Gaming Practices Research Articles

Influencing Factors of Spatial Ability for Architecture and Interior Design Students: A Fuzzy DEMATEL and Interpretive Structural Model

Spatial ability is not just a skill but a crucial element for architecture and interior design students, significantly impacting their proficiency in tasks involving 2D drawings, 3D components, and artistic expression. Despite extensive research in this area, a gap remains in the understanding of how to effectively cultivate spatial ability through educational interventions. This study, with its unique approach of identifying key influencing factors and their interrelationships within the fuzzy decision-making laboratory analysis method (Fuzzy-DEMATEL) and the interpretative structural model (ISM), fills this gap. The method visualizes cause-and-effect relationships within a structural model and captures the interdependencies between influencing factors. In a collaborative effort between nine universities in 2023–2024, 17 experts selected through purposeful sampling contributed to the development of a comprehensive list of potential influencing factors. After refinement through filtering, comparison with the existing literature, and expert consensus, seven influencing factors of spatial ability for architecture and interior design students from personal traits and STEAM disciplines were identified, which are sketching and hand drawing skills, mathematical skills, video game practice, descriptive geometry skills, augmented reality practice, spatial talk, and gesturing while talking. Sketching and hand drawing skills, mathematical skills, and video game practice come under cause factors of spatial ability, whereas the rest are effect factors. Proceeding with ISM analysis revealed that sketching and hand drawing skills and mathematical skills are located in the input layer and have a continuous impact on spatial ability. Descriptive geometry skills lie in the transition layer, which are considered as deep influencing factors, the rest of the factors lie in the effect layer. This study delves into the theoretical and practical implications of these findings, offering valuable insights for educational policy and practice.

Применение метода ВИРТУОЗ (Вариативное Игровое Решение Трудных Учебно-Образовательных Задач) при выборе университета для обучения

In the context of the permanent transformation of the higher education system, it is not only game practices that are in demand, but also the widest possible gamification of the educational process itself in higher education. The article discusses the option of organizing the game VIRTUOZ (Variable Game Solution of Difficult Educational Problems) at an open day with applicants and their parents. The VIRTUOZ game is held in order to form an objective opinion among its participants about where to go to study on the basis of a comprehensive comparison of information from open sources on competing departments that are currently training students in a particular field in the corresponding region (regions). Variants of tasks/competitions for team members are given, allowing to compare departments by the share of employed graduates and their average salary; on the structure of academic titles of teachers; indicators of scientific activity; tuition fees. Variants of creative contests for viewers are given. In the future, it is possible to hold other competitions and introduce weights for certain aspects of the department's activities, based on their importance for applicants and their parents, either setting them in advance, or offering to do this directly to team members. Competent gamification of the educational process in Russian higher education, starting with the admission of applicants and ending with the employment of graduates, is designed to help in the development of domestic higher education today and in the long term.

Enhancement of basic tennis technical skills: Game and drill training methods of male athletes reviewed by age group

Background Problems: The lack of variety in exercises applied by coaches makes players feel bored, so they must be given training variations by looking at training methods that significantly improve basic tennis technique skills between game training methods and drills. Research Objectives: This study aims to determine differences in the effect of game and drill training methods on improving basic tennis technical skills based on the age groups of 10-12 years and 13-15 years. Methods: In this context, the method used was experimental research with a 2x2 factorial design. The sample consisted of 24 male athletes in Lampung who were separated into 4 groups. Findings and Results: (i) There are differences in the effect of game practice and drill methods on improving basic tennis technique skills. (ii) There is a difference in improving basic tennis technique skills between the age groups of 10-12 years and 13-15 years. (iii) There is an influence of interaction between training methods and age groups on improving basic tennis technique skills. Conclusion: The age group 10-12 years is more appropriate if given the game training method, and the age group 13-15 years is more appropriate if given the practice training method. The findings of this study provide an important contribution by highlighting the importance of both applied training methods for basic tennis technique. This training method is also adapted for age-based characteristics. Therefore, the recommendation to use game and drill training methods as part of tennis training can help athletes cope with intense playing conditions. Based on the analysis above, the novelty of the research developed by the researcher was two exercise methods compared, two age groups that were sampled, and research instruments using International Tennis Number (ITN) On Court Assessment. Researchers used game and drill training methods that could affect the sample after treatment. Different from previous research, the sample used was male athletes aged 10-15 years.

