Goal Of Game Research Articles

The significance of the game in the didactic-methodical basedness of physical education lessons

A game is a form of activity that during the historical development of society provided the participants, but even today it provides a certain amount of fun and joy, as spontaneous activities through a huge variety of game types. In this paper, the attention is focused on the game as a practical value in an important social area such as physical culture, i.e. firstly, on sports where the outcome is prestige, then on recreational activities and, finally, on games that have a specific education value.The strategy of each of these games is determined by a set of rules that systematize the possible actions of each participant so that, from several combinations, the players opt for those moves that are the most rational for achieving the goal of a specific game. In physical culture games, can be conditionally divided in relation to their specificities. - Sports, competitive games, - Games in recreation, - Games in school physical education, in this paper special attention is paid to their educational value as essential content in school physical education. Sports competitive games, articulated in sports categorized clubs with players of amateur or professional status, as individuals or in teams. For whom these activities represent a certain source of existence. Games in recreation are the most common contents that are used as spontaneous activities in free time according to the participants' own choice, as well as other diverse activities, with the aim of improving health and thus the general quality of life. In recreation, apart from optimal physical activity, the victory over the rival is not in the first place, but more like mental stimulation for good fun and mood. Games in school physical education are the subject of interest in this paper, but more as a didactic category. First of all, from the point of view of intensively organized teaching, when it comes to the didactic structure of the physical education class, the goal is that the class represents a didactic unit, and the question of choosing those possible games for introducing students to work in the class, which are part of the methodology of training and practicing as biomechanical similar, is actualized. to the main task and are predominantly of a situational nature. Second, from the point of view of rationalizing the mechanism of motor stereotype formation, these games, as exercises, contribute to further sharpening the perception of muscle receptors that are engaged in performing the movements of the main coordination-technical task. The paper shows: - sports games without and with a ball and - a game with the traditional prop of a big screw Features of the sports game: - contains dreamy elements of situational technique, - the development of some cognitive ability such as the perception of space, the position of the players and their movement, - develops agility and coping in new situations, - affects the memory of some tactical elements and to the rational selection of tactical solutions Features of the game with a large screw (passing under the spinning screw, overhanging the rope): - improves the perception of situations, - timely decision-making to react in order to achieve the goal, - functional cooperation with teammates. The work is illustrated with film and photographs: - one handball game, - three volleyball games, - one basketball game, - a game with a big screw.

Teatral Temelli Eğitimde Yeni Yaklaşımların İncelenmesi

In this study, it is aimed to examine new approaches in theater-based education modeling. As is known, theater forms the conceptual basis of the word theater, naturally, theatrical also forms the basis of the conceptual framework related to theater. Experiential learning strategy also becomes an important feature in theater-based learning, as the intellectual is poured into the field of practice and the principle of learning by living by doing in person is at the forefront. The experiential learning strategy allows children to directly experience information as it is by touching, smelling, talking, feeling, seeing. With experiential learning strategies and learning principles, a game-within-a-game perspective is adopted, not education-within-a-game. This situation is also related to the fact that the game is actually a tool, not a goal, in achieving education. The goal of an educational game is not to entertain the student, but to make him learn while having fun. The purpose of theatrical-based educational modeling is also realized in this direction. Key Words: Education, Theater, Play, Theatrical Play

Multiplayer mechanism design for soil tillage serious game

The primary goal of Serious Games is not only for fun but also for lesson. In learning the first stage of soil tillage which using the mouldboard plow, a proper understanding is needed so that the soil tillage process will follow the needs of plant growth. The use of serious games as a study instrument for soil tillage is under the concept of digital game-based learning (DGBL). The problem of players when playing serious games is less motivated to play because the serious game system and scenario are less challenging. That challenges accelerate the shape of knowledge and experience when playing the games (user experience). By referring to the Learning Mechanics Gaming Mechanics (LM-GM) model, which is based on multiplayer in serious games, hopefully the learning process of land management using the mouldboard plow can be optimized. This process can increase learning motivation and elevate the user experience. This research results a design concept of a learning mechanism and a game mechanism for a serious multiplayer game of soil tillage with a mouldboard plow. There are three types of learning mechanisms in conceptual and concrete components, also six types of game mechanisms that can be used as a reference for the formation of multiplayer serious games and the increase player motivation.

