Skill-based Games Research Articles

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.

Gambling habits and Probability Judgements in a Bayesian Task Environment.

Little is known about how gamblers form probability assessments. This paper reports on a preregistered study that administered an incentivized Bayesian choice task to n = 465 self-reported gamblers and non-gamblers. The task elicits subjective probability assessments and allows one to estimate the degree to which distinct information sources are weighted in forming probability assessments. Our data failed to support our main hypotheses that experienced online gamblers would be more accurate than non-gamblers in estimating probabilities, that gamblers experienced in games of skill (e.g., poker) would be more accurate than gamblers experienced only in non-skill games (e.g., slots), that accuracy would differ by sex, or that information sources would be weighted differently across different participant groups. Exploratory analysis, however, revealed that gambling frequency predicted lower Bayesian accuracy, while cognitive reflection predicted higher accuracy. The decline in accuracy linked to self-reported gambling frequency was stronger for female participants. Decision modeling estimated a decreased weight place on new evidence (over base rate odds) for those participant groups who showed decreased accuracy, which suggests that a proper incorporation of new information is important for probability assessments. Our results link online gambling frequency to worse performance in the critical probability assessment skills that should benefit gambling success (i.e., in skill-based games). Additional research is needed to better understand the mechanism linking reported gambling frequency to probability assessment accuracy.

Online Gambling Addiction: A Study among College Students of Kerala State, India

Online Gambling may increase rates of disordered gambling due to its high degree of accessibility, immersive interface and simply spending money for these activities. The problem of college students developing an addiction to internet gambling has received increased attention recently in India. The availability of online gambling sites and the pervasive use of mobile devices puts a lot of college students at risk of developing a gambling addiction. Teenagers engage in both regulated and non-regulated forms of gambling. Different forms of non-regulated gambling activities include skill-based games, dice, sports betting, and card games amongst peers. Online gambling has opened the doors for entrepreneurs to be involved in fraud, theft, extortion, and money laundering in the gambling sites. This study through a questionnaire survey investigates the exponential growth of online gambling. The objective of the study is to bring out the demographic variables’ influence on online gambling addiction among college Students.

Driven by emotion: Anticipated feelings motivate children’s deliberate practice

Despite its ubiquity in adulthood, young children rarely practice skills they need for future success. Even when they begin to do so around 6 years of age, they often struggle to sustain their efforts beyond a matter of a few minutes. The current study investigated whether prompting children to engage with feelings associated with future success motivates them to practice. We presented 6- to 9-year-olds with skill-based games that they would be tested on later. They were asked to imagine succeeding in the test and to focus on what they will be thinking (Neutral Condition) or feeling (Emotion Condition) then. Children were given the opportunity to practice. The 8- and 9-year-olds in the Emotion Condition practiced longer than those in the Neutral Condition. The beneficial effect of envisioning future feelings, however, may be contingent on prompting children to think about the future success as a possible – but not definitive – outcome.

Developing a Responsible Gaming Model for the Online Gaming Industry of India

India has found a new national pastime in gaming. Almost all Indian citizens who own a smartphone play one kind of game or another. There have been several reports by leading organizations on the growth of gamers in India and the gaming industry in general. Several judicial pronouncements such as Varun Gumber v. UT of Chandigarh and State of Andhra Pradesh v. K Satyanarayana, have already settled that skill-based games can be offered for money in India. However, there have been several backlashes against these games primarily because of the perils of gambling. There has been inaction by the legislature and judiciary to introduce several safeguards to these games and give finality to the legal status of these games. Instead, there are increasing efforts by several stakeholders to ban these games altogether. The need of the hour is to introduce the principles of responsible gaming in India and regulate the gaming industry through this framework. This article analyzes 1) the concept of responsible gaming and the adoption of models of responsible gaming, 2) various approaches to responsible gaming, 3) the origins of responsible gaming in India and drawings from Indian organizations on gaming, and 4) the adoption of the smart-card approach in India. The author has used a doctrinal method of study relying on case laws, articles, policy documents, reports, and opinions of the experts in the industry to suggest a way forward for the industry. The author concludes by offering a way forward for India and developing a three-fold recommendation for regulating online games of skill in India in coherence with responsible gaming principles.