Physical Education Pre-Service Teachers Constructivist Teaching Practices: A Multilevel Analysis

ABSTRACT This study examined Physical Education Pre-Service Teachers’ (PSTs) perceptions of their teaching from constructivist teaching practices and their variation among PSTs’ responses when aggregated by sex, teaching practices curriculum, extension project, and university type. The sample consisted of 869 Physical Education PSTs from Brazil (female = 399 and male = 470). Data were collected through an online form and modeled using Bayesian multilevel ordinal regression analysis. Our results showed that there was substantial variation in perceptions about constructivist teaching practices by the teaching practices curriculum during graduation and small variation by sex and participation in extension projects. The present study highlights that Brazilian PSTs in Physical Education tended to perceive their teaching oriented to constructivist practices. Furthermore, there is a need to consider student-, curriculum-, and contextual-level factors in the intention to adopt constructivist teaching practices in games and sports.

GÜNEY AZERBAYCAN VE TÜRKMENİSTAN ÇOCUK OYUNLARI: KÜLTÜREL DEĞERLERİN SÜREKLİLİĞİ VE AKTARIMI

Children's games are one of the elements used by individuals in society to transfer their culture to the future. The child experiences the stages of understanding and recognizing the world they live in while playing games. Through games, the child learns the behavioral patterns of social life and various aspects of culture, perhaps for the first time. Play, which is one of the basic needs of the child, is a duty for him/her. The child who plays with fun learns by practicing rituals that contain cultural elements. Thus, cultural transfer is realized. When studies on children's games in the Turkic world are looked into, it is seen that there is not much difference in terms of practice and rules in games. In this article, the children's games of South Azerbaijan and Turkmenistan Turks will be compared in terms of the creation and transfer of cultural memory, and the survival of national and universal values.

Features of studying and implementing gamification technologies in the practice of teaching a foreign language

Importance. The development of gamification technologies in the practice of teaching activities is considered. The process of formation and development of gamification concepts in domestic and foreign education is analyzed, the main approaches to the specification of the term “gamification” are identified, it is emphasized that gamification, unlike many gaming practices, has a nonimitation nature, where, based on certain rules, an educational result is achieved.Materials and Methods. An overview of the results of foreign empirical studies of gamification is presented, the identified positive effects of technology application and promising directions of its study are shown.Results and Discussion. Structural and content types of gamification are identified, including the main elements and mechanisms of this pedagogical technology. The potential of pedagogical technology in the field of motivational orientation, involvement and immersion of students in the educational process is emphasized. The distinctive features and possible negative trends in the use of gamification in the educational process are identified.Conclusion. Gamification technologies make it possible to implement most didactic principles and implement sociocultural, communicative, self-development, therapeutic, correctional and entertaining pedagogical functions.

TRANSITIONAL AREAS OF DIGITAL GAME ART

Digital games, which constitute a part of new media studies, offer different reality experiences and new expressive environments to a player with multimodal interactions and hybrid reality practices offered by game engines. The alternative environments offered by digital game art create a kind of ‘transitional space’ in the participant’s experience process with ambiguous structures such as reality-fiction. The phenomenon of the transitional area, discussed by Donald W. Winnicott, is the cultural manoeuvring space in which the subject experiences both internal and external reality while constructing the initial fiction of the self, and is closely related to Jean Baudrillard’s concept of simulation in which fiction and reality are mixed. In contemporary art, where the artistic image becomes a virtual reality, phantasmagoria, in which meaning and reality are reconstructed and staged in new media works referencing digital game practices, takes place in the transitional areas that Winnicott sees as a dynamic and experiential playground. This research focuses on digital game art works of different artists such as Olafur Eliasson, Hesam Jalili, Theo Triantafyllidis, Ian Cheng, and Joon Yong Moon, who create a transitional space in their work with practices such as ‘gamification of space’ and ‘counter gaming’.

Exploring the Potential Impacts of Mobile Sports Gambling on Economic Growth in Sub-Saharan Africa: A Case Study of Kenya