SCAMP: an analytical framework for examining flexible social playfulness around interactive museum exhibits

ABSTRACT In this paper, we present SCAMP – Social Configuration Affordances for Museum Play – an analytical framework we develop and use to highlight the relationship between designed affordances at interactive museum exhibits and different social playful behaviors they trigger and support. We do this through a selective case study analysis of Rainbow Agents, an interactive museum exhibit designed to support play across multiple social configurations. This variety of configurations is valuable for museum settings, as it helps museum visitors engage with each other according to their preferences and also enables the emergence of modes of collaboration and competition novel for learners in such contexts. Our SCAMP analysis of Rainbow Agents sheds light on design features which successfully support different forms of productive social play – including short and long episodes of competitive, collaborative and parallel play, spanning play, teaching, and receiving interpersonal interactions. In particular, we pay attention to behaviors representing a variety of mentoring and learning opportunities – in line with and extending the vision and goals of educational games’ and science museum exhibits’ designers and researchers.

Multiobjective Coordinated Operation for Multienergy Hubs: A Bargaining Game Approach

The energy hub (EH) is an essential part of the energy conversion supply process, which integrates multienergy forms to improve energy efficiency effectively. A multiobjective optimization model, including exergy loss and operation cost, is established to balance the efficiency of energy utilization and cost. Due to EH and users being connected by a thermal network, a thermal network model that considers the time delay and loss is established. An interaction framework based on the bargaining game theory is proposed to realize the coordination between EHs and heat station (HS). Furthermore, models, such as thermal exergy, thermal network, and bargaining game goal, are linearized. It dramatically reduces the computational cost and can easily be solved by Cplex or Gurobi. Finally, numerical studies with three EHs and one HS demonstrate the effectiveness of the proposed method. In the case study, the overall cost of EH and HS can be reduced by 2.60% through the interaction of electric power, thermal power, and exergy loss.

Case Study on VR Empathy Game: Challenges with VR Games Development for Emotional Interactions with the VR Characters

Empathy development in young children (6 to 9 years old) sets a foundation for emotional regulation and social skills for children’s futures. Researchers from the fields of virtual reality (VR) and game design highlight the potential of VR technologies as a great tool to promote empathy. However, there is little empirical and systematic knowledge on how to use VR technology to help promote empathy in young children. To address this gap, we developed a VR Empathy Game prototype to explore how VR experiences can inculcate empathy development in young children. To evaluate this prototype, we conducted a qualitative study with 15 children from 6 to 9 years old. We used an interpretive case study to provide an in-depth understanding of children’s experiences with the VR Empathy Game. To guide participant selection, we used a purposeful sampling approach and intentionally included K-3 children with different empathy and social skills levels.
 
 This paper describes one case representing a challenge that children with a low level of empathy can experience while playing the VR Empathy Game. This case explains the game experience of a seven-year-old boy, Gabe. The case is entitled: “The VR Empathy Game Experience with a Focus on Exploring the Environment and Looking for Clues.” Gabe confused intrinsic and extrinsic game goals and played the game focusing only on the VR environment. He perceived the game characters as an information source rather than building relationships with them unlike the children with a higher level of empathy. This case represents the group of four boys who participated in our study. In comparison with other participants, Gabe’s case provided very little evidence of noticing the characters' emotions. Our findings suggest that game designers should provide additional scaffolding for children with little levels of empathy, including additional reflective questions and reminders to interact with the characters. We also suggest a follow-up study exploring how different storylines would help children’s game experience.

The effect of educational games according to the stages of the complete kinetic sequence to develop some physical abilities and the achievement of junior long jump players

Progress and performance to the best level is the goal of educational games according to the stages of the complete motor sequence, so we need to apply the principles of learning and its correct methods, which must be effective and brief at the same time. And the research community was identified for long jump players in the Specialized School for Talent Care for the 2022 sports season in Baghdad, which numbered (12 jumpers). To the most important conclusions, as the results showed a marked superiority between the tribal and remote measurements, the effect of educational games on the stages of the kinetic sequence, to develop some physical abilities and the achievement of the junior long jump players for the experimental group and in favor of the dimensional measurement.

