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The main aim of this article is to reconstruct and comment on Bernard Suits' argument concerning the paradoxicality of the perfectly played game and explain how the argument might contribute to the game vs. performance distinction. The argument was mentioned by Suits in 'Tricky Triad: Games, Play and Sport' in the course of argumentation for the distinction between games and performances but it has not been presented in any of Suits' works published during his lifetime. However, Suits' fonds deposited in the Special Collections and Archive of the University of Waterloo contains two texts that were nevertheless meant for publication: 'A Perfectly Played Game' (recently published as Appendix III to Suits' Return of the Grasshopper) and unpublished 'The Search for a Perfectly Fair Game'. The latter is a modified version of the former; there is an overlapping core in both texts, but there are also some essential differences between them. To provide a formula capable of embracing Suits' ideas from both texts and remove the tension between the ideas of a perfectly played and perfectly fair game, I introduce the concept of a perfect game. [ABSTRACT FROM AUTHOR]

Many academics often have to face the pressure to constantly publish or quietly perish. The Publish or Perish Game™, a new tabletop game created by Max Bai, flips the script and offers a satirical reflection on the academic publishing process, turning the often‐stressful endeavor into an entertainment experience. In this interview, Max Bai discusses the inspiration behind the game, the creative processes, and the broader impact he hopes the game will have on the academic community. [ABSTRACT FROM AUTHOR]

This article presents the design and implementation of an educational strategy based on gamification, whose objective was to motivate students and encourage active participation in virtual classes. The experience was developed with 35 undergraduate students of the National University of Ucayali in the subject of Systems Design. A diagnosis of the students' needs and interests was conducted, the technological tools were selected to design and implement gamification scenarios, and finally, the results demonstrated a high level of acceptance of the strategy, which favoured learning and improved the pass rate with respect to previous years. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Museums, which are among the most popular science institutions outside schools, are usually used to display and introduce historical culture and cultural relics to tourists. Text and audio explanations are used by traditional museums to popularize historical knowledge and science for tourists, and general interactive systems are based on desktops. This learning method is relatively boring in terms of experience. As a result, tourists have no desire or interest in actively exploring and learning about bronze ware, so they only have a basic understanding about bronze ware. Since most tourists are familiar with games, they are more likely to be attracted by game content and will actively explore and interact with it. In addition, a certain degree of reality is created by virtual reality technology and an immersive experience through head-mounted devices is provided to users. In this paper, we take Chinese bronzes as the research objects. We first use 3D laser scanners to obtain bronze models ; then, we build a virtual museum environment, and we finally design a virtual reality curation game based on this bronze digital museum. This game offers visitors an immersive museum roaming and bronze ware interactive experience. Through a combination of text, video learning, and games, visitors' curiosity and desire to explore bronze ware are stimulated, and their understanding and ability to remember bronze ware knowledge can be deepened. In terms of cultural heritage, this game is also conducive to the spread of traditional Chinese bronze culture throughout the world. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) games offer significant potential to enhance learning experiences, yet the impact of when these games are introduced during the educational process remains underexplored. This study explored how the timing of providing the AR game influenced learners' achievement, satisfaction and acceptance. Using a quasi‐experimental design, 68 second‐graders engaged with the AR game AR Easy Sign Language: Grams and Kilograms, either before class or in class. Additionally, perspectives from eight students, one teacher and 24 parents (from the before‐class group) were collected. Results indicated that providing the AR game in class significantly improved learners' achievement and acceptance compared to providing it before class. While overall satisfaction was unaffected by timing, students' cognitive focus differed: in‐class participants emphasised the game's educational value, whereas those using it before class viewed it more as an entertaining tool with educational functionality. Both the teacher and parents acknowledged the educational value of AR games but expressed concerns regarding the cost and potential health issues. This study contributes to theoretical understanding and practical implementation strategies for AR games in education, particularly in optimising their timing for maximal impact. Practitioner notes What is already known about this topic AR games integrate the advantages of augmented reality and games, enabling learners to interact with virtual and physical objects in a fun way, bringing a new dynamic to education. Prior research has shown that AR games contribute to the improved learning process and learning outcomes. However, applying technologies such as AR games to authentic educational contexts is still challenging, as it involves many decision‐making issues to be investigated. One key issue that remains unresolved is determining the optimal timing of providing AR games. What this paper adds Providing AR games in class significantly enhanced students' learning achievement and acceptance, emphasising the need to carefully time such interventions. The timing of providing AR games influenced students' cognition, with in‐class use promoting a focus on learning, while before‐class use emphasised entertainment. Teachers and parents acknowledged the educational value of AR games for students, but they had concerns regarding potential visual health risks and the associated costs. Implications for practice and/or policy Educators should determine the timing of providing AR games depending on the desired goal. Providing AR games before class allows students to focus more on the game experience while providing AR games in class allows for a focus on learning through the game and enhancing learning achievement. Students' cognition of technology may influence their usage and outcomes. Developers should design AR games with mechanisms that guide learners' cognition of educational content, while researchers should explore the effectiveness of such designs to achieve better learning outcomes. Educational institutions should select devices with built‐in eye protection features and enforce screen time limits to mitigate visual health risks, addressing concerns raised by teachers and parents. AR games incorporating sign language have the potential to improve students' learning achievement, holding promise for applications in special education. What is already known about this topic AR games integrate the advantages of augmented reality and games, enabling learners to interact with virtual and physical objects in a fun way, bringing a new dynamic to education. Prior research has shown that AR games contribute to the improved learning process and learning outcomes. However, applying technologies such as AR games to authentic educational contexts is still challenging, as it involves many decision‐making issues to be investigated. One key issue that remains unresolved is determining the optimal timing of providing AR games. What this paper adds Providing AR games in class significantly enhanced students' learning achievement and acceptance, emphasising the need to carefully time such interventions. The timing of providing AR games influenced students' cognition, with in‐class use promoting a focus on learning, while before‐class use emphasised entertainment. Teachers and parents acknowledged the educational value of AR games for students, but they had concerns regarding potential visual health risks and the associated costs. Implications for practice and/or policy Educators should determine the timing of providing AR games depending on the desired goal. Providing AR games before class allows students to focus more on the game experience while providing AR games in class allows for a focus on learning through the game and enhancing learning achievement. Students' cognition of technology may influence their usage and outcomes. Developers should design AR games with mechanisms that guide learners' cognition of educational content, while researchers should explore the effectiveness of such designs to achieve better learning outcomes. Educational institutions should select devices with built‐in eye protection features and enforce screen time limits to mitigate visual health risks, addressing concerns raised by teachers and parents. AR games incorporating sign language have the potential to improve students' learning achievement, holding promise for applications in special education. [ABSTRACT FROM AUTHOR]

