Effects of Playing a History-Simulation Game

2014 ◽  
pp. 97-119
Author(s):  
Shiang-Kwei Wang
Keyword(s):  
Test Performance ◽  
Game Design ◽  
Cognitive Skills ◽  
Pearson Correlation ◽  
Learning Performance ◽  
Simulation Game ◽  
Chinese History ◽  
Game Based Learning ◽  
History Of ◽  
Game Players

Studies on game-based learning usually investigate at least one of three subjects: the effects of gaming on learning performance, the effects of gaming on cognitive skills and attitudes, and learners’ game-design experiences. Whether gaming relates positively to learning outcomes is still under investigation. This study examines the components contributing to the development of a literate game player and how players could cognitively grasp the design of a game scenario based on real history (namely, the game Romance of the Three Kingdoms). This study surveyed 497 participants in Taiwan on their knowledge of Chinese history (the Three Kingdoms period). The participants constituted two groups: participants who had years of gaming experience and participants who did not. The study examined test performance by using an independent sample t-test and one-way ANOVA and Pearson-correlation methods. The results revealed that the game players were more knowledgeable about the history of the Three Kingdoms period, had greater motivation to learn history, and were more motivated to learn history by playing the game than was the case with the non-game players.

Effects of Playing a History-Simulation Game

2010 ◽  
Vol 2 (2) ◽  
pp. 36-56 ◽  
Author(s):  
Shiang-Kwei Wang
Keyword(s):  
Test Performance ◽  
Game Design ◽  
Cognitive Skills ◽  
Pearson Correlation ◽  
Learning Performance ◽  
Simulation Game ◽  
Chinese History ◽  
Game Based Learning ◽  
History Of ◽  
Game Players

Studies on game-based learning usually investigate at least one of three subjects: the effects of gaming on learning performance, the effects of gaming on cognitive skills and attitudes, and learners’ game-design experiences. Whether gaming relates positively to learning outcomes is still under investigation. This study examines the components contributing to the development of a literate game player and how players could cognitively grasp the design of a game scenario based on real history (namely, the game Romance of the Three Kingdoms). This study surveyed 497 participants in Taiwan on their knowledge of Chinese history (the Three Kingdoms period). The participants constituted two groups: participants who had years of gaming experience and participants who did not. The study examined test performance by using an independent sample t-test and one-way ANOVA and Pearson-correlation methods. The results revealed that the game players were more knowledgeable about the history of the Three Kingdoms period, had greater motivation to learn history, and were more motivated to learn history by playing the game than was the case with the non-game players.

scholarly journals Case Studies in Game-Based Complex Learning

2021 ◽  
Vol 5 (12) ◽  
pp. 72
Author(s):  
Josh Aaron Miller ◽  
Seth Cooper
Keyword(s):  
Case Studies ◽  
Game Design ◽  
Cognitive Skills ◽  
Formal Education ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Complex Learning ◽  
Critical Success ◽  
Teaching Routine ◽  
Complex Cognitive Skills

Despite the prevalence of game-based learning (GBL), most applications of GBL focus on teaching routine skills that are easily teachable, drill-able, and testable. Much less work has examined complex cognitive skills such as computational thinking, and even fewer are projects that have demonstrated commercial or critical success with complex learning in game contexts. Yet, recent successes in the games industry have provided examples of success in game-based complex learning. This article represents a series of case studies on those successes. We interviewed game designers Zach Gage and Jack Schlesinger, creators of Good Sudoku, and Zach Barth, creator of Zachtronics games, using reflexive thematic analysis to thematize findings. We additionally conducted a close play of Duolingo following Bizzocchi and Tanenbaum’s adaptation of close reading. Several insights result from these case studies, including the practice of game design as instructional design, the use of constructionist environments, the tensions between formal education and informal learning, and the importance of entrepreneurialism. Specific recommendations for GBL designers are provided.

scholarly journals A Systematic Review of Research about Game-based Learning in Virtual Worlds