From skill growth expectancy to online game commitment

Players' game commitment is relevant and important to game makers. Hence, we need to know how to strengthen players’ game commitment. The literature pointed out that two theories (flow theory and goal gradient theory) may be effective perspectives. However, we do not know how to trigger both theoretical pathways, indicating a gap. Hence, the aim of this study is to address this gap by proposing a new construct: expectancy for skill growth. We used a survey method to collect data from 1320 gamers. The structural equation modeling method was used to test the hypotheses. We found that the new construct enhances in-game flow, gaming goal proximity, and motivation to attain gaming goals, strengthening game commitment. The key interpretation is that the new construct can trigger both theoretical pathways, strengthening game commitment.

Drawing goals nearer: Using the goal-gradient perspective to increase online game usage

Online games attract a huge number of players, sparking intense competition among game developers, who must identify how they can retain players. While basic game design includes challenges, players may feel that highly challenging in-game goals are distant and even unattainable, reducing their gameplay momentum. Thus, game developers face a dilemma between designing goals that seem unattainable or goals deemed too easy and thus not challenging enough, which our study addresses. To achieve this, we identified two new triggers derived from social cognitive theory (SCT) that could trigger the motivational process of goal gradient theory (GGT)—expectancy for character growth and gaming self-efficacy. Survey data from 1724 online game players were gathered and used to verify the model. Our study uniquely shows that expectancy for character growth can trigger motivation to attain gaming goals and that gaming self-efficacy can increase perceived gaming goal proximity and motivation to attain gaming goals and, thus, further sustain game usage. Collectively, this study helps resolve game developers’ aforementioned dilemma by recommending that they include challenging in-game goals and persuade players that they can achieve such goals immediately (i.e., gaming self-efficacy) or in the near future (i.e., expectancy for character growth), thus increasing perceived goal proximity or making goals seem closer.

Personalities, sequences of strategies and actions, and game attacks: A statistical discourse analysis of strategic board game play

During a game, personalities and recent interaction sequences of strategies or actions can affect the likelihood of a specific game action (e.g., attack). Seventeen players played eight face-to-face, educational games (four players per game) and spoke for 8432 turns, all video recorded. A mobile game system collected their game actions. Statistical discourse analysis showed that compared to other variables, the following were less likely to yield an attack: extrovert player, exactly one extrovert in a game, lie, neutral talk, plan, threaten, criticize, pity, altruistic actions, deceive, or move. By contrast, the following were more likely to yield an attack: exactly two extrovert players, one pace/patient player, an attack in the previous turn, or an attack or criticism two turns ago. Also, consecutive attacks sharply raised the likelihood of an immediate attack. Mediation tests showed that an extrovert was more likely to plan or criticize, resulting in fewer attacks. Close examination of the transcripts showed that two extroverts will goad others to attack, and that different gaming goals (e.g., complete task, weaken opponent, revenge) motivated attacks. Together, these results show why and how players attack by identifying factors that affect the likelihood of an attack: a player's personality, personalities within a game, game actions, and group dynamics. These results inform our understanding of aggression within a framework of complex, dynamic gaming strategies and behaviors during interactive games for educational purposes.

How to Achieve Goals in Digital Games: An Empirical Test of a Goal-Oriented Model in Pokémon GO

To effectively design digital games and gamified systems, it is important to properly understand the psychological and behavioral processes that players use to reach goals. Although numerous prior studies have examined individual adoption, use, and continued use of digital games, few attempts have been made to understand how people desire and strive to achieve goals. The objective of this study is to develop and test a model of individual achievement of goals in digital gaming. Drawing upon theories of goal-directed behavior, we propose a conceptual model describing goal setting, goal striving, goal attainment, and feedback evaluations in the context of mobile gaming. To empirically test the proposed model, we collected two sets of (cross-sectional and longitudinal) data from 407 users of Pokemon GO. The results generally indicate that goal-directed effort plays an important role in translating goal desire into goal attainment. In addition, we found prior game points and goal desire have interaction effects on goal-directed effort and the subsequent acquisition of game points. Finally, this study shows that action strategies such as in-game payment and deliberate planning have differential effects on goal-directed effort and satisfying experiences. Overall, our findings provide empirical support for the efficacy of our goal-oriented model as a theoretical tool for explaining the process of goal striving to obtain game points. Our findings not only have important implications for digital gaming but also contribute to emerging research on gamified systems.