Weapon target assignment is a critical challenge in military contexts. Traditionally, commanding officers manually decide weapon assignments, but the problem's complexity has grown over time. To address this, automated systems have been introduced. These systems fall into two categories, which are static (time-independent) and dynamic (considering changes over time). Static systems solve the problem for a single time step without considering temporal changes. Dynamic systems incorporate time as a variable, adapting to evolving scenarios. Two main approaches exist, which are asset-based and target-based. Asset-based approach maximizes the survival probability of assets, which is our focus in this study. We propose a solution using game theory that spans the entire area and all time frames. We employ game theory, treating continuous functions of time as utility functions for vessels. Continuous probability-to-kill values for weapons are defined across the area. Threat trajectories yield continuous kill probabilities for the weapons, translating to vessel utility. To avoid inefficiencies, we align individual vessel utility with global utility. The Nash Equilibrium provides the optimal weapon assignment strategy. Our study uses a naval environment for analysis. In summary, our research leverages game theory to dynamically assign weapons to naval vessels, aiming to maximize asset survival. [ABSTRACT FROM AUTHOR]

This paper examines the motif of divine play in Omar Khayyam's quatrains within the broader context of Persian Sufi poetry. Given the strong association of "divine play" with Hinduism, a comparative approach is employed; to keep the focus on the main subject, this comparison is kept minimal. The comparison reveals three major themes common to both Sufism and Hinduism: God as the Player, God as the Playful Designer, and God as the Playful Dancer. To illustrate these themes, previously untranslated verses have been translated into English for the first time in this paper, highlighting a neglected aspect of Persian mysticism that scholars have often overlooked. [ABSTRACT FROM AUTHOR]

Simple Summary: An increase in game meat consumption has been observed worldwide. This is the first study to assess the amino acid composition and the protein quality of the muscles of deer from organic feeding grounds. This study assessed the nutritional value of the protein of the muscles of deer originating from forest, organic, and conventional feeding grounds. The meat of deer from the forest and the conventional feeding grounds exhibited higher exogenous and endogenous amino acid contents than that of deer from the organic feeding ground. However, the meat of deer from the organic farm feeding ground is characterized by the highest protein content and ensures optimal satisfaction of the demand for essential amino acids. The highest lysine content was found in the muscles of the deer from the forest feeding ground. This knowledge can help nutritionists develop diets that meet the nutritional recommendations for different consumer groups and breeders to make decisions about farm location and deer feeding strategies. This study aimed to analyze the amino acid profile, with a particular focus on the nutritional value of the protein of the longissimus lumborum (LL) and the semimembranosus (SM) muscles of deer originating from three feeding grounds: forest (FFG); conventional (CFG) grounds; organic farm (OFG). This is the first time that deer from an organic farm feeding ground have been included in this study. The muscles were collected from 36 deer carcasses with equal proportions of sex and 31 months of age. This study demonstrated significantly higher essential amino acid (EAA) and non-essential amino acid (NEAA) contents in the muscles of deer from the FFG and CFG compared to the OFG. However, the EAA-to-NEAA ratio was significantly higher for the muscles of deer from the OFG. The muscles of the FFG and CFG deer were characterized by a higher concentration of lysine as well as acidic and tasty amino acids compared to the OFG deer, with the muscles of the latter exhibiting a higher percentage of branched-chain amino acids (BCAA). The results obtained can be used professionally by nutrition specialists in preventive and therapeutic diets and breeders to make decisions about farm location and deer feeding strategies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Media & Cultural Studies is the property of Journal of Media & Cultural Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Internet gaming disorder (IGD), recognized by the World Health Organization (WHO), significantly impacts adolescent mental and physical health. With a global prevalence of 3.05%, rates are higher in Asia, especially among adolescents and males. The COVID-19 pandemic has exacerbated IGD due to increased gaming time from isolation and anxiety. Vulnerable groups include adolescents with poor academic performance, introverted personalities, and comorbid mental disorders. IGD mechanisms remain unclear, lacking prospective research. Based on Skinner's reinforcement theory, the purpose of this study is to explore the mechanisms of IGD from individual and environmental perspectives, incorporating age-related changes and game features, and to develop intelligent monitoring models for early intervention in high-risk adolescents. Methods: This prospective cohort study will investigate IGD mechanisms in middle and high school students in Shenzhen, China. Data will be collected via online surveys and Python-based web scraping, with a 3-year follow-up and assessments every 6 months. Unstructured data obtained through Python-based web scraping will be structured using natural language processing techniques. Collected data will include personal characteristics, gaming usage, academic experiences, and psycho-behavioral-social factors. Baseline data will train and test predictive models, while follow-up data will validate them. Data preprocessing, normalization, and analysis will be performed. Predictive models, including Cox proportional hazards and Weibull regression, will be evaluated through cross-validation, confusion matrix, receiver operating characteristic (ROC) curve, area under the curve (AUC), and root mean square error (RMSE). Discussion: The study aims to understand the interplay between individual and environmental factors in IGD, incorporating age-related changes and game features. Active monitoring and early intervention are critical for preventing IGD. Despite limitations in geographic scope and biological data collection, the study's innovative design and methodologies offer valuable contributions to public health, promoting effective interventions for high-risk individuals. [ABSTRACT FROM AUTHOR]