Development and validation of a prediction model for online gambling problems based on players' account data.

Gambling disorder is characterized by problematic gambling behavior that causes significant problems and distress. This study aimed to develop and validate a predictive model for screening online problem gamblers based on players' account data. Two random samples of French online gamblers in skill-based (poker, horse race betting and sports betting, n = 8,172) and pure chance games (scratch games and lotteries, n = 5,404) answered an online survey and gambling tracking data were retrospectively collected for the participants. The survey included age and gender, gambling habits, and the Problem Gambling Severity Index (PGSI). We used machine learning algorithms to predict the PGSI categories with gambling tracking data. We internally validated the prediction models in a leave-out sample. When predicting gambling problems binary based on each PGSI threshold (1for low-risk gambling, 5 for moderate-risk gambling and 8 for problem gambling), the predictive performances were good for the model for skill-based games (AUROCs from 0.72 to 0.82), but moderate for the model for pure chance games (AUROCs from 0.63 to 0.76, with wide confidence intervals) due to the lower frequency of problem gambling in this sample. When predicting the four PGSI categories altogether, performances were good for identifying extreme categories (non-problem and problem gamblers) but poorer for intermediate categories (low-risk and moderate-risk gamblers), whatever the type of game. We developed an algorithm for screening online problem gamblers, excluding online casino gamblers, that could enable the setting of prevention measures for the most vulnerable gamblers.

Increasing Transparency for Consumers Showing Probabilities of Virtual Items in Loot Boxes in Digital Games

Purpose of the study: This study is motivated by the increasing public discussions about loot boxes. There are similarities between loot boxes and gambling. Digital games often cross the line between skill-based games and gambling. Methodology: The presented data in this study is based on an online survey from July 2019 in Germany, Hungary, South Africa, Thailand, the United Kingdom, and the United States of America. Main Findings: This paper discusses the public acceptance of a possible loot box regulation. Often, the probabilities of items inside loot boxes are not shown. This paper discusses the acceptance of mandatory showing of loot box probabilities and finds that there is a major agreement to the possible increase of transparency. Research limitations: The presented data only applies to Germany, Hungary, South Africa, Thailand, the UK, and the USA in July 2019. Findings from this study cannot be transferred to other countries. There might be further regional differences in other countries. Further research of consumer preferences for possible regulations can help in determining useful regulations for digital games with loot boxes. Novelty/Originality of this study: Knowledge in this research field is still limited. There are yet adequate studies that explore consumer preferences concerning game design. This applies especially for the field of consumer preferences concerning the showing of probabilities of virtual items inside loot boxes.

Effect of skill-based training vs. small-sided games on physical performance improvement in young soccer players

Effect of skill-based training vs. small-sided games on physical performance improvement in young soccer players

Strategies to customize responsible gambling messages: a review and focus group study

BackgroundResponsible gambling messages are widely used as a tool to enable informed choice and encourage appropriate gambling behavior. It is generally accepted that gamblers have different levels of risk of developing gambling problems and require various harm minimization tools and resources. Therefore, it is reasonable to expect that responsible gambling messages should be customized and target specific groups of gamblers. This project aimed to understand hypothesized differences between cohorts of gamblers and receive qualitative feedback on archetypal targeted messages used to increase use of responsible gambling tools.MethodsFocus groups were held to test messages for specific cohorts: young adults (18–24 years), seniors (60+ years), frequent gamblers (weekly), and gamblers of skill-based games (poker, sports betting).ResultsCohorts exhibited different preferences and responses to message archetypes. Seniors preferred messages about limit setting, whilst young adults and frequent gamblers responded to messages about their own play and expertise. Skill game gamblers were interested in the odds of winning and their own outcomes over time. However, all groups agreed that using positive, non-judgmental language in messaging is important.ConclusionsThis research makes an important contribution to the field by demonstrating that the wording of message content will likely influence the effectiveness of such messages differentially across various groups of gamblers for engaging gamblers in harm reduction tools. Guidance is provided on themes that can be used by public health marketers.

