Quiz Game Research Articles

Assessing consumer literacy on financial complex products

Consumer financial education has become an important research topic, due to the growth of a wide range of investment products available in online banking. The individuals are exposed to highly complex financial products without understanding the risk and what product is suitable for them. This study investigates and measured the financial education of individuals in complex financial products. A quiz game was developed for a bank website to measure 1597 bank clients in complex products literacy. The survey also enabled a comparison between the basic and advanced skills of financial literacy knowledge. The results highlight a satisfactory overall financial literacy level. While basic knowledge level between individuals has a higher degree, there are serious concerns in advanced skill level. This study contributes to an understanding of adults’ knowledge about the prediction of the risk of investments in complex financial products, as well as providing value to ongoing financial literacy research.

Visuospatial computer game play after memory reminder delivered three days after a traumatic film reduces the number of intrusive memories of the experimental trauma

ObjectiveThe experience of intrusive memories is a core clinical symptom of posttraumatic stress disorder (PTSD), and can be distressing in its own right. Notions of dual task interference and reconsolidation-update mechanisms suggest novel approaches to target intrusive memories. This study tested the hypothesis that a single-session cognitive intervention (memory reminder task plus Tetris gameplay) would reduce the occurrence of experimental trauma memories even when delivered 3 days post-trauma. Critically, this study tested effects against two control groups: Reminder-only, and reminder plus another computer game (a form of Quiz). Methods86 healthy volunteers (59% female, age M = 24.35, SD = 4.59 years) watched a trauma film and then recorded their intrusive memories in a diary for 3 days (pre-intervention). They then returned to the lab. After presentation of visual reminder cues for the film plus a 10 min wait period (memory reminder task), participants were randomized into one of three task conditions (Tetris game play, Quiz game play, vs. reminder-only). They then kept the diary for a further 3 days (post-intervention). ResultsAs predicted, after the experimental manipulation, the reminder + Tetris group experienced significantly fewer intrusions than the reminder-only group (d = 1.37). Further, the reminder + Tetris group also experienced significantly fewer intrusions than the reminder + Quiz (d = 0.65) group. Contrary to predictions, the reminder + Quiz group experienced significantly fewer intrusions than the reminder-only group (d = 0.69). Prior to the experimental manipulation, there was no significant difference between groups in number of intrusions. Recognition memory test scores for facts of the trauma film after 6 days were comparable between groups. ConclusionsWe demonstrated that 3 days after experimental trauma (i.e. after memory consolidation) an intervention comprising a reminder task prior to a 15 min cognitive interference task (one of two computer games) led to a reduction in intrusion occurrence compared to reminder only. We interpret and discuss our findings within the framework of supposed reconsolidation-update mechanisms and competition for limited (visuospatial) working memory resources. Should these effects hold true in clinical populations, this type of simple intervention approach could help contribute to reducing intrusive memories of trauma.

Attractiveness Analysis of Quiz Games

Quiz games are played on platforms such as television game shows, radio game shows, and recently, on mobile apps. In this study, HQ Trivia and SongPop 2 were chosen as the benchmark. Each game data have been collected for the analysis and the game refinement measure was employed for the assessment that focuses on different elimination tournament system for each sample. The results show that games such as HQ Trivia, which applies single-round elimination tournament, has a lower value of game refinement, in which the game is highly skillfull. Meanwhile, games that apply a round-robin system, such as SongPop 2 have a higher value of game refinement, in which the game is very stochastic. SongPop 2 and HQ Trivia both have more than 5 million downloads in Google Play Store. It is concluded that different types of quiz games which apply different kinds of tournament style have different game refinement value.