This study describes the training demands of highly trained male youth basketball players, based on training year, term and playing position. Data was collected from 41 male youth basketballers over two seasons from all on-court coach-led training sessions utilising an LPS. Linear mixed-models and pairwise comparisons were used to analyse by training year (Y1, Y2 and Y3), term (T1, T2, T3 and T4) and playing position (Backcourt, Frontcourt). Results showed no differences in external load metrics between training years. Significant differences existed between training terms, with total distance greater in both T3 and T4 than T1 and 2 (p < 0.03). Total PlayerLoad was significantly greater in T4 than T1 (p < 0.001) and T3 (p = 0.004). Distance/min was greater in T2, T3 and T4 than T1 (p < 0.01). PlayerLoad/min was higher in T4 than T1 and T2 (p < 0.01). Backcourt players showed significantly greater distance/min (p = 0.011), PlayerLoad/min (p = 0.011) and deceleration counts (p < 0.001). Overall, limited year-on-year change existed in external training load metrics (p > 0.05), though volume (p < 0.001) and intensity (p < 0.001) differed between terms. Backcourt players completed higher intensities (p = 0.011) than Frontcourt players. This study provides a description of external loads of training in highly trained youth basketball players assisting coaches and performance practitioners to better understand physical demands within youth basketball development pathways. [ABSTRACT FROM AUTHOR]

Introduction: Online games provide a socializing environment for children aged 8–10 years, but there is a lack of information in the literature about whether children who stutter (CWS) access online gaming environments as frequently as their nonaffected peers and about their interaction habits. This study aimed to investigate the participation frequency of school-age CWS and children who do not stutter (CWNS) in online games, the speech characteristics during games, and whether they encountered bullying-like behaviors during games. Methods: A total of 91 CWS (F/M = 18/73; age range = 8–13) and 116 CWNS (F/M = 60/56; age range 8–13) participated in this study. Children's participation habits in online, chat-based, multiplayer games were evaluated with web-based questionnaires. Differences between questionnaire responses were analyzed using the significance test for a difference in two proportions. Results: There was no significant difference between the participation rates of CWS and CWNS in online games (z = 1.46; p = 0.14), their frequency (p > 0.05), and the time they spent in the game (p > 0.05). It was found that those who stutter preferred to use one-word expressions more than their peers who do not stutter (z = 2.03; p = 0.04), and those who stutter had higher rates of not encountering bullying-like behaviors in online games than those who do not stutter (z = 2.2; p = 0.03). Discussion/Conclusion: CWS and CWNS show similar participation habits in online, chat-based, multiplayer games with similar frequency and duration. Speech features that emerge in online games and whether these games play a role in providing CWS with a communication environment where the risk of bullying is reduced and fluency is increased may be the subject of future research. [ABSTRACT FROM AUTHOR]

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mixed reality (MR) games refer to games that integrate physical entities with digitally mediated contents. Currently, it entails game creators to integrate heterogeneous virtual and physical components, which is often time-consuming and labor-intensive, without the support of a coherent technology stack. The underlying technodiversity manifested by the research corpus suggests a complicated, multi-dimensional design space that goes beyond merely technical concerns. In this research, we adopted a research-through-design approach and proposed an MR game technology stack that facilitates flexible, low-code game development. As design grounding, we first surveyed 34 state-of-the-art studies, and results were synergized into three different spectra of technological affordances, respectively activity range, user interface and feedback control, to inform our next design process. We then went through an iterative prototyping phase and implemented an MR game development toolset. A co-design workshop was conducted, where we invited 15 participants to try the prototype tools and co-ideate the potential use scenarios for the proposed technology stack. First-hand user feedback was collected via questionnaires and semi-structured interviews. As a result, four conceptual game designs with three major design implications were generated, which conjointly reflect a broader understanding on MR gameful experience and contribute fresh insights to this emerging research domain. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This study evaluates the use of simple linear or piecewise linear predictive models to predict extreme performance metrics in soccer matches, based on historical training and to match data of soccer players from RKS Raków Częstochowa football club. The data were collected from January to June 2023. The collected training and matched data average is 9000 records per month. A standard workweek at the RKS Academy consisted of 5 training units and at least 1 match. The best individual models found predict selected game performance metrics with a relative error of 2.3%, suggesting an excellent model fit between prediction and the actual value. This is illustrated by input data metric called “Metabolic Time Zone 5 and 6 Per Distance”, and output data by “Decelarations Total Distance in Zone 5 and 6 Per Distance”—calculated for in 3 min sliding window and characterized by the highest value of the generated parameter based on High Metabolic Load Distance (HMLD). The result concerns models run on aggregated performance metrics developed in APEX-PRO system using expert knowledge in soccer training, while raw GPS location-based models performing worse but still acceptably. Although we believe that the accuracy of the models still has limited reliability, their clarity and up-to-date quality make them useful in the daily planning of training activities and the management of workloads that affect player performance in the upcoming match, as well as the tactical decisions of the coach. More accurate predictions are given by individual models compared to aggregated models (player position), but there are exceptions where group models also perform very well. Adding a second metric to the input did not show a significant difference in the analyzed examples (the results are very similar). Our findings indicate that the model based on metrics from the last match also effectively predict extreme motor performances occurring in the game. In the case of the analyzed player, it was at the input “Accelerations Total Time Per Distance in Zone 6” at the output “Distance in Zone 6”. Specific training or match parameters can be key in predicting exceptional soccer performance, but they can also vary depending on the analyzed player. This confirms the need for further analysis of this issue.

