Go nation Moskowitz, Marc L
2013., 20130831, 2013, 2013-08-31, Volume:
28
eBook
Go (Weiqi in Chinese) is one of the most popular games in East Asia, with a steadily increasing fan base around the world. Like chess, Go is a logic game but it is much older, with written records ...mentioning the game that date back to the 4th century BC. As Chinese politics have changed over the last two millennia, so too has the imagery of the game. In Imperial times it was seen as a tool to seek religious enlightenment and was one of the four noble arts that were a requisite to becoming a cultured gentleman. During the Cultural Revolution it was a stigmatized emblem of the lasting effects of feudalism. Today, it marks the reemergence of cultured gentlemen as an idealized model of manhood. Marc L. Moskowitz explores the fascinating history of the game, as well as providing a vivid snapshot of Chinese Go players today. Go Nation uses this game to come to a better understanding of Chinese masculinity, nationalism, and class, as the PRC reconfigures its history and traditions to meet the future.
This book examines the notion of storytelling in videogames. This topic allows new perspectives on the enduring problem of narrative in digital games, while also opening up different avenues of ...inquiry. The collection looks at storytelling in games from many perspectives. Topics include the remediation of Conrad’s Heart of Darkness in games such as Spec Ops: The Line; the storytelling similarities in Twin Peaks and Deadly Premonition, a new concept of ‘choice poetics’; the esthetics of Alien films and games, and a new theoretical overview of early game studies on narrative
Unreal Engine 4 is a hugely popular game development framework. This book is a practical guide, and starts off by quickly introducing you to the Unreal Engine ecosystem. You will become familiar with ...its core systems and by the end of the book will have a solid knowledge base from which to get started building games.
Background and Aim
Gamification has been defined as the use of characteristics commonly associated with video games in non-game contexts. In this article, I reframe this definition in terms of the ...game attribute taxonomy presented by Bedwell and colleagues. This linking is done with the goal of aligning the research literatures of serious games and gamification. A psychological theory of gamified learning is developed and explored.
Conclusion
In the theory of gamified learning, gamification is defined as the use of game attributes, as defined by the Bedwell taxonomy, outside the context of a game with the purpose of affecting learning-related behaviors or attitudes. These behaviors/attitudes, in turn, influence learning by one or two processes: by strengthening the relationship between instructional design quality and outcomes (a moderating process) and/or by influencing learning directly (a mediating process). This is contrasted with a serious games approach in which manipulation of game attributes is typically intended to affect learning without this type of behavioral mediator/moderator. Examples of each game attribute category as it might be applied in gamification are provided, along with specific recommendations for the rigorous, scientific study of gamification.
This paper investigates a three-echelon closed-loop supply chain (CLSC) consisting of a manufacturer, a distributor, and a retailer, where the retailer exhibits fairness concerns. Cooperative and ...non-cooperative game theoretic analyses are employed to characterize interactions among different parties. Analytical results confirm the conventional wisdom: with the retailer's fairness concerns, the channel profits under the decentralized and partial-coalition models underperform that under the centralized model. To find an appropriate profit allocation scheme to coordinate the supply chain system with fairness concerns, we resort to the cooperative game theory. To this end, we first derive the characteristic function form of the cooperative game based on the equilibrium profits under centralized, decentralized and different partial-coalition models. Subsequently, we propose three coordination mechanisms based on the Shapley value, nucleolus solution, and equal satisfaction to allocate surplus profit. The three mechanisms are then evaluated by using numerical experiments. We further examine how the retailer's fairness concerns affect profit allocation under the three mechanisms. The key innovation is to incorporate the retailer's fairness concerns into the coordination of a three-echelon CLSC. Our contributions are twofold: First, cooperative game-theoretic mechanisms are put forward to coordinate the three-echelon CLSC with a fairness-minded retailer. Second, we investigate how the retailer's fairness concerns affect the CLSC members' pricing decision and surplus profit allocation. Our studies confirm that the resulting profit allocation schemes satisfy both individual and collective rationality and fall in the core of the cooperative game, thereby making the grand coalition stable and suggesting viable options to coordinate the CLSC system. Further analyses reveal that different coordination mechanisms benefit the three CLSC members differently. These research findings help CLSC managers to understand what options are available and identify possible pathways for them to foster cooperation and achieve equitable allocation of surplus profit.
•We study a three-echelon closed-loop supply chain with a fairness-minded retailer.•Game analyses are conducted to characterize interactions among different parties.•Three cooperative game coordination mechanisms are used to allocate surplus profit.•Different coordination mechanisms offer distinct options to supply chain managers.•We examine the impact of the retailer's fairness concerns on profit allocation.
Background
The theory of gamified learning provides a theoretical framework to test the impact of gamification efforts upon learner behaviors and attitudes, as well as the effect of these behavioral ...and attitudinal changes on learning. It does so by providing mediating and moderating processes linking specific game elements to learning outcomes.
Aim
This article links specific game elements common to leaderboards (conflict/challenge, rules/goals, and assessment) with a focal learner behavior, time-on-task, by exploring educational research on competition and psychological research on goal-setting theory.
Method
The mediating process of the theory of gamified learning is tested experimentally by assigning learners completing an online wiki-based project to a gamified version with a leaderboard or to a control version without a leaderboard. Leaderboard achievement was not tied to course grades.
Results
Random assignment to leaderboards supported a causal effect. Students with leaderboards interacted with their project 29.61 more times, on average, than those in a control condition. Bootstrapping was used to support the mediation of the effect of gamification on academic achievement by this amount of time.
Conclusion
The mediating process of the theory of gamified instruction is supported. Leaderboards can be used to improve course performance under certain circumstances.
Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and ...game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.
This meta‐analysis investigates the relative effectiveness of game‐based science learning against other instructional methods (Gameplay design) as well as against science game variants enriched with ...mechanisms (Game‐mechanism design). An overall medium effect size for Gameplay design (k = 14, Nes = 14, gRE = 0.646, p = .000), and an overall small‐to‐medium effect size for Game‐mechanism design (k = 12, Nes = 13, adjusted gRE = 0.270, p = .001) are reported. Further, the results of subgroup analyses suggest that students across educational levels all significantly benefit from game‐based science learning although there is no significant difference between the subgroup mean effects. Further, learning and gaming mechanisms play equal roles significantly increasing students' scientific knowledge gains. With these promising results, however, high variance within the subgroups of educational levels and those of gaming mechanisms indicate that gaming mechanisms should be developed with care to meet students' different needs in different educational levels.
Lay Description
What is already known about this topic
Students prefer digital game‐based science learning to conventional instructions in science classroom settings.
Students' scientific content knowledge/concept gains have been the focus of science education as well as game‐based science learning.
The effects of game‐based science learning on students' scientific content knowledge/concept gains have been diverse.
What this paper adds
Comparing to conventional science instructions, game‐based science learning produces an overall medium effect size on students' scientific knowledge achievement.
Game‐based science learning significantly enhances students' scientific knowledge acquisition across all educational levels.
Game mechanisms added have an overall small‐to‐medium effect on students' scientific knowledge achievement.
Learning mechanisms and gaming mechanisms in science games play equal roles enhancing students' scientific knowledge acquisition.
Gaming mechanisms should be designed with care.
Implications for practice and/or policy
This study provides policy makers the empirical evidence supporting the pedagogical capacity of game‐based science learning for students' science knowledge acquisition comparing to mere conventional instructions.
When developing gaming mechanisms in science games, educational game developers should be cautious with students' needs in different educational levels.
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