Game Design Factor Questionerin User Experience Analysis on Selera Nusantara Game

Game products are one of the media to provide pleasure, satisfaction and knowledge for users. Game Selera Nusantara is a game product created by a game studio in Yogyakarta, namely Gambir Studio, created with the aim of providing pleasure, satisfaction and knowledge to its users. In order for the goal of the Selera Nusantara Game to be achieved, a game design by a user-centered game designer is needed. Game Selera Nusantara is a game with the Casual genre that has a target audience of children and teenagers with the main goal of introducing Nusantara cuisine. The good aim of the Selera Nusantara Game which introduces the culture of the archipelago is the basis of this research by assessing the quality of the game so that it can be accepted by the target audience optimally. The User Experience method with Game Design Factor Questionaire and compared with the results of interviews with game designers from Game Selera Nusantara used in this study provides an analysis of the quality of the game quantitatively. The results of the analysis show that Game Selera Nusantara has a high score on the criteria of Game Goals, Game Mechanism, Interaction, Fantasy Game, Narrative, Sensation, Game Value, Mystery, Flow, which is more than 90%. This means that the Selera Nusantara game has been able to fulfill the goal of providing pleasure, satisfaction and knowledge to its users in accordance with the design of the game designer.

You escaped! How did you learn during gameplay?

AbstractThis study investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with educational escape rooms. We based the design of the escape room on an educational game design framework that aligns the learning goal and the game goal, that is, escaping from the room. One‐hundred‐and‐twenty‐six students, aged between 16 and 20 played the escape room. Measures for learning were pre‐and post‐tests. The game experience was measured through questionnaires, classroom observations and interviews with students and teachers. The results show a knowledge gain between pre‐and post‐test. Correlational analysis showed that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. Based on the qualitative data it appeared that the used escape boxes contributed most to perceived immersion. Immersion helps students focus on each other and the tasks. Also, a narrative with distinct roles for each student helped to evoke immersion. Unexpectedly, these roles also scaffolded collaboration except for students in the school that engaged in a collaborative learning pedagogy. The study confirms the usability of the framework for game designs, based on theories for the design of physical and hybrid educational games. Practitioner notesWhat is already known about this topic The escape room as a learning environment appeals to teachers of different disciplines, ages, gender and teaching experiences. Teachers implement escape rooms to create active (hybrid) learning spaces, where learners need a combination of knowledge and skills to solve the subject‐based activities. Students and teachers perceive that while participating in escape rooms, students are more engaged, active and learn more compared to regular classes. The assumption is that escape rooms support collaboration and automatically collaborative learning. Review studies on educational escape rooms show that a systematic evaluation is usually absent, disputable or indicates no knowledge gain. Teachers design their educational escape rooms based on digital escape games and/or their experience as players of escape rooms. For digital educational games, important game design aspects are researched. Three main challenges in designing educational games are (1) the participants' transition from the real world to the game world, (2) the alignment of game design aspects and educational aspects and (3) the transfer from attained experiences and knowledge back into the real world. What this paper adds This paper evaluates an educational game design framework for escape rooms, focussing on the above‐mentioned main challenges in designing educational games. It investigates the influence of the educational game design elements immersion, collaboration and debriefing, on fostering learning with a hybrid educational escape room. It informs that all three design elements contributed to students' appreciation of the escape room, whereas only immersion had a direct contribution to knowledge gain. The used hybrid escape boxes contributed most to the immersion; scaffolding students to focus on each other and the tasks. Students' collaboration was successfully fostered. However, it scarcely led to collaborative learning during gameplay, due to lack of discussion and reflection needed for deeper understanding. Implications for practice and/or policy The educational escape game framework would help educators creating immersive games, which not only confront learners with meaningful contexts but also give learning gains. The educational escape game framework would help researchers focussing on important and difficult aspects of designing and implementing educational escape rooms to develop and research more effective escape rooms. In guidelines on creating immersion in educational escape games, the notion of physical objects is lacking. In this hybrid escape room, the physical objects such as escape boxes were the most powerful in creating immersion. In addition, the use of sound design in escape games in classrooms seems overrated. Debriefing after the gameplay is perceived necessary to discuss common misunderstandings, to make connections between the topics in various puzzles and to add more content to interest high‐achieving students.

