The computer game model of contract bridge

Author(s):  
Xian Mei ◽  
Dianlong Zhang ◽  
Qijun Liao ◽  
Yanxin Jiang ◽  
Zhiguang Li
Author(s):  
Chee S. Ang ◽  
Panayiotis Zaphiris

This chapter attempts to examine computer game theories — ludology and narratology— that explain computer games as play activities and storytelling media. Founded onthis theoretical explanation, a game model that incorporates gameplay and narrativesis presented. From the model, two aspects of learning in the game environment areidentified: gameplay-oriented and narrative-oriented. It is believed that playingcomputer games involves at least one of these types of learning; thus, this game’s naturecan be used in designing engaging educational software. In addition, based onMalone’s theoretical framework on motivational heuristics, there are two methods ofapplying computer games in language learning: extrinsic and intrinsic, depending onthe integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the useof computer games in language learning.


2020 ◽  
Vol 32 (3) ◽  
pp. 114-141
Author(s):  
A.D. Muzhdaba ◽  
◽  
A.O. Tsarev ◽  

The authors attempt to speculatively reconstruct the concept of the “So­viet computer game”. They propose to consider gaming practices associ­ated with computers as a derivative of the accepted ideological guidelines that accompany the Soviet project of machine modernization. Within this framework, the concept of the Soviet computer game appears as an unre­alized historical alternative to the normative game design that has devel­oped in countries with market economies. Despite the industry — or the electronic entertainment market — not having had the time to be properly established in the USSR, there were a number of discursive attitudes re­garding the game as such, and the gaming function of computing devices in particular. Even early Soviet pedagogical theories assumed that “playing like a Soviet” involves performing activities structurally similar to labor, where the player becomes part of production. Later, cybernetic discourse, through game theory, indicated the possibility of formalizing any prag­matic activity as a game model; with the advancement of programming, the pragmatics of digital gaming as a way of educating and solving utili­tarian tasks was developed. Based on the memoir archive of Soviet cyber­netics, and publications in the late-Soviet press, the authors demonstrate that the Soviet computer game was not seen an entertainment product, but a representative model for solving problems in an algorithmic form. Thus, the article is not about specific games that could be called Soviet, but about the logic that guided and set the tone for the interpretation of certain computer-game phenomena in the USSR.


Author(s):  
Xian Mei ◽  
Dianlong Zhang ◽  
Deqiang Sun ◽  
Boya Zhang ◽  
Shijin Du ◽  
...  
Keyword(s):  

2009 ◽  
pp. 1375-1393
Author(s):  
Chee Siang Ang ◽  
Panayiotis Zaphiris

This chapter attempts to examine computer game theories—ludology and narratology—that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.


Author(s):  
Chee Siang Ang ◽  
Panayiotis Zaphiris

This chapter attempts to examine computer game theories — ludology and narratology — that explain computer games as play activities and storytelling media. Founded on this theoretical explanation, a game model that incorporates gameplay and narratives is presented. From the model, two aspects of learning in the game environment are identified: gameplay-oriented and narrative-oriented. It is believed that playing computer games involves at least one of these types of learning; thus, this game’s nature can be used in designing engaging educational software. In addition, based on Malone’s theoretical framework on motivational heuristics, there are two methods of applying computer games in language learning: extrinsic and intrinsic, depending on the integration of game designs and learning materials. Then, two cases of language-learning games are scrutinized, using the game model, in order to demonstrate the use of computer games in language learning.


Author(s):  
Leonard Reinecke ◽  
Sabine Trepte

Abstract. This quasi-experimental study examined the effects of exposure to a computer game on arousal and subsequent task performance. After inducing a state of low arousal, participants were assigned to experimental or control conditions via self-selection. Members of the experimental group played a computer game for five minutes; subjects in the control group spent the same amount of time awaiting further instructions. Participants who were exposed to the computer game showed significantly higher levels of arousal and performed significantly better on a subsequent cognitive task. The pattern of results was not influenced by the participants' prior experience with the game. The findings indicate that mood-management processes associated with personal media use at the workplace go beyond the alteration of arousal and affect subsequent cognitive performance.


1996 ◽  
Author(s):  
Rainer Banse ◽  
Alexandre Etter ◽  
Carien van Reekum ◽  
Klaus R. Scherer

Author(s):  
Xiaowen Fang ◽  
Susy Chan ◽  
Jacek Brzezinski ◽  
Chitra Nair
Keyword(s):  

CICTP 2017 ◽  
2018 ◽  
Author(s):  
Hua-Wei Gong ◽  
Wen-Zhou Jin ◽  
Xiao-Dong Zang ◽  
Qiang Luo

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