The aim of the study was to define and compare the quality properties of dry-cured heat-treated meat products from the meat of free-living semi-aquatic wildlife species. Eurasian beaver (Castor fiber) and nutria (Myocastor coypus) are wild animals whose presence in the countryside is regulated in the Czech Republic. Basic chemical, microbiological, sensory analyses, and instrumental measurements of the colour and texture of dry-cured sausages (pork, as a control group with 51% lean pork and experimental groups with 51% lean beaver and nutria meat in fresh state) were performed. There were no statistically significant differences (P > 0.05) in microbiological counts per gram between the sausage groups according to the meat used after 3 weeks of storage. In the sensory analysis, beaver sausages were rated as the darkest and least attractive (P 0.05). However, a significant difference (P

Games, play and gamification are essential for all ages because they allow players to develop useful 21st century skills such as digital literacy, critical and scientific thinking, problem solving, comprehension and communication skills, storytelling skills, etc. The new generation of digital natives requires a different approach in learning new things and libraries could take advantage of that by using gamification on learning content. In this way, libraries could become more welcoming spaces, more open to the public and much more interested in what the public wants. To find out what people think about the idea of playing games at the library, the idea of libraries using gamified activities or if the public would like to use gamified apps on the library websites, a questionnaire-based survey was administered on Facebook and WhatsApp between February 2 and February 8, 2024. Analysis of the answers obtained shows that the Romanian public is open to the idea of libraries where reading, communicating, socializing, acquiring knowledge in various fields such as literature, history, geography can be combined in a fun and enjoyable way with play, games and gamification. Respondents would also like to use gamification on library websites such as a book lending app.

Digital technologies development stimulates game elements inclusion into culture and different spheres of society. The identification of regularities and specifics of this process became the purpose of the study. The research methodology was based on the J. Huizing’s “man playing” concept and K. Verbach’s system description of gamification mechanisms. On the basis of these concepts, a grid of typical features of gamification has been compiled and gamification processes in different sociospheres analyzed. The research methods included the emerging gamification practices analysis. Based on the analysis results, trends and risks of implementing the game element into culture have been identified. The complex influence of gamification process on society and culture is manifested by consumers’ demand for interactivity, personal participation, and involvement (immersiveness) in almost all types of activities. These needs are strengthened under the influence of clip culture, making it easier for individuals to assimilate disparate and fragmented pieces of information. The request for immersiveness is closely related to the human need to be the author of the “text”, to control the plot, to create a plurality of readings (hypertext). It has been shown that gamification stimulates innovation in various areas, leads to the emergence of new products, processes, and services. The main risks of gamification development have been highlighted: hyperorientation to entertainment in areas that traditionally involve effort, and manipulation of people’s behavior in areas related to “shoulds”.

Abstract Museums, which are among the most popular science institutions outside schools, are usually used to display and introduce historical culture and cultural relics to tourists. Text and audio explanations are used by traditional museums to popularize historical knowledge and science for tourists, and general interactive systems are based on desktops. This learning method is relatively boring in terms of experience. As a result, tourists have no desire or interest in actively exploring and learning about bronze ware, so they only have a basic understanding about bronze ware. Since most tourists are familiar with games, they are more likely to be attracted by game content and will actively explore and interact with it. In addition, a certain degree of reality is created by virtual reality technology and an immersive experience through head-mounted devices is provided to users. In this paper, we take Chinese bronzes as the research objects. We first use 3D laser scanners to obtain bronze models ; then, we build a virtual museum environment, and we finally design a virtual reality curation game based on this bronze digital museum. This game offers visitors an immersive museum roaming and bronze ware interactive experience. Through a combination of text, video learning, and games, visitors’ curiosity and desire to explore bronze ware are stimulated, and their understanding and ability to remember bronze ware knowledge can be deepened. In terms of cultural heritage, this game is also conducive to the spread of traditional Chinese bronze culture throughout the world.

Abstract Background Internet gaming disorder (IGD), recognized by the World Health Organization (WHO), significantly impacts adolescent mental and physical health. With a global prevalence of 3.05%, rates are higher in Asia, especially among adolescents and males. The COVID-19 pandemic has exacerbated IGD due to increased gaming time from isolation and anxiety. Vulnerable groups include adolescents with poor academic performance, introverted personalities, and comorbid mental disorders. IGD mechanisms remain unclear, lacking prospective research. Based on Skinner’s reinforcement theory, the purpose of this study is to explore the mechanisms of IGD from individual and environmental perspectives, incorporating age-related changes and game features, and to develop intelligent monitoring models for early intervention in high-risk adolescents. Methods This prospective cohort study will investigate IGD mechanisms in middle and high school students in Shenzhen, China. Data will be collected via online surveys and Python-based web scraping, with a 3-year follow-up and assessments every 6 months. Unstructured data obtained through Python-based web scraping will be structured using natural language processing techniques. Collected data will include personal characteristics, gaming usage, academic experiences, and psycho-behavioral-social factors. Baseline data will train and test predictive models, while follow-up data will validate them. Data preprocessing, normalization, and analysis will be performed. Predictive models, including Cox proportional hazards and Weibull regression, will be evaluated through cross-validation, confusion matrix, receiver operating characteristic (ROC) curve, area under the curve (AUC), and root mean square error (RMSE). Discussion The study aims to understand the interplay between individual and environmental factors in IGD, incorporating age-related changes and game features. Active monitoring and early intervention are critical for preventing IGD. Despite limitations in geographic scope and biological data collection, the study’s innovative design and methodologies offer valuable contributions to public health, promoting effective interventions for high-risk individuals.