Effects of Gamified Augmented Reality in Public Spaces

Advancements in smartphone technology have resulted in the proliferation of Augmented Reality (AR) applications and games. Researchers have acknowledged the great potential of AR applications to enhance entertainment and improve learning experiences. In this study, we examined the potential effects of gamified AR in public places. We developed ARQuiz, an AR-based quiz game, for a public exhibition space and conducted a user study with respondents via survey (N = 176; 55.68% female, mean age 35.94 and SD = 11.89) and face-to-face interview (N = 28; 57.14% female, mean age 31.07 and SD = 7.42). We analyzed the relationship between perceived application usefulness, perceived application enjoyment, perceived exhibition enjoyment, and perceived quiz enjoyment. In addition, we examined perceived sociability before and after the quiz, quiz score, and user behavior in the exhibition space. The results indicate that visitors who enjoyed playing the ARQuiz game enjoyed the exhibition more, obtained better quiz results and felt more social after visiting the exhibition. Furthermore, the ARQuiz was regarded as a possible platform for improving visitors' learning and overall experiences in public exhibitions. Although some players expressed concerns about the privacy and intrusiveness of AR, our results indicate that a well-designed AR game may boost the overall satisfaction of an exhibition visit and increase players' sociabilitys.

Potential of an Interactive Drug Prevention Mobile Phone App (Once Upon a High): Questionnaire Study Among Students.

BackgroundIn recent years, drug prevention networks and drug education programs have started using Web-based or mobile phone apps as novel prevention tools, testing their efficacy compared with face-to-face prevention.ObjectiveThe aim of this study was to assess the potential of an interactive app called Once Upon a High (VoltEgySzer).MethodsThe app approaches drug prevention from 6 different aspects, and it addresses youngsters with 6 different modules: (1) interactive comics/cartoons, telling stories of recovery; (2) quiz game; (3) roleplay game; (4) introduction of psychoactive drugs; (5) information on the somatic and psychological effects of psychoactive substances; (6) list of available treatment units, rehabs, and self-support groups in Hungary. Students of 2 vocational schools and 2 high schools filled out a questionnaire at a baseline (T0) and a 2-month follow-up (T1) data collection session. Students of 1 vocational school and 1 high school downloaded the Once Upon a High app (app group), whereas students from the other vocational school and high school did not (nonapp group). The time points of T0 and T1 questionnaires contained demographic variables, items with regard to substance use characteristics for both legal and illegal substances, including novel psychoactive substance, exercise habits, knowledge about psychoactive substances, attitudes toward substance users and validated instruments measuring the severity of tobacco (Fagerström Test for Nicotine Dependence), alcohol (Alcohol Use Disorder Identification Test), cannabis (Cannabis Abuse Screening Test), and synthetic cannabinoid consumption. Beliefs about substance use (Beliefs About Substance Abuse) and perceived self-efficacy (General Perceived Self-Efficacy) were also measured. At T1, members of the app group provided additional evaluation of the app.ResultsThere were 386 students who participated in the T0 session. After dropout, 246 students took part in T1 data collection procedure. Alcohol was the most frequently consumed psychoactive substance (334/364, 91.8% lifetime use), followed by tobacco (252/386, 65.3%, lifetime use) and cannabis (43/323, 13.3% lifetime use). Decreased self-efficacy (beta=−.29, P=.04) and increased daily physical exercise frequencies (beta=.04, P<.001) predicted higher frequencies of past month energy drink consumption, whereas elevated past month alcohol consumption was mainly predicted by a decrease in negative attitudes toward substance users (beta=−.13, P=.04) in the regression models. Once Upon a High was found to be effective only in reducing energy drink consumption (beta=−1.13, P=.04) after controlling for design effect, whereas perceived utility of the app showed correlation with a decreasing alcohol use (rS(44)=.32, P=.03). The roleplay module of the app was found to be the most preferred aspect of the app by the respondents.ConclusionsThe Once Upon a High app can be a useful tool to assist preventive intervention programs by increasing knowledge and self-efficacy; however, its efficacy in reducing or preventing substance use needs to be improved and further studied. Additional potential impacts of the app need further testing.

Serious game – para boas práticas em odontologia

Introduction: The use of educational technologies on biosafety can be an innovative and interactive strategy to provide knowledge concerning specific issues and work processes. Objective: To develop an educational quiz game on biosafety in Dentistry; to construct and validate, in a pedagogical and technical way, the 60 evaluation items to be incorporated into the system. Method: The study was organized in several stages: elaboration of the didactic-pedagogical project; development of the game; elaboration of 60 evaluative items; and validation of content by two professionals in the field of pedagogy and five experts in the field of biosafety. Results: The pedagogical evaluation results allowed us to adjust the game questions according to pedagogical criteria. The technical evaluation results were obtained by using the Content Validation Index (CVI), which exceeded 80% in the textual clarity criteria, practical relevance, adequacy to the public and response time of the questions. Conclusions: An open and free access instrument, the educational game can be used as a knowledge tool in biosafety, responding to the continuous demand of students and professionals in search of democratization of information.

