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Exergaming for Health and Fitness Application
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Maziah Mat Rosly, Hadi Mat Rosly, Mark Halaki
Games are an interactive activity designed for diversion and entertainment purposes. Current gaming platforms come in tabletop and electronic formats, where each format was developed based on an entertaining game scenario or ‘progress’. Tabletop games may come in board (Monopoly®), card (Uno®), blocks (Jenga®) or in-table (foosball) types. Electronic games utilise platforms such as video projectors or virtual reality environments, and are termed video games. An electronic game’s mechanics generally include aspects related to progress, badges (achievements) and levels that are collectively abbreviated as PBL. However, the structural parts of electronic games constitute three elements of ‘input’, ‘compute’ and ‘output’ that form a dynamic paradigm or interaction cycle (Djaouti et al., 2008). Inputs are signals from a joystick, a control module, pressure sensors, cameras, etc. that provide a command. The rules of the digital games are programmed with algorithms in the ‘compute’ part and are used to evaluate the input and produce the output. Computing these algorithms may constitute artificial intelligence, as it creates a dynamic gaming interactivity. The ‘output’ is a response to the move and could be in a form of a countermovement, an interaction or other. Video games have been utilised in education, health, engineering, military, politics and business to bring together user-centred experiences that add pedagogical values, including fun and competition. Video games used in such fields for purposes other than entertainment are collectively termed ‘serious games’.
CHAPTER 17 The Role of Music in Video Games
Published in Vorderer Peter, Bryant Jennings, Playing Video Games, 2012
Sean M. Zehnder, Scott D. Lipscomb
Adapting to technical and perceptual challenges has occupied video game composers and programmers throughout the medium's short history, and will likely continue to do so as constant innovation plays such an important role in the industry. The following section explores implementations of basic cinematic sound design techniques in video games. We contend that video game scores and incidental music serve crucial functions in the technical, aesthetic, and emotional experience of the player. In particular, music in video games can serve to enhance a sense of presence, cue narrative or plot changes, act as an emotional signifier, enhance the sense of aesthetic continuity, and cultivate the thematic unity of a video game.
Video Game Design for Learning to Learn
Published in International Journal of Human–Computer Interaction, 2023
Angela Pasqualotto, Jocelyn Parong, C. Shawn Green, Daphné Bavelier
Video games hold potential for providing an engaging, entertaining, and effective learning experience. Video games deliver active, adaptive, and immersive experiences, an ideal combination of strength to maximize learning. Yet, video games for impact must simultaneously deliver the motivation to keep engaging with the learning experience, the attention to the skills or content to be learned and the possibility of transferring what has been learned outside of the gaming context. These joint demands call for exquisite care during game design. Indeed, most if not all game design elements, from the visual and auditory stimuli used, to the cues used to draw attention to specific aspects, to the feedback given to the user, as well as the emotions any of these features evoke, must be properly aligned with the underlying cognitive processes that the learning goals call for. As discussed above, a rich, engrossing game experience that captivates the player's attention and places proper load on their cognitive or emotional resources may be utterly futile if it does not align resource allocations with learning goals. Yet, when these game design principles are met, the learner can experience the appropriate cognitive load on relevant learning materials that are conducive to enhanced learning outcomes. Future research, among cognitive and educational researchers, as well as game designers, should focus on how to achieve alignment between game playability and learning outcome without detracting from the entertainment value of video games.
Evaluating digital mathematical games in improving the basic mathematical skills of university students
Published in International Journal of Mathematical Education in Science and Technology, 2022
Marivel Go, Rodolfo Golbin, Severina Velos, Johnry Dayupay, Wym Dionaldo, Feliciana Cababat, Miriam Bongo, Christos Troussas, Lanndon Ocampo
Such a scenario is evident worldwide. In fact, in Ghana, the worst performance of education students during the first semester in Mathematics, particularly in Numbers and Basic Algebra, as reported by the examiner of Cape coast university (Enu et al., 2015), was found that 32.9% of the students obtained grades of D or D+ and 20.9% failed in the subjects. Also, Chilufya and Ndhlovu (2014) exposed that students’ academic performance in the Bachelor of Education Mathematics and Science (BEDMAS) programme is inadequate, thus, leading to half of the students failing the course. In the University of California Los Angeles’ Higher Education Research Institute, most college students regularly play video games, while others use them for the primary purpose of amusement and relaxation. Kebritchi et al. (2010) pointed out that video games could get the players’ interest for a long time, and it is known as the ‘flow state’ and is full involvement. It also provides an opportunity for better and enhanced learning. Not limited to merely students, the use of video games is also evident among those under 18 years old (26%), 18–35 years old (30%), 36–49 years old (17%), and above 50 years old (27%) (Gallagher, 2015). Using educational video games as an educational software method can be considered essential for understanding new concepts, making them easy to learn (Utoyo, 2018).