2020 ◽  
Vol 26 (8) ◽  
pp. 1017-1042
Author(s):  
Nikolaos Pellas ◽  
Stylianos Mystakidis
Keyword(s):  
Virtual Worlds ◽  
Game Design ◽  
Learning Performance ◽  
Instructional Designers ◽  
Game Based Learning ◽  
Screening Process ◽  
Current State ◽  
Level Of Satisfaction ◽  
Analysis And Synthesis ◽  
K 12

While a substantial body of literature has well-documented and demonstrated considerable potentials of virtual worlds (VWs) across a variety of learning subjects, little is known today regarding game-based learning (GBL) approaches that can be applied. This systematic literature review presents the current state of knowledge and practice about GBL approaches in VWs from Primary and Secondary (K-12) to Higher education (HE). It provides guidance for instructional designers and scholars by systematically appraising and summarizing the most relevant existing research articles published from 2006 until December 2019. Twenty-eight studies were finally included for a detailed analysis and synthesis during the selection and screening process. The results indicated that GBL in VWs gained popularity from 2014 until 2016. Many studies in K-12 and HE settings were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various game prototypes to disseminate their findings on user experience, usability issues, students' outcomes, and/or learning performance. This study contributes by reviewing how GBL approaches in VWs can potentially benefit students' learning performance, leading to a higher level of satisfaction and dimensions of disciplinary understanding. It also proposes six concrete recommendations guiding game design and development to support learning in VWs.

The Enlightenment Turns to China: The International Flow of Concepts and Their Geographic Dispersion

Cultura ◽  
2018 ◽  
Vol 15 (2) ◽  
pp. 31-52
Author(s):  
Chien-shou CHEN
Keyword(s):  
Joint Production ◽  
Chinese History ◽  
Conceptual History ◽  
International Flow ◽  
Geographic Dispersion ◽  
Production Of Knowledge ◽  
The Enlightenment ◽  
Modern Chinese History ◽  
Enlightenment Project ◽  
History Of

Abstract This article attempts to strip away the Eurocentrism of the Enlightenment, to reconsider how this concept that originated in Europe was transmitted to China. This is thus an attempt to treat the Enlightenment in terms of its global, worldwide significance. Coming from this perspective, the Enlightenment can be viewed as a history of the exchange and interweaving of concepts, a history of translation and quotation, and thus a history of the joint production of knowledge. We must reconsider the dimensions of both time and space in examining the global Enlightenment project. As a concept, the Enlightenment for the most part has been molded by historical actors acting in local circumstances. It is not a concept shaped and brought into being solely from textual sources originating in Europe. As a concept, the Enlightenment enabled historical actors in specific localities to begin to engage in globalized thinking, and to find a place for their individual circumstances within the global setting. This article follows such a line of thought, to discuss the conceptual history of the Enlightenment in China, giving special emphasis to the processes of formation and translation of this concept within the overall flow of modern Chinese history.

Teaching and Researching American Literature and American Realism in China

2019 ◽  
pp. 647-663
Author(s):  
Yuping Wang
Keyword(s):  
American Literature ◽  
Language Proficiency ◽  
Chinese Culture ◽  
Cultural Transformation ◽  
Cultural Norms ◽  
Careful Study ◽  
Chinese History ◽  
Political Incentives ◽  
History Of ◽  
English Speaking

The study and teaching of American literature and American realism in China mirrored the social development and cultural transformation in China and was often fueled by political incentives. This chapter examines the cultural and political forces affecting the reception of American literature in different stages of Chinese history and investigates the teaching of American literature and of American realism in Chinese university classrooms. Different from the teaching of American literature in English-speaking countries, the American literature course in China serves a twofold purpose: to provide cultural nutrient for the cultivation of a broader mind by highlighting the cultural norms and rubrics in literature and to promote students’ language proficiency by a careful study of the text and formal elements of literary works. The history of the Chinese reception of American literature thus reflects the resilience and openness of Chinese culture in its negotiation with foreign cultures.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

DEVELOPMENT OF COGNITIVE SKILLS THROUGH COMPUTER EDUCATIONAL GAMES

2021 ◽  
Author(s):  
Todorka Terzieva
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Educational Games ◽  
Educational Process ◽  
Educational Game ◽  
Educational Institutions ◽  
Game Based Learning ◽  
New Knowledge ◽  
Subject Areas ◽  
The Relationship

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.