1313. Does Time Fly When Having Fun? A Study Assessing the Relationship Between Estimated Time on Task and Enjoyment of Infectious Diseases Serious Games

BackgroundMastering the fundamentals of infectious diseases (ID) requires students to memorize large volumes of material about pathogens, antibiotics, patients, and the interactions between the three. It is hypothesized that there is a positive relationship between time on task and engagement. The objective of this study was to explore the relationship between enjoyment of a serious game and the estimated time spent playing.MethodsDuring a one-time session, students from two colleges of pharmacy engaged in three ID game-based active learning strategies each lasting a pre-specified time. These strategies included a card game about calculations (Fightin Figures, FF), a quiz game about antibiotic fundamentals (Rapid Rounds, RR), and a board game using NAPLEX practice examination questions (Pills and Placebos, PP). Students completed a survey for each game assessing enjoyment and estimated time spent playing each game.ResultsEighty-four students participated. Demographics of the sample include female 53%, mean age 26.7 years, and mean GPA 3.6. Using a Likert scale from 1–10 (1 = not enjoyable, 10 = very enjoyable) student rated each game: FF 6.5 ± 2.2, RR 7.2 ± 2.3, PP 8.4 ± 1.8. The time estimation ratio, calculated by dividing the estimated time by the actual time for each game was 0.9 ± 0.5 for FF, 1.5 ± 0.6 for RR, and 1.0 ± 04 for PP. The percentage of students who underestimated time spent playing was 57% for FF, 8% for RR, and 41% for PP. There were no differences in time estimation ratio based on sex, age, or GPA.ConclusionAlthough a small study, there was no trend toward association of time underestimation and enjoyment of these teaching methods. Students enjoyed the board game PP the most yet the time estimation ratio was 1.0, indicating estimated and actual time on task were the same. Students enjoyed FF the least but this was the only game they underestimated time spent on task.Disclosures All authors: No reported disclosures.

New Approaches on Cervical Cancer Prevention Campaign For the Young Women

Background and context: Approximate 4000 new cases of cervical cancer, including carcinoma in situ, are found in Taiwan each year. More than 20% of that are in precancerous status, the age ranges from 20 to 34, equivalent to 1 out of 5 cases is young women. To deliver the message to young women to advocate cervical cancer prevention through vaccination + Papanicolaou test screening, new promotional approaches have been executed with innovative technology. Aim: 1. To elevate the understanding of the risk of HPV infection to young women between age 20 to 34 with new technology approaches. 2. Raise the awareness of cervical cancer prevention among young women. 3. Drive young women to take active role on cervical cancer prevention, particularly on HPV vaccination. 4. Encourage young women to visit gynecology clinic (OB/GYN) willingly to have regular Papanicolaou test screening. Strategy/Tactics: 1. Use humorous video + social media to attract the attention of young women, by male celebrities to remind female about HPV vaccination, and encourage them to prevent the disease with peers. 2. Invite key opinion leader (KOL) and social media influencers to resolve the passiveness, by celebrities + KOL to call on people to take action. 3. Use innovative technology/social media channels to spread and extend the meaning of this campaign. 4. Use location based service (LBS) provided by mobile service companies + GPS service to encourage young women to visit nearby OB/GYN. Program/Policy process: 1. Video of HPV and cervical cancer reminder from male KOL celebrity; in addition, HPV awareness ambassadors encourage young women to participate “vaccination + Pap smear screening”. 2. Resolve passive action by celebrities + KOL calling people to take part on the cervical cancer prevention, by sharing cervical cancer prevention messages on Facebook to influence fans to carry out the event spontaneously. 3. To encourage young women to visit nearby OB/GYN by LBS mobile text message service, and search for the nearby OB/GYN with GPS system on the map of the campaign Web site. Outcomes: The significant views from social media events: promotional video, Facebook activity, and mental quiz game have totally reached 4,889,276 views, from August 11 to November 1, 2017, the completion of promotion. Moreover, the page view of the campaign Web site had reached nearly 125,000 views and accessed 45,000 new target audience. LBS messages were read by 52,464 women, 8114 of them visited OB/GYN, which means 15.5% of young women were successfully encouraged to visit OB/GYN. What was learned: By using new technology and social media approaches to promote cervical cancer prevention to young women, we found that KOLs played significant role on influencing our target audience. By utilizing a variety of channels to communicate with the young women in new technology approaches will be the mainstream of promotion.