Kenya’s vibrant mobile sports gambling scene pulsates with the promise of economic prosperity and sporting excellence. Yet, beneath the gleaming facade, whispers of potential pitfalls like addiction, financial strain, and match-fixing cast a long shadow. This study embarks on a multifaceted exploration, wielding both quantitative and qualitative data to reveal the complex realities behind the hype that is all too familiar with the target group. The findings paint a nuanced picture. Young adults and those with higher incomes gamble more frequently, raising concerns about responsible gaming practices. While the industry sparks job creation in sectors such as customer service, marketing, advertisement/brand influencing, and programming, negative consequences like match-fixing and addiction cannot be ignored. For example, in 2023, Kenya’s football federation suspended 14 male football players and 2 coaches over match-fixing allegations, and in February 2020, FIFA banned 4 Kenyan players over an international conspiracy to fix league matches, showing that such iniquitous traits have already permeated the Kenyan sporting arena. Increased sponsorship deals are perceived to propel sports quality; for example, boxing in Kenya was considered a forgotten sport, but various pugilists have gotten lifelines from sponsorship deals with sports betting companies despite these ethical questions still remaining unanswered. Public awareness of government initiatives funded by gambling taxes remains surprisingly low, highlighting a need for greater transparency. Based on these insights, I propose a roadmap for navigating this dynamic landscape. Public awareness campaigns coupled with financial literacy education can empower Kenyans to gamble responsibly. Strengthening regulations and refining taxation systems will ensure fairness and optimize revenue generation. Expanding support services for problem gamblers and fostering workplace awareness are crucial steps towards mitigating negative impacts. Finally, in-depth research is needed to understand the long-term economic and social implications, paving the way for evidence-based interventions. This study transcends mere analysis, offering a crucial compass for policymakers and stakeholders. By acknowledging the double-edged nature of mobile sports gambling, we can chart a course towards a sustainable and responsible future for this transformative industry, ensuring that Kenya truly leverages its potential for growth and prosperity while safeguarding its social well-being.

Fun English Games for ESP Students (Best Practices)

Games are always heard to be fun, exciting, and adventurous to students. Everyone likes playing games, including fun English games for the students of the Nursing Department at Poltekkes Kemenkes Malang. This study explored the best practices of fun English games as an innovative pedagogical approach to enhance vocabulary acquisition among nursing students in higher education. The significance of this study lies in addressing the evolving landscape of nursing education and the need for dynamic teaching strategies aligned with the preferences of the digital-native generation, as emphasized by Prensky. The rationale for incorporating fun English games is grounded in principles of experiential learning and gamification, aligning with the ideas of scholars that playing games while learning English was very effective and efficient in improving vocabulary. This study reported that using games to learn English vocabulary is very useful and meaningful to the students. They showed a positive attitude towards the use of games in the classroom. Anticipated positive outcomes hold implications for nursing educators, curriculum developers, and policymakers, offering evidence-based recommendations to bridge the gap between theoretical insights and practical applications in nursing education.

The impact of acute violent videogame exposure on neurocognitive markers of empathic concern.

Research examining the purported association between violent gaming and aggression remains controversial due to concerns related to methodology, unclear neurocognitive mechanisms, and the failure to adequately consider the role of individual differences in susceptibility. To help address these concerns, we used fMRI and an emotional empathy task to examine whether acute and cumulative violent gaming exposure were associated with abnormalities in emotional empathy as a function of trait-empathy. Emotional empathy was targeted given its involvement in regulating not only aggression, but also other important social functions such as compassion and prosocial behaviour. We hypothesized that violent gaming exposure increases the risk of aberrant social behaviour by altering the aversive value of distress cues. Contrary to expectations, neither behavioural ratings nor empathy-related brain activity varied as a function of violent gaming exposure. Notably, however, activation patterns in somatosensory and motor cortices reflected an interaction between violent gaming exposure and trait empathy. Thus, our results are inconsistent with a straightforward relationship between violent gaming exposure and reduced empathy. Furthermore, they highlight the importance of considering both individual differences in susceptibility and other aspects of cognition related to social functioning to best inform public concern regarding safe gaming practices.

The Effect of Small-Sided Games Practice on the Result of Lower Passing Accuracy Using the Inner Foot

The purpose of conducting a study was to determine the effect of Small-Sided Games training on the accuracy of lower passing using the inner foot of soccer at SSB Megas II Banyuasin. The research method used is the Experiment one group pretest and posttest method. The research design used is one group pretest-posttest design. Using the total sampling technique to take a sample of 40 people. The research instrument in this study was a modified test of soccer passing accuracy. From the results of data analysis processing through the calculation of the t-test formula with the criteria tcount (11.504) > Ttable (2.002) with a confidence level of 0.95 or 95% (α = 0.05) and the number of samples (N = 40). Submitted accepted. The practice of Small-Sided Games using the inside of the foot affects the accuracy of the bottom passing. Based on the results of research on the effect of Small-Sided Games using the inside of the foot, it turned out to have a significant effect on the accuracy of lower passing at SSB Megas II Banyuasin. This research implies that Small-Sided Games using the inside of the foot can be carried out and used as an exercise program to increase the accuracy of lower passing.

