Form one students’ engagement with computer games and its effect on their academic achievement in a Malaysian secondary school

The main purpose of the study was to address the association between computer games and students’ academic achievement. The exceptional growth in numbers of children playing computer games, the uneasiness and incomplete understanding foundation when starting the discussion on computer games have stimulated this study to be conducted. From a survey conducted on 236 form one students in one of the Malaysian secondary school, 75.8 percent were gamers. Playing computer games seemed to be more stereotypically boy’s activity with 91.3 percent of the boys engaged in computer games compared to 54.1 percent among the girls. They spent an average of 8.47 hours per week playing computer games. Parents and teachers’ concern about computer games was not something that went unwarranted as an overall result was predicting computer games as having negative associations with students’ academic achievement. However, in-depth analyses by combinations of classes done step by step indicated that the initial results could be overruled by students from the last class, whom need extra attentions. As a conclusion, the findings in this study suggest some interesting yet ultimately weak associations between playing computer games and students’ academic achievement. Nevertheless, caution is warranted in making any generalization as looking at the population as a whole will be different from its components. The generalizability of this study’s findings is limited by the nature of the sample. Even so, blaming computer games for the students’ bad academic performance in school is unjustified as there are many more other factors to look into before finding computer games as the scapegoat.     

Form one students’ engagement with computer games and its effect on their academic achievement in a Malaysian secondary school

The main purpose of the study was to address the association between computer games and students’ academic achievement. The exceptional growth in numbers of children playing computer games, the uneasiness and incomplete understanding foundation when starting the discussion on computer games have stimulated this study to be conducted. From a survey conducted on 236 form one students in one of the Malaysian secondary school, 75.8 percent were gamers. Playing computer games seemed to be more stereotypically boy’s activity with 91.3 percent of the boys engaged in computer games compared to 54.1 percent among the girls. They spent an average of 8.47 hours per week playing computer games. Parents and teachers’ concern about computer games was not something that went unwarranted as an overall result was predicting computer games as having negative associations with students’ academic achievement. However, in-depth analyses by combinations of classes done step by step indicated that the initial results could be overruled by students from the last class, whom need extra attentions. As a conclusion, the findings in this study suggest some interesting yet ultimately weak associations between playing computer games and students’ academic achievement. Nevertheless, caution is warranted in making any generalization as looking at the population as a whole will be different from its components. The generalizability of this study’s findings is limited by the nature of the sample. Even so, blaming computer games for the students’ bad academic performance in school is unjustified as there are many more other factors to look into before finding computer games as the scapegoat.     

Children’s choices and strategies in video games

It is important to develop an understanding of children’s engagement and choices in learning experiences outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth- and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classified as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated significant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game. There were also several gender differences in learning preferences.     

What chess games and chess problems tell us about digital games and art

This article examines the relationship between chess games and chess problems (‘compositions’) in order to describe the chess problem as art. Arguing that the chess problem is a manipulation of game form guided by human aesthetic principles (e.g. Schiller's ‘beauty’ and Wimsatt's ‘human condition’), the article draws a parallel between art derived from games and art derived from nature. This parallel has important implications in circumstances where a natural world is replaced by a virtual world and nature is, in some sense, ‘lost’ to the artist. The article argues that, in such circumstances, the interactive and ‘concreative’ nature of digital media – particularly digital games – allows for unabated aesthetic production.     

Videogames in Computer Space: The Complex History of Pong

The earliest digital games emerged out of laboratories and research centers in the 1960s and 1970s. The intertwined histories of Nolan Bushnell's Computer Space and Pong illustrate the transition from these "university games" to accessible entertainment and educational games as well as the complicated historical relationship among the arcade, computer, and videogames.     