Playing for the thrill and skill. Quiz games as means for mood and competence repair

ABSTRACTRecent studies have found that digital games can be used to improve the players’ mood, especially after emotionally unpleasant experiences. We introduce competence repair as an extension of previous work on mood repair. To investigate the effects of digital games on both mood and competence repair, we conducted 3 studies using quiz games. In the quasi-experimental Study 1 (N = 143), we manipulated the necessity for repair via a false feedback task (positive vs. negative), and looked at the impact of in-game success (victory vs. defeat). In the experimental Studies 2 (N = 91) and 3 (N = 109), we aimed at conceptually replicating and extending the findings on the impact of in-game success by varying participants’ success over a series of 4 matches (Study 2: close game outcomes, Study 3: clear victory/defeat). The results of these studies indicate that the efficacy of digital games for mood repair, as well as competence repair, depends on the necessity for repair, as well as success in the game. However, competence repair occurred even after participants were defeated repeatedly in a series of close matches. These results are discussed in light of the potential of digital games for fulfilling (previously thwarted) psychological needs.

PERANCANGAN BERORIENTASI OBJEK APLIKASI EDUGAME BELAJAR BAHASA INGGRIS BERBASIS FLASH ACTION SCRIPT 2.0

English learning using text lacks appeal for children. The use of multimedia will make the learning process fun because children interact directly with moving pictures and sound. Edugame application presents different nuances and experiences for children of primary school age in understanding English as well as interacting with computer applications. This app is designed with an Object-Oriented approach that uses UML. A game that is Quiz Game devoted according to the needs of users of the Institute of English Course. This application is implemented using Action Script 2.0 programming language and Adobe Flash software. This application is very interactive and can be used as a teaching tool in learning English or used independently by the user

On the Computational Complexity of Information Hiding

In this work we study the intrinsic complexity of elimination algorithms in effective algebraic geometry and we focus our attention to elimination algorithms produced within the object–oriented paradigm. To this end, we describe a new computation model called quiz game (introduced in [1]) which models the notions of information hiding (due to Parnas, see [8]) and non–functional requirements (e.g. robustness) among other important concepts in software engineering. This characteristic distinguish our model from classical computation models such as the Turing machine or algebraic models.We illustrate our computation model with a non–trivial complexity lower bound for the identity function of polynomials. We show that any object–oriented (and robust) implementation of the identity function of polynomials is necessarily inefficient compared with a trivial implementation of this function. This result shows an existing synergy between Software Engineering and Algebraic Complexity Theory. Keywords: Abstract data type, abstraction function, data structure, information hiding, lower complexity bound, non–functional requirement, quantifier elimination, quiz game, robustness, scientific computing.