The research aims to explore and implement an effective Project Management approach in Game Development using the Scrum Framework. A case study was conducted on the development of a hypercasual game titled "Rush Runner." With a focus on rapid iterations, continuous feedback, and adaptation to changes, the Scrum methodology was used to manage the game development workflow from planning to publication. Concrete steps were taken to adapt to user needs and evolving demands as an integral part of the development process. The research findings indicate that the implementation of Scrum had a positive impact on productivity, quality, and user satisfaction in hypercasual game development. Furthermore, the integration of Project Management and the Scrum approach optimized overall time, cost, and quality. These findings provide valuable insights for practitioners and researchers in the field of game development to understand the importance of an adaptive and responsive Project Management approach to market changes and user needs.

Background and study aim. This study explored the impact of two different specific warm-up protocols (consisting of either opposition games or classical exercises) on technical-tactical performance, intrinsic motivation and stress levels in wrestling schoolchildren. Materials and methods. Sixty-three schoolchildren divided into two parallel groups (specific warm-up opposition game group: EG, n = 18, aged 12.42 ± 0.87 years; and classical specific warm-up group: CG, n = 18, aged 12.41 ± 0.78 years) who completed three 75-minute sessions over four weeks practicing different specific warm-up exercises. Data was analyzed with IBM SPSS to find the normality, mean and standard deviation. A two-factor mixed analysis of variance (ANOVA) model with repeated measures was performed to measure differences in mental health and technical-tactical performance for both group. Results. Several results emerged from this study; (i) EG who followed a specific warm-up program based on opposition games performed better in the wrestling test and were able to improve the number of successful leg attack skills, with a significant interaction compared to CG, (ii) EG obtained a better leg attack score due to their quality of execution and (iii) Compared with children in the CG group children in the EG group feel happy and motivated and their stress levels decrease. Conclusion. Wrestling teaching and training specialists should be convinced of the beneficial effects of exercises based on opposition games on students' technical and mental skills.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. Among the key trends influencing education today, the following stand out: “massification” and internationalization of education, turbulence of the world economy, “digital revolution”, technological innovation. Gamification has become a popular tool for solving various problems of varying degrees of complexity and today is confidently used in areas including business, personnel management, healthcare, and education. The purpose is to examine the application of gamification in teaching economics to medical students. Materials and methods. When working on the article, we used an analysis of sources containing experience in the use of gamification by domestic and foreign scientists, generalization and systematization of the results obtained, modeling of the educational process, a pedagogical experiment on modifying existing economic games and using them in practical classes in economics, observation of behavior students in classes using gaming technologies, analyzing the results of using games. Results. The characteristics of generations differ in different countries depending on the economic, social, political and other conditions of the development of society. Taking these characteristics into account, educational standards and teaching technologies are changing. Educational technologies used in the process of teaching economics to students of generation “Y” required significant improvements for teaching to students of generation “Z”. The idea of using gaming technologies, which is actively used in our time, cannot be called completely new. The classics of pedagogy K.D. Ushinsky and Sukhomlinsky V.A. spoke about the need for games in learning. The authors conducted a pedagogical experiment on introducing gamification into the teaching of economics to medical university students. At a medical university, students study economics in their junior years, when they themselves are still dependent and, with rare exceptions, have no experience of earning money on their own. The use of games, common in teaching economics at specialized economic universities, presupposes a well-developed economic thinking and knowledge base. For medical students, gamification tools require significant adaptation and refinement. Also, when introducing games into the learning process, it is necessary to take into account the different perceptions of students of generations “Y” and “Z”. Generation Z is closer to computer games and, accordingly, there are opportunities for their use in education. However, as the experiment showed, these students willingly take part and show interest in classes using the classical principles of board games. As a result, approaches to introducing gamification into teaching economics to medical university students have been developed. An analysis of gamification as a tool for developing interest and motivation of students was carried out, taking into account the theory of generations. As part of gamification, board games were modified and tested, which allowed students to develop skills in applying economic knowledge in future professional activities, including the commercialization of scientific developments.

To solve the problem that the access control strategy of the program in the industrial Internet was difficult to extract from the source code, and that the user’s access operation was difficult to trigger all access paths, which led to the difficulty of universal detection of logical vulnerabilities, game theory was applied to the access control logic vulnerability detection for the first time. The vulnerabilities were identified by analyzing the game results of different participants on resource pages in the Web application, so that the access logic of different users could be targeted to obtain. Experimental results demonstrate that the proposed method successfully detect 31 vulnerabilities, including 8 unreported ones, out of 11 open-source applications, with a detection range exceeding 90%.

Learning English can be done through digital media including online games and one of them is Mobile Legends game. The purpose of this community service activity is to provide English learning training to increase participants' vocabularies through Mobile Legends game. There are 3 methods used in this activity, namely the Leatoring Method, the Skill Training Method and the Discovery Method. The result of this activity is increasing English vocabularies and sentences knowledge after playing the Mobile Legends game. This is because the Mobile Legends game uses English, so little by little the player's knowledge of English vocabulary and sentences also increases. The implementation of this activity was said to be successful as seen from the enthusiasm and motivation and interest in learning English of the participants.