Examining computer gaming addiction in terms of different variables

The Computer gaming addiction is one of the newer concepts that young generations face and can be defined as excessive and problematic use of computer games leading to social and/or emotional problems. The purpose of this study is to analyze through variables the computer gaming addiction levels of secondary school students. The research was conducted with survey and causal-comparative quantitative research methods. Furthermore, it was attempted to contribute to the quantitative data by interpreting the data obtained through open-ended questions. Findings reveal a significant difference between computer gaming addiction and variables of gender, daily gaming times, and whether or not they play games with people they do not know. However, findings did not show any significant difference between computer gaming addiction and variables of grade or purposes of game playing. According to the findings from qualitative data analysis, students mostly prefer to play skill-based games, while they would want to design action games.
 
 
 Keywords: Computer gaming, Daily gaming times, Game addiction, Purposes of game playing, Secondary school students

Examining computer gaming addiction in terms of different variables

AbstractThe computer gaming addiction is one of the newer concepts that young generations face and can be defined as the excessive and problematic use of computer games leading to social and/or emotional problems. The purpose of this study is to analyse through variables the computer gaming addiction levels of secondary school students. The research was conducted with survey and causal-comparative quantitative research methods. Furthermore, the quantitative data was obtained by interpreting the data obtained through open-ended questions. Findings reveal a significant difference between computer gaming addiction and variables of gender, daily gaming times and whether or not students play games with people they do not know. However, findings did not show any significant difference between computer gaming addiction and variables of grade or purposes of game playing. According to the findings from qualitative data analysis, students mostly prefer to play skill-based games, while they would want to design action games.Keywords: Computer gaming, daily gaming times, game addiction, purposes of game playing, secondary school students.

Does small-sided games training improve physical fitness and team-sport-specific skills? A systematic review and meta-analysis.

This paper aimed to systematically review the training effects of small-sided games (SSG) on physical fitness and specific skills related to team sport according to the level of play and the period of the season. The search covered the following electronic databases (PubMed, Google Scholar, and ScienceDirect). The publications' search period ranged from 2000 to 2016. The terms (small-sided game, training, skill-based game, aerobic fitness, sprint, agility, jump and team sports) were used either singularly or combined in a systematic sequence. Appraisal of 16 articles (15 were analyzed) was performed after the application of exclusion criteria and quality assurance processes and the standardized mean effects were measured using random effects. The results revealed that SSG training had a large beneficial effect on maximal oxygen uptake V̇O2max (effect size 1.94; 95% CI: 0.15, 3.74; I2=94%), agility (-1.49; 95% CI: -2.27, -0.71; I2=80%), and repeated sprint ability (-1.19; 95% CI: -2.17, -0.21; I2= 53%). There was a moderate beneficial effect on 10- and 20-m sprint performance (-0.89; 95% CI: -1.7, -0.07; I2=88%), jump height (0.68; 95% CI: 0.03, 1.33; I2= 79%), and intermittent endurance (0.61; 95% CI: 0.17, 1.05; I2= 0%). The results also showed greater positive effects on specific skills (specific endurance and agility tests and techniques) after SSG when compared with generic or agility training. Small-sided games may represent an effective strategy of multicomponent training that can induce greater positive effects on specific skills tasks when compared with interval or agility training and moderate to large improvements in team sport-related physical fitness.

Development of Aerobic Fitness in Young Team Sport Athletes.

The importance of a high level of aerobic fitness for team sport players is well known. Previous research suggests that aerobic fitness can be effectively increased in adults using traditional aerobic conditioning methods, including high-intensity interval and moderate-intensity continuous training, or more recent game-based conditioning that involves movement and skill-specific tasks, e.g. small-sided games. However, aerobic fitness training for youth team sport players has received limited attention and is likely to differ from that for adults due to changes in maturation. Given young athletes experience different rates of maturation and technical skill development, the most appropriate aerobic fitness training modes and loading parameters are likely to be specific to the developmental stage of a player. Therefore, we analysed studies that investigated exercise protocols to enhance aerobic fitness in young athletes, relative to growth and maturation, to determine current best practice and limitations. Findings were subsequently used to guide an evidence-based model for aerobic fitness development. During the sampling stage (exploration of multiple sports), regular participation in moderate-intensity aerobic fitness training, integrated into sport-specific drills, activities and skill-based games, is recommended. During the specialisation stage (increased commitment to a chosen sport), high-intensity small-sided games should be prioritised to provide the simultaneous development of aerobic fitness and technical skills. Once players enter the investment stage (pursuit of proficiency in a chosen sport), a combination of small-sided games and high-intensity interval training is recommended.