Comparison of children’s gaming scores to NEPSY-II scores: Validation of computer games as cognitive tools

This exploratory quantitative study compared schoolchildren’s scores on 15 computer games to their scores on the neuropsychological test, NEPSY-II, to determine whether these games utilize predicted cognitive skills. Forty-three children aged 7–12 from different ethnic groups participated in this study. There was an almost equal split between girls and boys, some of whom reported mild learning difficulties. Many a priori predicted correlations were confirmed, with a medium to high effect. Eleven games shared their highest correlation with one or more of the predicted cognitive skills as measured by the NEPSY-II, which provided evidence that these computer games use specific cognitive functions. This suggests that similar computer games could be used to assess, practice, or monitor cognitive skills among schoolchildren.     

PERFECT RECALL AND PRUNING IN GAMES WITH IMPERFECT INFORMATION1

Games with imperfect information are an interesting and important class of games. They include most card games (e.g., bridge and poker) as well as many economic and political models. Here we investigate algorithms for findi ng the simplest form of a solution (a pure-strategy equilibrium point) to imperfect information games expressed in their extensive (game tree) form. We introduce to the artificial intelligence community a classic algorithm, due to Wilson, that solves one-player games with perfect recall. Wilson's algorithm, which we call iMP-minimax, runs in time linear in the size of the game-tree searched. In contrast to Wilson's result, Koller and Meggido have shown that finding a pure-strategy equilibrium point in one-player games without perfect recall is NP-hard. Here, we provide another contrast to Wilson's result–we show that in games with perfect recall but more than one player, finding a pure-strategy equilibrium point, given that such an equilibrium point exists, is NP-hard. Our second contribution is to present a pruning technique for Wilson's IMP-minimax algorithm to make the latter more tractable. We call this new algorithm IMP-alpha-beta. We provide a theoretical framework (model) and analyze IMP-alpha-beta in that model. IMP-alpha-beta is of direct value for one-player, perfect-recall games. It also has strong potential for other imperfect information games, as it is a natural (but as yet untested) heuristic in those cases.     

Nonlocal sets of orthogonal multipartite product states with less members

Repeated quantum game theory addresses long-term relations among players who choose quantum strategies. In the conventional quantum game theory, single-round quantum games or at most finitely repeated games have been widely studied; however, less is known for infinitely repeated quantum games. Investigating infinitely repeated games is crucial since finitely repeated games do not much differ from single-round games. In this work, we establish the concept of general repeated quantum games and show the Quantum Folk Theorem, which claims that by iterating a game one can find an equilibrium strategy of the game and receive reward that is not obtained by a Nash equilibrium of the corresponding single-round quantum game. A significant difference between repeated quantum prisoner’s dilemma and repeated classical prisoner’s dilemma is that the classical Pareto optimal solution is not always an equilibrium of the repeated quantum game when entanglement is sufficiently strong. When entanglement is sufficiently strong and reward is small, mutual cooperation cannot be an equilibrium of the repeated quantum game. In addition, we present several concrete equilibrium strategies of the repeated quantum prisoner’s dilemma.

     

Effective affective user interface design in games

It is proposed that games, which are designed to generate positive affect, are most successful when they facilitate flow (Csikszentmihalyi 1992). Flow is a state of concentration, deep enjoyment, and total absorption in an activity. The study of games, and a resulting understanding of flow in games can inform the design of non-leisure software for positive affect. The paper considers the ways in which computer games contravene Nielsen's guidelines for heuristic evaluation (Nielsen and Molich 1990) and how these contraventions impact on flow. The paper also explores the implications for research that stem from the differences between games played on a personal computer and games played on a dedicated console. This research takes important initial steps towards defining how flow in computer games can inform affective design.     