USOS DE LA EVALUACIÓN MEDIANTE PASATIEMPOS COMO ESTRATEGIA DE APRENDIZAJE ACTIVO

Con el objetivo de mantener el interés en el estudiante y eventualmente autodireccionar el aprendizaje, es preciso modificar, mejorar o ampliar las estrategias o actividades de enseñanza y aprendizaje que cotidianamente se usan en clase. Para ello se propone una herramienta de uso transversal en cualquier disciplina. Los crucigramas, las sopas de letras y otros entretenimientos intelectuales son un importante recurso en el aula (o fuera de ella), como herramienta educativa y para ampliar la cultura general. Asimismo, constituyen una importante actividad para ocupar el ocio y entretenerse aprendiendo. Los juegos educativos están siendo ampliamente utilizados como diferentes formas de estudio por parte de los estudiantes en diferentes cursos académicos y áreas de estudio y se están convirtiendo en el método más deseado de aprendizaje, ya que hace que la carga de estudio sea menos pesada y que los alumnos disfruten el estudio. Algunas de las propiedades de la resolución de recursos educativos son: 1. Promueve el dominio específico de un área de conocimiento concreta. 2. Es una forma de estimular el aprendizaje de los estudiantes, que les permite recordar y visualizar la información más relevante de cada materia. 3. Impacta en el desarrollo cognitivo del alumno. 4. Motiva a los alumnos a aprender en lugar de memorizar. 5. Impulsa la confianza del estudiante al obtener respuestas correctas. 6. Es concebido por los estudiantes como un juego o una actividad recreativa. 7. Es una herramienta de aprendizaje efectiva de la terminología, definiciones, ortografía y relación de conceptos clave. 8. Permite a los docentes medir competencias y habilidades alcanzadas por los alumnos. Por todo ello, la elaboración de un cuaderno de crucigramas y el juego de preguntas Kahoot con distintos niveles de aprendizaje (básico, medio, alto) y estructurado por temáticas, permite a los estudiantes de las distintas asignaturas impartidas por los docentes participantes del presente estudio: - Motivar el aprendizaje activo de forma entretenida. - Mejorar el lenguaje escrito (ortografía y vocabulario) - Mejorar los resultados de la evaluación del conocimiento al familiarizarse con los conceptos clave de cada asignatura y al mejorar la concentración.

질의응답 시스템의 퀴즈게임 베팅전략

여러 분야에서 인공지능 컴퓨터와 인간과의 대결은 큰 관심사 중의 하나이다. 2011년 IBM이 개발한 왓슨컴퓨터가 인간 퀴즈왕과의 대결에서 압승한 바 있다. 한국의 전자통신연구원에서도 인간과의 퀴즈대결을 위해 질의응답시스템인 WiseQA를 개발해 왔다. WiseQA는 EBS 장학퀴즈에 대비하여 학습되어 왔으며, 그 과정에서 합리적인 의사결정을 위한 알고리즘의 개발이 요구된다. 본 연구에서는 WiseQA가 퀴즈대결 진행시 판단해야하는 문제 (버즈-인에 대한 판단과 베팅점수의 결정)에 대해 통계모형에 기반한 의사결정을 할 수 있도록 모형을 구축하였다. 버즈-인 전략을 위해 로즈스틱회귀모형, 의사결정나무모형, 신경망모형을 고려하였으며, 베팅점수의 결정 전략으로 다범주로짓모형과 비례오즈로짓모형을 구축하였다. 그 결과 버즈-인 전략을 위한 세 모형 간의 성능에는 큰 차이가 없었으며, 베팅전략에서는 통계모형 기반의 추천 베팅점수가 인간 참가자들이 결정한 베팅점수보다 성능이 우수함을 확인하였다.

Enactivism and teacher instructional game building: an inquiry of theory adoption and design consideration

In this study, teachers are giving an opportunity to design and develop their own educational games. The following three questions guide the research: (1) What are the characteristics of teacher designed and developed games? (2) What theories do teachers use when they make games for educational purposes? (3) What are the design considerations when teachers engage in game authoring experiences? Framed in a qualitative, naturalistic case study perspective, this paper explores 83 teachers’ experience and thinking grounded in enactivism. Participating teachers are enrolled in a graduate course focusing on game based learning. Data sources include: teacher written assignments, teacher created digital artifacts, instructor’s reflective journal, and learner feedback after class. The analysis of the data show that teachers tend to create quiz games using the software they are familiar with, prefer collaborative design process, and math is a popular subject for games. They like to author games that are customized, with detailed storylines, and are appropriate for the local contexts. Implication and recommendations are also discussed.

User Profile Analysis Using an Online Social Network Integrated Quiz Game

User interest profiling is important for personalized web search, recommendation and retrieval systems. In order to develop a good personalized application one needs to have accurate representation of user profiles. Most of the personalized systems generate interest profiles from user declarations or inferred from cookies or visited web pages. But to achieve a certain result that satisfies the user needs, explicit definition of the user interests is needed. In this paper we propose to obtain interest profiles from a quiz game played by the user where at each play he/she is asked 10 questions from different categories with different difficulty levels. The developed quiz game is integrated to Facebook online social network. By doing so, we had the chance to extract each user’s both explicit Facebook interest profiles and implicit interest profiles from quiz game answers. These profiles are used to extract different features for each user. Both implicit interest profile and explicit interest profile features are evaluated for clustering and interest ranking tasks separately. The experimental results show that the implicit interest profile features have promising results on personalized systems.