Providing sufficient opportunity to learn: a response to Grehaigne, Caty and Godbout

Background: Over the last 30 years, traditional skill-based game teaching models have gradually been supplemented by instruction under an inclusive banner of ‘Teaching Games for Understanding’ (TGfU). This approach focuses on developing tactical understanding through modified games and a philosophy that places the learner rather than the game at the centre of instruction. A recent paper by Grehaigne, Caty, and Godbout, ‘Modelling Ball Circulation in Invasion Team Sports: A Way to Promote Learning Games Through Understanding’, had a threefold focus.• to report the results of a qualitative study on various offensive configurations of football play observed in Physical Education (PE) lessons with young novice players• to propose a model of game play based on the analysis of such configurations of play• to promote a radical constructivist teaching approach based on ‘learning games through understanding’ that challenges the long-established TGfU methodologyPurpose: This paper critically examines the contention of Grehaigne, Caty, and Godbout that the presentation of tactical data collected through the observation of novices playing sport in ill-structured domains, e.g. team games such as football, represent a useful pedagogical model that promotes ‘learning games through understanding’. In rewording the familiar TGfU approach, and calling it ‘learning games through understanding’, Grehaigne, Caty, and Godbout challenge the evolving TGfU approach as too solutions based and not sufficiently student centred.Discussion: This paper challenges the use of radical constructivism as a construct for the development of a philosophy for instructing novices in team games, in this instance, football. It defines ill-structured and well-structured learning domains and suggests that effective pedagogy, the art of teaching, requires flexible attitudes towards the choice of pedagogy in games. By inference, it also challenges Grehaigne, Caty, and Godbout's assumption that the TGfU models previously published, e.g. TGfU, Game Sense, Play Practice, and interpreted in various texts, e.g. Transforming Play, Teaching Tactics and Game Sense, are not student-centred and teacher dominated.Conclusions: Grehaigne, Caty, and Godbout's work is important in the evolution of models of game instruction for use in PE contexts. The concept of ‘learning games through understanding’ is a timely reminder of the importance of pedagogies, for example, guided or discovery learning that induce effortful thinking. However, if we consider TGfU in its true philosophical light, that is, as a holistic and experiential approach to teaching, then it already encompasses ‘learning games through understanding’. Because no two students learn or conceive knowledge in exactly the same way, teaching contexts require a flexible approach to instruction, based on a methodological continuum of empirical to radical constructivism. In short, providing novice learners with sufficient opportunities to learn, requires flexibility and a holistic experiential approach to teaching that is appropriate for the learner, activity and context.

Measuring and Evaluating the Potential Addiction Risk of the Online Poker Game Texas Hold'em No Limit