Analysis of the Characteristics of Digital Content with High Freedom in Interactive AVG Games

With the growth of the female economy, many games have emerged in recent years that specifically focus on female players as their main customer group. A new form of game, the interactive AVG game, offers players higher autonomy and interactivity, attracting a large number of female players. This paper studies a popular interactive AVG game, Melody from Harem, based on its rich digital content, such as digital storytelling, game mechanics, spatial properties and game goals, to investigate the design strategies of games with female target user group. AVG games are currently in a double marginal position in the game industry and academic, but they have a higher user retention rate beyond that of mainstream games. Therefore, the research on AVG games is of great significance to the development of China’s female digital game market. The study found that interactive AVG games adopt the strategy of involving players in story narration, and through rich interactive game mechanics, appropriate setting of scenario element, both absolute and relative goals to ensure players’ interactivity, autonomy, immersion and pleasure value in the game, and ensure that the game can gain high user stickiness with players’ loyalty. With the development of women’s games, the excessive sexualization of female images in traditional digital games has been corrected, but it has not completely disappeared, and female stereotypes can still be seen in some games.

Gameplays Versus Playstyles: The Social Construction of Transmediated Communities Among Filipino Children Gamers in Minecraft and Roblox

The children of today’s generation are considered as digital natives, which means that they have the capacity to navigate technological terrains to the best of their abilities and create online communities in new storyworlds. Minecraft and Roblox, two sandbox open-world mobile games, are manifestations of such ability to create worlds, survive in difficult gaming situations, face opponents in combat, and interact with players within a community. Even more so, such transmedia engagements allow the child participants, as evidenced in this study, to transact with players and the app itself to introduce new playstyle strategies that complement or subvert the gameplays originally set by developers. This study aims to explore how child users navigate through various transmedia storyworlds to socially construct shared meanings of their engagements. By proposing a novel “techno-immersion” as a method of data construction, the researcher joined four child participant–characters in their journey as they traverse from one gaming storyworld to another. Several transactions emerge in such a transmedia engagement, including player-to-player negotiation of playstyle; diverging playstyle away from prescribed gameplay; harnessing the gameplay rules to achieve personal goals in engagement; player-to-player and player-to-media negotiations to create new gameplay; and interaction as means of negotiation. It was also found that child users of mobile games are empowered in harnessing the rules of the game to their personal gaming goals and freeing from the binds that limit them from their engagements, towards becoming fully realized child characters in their transmedia storyworlds.

Development of Goal Sensor in Futsal Goal Using Pattern Detection

Development of Goal Sensor Tools in Futsal Sports is a tool in matches and training to detect goals in futsal games. This tool can help teams, coaches and referees in detecting goals in matches and training. This tool was made with the aim of assisting the coach in applying the game system to defend and attack in order to get goals and so as not to concede. This tool serves to detect goals without any doubt in goal decision making.This study aims to develop a goal sensor to assist in matches and training. The population in this study were 30 athletes from the Joint Club FS and Tibor FC as well as 6 experts in each field. The form of the tool that has been made in advance is validated by 3 experts, namely 1 sports expert from the University who has a sports education background, 1 futsal coach expert and 1 electronics expert. The small group test involved 10 athletes and 3 experts, then the results were validated with an average value of the third validity of 77%. The results of the large group trial involved 20 people and 6 experts, then the results were validated with an average value of the sixth validity of 84%. Based on the results of validation by experts, it can be concluded that the development of a goal sensor in the futsal goal using 2020 pattern detection is valid and can be used. However, this tool cannot be disseminated because there are still many shortcomings in this tool.