Are hypertensive patients with history of coronary artery disease at risk for silent lower extremity artery disease?

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eka Prasetya Budi Mulia ◽  
Kevin Yuwono ◽  
Raden Mohammad Budiarto
Keyword(s):  
Coronary Artery Disease ◽  
Coronary Artery ◽  
Lower Extremity ◽  
Pearson Correlation ◽  
Ankle Brachial Index ◽  
Chi Square ◽  
Hypertensive Patients ◽  
History Of ◽  
Artery Disease ◽  
Lower Extremity Artery Disease

Abstract Objectives We aimed to investigate the association between hypertension and asymptomatic lower extremity artery disease (LEAD) in outpatients with known history of coronary artery disease (CAD). Methods Patients with known history of CAD who have been undergone coronary angiography and have significant coronary artery stenosis (more than 60%) were included. LEAD was defined as ankle-brachial index (ABI) < 0.9 in either leg. The risk of LEAD in hypertensive group was analyzed using chi-square test, and correlation between blood pressure (BP) and ABI was analyzed using Pearson correlation test in SPSS v.25. Results One hundred and four patients were included. 82.7% of patients were male. Mean age was 57.05 ± 7.97. The prevalence of hypertension was 35.6%, and the prevalence of LEAD was 16.3%. A higher proportion of LEAD was found in hypertensive (18.9%) compared to non-hypertensive (14.9%), although not statistically significant (OR: 1.33; 95% CI: 0.46 to 3.85; p=0.598). There was an association between ABI and systolic BP (p=0.016), but not with diastolic BP (p=0.102). Conclusions Our study showed that the prevalence of LEAD in hypertension, especially in the CAD population, is relatively high. There was no association between hypertension and LEAD, but a higher prevalence of LEAD was found in hypertensive patients. Nevertheless, LEAD screening is still recommended in hypertensive patients, especially in the CAD population, given the fact that outcomes of health and mortality are worse for those with concomitants of these diseases.

Investigating the Impacts of Smoking and Exercise History on the Recovery Course among Covid-19 Patients

2021 ◽  
Vol 15 (10) ◽  
pp. 2977-2981
Author(s):  
Merve Uca ◽  
Kenan Sivrikaya ◽  
Canatan Taşdemir
Keyword(s):  
Recovery Time ◽  
Positive Impact ◽  
Personal Information ◽  
Pearson Correlation ◽  
Smoking History ◽  
Chi Square ◽  
Interview Method ◽  
History Of ◽  
Standard Medication ◽  
Demographic Background

Aim: The purpose of this study was to explore the effects of exercise and smoking history of the COVID-19 patients on their recovery course and time. Methods: In this respect, as the data source, we observed a total of 310 patients, 176 males 134 females, who tested positive for COVID-19, had no chronic disease, and received inpatient or outpatient treatment. The patients also filled out a personal information form covering their demographic background, including smoking and exercise history. All participants received favipiravir as the standard medication, and their symptoms and the durations of these symptoms were evaluated using the focus group interview method. We analyzed the data on SPSS 17.0 utilizing Independent T-Test, one-way ANOVA, Chi-Square, and Pearson Correlation tests. Results: The results revealed significant differences between former smokers and those who never smoked and quitted smoking by recovery time (p<0.01). There were also significant differences between those doing exercises actively and those who never did or quitted exercise (p<0.01). Again, with regard to recovery time, we found significant differences between groups that quitted exercise in different periods (p<0.05) and between those with different weights (p<0.05). In addition, we reached smoking cessation time and exercise history had positive relationships with recovery time. Conclusion: Considering the results, we concluded that non-smoking and exercise had a positive impact on avoiding adverse effects of the COVID-19 disease. Keywords: Covid-19, exercise, smoking, sports, acute respiratory syndrome

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