“Critic-proofing” of the cognitive aspects of simple games

This paper posits the use of computer games as cognitive development tools that can provide players with transferable skills suitable for learning in the 21st century. We describe a method for categorizing single-player computer games according to the main cognitive function(s) engaged in by the player during gaming. Categorization was done in collaboration with a neuropsychologist, academic researchers, and research assistants. Twelve research assistants, mostly domain novices, were trained to categorize games according to a cognitive matrix developed by the neuropsychologist. They also categorized the games, and evaluated and commented on the relevance of the neuropsychologist's categorization of the games. Through the process of “critic proofing,” computer games were reliably classified into primary and secondary cognitive categories, and the team was able to identify problems with both the categorization of certain games and the definitions of some of the cognitive functions in our cognitive matrix. Such an approach allowed for the identification of under-populated cognitive categories in the project's existing repository of games, and for further development of the cognitive representation framework, information useful for both researchers and designers in the gaming industry.     

Teaching a pet-robot to understand user feedback through interactive virtual training tasks

In this paper, we present a human-robot teaching framework that uses “virtual” games as a means for adapting a robot to its user through natural interaction in a controlled environment. We present an experimental study in which participants instruct an AIBO pet robot while playing different games together on a computer generated playfield. By playing the games and receiving instruction and feedback from its user, the robot learns to understand the user’s typical way of giving multimodal positive and negative feedback. The games are designed in such a way that the robot can reliably predict positive or negative feedback based on the game state and explore its user’s reward behavior by making good or bad moves. We implemented a two-staged learning method combining Hidden Markov Models and a mathematical model of classical conditioning to learn how to discriminate between positive and negative feedback. The system combines multimodal speech and touch input for reliable recognition. After finishing the training, the system was able to recognize positive and negative reward with an average accuracy of 90.33%.     

浅论数字多媒体艺术在手机游戏中的运用

数字多媒体艺术产业异军突起,是全新的艺术形态,是理性思维与艺术灵感融合的综合艺术形式。数字多媒体艺术是在艺术创作过程中,运用数字技术为前提的。与手机游戏结合,具有娱乐性和交互性。手机游戏是数字多媒体艺术中成长最快的。手机游戏的制作过程是计算机技术与数字多媒体艺术的融合。手机游戏创作无法脱离数字多媒体艺术。数字多媒体艺术成为手机游戏设计重要支持,数字多媒体艺术在手机游戏发展过程中起到重要作用。     

Examining the pedagogical foundations of modern educational computer games

This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper’s [Cooper, H. (1985, Mar 31–April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria. The pedagogical foundations of the games were further investigated by contacting the authors of the games. Twenty-two games were based on established learning theories or instructional strategies and two games included basic instructional events that were not associated with any particular theory or strategy. No information regarding the pedagogical foundations of the 31 games was found or received. Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.     

Examining the pedagogical foundations of modern educational computer games

This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper’s [Cooper, H. (1985, Mar 31–April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria. The pedagogical foundations of the games were further investigated by contacting the authors of the games. Twenty-two games were based on established learning theories or instructional strategies and two games included basic instructional events that were not associated with any particular theory or strategy. No information regarding the pedagogical foundations of the 31 games was found or received. Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games.     

EGameFlow: A scale to measure learners’ enjoyment of e-learning games

In an effective e-learning game, the learner’s enjoyment acts as a catalyst to encourage his/her learning initiative. Therefore, the availability of a scale that effectively measures the enjoyment offered by e-learning games assist the game designer to understanding the strength and flaw of the game efficiently from the learner’s points of view. E-learning games are aimed at the achievement of learning objectives via the creation of a flow effect. Thus, this study is based on Sweetser’s & Wyeth’s framework to develop a more rigorous scale that assesses user enjoyment of e-learning games. The scale developed in the present study consists of eight dimensions: Immersion, social interaction, challenge, goal clarity, feedback, concentration, control, and knowledge improvement. Four learning games employed in a university’s online learning course “Introduction to Software Application” were used as the instruments of scale verification. Survey questionnaires were distributed to students taking the course and 166 valid samples were subsequently collected. The results showed that the validity and reliability of the scale, EGameFlow, were satisfactory. Thus, the measurement is an effective tool for evaluating the level of enjoyment provided by e-learning games to their users.     