Utilising 3D Realistic Models in Serious Games for Cultural Heritage

In the cultural heritage field, many Serious Games applications have been developed whose goal is to educate players and users not particularly specialized or familiar with this field. On the other hand, 3D models of cultural heritage objects created with precise 3D modelling methods can be a very useful asset for these applications. In this paper a composite Serious Game for the Stoa of Attalos, a prominent monument in the Ancient Athens Agora, is developed and presented. 3D models are used, which were produced mainly with automated image based modelling techniques. The creation of the 3D models is described and presented along with the development of the application, which offers three options for the player. These options are: a quiz game, a 3D visual quiz and a virtual museum. The user interaction is described and, based on an evaluation questionnaire, the application is assessed by a group of people in the Cultural Heritage field.

Design and Development of Animal Recognition Application Using Gamification and Sattolo Shuffle Algorithm on Android Platform

Information and communication technology has been developed rapidly and affectedvarious aspects such as propagation of information and marketing strategy of tourist attraction. KebunBinatang Ragunan is one of tourist attraction in Indonesia. Aside from recreation area, Kebun BinatangRagunan can be a place to learn animals. However, learning animals itself tends to be less attractive and less interactive. Therefore, an application was developed as one of animal learning media to increase touristmotivation. The application developed in form of quiz game by using gamification like achievement to increase their motivation in animals learning and using Sattolo Shuffle algorithm in order to make quiz more varied. After testing, the application is known affect the Behavioral Intention to Use level around 76.96% and Immersion level around 82.43% in giving motivation and attracting tourist attention to use the application. Sattolo Shuffle algorithm successfully applied in application to produce a unique sequence of each randomized quiz.&#x0D; Keywords—Achievement, Animal Recognition, Gamification, Quiz Game, Sattolo Shuffle.&#x0D; REFERENCES&#x0D; [1] Egger, R. 2012. The impact of near field communication on tourism. In Journal of Hospitality and Tourism Technology, 4(2), p. 119-133.&#x0D; [2] Undang-Undang Republik Indonesia. 2009. Undang-Undang Republik Indonesia Nomor 10 Tahun 2009 [online]. Available in: http://peraturan.go.id/uu/nomor-10-tahun-2009.html [accessed on 21 March 2016].&#x0D; [3] World Travel Market. 2011. WTM Global Trends Report 2011. Available in: http://www.toposophy.com/files/1/files/onsite_global_trends_ v3_lo.pdf [accessed on 13 April 2016]. [4] Deterding, S., Khaled, R., Nacke, L.E., and Dixon, D. 2011. Gamification: Toward a Definition. CHI 2011 Workshop Gamification: Using Game Design Elements in Non-Game Contexts[online]. Available in: http://gamificationresearch.org/wpcontent/uploads/2011/04/CHI_2011_Gamification_Workshop .pdf [accessed on 21 March 2016].&#x0D; [5] Xu, F., Tian, F., Buhalis, D., Weber, J., and Zhang, H. 2015. Tourist as Mobile Gamers: Gamification for Tourism Marketing. In Journal of Travel and Tourism Marketing.&#x0D; [6] Sattolo, S. 1986. An Algorithm to Generate a Random Cyclic Permutation. Information Processing Letters, 22(6), p. 315- 317.&#x0D; [7] Zichermann, G. and Cunningham, C. 2011. Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps.First edition. O'Reilly Media, Inc., Sebastopol, California&#x0D; [8] Kapp, K.M. 2012. The Gamification of Learning and instruction: Game-based Methods and Strategies for Training and Education. Pfeiffer, San Fransisco, CA.&#x0D; [9] Bunchball. 2012. What is Gamification? Available in: http://www.bunchball.com/gamification [accessed on 23 March 2016].&#x0D; [10] Wilson, M.C. 2004. Overview of Sattolo's Algorithm. New Zealand, Auckland.&#x0D; [11] Lowry, P.B., Gaskin, J.E., Twyman, N.W., Hammer, B., and Roberts, T.L. 2013. Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM). In Journal of the Association for Information System, 14(11), p. 617-671.&#x0D; [12] Rahadi, D.R. 2014. Pengukuran Usability Sistem Menggunakan Use Questionnaire Pada Aplkasi Android. Jurnal Sistem Informasi (JSI), 6(1), p. 661-671.&#x0D; [13] Nugroho, E. 2009. Desain Situs Reader Friendly. Andi Offset, Yogyakarta.&#x0D; [14] Rubin, J. and Chisnell, D. 2008. Handbook of Usability Testing: How to Plan, Design, and Conduct Effective Tests.Wiley Publishing, New Jersey.&#x0D; [15] Dumas, J.S. and Redish, J.C. 1999. A Practical Guide to Usability Testing. Intellect Books, UK.&#x0D; [16] International Organization for Standardization. 1998. ISO 9241-11:1998 Ergonomic requirements for office work with visual display terminals (VDTs) -- Part 11: Guidance on usability. Available in: https://www.iso.org/standard/16883.html [accessed on 20 April 2016].&#x0D; [17] Sugiyono. 2013. Metode Penelitian Manajemen. First edition. Alfabeta, Bandung.&#x0D; [18] Kerlinger, F.N. 2004. Asas-asas Penelitian Behavioral. Gajah Mada University Press, Yogyakarta.&#x0D; [19] Trochim, W.M.K. 2006. Likert Scaling. Available in: http://www.socialresearchmethods.net/kb/scallik.php [accessed on 26 March 2016].&#x0D; [20] Uebersax, J.S. 2006. Likert Scale: Dispelling the Confusion. Available in: http://www.john-uebersax.com/stat/likert.htm [accessed on 26 March 2016]. [21] Likert, R. 1932. A Technique for the Measurement of Attitudes. Archives of Psychology, 22, p. 5-55.