Gamification of Applied Technical Disciplines

Three forms of interaction between teacher and students, which have become widespread, are described. The main purpose of the work is to study the fundamental differences between games and gamification in order to identify and modify the most effective methods for introducing active learning elements in the educational process. After decomposition of games and gamification, the following features of activities were revealed. Already at this stage, differences are noticeable between the goals of games where you need to win, and gamification – to learn. It is shown that the selection of optimal game mechanics, to improve the learning process, was carried out according to subjective criteria, and the result according to objective – academic performance, aimed at students of technical specialties. Thus, repeated studies for groups of other specialties can give different, but no less interesting situations. It was found that the use of game scenarios during a laboratory practice objectively increases academic performance, thereby increasing the formation of skills and abilities of professional competencies.

Towards a conceptual definition of intangible Olympic legacy

PurposeIntangible legacy encapsulates the essence of Olympism and its manifestation, the Olympic Games. Despite significant interest in the capacity of the Olympics to produce notable changes in society, conceptual difficulties in defining and measuring intangible legacy persist. The study develops a conceptual definition of intangible Olympic legacy.Design/methodology/approachThe study follows a four-step concept definition approach. It examines and integrates three strands of literature including intangibles, social interactions and public value, which is combined with insights from a longitudinal empirical investigation of intangible Olympic legacy for National Sport Organisations (NSO).FindingsThe proposed concept of intangible legacy defines it an emerging combination of attributes, interactions, processes and technology, with the goal of creating public value which is the ultimate goal of the Olympic Games. Since intangible legacy is qualitative rather than quantitative, a reconsideration of the current research paradigm is also proposed.Research limitations/implicationsThe study develops a new analytical device for the investigation of intangible legacies for specific publics such as NSO.Practical implicationsThe study carries practical implications for Olympic and events/festival promoters as it allows defining and operationalising the key attributes of the concept.Originality/valueThis is the first study to conceptualise intangible legacy of mega events.

USING ROLE-PLAYING GAME FOR PROFESSIONAL SKILLS FORMATION OF PROSPECTIVE TEACHERS

The features of using Role-playing games in educating students - prospective teachers are considered. In practical classes on teaching methods of various disciplines, Role-playing games are often used, associated with conducting a fragment of a lesson or a full lesson. Typically, these practical classes are organized on an empirical level. The version of the Role-playing game "Observing Mathematics Lessons", developed on the basis of the theory of contextual learning, is presented. Psychological and pedagogical principles: simulation of specific conditions, game modelling of the content and forms of professional activity, collaborative activities are used in the design of the game. These principles are the basis for creating a game model, which consists of: game goals, a set of roles that indicate the functions of the player, the scenario and the rules of the game. The simulation model contains: didactic goals, the subject of the game and the evaluation system. An important difference developed by the Role-playing game is to take into account the personality types of students - participants in the game. Students with personality types typical for STEM students were selected for the role of "good pupil”. The roles of the "bad pupils" were played by students with personality types typical for students who usually do not have academic success in mathematics. A survey has been conducted, which showed that the proposed Role-playing game enable the simulation of the real situation of an observing mathematics lesson.

Понимание как конструирование социальной реальности

The article suggests an interpretation of human understanding as a three-level process of aligning sensory material with intersubjectively fixed patterns of social games, whose repertoire and general characteristics (which shape tactical game goals, priorities, general norms, and values) are ordered by the ontological schemes of cultural ideas about existence as such. Ontological schemes are assimilated by each social individual as limiting notions of the order of the universe, of the possible and the impossible, and such schemes constitute the limiting background of understanding. The system of social games, which are included in the cultural repertoire, presupposes a certain configuration of the cultural field of its own realization and the type of subjectivity as well as a specific rationality as an invariant and mediator of social activity, and, therefore, this system constitutes the lifeworld of a specific culture. It is shown that stable empirical complexes (things) are functions of social games, which, in turn, cannot falsify cultural ontology. Due to that, the fundamental ideas of a cultural subject about the world, society, and a person remain stable for a long period. In the past, changes in ontological schematism could be associated with transitional breaks in cultural paradigms, for example, between ancient culture and Christianity. At the same time, purposeful actualization of various “regions” of the lifeworld, even in a short period, can change the beliefs of a particular social group or community as a whole. If the process of understanding in the form of translating empirical material into playing and ontological schematism can be identified as the construction of social reality, then, in the case of purposeful manipulation of the repertoire of social games (via media, social networks, political regulations, political technologies, etc.), one cannot but see an external interference in natural processes of reproduction of the semantic universe of culture.