INTRODUCTION: In the education of medical professionals, thorough theoretical and practical preparation of future healthcare professionals is highly important. Current developments and technological advances offer considerable opportunities for the design and construction of educational e-resources, including various types of multimedia and interactive materials. As their production is relatively expensive and time consuming, both in terms of content and technology, it is worth developing them for a wider, nationwide audience. MATERIALS AND METHODS: E-materials, such as decision-based games, educational videos, multimedia atlases, and infographics, were designed and produced for the Integrated Educational Platform of the Ministry of Education and Science in Poland as part of a national EU project for post-secondary education of medical caregivers, medical electronics technicians, and information technology technicians. The materials included topics from anatomy, physiology, lifethreatening conditions, first aid, health promotion and prevention, and psychophysical development. The research group consisted of fourth-year medical students who, as part of the subject of scientific research, performed an analysis of ematerials in terms of their educational value and evaluation of their technological aspects. Methods such as interviews, reviews, analysis, and discussion were used. RESULTS: After the analysis carried out, the main characteristics (advantages) and recommendations considered important by the knowledge recipients in terms of a) content and methodology, and b) technology, were identified. These include: a) the way the information is conveyed, visualisation of the content presented, highlighting, concise delivery of the content, motivation for learning, and b) the way the content is presented, visualization of the message, visual and auditory impact, changing the speed of content playback, ability to work on different devices. Recommendations for the creation of e-resources are: a) accuracy of the presented content, detail of the content, b) navigation, the ability to go back to earlier stages of the game, additional videos, sounds that convey the realism of the situation. CONCLUSIONS: Feedback from future users of educational multimedia materials is necessary. Their analysis should be taken into account when creating e-resources. 1) Content: content should be appropriately matched to the recipient's knowledge level, and presented in a concise manner. 2) Methodology: Multimedia should enable independent decisionmaking at different stages of learning, as well as include patterns of behaviour, especially in life-threatening conditions. It is important to highlight and visualise the content, combining visual and auditory cues 3) Technology: the content presented should reflect reality (high production quality), enable proper navigation, and be accessible on various devices.

User Acceptance Testing (UAT) and Usability Testing are two methods commonly used in evaluating software or systems. UAT is concerned with overall system acceptance, while Usability Testing is specifically aimed at assessing the user's experience in interacting with the product. These two testing methods play an important role in ensuring the quality and user satisfaction of software and systems. Including being used to evaluate the Little Panda's Forest Animals game against 106 respondents consisting of two different campuses. The purpose of this research is to see the comparison between Usability Testing and User Acceptance Testing. With the research stages of literature review, questionnaire creation, data collection, data processing, and conclusions. The results of data processing show that there are differences in results where Usability Testing gets a lower score than User Acceptance Testing. Usability Testing results received an assessment range of 65 - 84 with the Usability statement being acceptable to users, while User Acceptance Testing received a range of 81% - 100% with the score interpretation criteria being very good.

This study investigated pedagogical agent (with/without) and feedback (explanatory/confirmatory) types on achievement, flow experience, and cognitive load in a digital game-based learning environment. We developed a game about spreadsheets and prepared four versions of the game in the context of pedagogical agent and feedback types. Through the mixed-methods sequential exploratory design, we applied game versions in four experimental groups (154 undergraduate students) within a two-week spreadsheet subject. We collected quantitative (achievement test, flow experience scale, cognitive load scale, elapsed time, skill, and challenge-level questions) and qualitative (semi-structured interview technique and open-ended interview form) data. According to the results, the achievement scores of all participants increased regardless of the pedagogical agent and feedback type. There was no significant difference in cognitive load, flow experience, skill level, or challenge level according to the pedagogical agent and feedback types. Confirmatory feedback groups spent more time than explanatory feedback groups. The dependent variables had significant relationships. Students expressed that game-based learning promoted improvements in the learning process. [ABSTRACT FROM AUTHOR]

Connected Autonomous Vehicles (CAVs) have the potential to revolutionize traffic systems by autonomously handling complex maneuvers such as freeway ramp merging. However, the unpredictability of manual-driven vehicles (MDVs) poses a significant challenge. This study introduces a novel decision-making approach that incorporates the uncertainty of MDVs' driving styles, aiming to enhance merging efficiency and safety. By framing the CAV-MDV interaction as an incomplete information static game, we categorize MDVs' behaviors using a Gaussian Mixture Model–Support Vector Machine (GMM-SVM) method. The identified driving styles are then integrated into the flexible merging decision process, leveraging the concept of pure-strategy Nash equilibrium to determine optimal merging points and timing. A deep reinforcement learning algorithm is employed to refine CAVs' control decisions, ensuring efficient right-of-way acquisition. Simulations at both micro and macro levels validate the method's effectiveness, demonstrating improved merging success rates and overall traffic efficiency without compromising safety. The research contributes to the field by offering a sophisticated merging strategy that respects real-world driving behavior complexity, with potential for practical applications in urban traffic scenarios. [ABSTRACT FROM AUTHOR]

While discussions about the learning experiences of dyslexic students have been extensive, the exploration of interventions to address their learning obstacles using technology remains unresolved. This study aims to unpack the pattern use of games to enhance the learning of students with dyslexia using a systematic literature review of thirty-nine articles. The analysis findings reveal a notable increase in interest over the past decade in publications focusing on the utilization of games to enhance the learning experiences of students with dyslexia across various grade levels. The utilization is delineated in ways that exploring innovative approaches to enhance reading skills in dyslexic students through engaging and playful methods gives significant potential progress. The empirical results specifically indicate that employing playful strategies contributes to the enjoyment, motivation, and active participation of students with dyslexia. These can enhance reading skills by bolstering linguistic competence, improving working memory, and enhancing executive functions, thereby significantly supporting the learning process. The encouraging progress in utilizing games to enhance the learning of students with dyslexia underscores the need for research aimed at optimizing both cognitive and non-cognitive factors in their learning experiences. [ABSTRACT FROM AUTHOR]

In continental and analytical philosophy, which developed in parallel in the 20th century, there was a turn to language, which in particular was marked by the creation of a philosophy of dialogue in continental philosophy and dialogical logic in analytical. Despite their significant differences, these two directions have much in common and can significantly complement each other. The philosophy of dialogue considers reality as the subject of dialogue between persons—I, Thou, He/She, We. World, activity and culture are dialogic and interpersonal in nature. Languages and texts are the basis for understanding reality and activity. Dialogical logic describes reality as an object of a dialogical game. This allows us to consider rationality, activity and communication from a unified perspective. The article compares these two directions of dialogical thought with each other and examines the aspects in which they can complement each other. [ABSTRACT FROM AUTHOR]