1. Online poker requires a considerable degree of skill. In Germany, as in many other parts of the EU, it is classified as a game of chance and as such has hitherto been unregulated. Despite this ban, the German online poker market is the world’s second largest. Around 10% of online poker players worldwide are from Germany, and nearly 1% of Internet users in Germany play online poker. Due to inconsistent frameworks in Germany and the EU, there is a high degree of legal uncertainty for players and providers. 2. The existing market is largely unregulated and unchecked. If the German federal states leave this market unregulated, people will continue to be forced into a ‘‘grey area.’’ This may also result in pathological gamblers not being identified, making it impossible to check and prevent them from becoming addicted. It is currently not possible to offer effective player protection because of the prevailing legal situation. The unchecked grey area also facilitates and encourages illegal money laundering in Germany and the EU. 3. The Assessment Tool to Measure and Evaluate the Risk Potential of Gambling Products (AsTERiG), developed by the Gambling Scientific Forum (Wissenschaftliches Forum Glucksspiel) on the initiative of the German welfare lotteries Aktion Mensch (Action for People) and the ARD Television Lottery, provides a fundamental quantitative evaluation and assessment of the addiction potentials of the online poker game Texas Hold’em No Limit. This tool is currently the global leader and is established in scientific and medical practice. 4. Based on scores, AsTERiG measures how great the risk potential of a chance or skillbased game can be. In doing so, it also enables a direct comparison to be drawn between the addiction potentials of different gambling products. Furthermore, the tool highlights the specific risk potentials of individual games of chance or games of skill. As a result, it has established itself as an indispensable tool at a legislative, case law, and administrative level. Reiner Clement is a professor of economics at the University of Bonn-Rhein-Sieg. Anneke E. Goudriaan is a researcher at the Amsterdam Institute for Addiction Research at the Academic Medical Center, University of Amsterdam. Ruth J. van Holst is a researcher at the Donders Institute for Brain, Cognition and Behaviour, Centre for Cognitive Neuroimaging, at Radboud University Nijmegen in the Netherlands. Sabrina Molinaro is head of the Epidemiology and Health Services Research Department Institute for Clinical Physiology at CNR-IFC, National Research Council Institute of Clinical Physiology in Pisa, Italy. Chantal Moersen is with Charite in Berlin, Germany. Thomas Nilsson is the founder of Spelinstitutet in Sweden. Adrian Parke is a senior lecturer at the School of Psychology, Faculty of Health and Social Sciences, at the University of Lincoln in the United Kingdom. Franz W. Peren is a professor of business administration at the University of BonnRhein-Sieg in Sankt Augustin, Germany, and Chairman of the Scientific Advisory Council of the International Research Institute for Gambling and Gaming in Bonn. Luca Rebeggiani is with the Institute of Social Policy at Leibniz University in Hannover, Germany. Heino Stoever is a professor of social scientific addiction research at the University of Applied Sciences, Faculty of Health and Social Work, in Frankfurt, Germany. Wiltrud Terlau is a professor in the Department of Economics at the University of Bonn-Rhein-Sieg in Sankt Augustin, Germany. Michele Wilhelm is a psychologist in Frankfurt, Germany. GAMING LAW REVIEW AND ECONOMICS Volume 16, Number 12, 2012 Mary Ann Liebert, Inc. DOI: 10.1089/glre.2012.16125

CHANGES IN SKILL AND PHYSICAL FITNESS FOLLOWING TRAINING IN TALENT-IDENTIFIED VOLLEYBALL PLAYERS

This study investigated the effect of a skill-based training program on measurements of skill and physical fitness in talent-identified volleyball players. Twenty-six talented junior volleyball players (mean ± SE age, 15.5 ± 0.2 years) participated in an 8-week skill-based training program that included 3 skill-based court sessions per week. Skills sessions were designed to develop passing, setting, serving, spiking, and blocking technique and accuracy as well as game tactics and positioning skills. Coaches used a combination of technical and instructional coaching, coupled with skill-based games to facilitate learning. Subjects performed measurements of skill (passing, setting, serving, and spiking technique and accuracy), standard anthropometry (height, standing-reach height, body mass, and sum of 7 skinfolds), lower-body muscular power (vertical jump, spike jump), upper-body muscular power (over-head medicine-ball throw), speed (5-and 10-m sprint), agility (T-test), and maximal aerobic power (multistage fitness test) before and after training. Training induced significant (p < 0.05) improvements in spiking, setting, and passing accuracy and spiking and passing technique. Compared with pretraining, there were significant (p < 0.05) improvements in 5-and 10-m speed and agility. There were no significant differences between pretraining and posttraining for body mass, skinfold thickness, lower-body muscular power, upper-body muscular power, and maximal aerobic power. These findings demonstrate that skill-based volleyball training improves spiking, setting, and passing accuracy and spiking and passing technique, but has little effect on the physiological and anthropometric characteristics of players.