Psychological benefits of game practice in higher education settings: from stress to happiness

Introduction. Teaching/learning and professional work at higher educational establishments, being an intellectually and emotionally intense activity, provokes stress in teachers and students, which has a negative impact on their health: fear, anxiety, fatigue, irritability, and nervousness. Game practice is the most effective method to relieve emotional tension and activate the educational process within the framework of students’ and teachers’ successful cooperation through communication. The purpose of the article was to assess the influence of game practice on the psychological state of teachers and students at higher school, as well as the levels of stress and happiness. Materials and methods. The study involved 69 university teachers (89% women, 19% men) from 29 regions of Russia and 176 students (51% males, 49% females) in the first-year undergraduate course at Volgograd State Technical University (Russian Federation). The study was carried out using a Google Forms survey. Results. The present study did not find any significant relationship between the manifestation of stress and the use of the game practice in the teaching process at higher educational establishments, which proved to be an unexpected result, since the lecturers (49%) and students (56%) recognised that game practice reduced their stress levels. However, the analysis of the revealed results showed that most of the students were affected by academicrelated stress: 46% of the respondents had high stress level, 34% – moderate stress level, and 20% – mild stress level. The stress level in the teachers’ professional activity also revealed a high rate – 52% of the respondents answered that they experienced professional stress quite often. At the same time, psychological well-being within the framework of game technologies had the following indicators: 54% of the teachers felt quite happy, 29% – absolutely happy. As to the students, they reported a middling indicator of happiness (46%). Conclusion. Game practice is a modern learning tool used at higher educational establishments, which improves the psychological well-being of students and teachers and is an effective way to combat stress and achieve increased happiness level. However, a more profound study of this subject, along with the development of due methodological recommendations, can contribute to more effective integration of game practice into the educational process and enhance the well-being of both students and teachers.

Educational game as a practice for developing students' critical thinking skills regarding manipulations on the Internet

Introduction. Expanded digitalization widens the gap between the increasing immersion of young people in the digital space and their ability to identify, manage and resist the destructive potential of the information flow of the Internet environment. Increasing threats to personal security and improved technologies for manipulating public opinion and consciousness makes developed critical thinking skills and increased resistance to manipulative and destructive online content particularly relevant for the young generation The paper aims to determine the potential of an educational game in developing critical thinking skills among students in relation to manipulations on the Internet. Materials and methods. 147 students of Tomsk State University (Russian Federation) took part in the pilot study. Research methods were: 1) a questionnaire for self-assessment of the ability to identify manipulative techniques and assess the impact of information on own psycho-emotional state; 2) a test task for forming skills in recognizing manipulative techniques. Statistical data was processed using the Mann Whitney U test and the Wilcoxon t-test. Research results. A pilot experimental study revealed the following: 1) respondents tend to overestimate their ability to determine the manipulative potential of Internet content, as well as their ability to resist it and realize its impact on their psycho-emotional state; 2) after the game, the experimental group demonstrates increased skills in identifying all the five manipulation techniques (the number of respondents able to recognize a conspiracy theory increased by 6.8 times, emotional speech by 1.4 times; scapegoating by 7.6 times; attacking by 1.3 times, and a false dichotomy by 10.7 times); 3) in recognizing three manipulation techniques, the experimental and control groups show significant differences (p <0.001). After the game, the participants demonstrate the skills of accurately recognizing conspiracy theory, scapegoating, and false dichotomy. Conclusion. The suggested gaming practice has a high potential for developing critical thinking skills in relation to manipulation techniques on the Internet (in the context of digital interaction and information impact).

Pengaruh The influence of small-sided games training on the short pass accuracy of U-14 players at Tunas Depati Amir Pangkalpinang Football School

The problems that occur in the U-14 players of Tunas Depati Amir Pangkalpinang Football School motivate this research. There are still many players who have poor short pass accuracy and are not on target or teammates, and there is a lack of training variations that emphasize basic techniques. Short passes are like small-sided game practice. This research uses quantitative research methods with experimental methods. The design used is one group pretest-posttest design. The sample in this study was 20 players with a sampling technique using saturated sampling. The data collection technique uses a soccer short pass accuracy test instrument. The research data analysis technique uses the Kolmogrov-Smirnov normality test and the paired samples t-test hypothesis test. Based on the results of the data normality test, we know that the pretest value is 0.188 < 0.294 and the posttest value is 0.130 < 0.294, indicating that both data sets are normally distributed. Based on the results of the hypothesis test, t-count = 26.719 > t-table = 1.729. So it can be concluded that Ho is rejected and Ha is accepted. This means that there is an influence of small-sided game training on the short pass accuracy of the U-14 Tunas Depati Amir Pangkalpinang Football School players.Keywords : Small-sided games, Short pass

Praktik Permainan Mesin Capit Manusia (Human Claw Machine) dalam Pandangan Hukum Islam dan Maqashid Syariah

