미치는 효과분석

The education of elementary school students promotes the overall development of children and induces a positive attitude toward learning. Board games that stimulate interest and motivation in learning have been widely used in recent years. In this study, a program is implemented for elementary school students attending after-school care centers to explore the effects on multiple intelligence using board games. As a result of verifying whether there is a difference in multiple intelligence between the experimental group and the control group after the board game, all areas were improved. However, in music intelligence and physical exercise intelligence, the improvement effect of the control group appeared. Therefore, other factors other than the effect of the board game must have worked. In other areas, there was a statistically significant difference between the two groups, demonstrating improved effectiveness through board game activities. In addition, by confirming that it is effective in maintaining and improving the strength intelligence in the experimental group, this study provides implications for the use of board games as a learning tool that induces children's interest and fun in the future.

Humorous Potential of Board Games for Children of Senior Preschool Age

Aim. The aim of the study is to determine the humorous potential of modern board games for senior preschool children which are used in preschool education institutions. Methods. The aims were achieved through the implementation of methods: theoretical (analysis of the psycho-pedagogical, philosophical and source base in the field of game design and children's game theory), empirical (observation of the game process of children with board games, combined analysis of board game sets from different countries) and comprehensive analysis of board game sets for children. Results. It has been determined that the humorous potential can be expressed through each structural component of a board game: content (plot, characters and rules), conventional graphic plan (images, symbols, icons, colour, reality and conventionality of the image), equipment (character chips, character figures, tokens, field etc.). It has been proved that humour is a social and game construct of the modern theory and practice of game design. Conclusion. It has been concluded that the humorous potential of board games for children has a significant developmental effect in the organisation of game activities. The use of humorous board games provides a positive microclimate in the team, promotes the development of emotional intelligence in children, enriches their cognitive and sensory experience. Humorous board games can be used both for organising the education of older preschool children, preparing them for school, and for organising recreation, leisure, and raising children's play culture.

Analysis of Tactical-Technical Attack Performance Factors: A Case Study of a Professional Women's Handball Team

Game analysis based on tactical-technical sports performance provides important information for coaches to periodize and evaluate team processes more accurately. The aim of this study was to analyze the probabilities of success in offensive situations by a Brazilian professional women’s handball team. The method used was a quantitative, descriptive and case study approach, which was a professional women’s handball team with national and international achievements. Data collection was based on the Handball Observation System, which allowed a total of 726 game actions to be evaluated from the two target competitions (world and national), 143 for the Women’s Super Globe and 583 for the national handball league. The data was analyzed using the Lince program, which helps with video analysis (games from different sports), optimizing data verification, and the SPSS 23.0 software, using multinomial regression. The results showed that the team had 10.538 more probabilities of scoring when using basic tactical means, compared to 1-on-1 actions (CR = 1.061) and complex tactical means (CR = 1). The offensive organization showed greater probabilities (OR = 1.668) of scoring with the full team, in attacks from the central area of the court of less than 9 meters (OR = 1.917) and with shots between 21 and 40 minutes (OR = 1.393). There were also 7.968 more chances for the opposing goalkeeper to make a save when the team attacked with basic tactical means and 2.562 more chances for him to save the shot between 21 and 40 minutes.