Changes in Skill and Physical Fitness Following Training in Talent-Identified Volleyball Players

This study investigated the effect of a skill-based training program on measurements of skill and physical fitness in talent-identified volleyball players. Twenty-six talented junior volleyball players (mean +/- SE age, 15.5 +/- 0.2 years) participated in an 8-week skill-based training program that included 3 skill-based court sessions per week. Skills sessions were designed to develop passing, setting, serving, spiking, and blocking technique and accuracy as well as game tactics and positioning skills. Coaches used a combination of technical and instructional coaching, coupled with skill-based games to facilitate learning. Subjects performed measurements of skill (passing, setting, serving, and spiking technique and accuracy), standard anthropometry (height, standing-reach height, body mass, and sum of 7 skinfolds), lower-body muscular power (vertical jump, spike jump), upper-body muscular power (overhead medicine-ball throw), speed (5- and 10-m sprint), agility (T-test), and maximal aerobic power (multistage fitness test) before and after training. Training induced significant (p < 0.05) improvements in spiking, setting, and passing accuracy and spiking and passing technique. Compared with pretraining, there were significant (p < 0.05) improvements in 5- and 10-m speed and agility. There were no significant differences between pretraining and posttraining for body mass, skinfold thickness, lower-body muscular power, upper-body muscular power, and maximal aerobic power. These findings demonstrate that skill-based volleyball training improves spiking, setting, and passing accuracy and spiking and passing technique, but has little effect on the physiological and anthropometric characteristics of players.

A Network Game Based on Fair Random Numbers

A compromising technique is proposed for deterring clients from cheating by robot players in skill-based real-time network games. This technique is to inject a fair random noise into the manual input for a real-time game modeled as a chaotic dynamical system. The fair random noise is determined by means of the bit commitment protocol so that neither host nor client can control the noise in their favor. A scenario possibly plotted by a robot player for its victory may be spoiled by slight noise injection because of the sensitivity of chaotic systems to the input. The noise injection brings a luck-based factor into a skill-based game. In this sense, the technique proposed in this paper is not a solution but a compromise for the inherent problem of robot players with the skill-based network games. An example implementation of pinball is presented.

Findings from the Teaching, Learning, and Computing Survey

Cuban (1986; 2000) has argued that computers are largely incompatible with the requirements of teaching, and that, for the most part, teachers will continue to reject their use as instruments of student work during class. Using data from a nationally representative survey of 4th through 12th grade teachers, this paper demonstrates that although Cuban correctly characterizes frequent use of computers in academic subject classes as a teaching practice of a small and distinct minority, certain conditions make a big difference in the likelihood of a teacher having her students use computers frequently during class time. In particular, academic subject-matter teachers who have at least five computers present in their classroom, who have at least average levels of technical expertise in their use, and who are in the top quartile on a reliable and extensive measure of constructivist teaching philosophy are very likely to have students make regular use of computers during class. More than 3/4 of such teachers have students use word processing programs regularly during class and a majority are regular users of at least one other type of software besides skill-based games. In addition, other factors-such as an orientation towards depth rather than breadth in their teaching(perhaps caused by limited pressures to cover large amounts of content) and block scheduling structures that provide for long class periods-are also associated with greater use of computers by students during class. Finally, the paper provides evidence that certain approaches to using computers result in students taking greater initiative in using computers outside of class time-approaches consistent with a constructivist teaching philosophy, rather than a standards- based, accountability-oriented approach to teaching. Thus, despite their clear minority status as a primary resource in academic subject classroom teaching, computers are playing a major role in at least one major direction of current instructional reform efforts.

Motivational Determinants of Decision-Making in a Triadic Coalition Game

Summary A triadic coalition game was structured as an achievement-oriented situation by inclusion of a skill-based game task. Deductions regarding coalition partner choices were derived from Atkinsons' model of achievement motivation with the expectation that achievement-oriented players (Ms < Maf) would prefer moderate-risk strategy options while failure-avoidant players (Maf < Ms) would avoid moderate-risk strategies. Observation was made of the coalition partner preferences of 126 college sophomore males and females who played the game in same-sex triads. The Ss were categorized into motive configuration groups on the basis of scores derived from the Test of Insight and the Test Anxiety Questionnaire. The results were supportive of the hypotheses, since the Ms < Maf group chose moderate-risk coalition options more frequently than did the Maf < Ms group. By contrast the Maf < Ms group chose low-risk strategies and tended to avoid moderate-risk coalition options. While other coalition-game studies have s...