The human claw machine game is an innovative model of the doll claw machine game. The problems arising from this contemporary phenomenon are related to applicable law. In the human claw machine game, the laws of the game and the form of transactions used are not yet clearly known. The aim of this research is to explore the laws of human claw machine games from the perspective of Islamic law and maqashid sharia. The research method used in this research is normative legal research which will examine legal issues with the provisions in the Al-Qur'an and hadith. The results of the analysis show that the law of human claw machine games when viewed from a gaming perspective is a form of game that is prohibited because it contains elements of chance and speculation which are similar to qimar. Meanwhile, as a business tool, this game is a form of buying and selling transaction that contains elements of gharar and maysir. The position of maqashid sharia in the practice of human claw machine games includes two main things, namely the protection of reason and wealth.

Korean WoW Gamers’ Competitive Game Culture and Excessive Game Labor

ABSTRACT This study uses thematic analysis of online forum posts to examine the Korean World of Warcraft (WoW) raiders’ motivation for voluntary engagement in excessive gaming, or game nogada, from a sociocultural and ideological perspective. The concept of excessive game labor is introduced to explain game nogada and explore the game culture and ideological background that affect this gaming practice. I argue that Korean WoW raiders’ voluntary engagement in excessive game labor is driven by a desire for higher status in the winner-centric game community, which rationalizes the hierarchical relationship and structural inequality among raiders by a neoliberal meritocracy.

The Prospective Effect of Protective Gaming Beliefs and Behaviors on Problematic Gaming, Mental Health, and Well-Being of Video Game Players

While most players enjoy video gaming, a minority suffer from problematic gaming. Existing studies focused on risk factors and proposed legislative and technological measures to contain the undesirable consequences. The present study aims to examine whether players’ healthy gaming practices can protect themselves against problematic gaming. We conducted a longitudinal survey at a public university in China, 604 college students took the first wave survey, and 365 of them completed the second wave six months later. The results showed that protective gaming beliefs and behaviors at baseline were negatively associated with problematic gaming tendency, and positively associated with mental health and well-being at follow-up. Problematic gaming tendency did not predict mental health and well-being. The findings suggested that players’ self-regulation can be an effective measure against problematic gaming and promote mental health and well-being. The present study can inspire stakeholders to develop additional approaches to help at-risk and problematic players.

Demonstrating Pedagogical Content Knowledge Through the Development of Educational Science Board Games

Preservice teachers who are specialising in the teaching of the subject natural science at a primary school level, ought to demonstrate the ability to present lessons that provoke a joyful yet meaningful educational experience amongst learners. One such approach that was taken, was when natural science preservice teachers were tasked with developing educational science board games as a means to enrich their teaching practice during a recent school visitation opportunity. However, given this educational exercise, what remains a mystery from a teacher development perspective is whether this exercise provoked some form of ‘pedagogical thinking’ among preservice teachers? It is with this question in mind, that the study investigated whether the task of developing educational science board games sparked the ability of preservice teachers to demonstrate knowledge of pedagogical content. The study draws on a modified understanding of Shulman’s pedagogical content knowledge model, which in the context of gamification requires one to effectively transmit ‘subject knowledge’ in an interactive manner through ‘educational board game practices and engagement’. Using a focus group discussion and photo-voice methodology as data collection techniques, this qualitative study uncovered how preservice teachers demonstrated i) knowledge of the curriculum, ii) knowledge of instructional strategies, iii) knowledge of learner-thinking, and iv) knowledge of assessment. This study holds a series of implications for future research in the field of initial teacher development and STEM education. For example, it will be interesting to uncover how preservice teachers experience the use of educational board games in their teaching. In addition, it will also be interesting to discover how educational board games can be used in other STEM subjects such as mathematics, technology, and physical science. Ultimately, more research is also required on the learning benefits of educational board games from a learner’s perspective.

Water dynamics and environmental social practice in a differential game

This paper investigates how socially and environmentally responsible practice influences the dynamics of a common aquifer and its impact on social welfare. We analyze a differential game between two firms, profit seeking (PS) and environmental corporate social responsibility (ECSR), that pump water to sell it to farmers. The profit of the PS firm is composed of revenues, extraction and taxation cost. Conversely, the ECSR maximizes an objective function composed of profit, consumer surplus, and environmental damage. From the analysis of the model, it emerges that only a balance of the social and the environmental concern can preserve the water table and improve the social welfare.

Effect of Concurrent Neuromuscular Training and Football Game Practice on Cardio Respiratory Endurance

Effect of Concurrent Neuromuscular Training and Football Game Practice on Cardio Respiratory Endurance