An Investigation of Gender Differences in a Game-based Learning Environment with Different Game Modes

Background:This study aimed to explore the gender differences of participants’ learning results, perceptions and gaming behaviors related to an energy quiz game with both single-player and multiplayer game modes simultaneously provided for participants.Material and methods:Seventy-four ninth-grade students played the game in six classes over three weeks. The pretest-posttest on energy knowledge and a survey on computer gaming attitude, competitive attitude and participation perception were also conducted in this study.Results:The research findings indicated that although the female participants exhibited lower online gaming experience and a less positive gaming attitude than the male participants did before the experiment, all the participants had positive attitudes toward the quiz game, and the participants of both genders preferred the multiplayer game mode. However, the females had significantly better learning performance on energy knowledge acquisition than the males did after playing the game. More females than males were in favor of the single-player game mode according to the clustering analysis of students’ gaming behaviors.Conclusions:After an in-depth analysis, this study found that their negative attitude toward computer games could be an important factor in explaining why more females than males preferred the single-player game mode, and why females performed better on learning performance than males did.

LibrasZap - Um Jogo Baseado em Mensagens Instantâneas para Avaliação de Conhecimentos na Língua Brasileira de Sinais

Apply issues is a traditional approach for knowledge assessment in students. Quiz is a widespread game gender among Instant Messaging – IM users. This article presents LibrasZap, a Quiz game based on IM services able to assess Libras knowledge. For that, motivations and game logic are described together with covered IM services and final configuration of the game in the production framework. As a result, an innovative and reusable approach to develop educational IM games was obtained, an extensible resource for generating software production lines focused on educational bots.

Jeopardy Games: A Comparison of Three Free Resources

ABSTRACTMedical educators create quiz games based on the Jeopardy! Television game show to supplement or replace traditional lectures. This article compares three free tools that can be used to develop Jeopardy-style games. Jeopardy™ A Resource for Teaching, a PowerPoint template developed by Rochelle Schwartz-Bloom, and web-based tools provided by JeopardyLabs and FlipQuiz are discussed. A comparison of the overall appearance, ease and level of customization, availability of support, technology, and enhanced features of these resources is provided.