Cognitive problems like Dementia and Alzheimer’s are usually challenging to diagnose but can be noticed by some signs of their symptoms. The most common symptoms are confusion, trouble finding the right word, memory loss, and difficulty concentrating. This study aims to design a cognitive activity detection and tracing system that contains games and analyzes users’ performances then displays detailed statistics to the users. The proposed Cognitive Activity Detection and Tracing System (CADTS) is software that contains different kinds of games from different categories inside its body that aims to measure cognitive activity by utilizing formulations in the context of the games and give feedback to users concerning the performance analyses done. The purpose of these analyses is to catch the signs of symptoms. An insight into a possible scoring system is provided, and as our results, several descriptive statistics are shared based on the tests conducted. [ABSTRACT FROM AUTHOR]

Brain-computer interfaces (BCI) are systems able to respond to a user's intent based on physiological information acquired directly from his/her brain. BCI-based games employ those physiological data to control or alter the game world, providing not only the possibility of greater immersion for the player, but also allowing virtually any person, regardless of physical disabilities, to play the game, allowing many research possibilities for the field of Human-Computer Interaction (HCI). However, being an interdisciplinary field, research with BCI-based games is often conducted by researchers from different areas, making it difficult to organize and compare studies involving those games. In this context, this article presents a model-based taxonomy for games controlled by electroencephalography (EEG), a specific case of non-invasive modality for BCI systems. The taxonomy, called CoDIS, was constructed after surveying the literature and considering four aspects of EEG-controlled games, i.e., Concept, Design, Implementation and Study, each with different dimensions and attributes to represent a total of 48 characteristics of such games. Each of these dimensions was then described considering the current state of the field, and the usefulness of the taxonomy was demonstrated based on examples from the literature. The taxonomy may be used by researchers, designers and developers to classify, identify, implement and compare EEG-based games based on the dimensions of the taxonomy. [ABSTRACT FROM AUTHOR]

Introduction: Honor of Kings (HoK) is one of the most popular mobile games worldwide. To understand why players actively engage with digital games, it is essential to focus on their gaming motivations. However, no previous studies were found to have investigated the kinds and depth of players' motivations in this game. Moreover, the empirical research concerning the impact of stereotype threat and lift on players' motivations is scant. Thus, this pre-registered study aims to examine male and female players' gaming motivations in Honor of Kings and the effects of stereotypes on players' motivations. Methods: This study utilized Yee et al. (2012)'s motivational model. A 2 × 3 MANCOVA was performed for the outcome variables of achievement, social, and immersion motivations; with gender and stereotype activation (no activation, female, and male threat activation) as independent variables; and with age and gaming time as covariates (n = 421). Results: Contrary to prevalent perceptions, the results suggested females had higher achievement and immersion motivations, but lower social motivation than males in Honor of Kings. Unexpectedly, only females' immersion motivation was impaired under stereotype threat, and females demonstrated lower social motivation under stereotype lift. However, males were not affected by either stereotype threat or stereotype lift. Discussion: The results suggest that caution is needed for the assumption that male gamers are more achievement-oriented and females are more social-oriented because their motivations may vary depending on game genres. This study also found unexpected effects of stereotype threat and lift. Future research should further explore how to implement stereotype activation effectively to promote gender equality in gaming. Notably, this study only recruited participants from China due to the restrictions of recruitment channels. Future researchers are highly recommended to examine whether there are cross-cultural differences in the findings of this study. [ABSTRACT FROM AUTHOR]

Exercise can effectively slow aging and prevent the onset and reduce the complications of chronic diseases in the elderly. However, roughly one-third of older adults are inactive. Joyful learning is an effective method for promoting physical activity, while using games is a feasible strategy for achieving joyful learning that enables individuals to fully immerse themselves in and enjoy an activity. Therefore, exploring gaming strategies to enhance physical activity among the elderly is worthwhile. In this paper, a set of gaming strategies based on the literature and practical experience is proposed. The name of this strategy, GAME, is an acronym of the following: goal setting and educational content development (G), activity design and game content creation (A), mechanics and dynamics implementation (M), and evaluation of qualitative and quantitative health outcomes (E). This systematic descriptive approach helps clearly demonstrate how gamification strategies can promote physical activity and health in older adults. The aim of this paper is to provide a reference and guide for education, research, and clinical practice in health promotion programs targeting older adults. [ABSTRACT FROM AUTHOR]

We consider a stochastic differential game, where each player continuously controls the diffusion intensity of her own state process. The players must all choose from the same diffusion rate interval [ σ 1 , σ 2 ] , and have individual random time horizons that are independently drawn from the same distribution. The players whose states at their respective time horizons are among the best p ∈ (0 , 1) of all terminal states receive a fixed prize. We show that in the mean field version of the game there exists an equilibrium, where the representative player chooses the maximal diffusion rate when the state is below a given threshold, and the minimal rate else. The symmetric n-fold tuple of this threshold strategy is an approximate Nash equilibrium of the n-player game. Finally, we show that the more time a player has at her disposal, the higher her chances of winning. [ABSTRACT FROM AUTHOR]