Two dynamic programming algorithms for which interpreted pebbling helps

We consider extensions of one-person and two-person pebble games that take into account the types of the gates of the circuits on which the games are played. A simple relationship is established between the extended games and the corresponding original games. This is useful in showing that the extended games allow more efficient pebbling than the original games on certain natural circuits for problems such as context-free language recognition and transitive closure of directed graphs.     

An Efficient Synchronization Mechanism for Mirrored Game Architectures

Existing online multiplayer games typically use a client-server model, which introduces added latency as well as a single bottleneck and single point of failure to the game. Distributed multiplayer games minimize latency and remove the bottleneck, but require special synchronization mechanisms to provide a consistent game for all players. Current synchronization methods have been borrowed from distributed military simulations and are not optimized for the requirements of fast-paced multiplayer games. In this paper we present a new synchronization mechanism, trailing state synchronization (TSS), which is designed around the requirements of distributed first-person shooter games.We look at TSS in the environment of a mirrored game architecture, which is a hybrid between traditional centralized architectures and the more scalable peer-to-peer architectures. Mirrored architectures allow for improved performance compared to client-server architectures while at the same time allowing for a greater degree of centralized administration than peer-to-peer architectures.We evaluate the performance of TSS and other synchronization methods through simulation and examine heuristics for selecting the synchronization delays needed for TSS.     

Motivational aspects of different learning contexts: “My mom won’t let me play this game…”

Learning motivation should describe mechanisms that direct toward the learning goals, initiate learning activity and hold one‘s learning ability on a level that enables person to attain new information and more complex knowledge. Educational games are emerging as a new form of learning that should improve student’s desire for knowledge. Idea that educational games can be used as an effective teaching tool is what inspires our work in this field. In our study we attempted to explore the connection between motivational effects and application of educational game design as a learning tool. Additionally, we took into consideration effects of this approach on improving final exam results. Our results indicate that designing computer programs can raise enough curiosity and can be seen as a relevant learning tool for students.     

Games solved: Now and in the future

In this article we present an overview on the state of the art in games solved in the domain of two-person zero-sum games with perfect information. The results are summarized and some predictions for the near future are given. The aim of the article is to determine which game characteristics are predominant when the solution of a game is the main target. First, it is concluded that decision complexity is more important than state-space complexity as a determining factor. Second, we conclude that there is a trade-off between knowledge-based methods and brute-force methods. It is shown that knowledge-based methods are more appropriate for solving games with a low decision complexity, while brute-force methods are more appropriate for solving games with a low state-space complexity. Third, we found that there is a clear correlation between the first-player's initiative and the necessary effort to solve a game. In particular, threat-space-based search methods are sometimes able to exploit the initiative to prove a win. Finally, the most important results of the research involved, the development of new intelligent search methods, are described.     

Deterministic concurrent strategies

Nondeterministic concurrent strategies—those strategies compatible with copy-cat behaving as identity w.r.t. composition—have been characterised as certain maps of event structures. This leads to a bicategory of general concurrent games in which the maps are nondeterministic concurrent strategies. This paper explores the important sub-bicategory of deterministic concurrent strategies. It is shown that deterministic strategies in a game can be identified with certain subgames, with the benefit that the bicategory of deterministic games becomes equivalent to a technically-simpler order-enriched category. Via a characterisation, deterministic strategies are shown to coincide with the receptive ingenuous strategies of Melliès and Mimram. Deterministic strategies determine closure operators, in accord with an early definition of Abramsky and Melliès. Known subcategories appear as special cases: Berry’s order-enriched category of dI-domains and stable functions arises as a full subcategory in which the games comprise solely of Player moves; the `simple games’ of Hyland et?al., a basis for much of game semantics, form a subcategory in which the games permit no concurrency, Player-Opponent moves alternate and Opponent always moves first.