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In order to scientifically evaluate the target damage effect of uncertain intersection between projectile and target confrontation game, this paper establishes a basic model of target damage in the intersection between projectile and target game, which is through the spatial relationship between the explosive position of the projectile and the target position and gives a calculation method of target damage evaluation. The study applies Nash equilibrium theory to analyze income-loss functions in an adversarial game model. According to the definition of the possibility degree of interval number in uncertain multi-attribute decision-making, we proposed a method of solving the Nash equilibrium value of the income matrix of both sides of the game, which is using the interval possibility degree. We used quantitative calculations to analyze game strategies and changes in target damage under different states, such as fragment numbers, velocities, and angles of hit in the confrontation game between projectile and target. Based on the Nash equilibrium value solution method of the particle swarm optimization algorithm, we quantitatively calculated the fitness change relationship between the projectile and the target under different strategy sets. Based on the actual projectile confrontation game test, we analyze the damage probability effects of two projectiles at different explosion positions and different rendezvous angle angles on the three cabins. The results show that in the same area, the intersection angle is smaller, the probability of target damage is greater, and the intersection distance is farther, the damage probability is smaller. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) and Virtual Reality (VR) games possess the capacity to provide significant benefits for post-stroke rehabilitation by enhancing the healing process and reducing costs and time requirements. This work offers a practical answer to the constraints presented by the execution of rehabilitation games after a stroke. The approach involves evaluating the gaming elements, such as challenge and action, in game design. The objective is to identify a game design that aligns with the specific area of the body that needs improvement during the rehabilitation session. Employing the PRISMA framework to execute a Systematic Literature Review (SLR) involves the identification of pertinent data sources, assessment of abstracts, selection of eligible articles, and analysis of data using the meta-analysis method. During this method, we conducted an analysis of 198 articles from various database sources. From this analysis, we highlighted 24 papers that need further examination. This study discovered several game concepts that have been shown useful in aiding the rehabilitation of stroke sufferers. Nevertheless, there are other constraints, including a dearth of studies investigating the lower body and cognitive components, a lack of research addressing the rehabilitation of lip movements and pointing the foot to control objects, as well as a lack of assessment of the outcomes of gameplay. [ABSTRACT FROM AUTHOR]

Abstract The amount of illegal wildlife trade cases increases every year in Indonesia. This causes some unique Indonesian wildlife to become endangered or even extinct. Therefore, the purpose of this research is to raise public awareness to illegal wildlife trade issue by using a game as its media to reduce the number of cases of illegal wildlife trade in Indonesia. The game made in this research will be developed using the GDLC development method and 2021.3.11f1 version of Unity as its game engine. To evaluate the game that has been developed in this research, a comparation to other related games is conducted and resulted in the game that has been developed in this research is significantly better than other related games in Challenge, Learnability and Concentration aspects (p < 0.001). [ABSTRACT FROM AUTHOR]

In recent years, games have gained popularity as a strategy for engaging students and promoting learning. Incorporating game elements into educational activities aims to enhance motivation, increase participation, and improve learning outcomes. This study aimed to investigate the effect of games on grade 12 Home Economics students' motivation and performance in Bread and Pastry Production. The study consisted of 37 students, of which 10 were boys and 27 were girls, enrolled in the Bread and Pastry NC II program at Malvar Senior High School in Malvar, Batangas. A self-constructed questionnaire based on the ARCS model and a pretest and posttest exam were used to gather data. The questionnaire covered two parts: Part I gathered data on the respondents' profile variables, and Part II covered games on students' motivation. The pretest and posttest exam consisted of 35 items, and a table of specifications was used to guide the test's content. To determine the significant difference between the pretest and posttest scores of students in Bread and Pastry Production, the T-test was used, and Pearson r was used to determine the significant relationship between the students' perception of games as motivating factors and their performance. In terms of attention, relevance, confidence, and enjoyment, students are highly motivated to use games. Games improved students' bread and pastry production knowledge and skills in numerous areas, including understanding, organizing, applying, generalizing, integrating, and assessing. The correlation analysis showed a modest relationship between students' impression of games as motivating and their performance. Games appear to boost vocational education students' motivation and performance. [ABSTRACT FROM AUTHOR]

Internships are crucial for enhancing the quality of talent in the hotel industry. However, it is essential to incorporate innovative internship activities with the current tech-savvy workforce. This research aims to develop gamification elements that can be integrated into hotel internship programs. The study utilizes Kolb’s theory and the M.D.A. (Mechanic, Dynamic, and Aesthetic) Framework to understand internship gamification. Through a comprehensive literature review, the study presents the Gamification Hospitality Internship System (G.H.I.S.) concept, wherein the M.D.A. framework elucidates the stages of experiential learning. The findings offer a comprehensive understanding of how gamification components can be effectively utilized to meet Generation Z preferences in hotel internship programs. [ABSTRACT FROM AUTHOR]

The game represents a didactic tool that significantly enriches mathematical learning in the second year of Basic General Education. Through the game, an attractive learning environment is created that affects the ability to apply knowledge creatively and effectively. The present research aims to design a system of activities based on the game for the development of numerical thinking in second-year students of the Juan León Mera Basic Education School. The research uses a mixed approach, combining qualitative and quantitative methods. A system of activities based on the game was designed for the development of numerical thinking in the second year of EGB. The implementation of the proposal was carried out on 32 students in the second year of the Juan León Mera Basic Education School. The results allowed to verify that the system of activities based on the game promoted the development of numerical thinking in second-year EGB students. In the conclusions of the study, quantitative growth was evident in the results obtained before and after implementing the system of activities proposed in the research. [ABSTRACT FROM AUTHOR]

This research raises the case of the impact of Mobile Legends on communication science students of the class of 2017. Such games can reduce their academic productivity, leading to a reduction in time that would otherwise be spent on studies and other academic activities. Mobile Legends can also cause addiction, disrupt sleep, reduce physical activity, and trigger social isolation. This study uses a qualitative method by utilizing the theory of interpersonal relationship needs, which highlights individual relationships in achieving certain satisfaction under existing conditions. Students who experience an increase in the level of addiction to the game tend to experience disturbances in maintaining a balance between real life and virtual life. The impact includes decreased productivity in daily activities and difficulties in communicating directly with others. Based on the results of the research that has been conducted, it can be concluded that the Mobile Legends online game has a significant impact on intrapersonal communication of Communication Science students of Mulawarman University class of 2017. These impacts include increased multitasking skills, improved strategic thinking skills, and improved emotional management skills. [ABSTRACT FROM AUTHOR]