scholarly journals JomGamesy

2021 ◽  
Vol 2 (3) ◽  
pp. 36-52
Author(s):  
B. W. Waweru ◽  
P. S. Joseph Ng ◽  
H. C. Eaw
Keyword(s):  
Learning Environment ◽  
Game Design ◽  
Tertiary Education ◽  
Simple Game ◽  
Education Level ◽  
Improve Performance ◽  
Game Environment ◽  
The One ◽  
Game Elements ◽  
The Brain

Games have existed since time immemorial and have proved to significantly change people's mentality and attitudes towards countless scenarios. Although games are ‘time wasters', we should acknowledge the one thing that games offer, constant testing, and learning a simple game engages the brain and proves that games are an asset in mental development. Thus, gamification can be used to provide a fun learning environment. In this article, the authors discuss how gamification has been implemented in various applications over the years, people's take on gamification and gamified apps from a survey and interview conducted, and thereafter design a student-oriented gamified study app, Gamesy, that makes use of game elements to improve performance in school and change/improve study habits in a game environment via progressive game design. With this, better performance may be realized in the tertiary education level.

Digital Gamification in the Tourism Industry

2020 ◽  
pp. 169-203
Author(s):  
Emrah Özkul ◽  
Emre Uygun ◽  
Selen Levent
Keyword(s):  
Digital Technology ◽  
Game Design ◽  
Daily Life ◽  
Human Life ◽  
Tourism Industry ◽  
Digital Platforms ◽  
Strenuous Work ◽  
Game Environment ◽  
Game Elements ◽  
The Relationship

In today's world where digital technology has become an indispensable part of human life, the use of digital platforms allows people to play various types of games to not only meet their personal needs, but also to keep people's minds away from the strenuous work tempo of daily life. The game is an action that allows people to socialize and gain different experiences and to have a pleasant time. It is limited by certain fixed rules for a purpose, including the outcome of winning and losing as a result of these rules. This action led to the emergence of a concept called gamification along with digitalizing technology. Gamification is the use of game elements, game design, and mechanics in the game environment that enable users to socialize and have fun in non-game environments. This chapter defines the concepts of game, gamification, and gamification in tourism, and examines the digital gamification applications in the tourism industry with certain parameters. Authors emphasize the relationship between tourism and gamification.

scholarly journals SGDDEdu: A Model of Short Game Design Document for Digital Educational Games

2019 ◽  
Vol 7 (2) ◽  
pp. 167-180
Author(s):  
Raiane Santos Martins ◽  
Filipe Raulino ◽  
Aquiles Burlamaqui ◽  
Akynara Burlamaqui
Keyword(s):  
Elementary School ◽  
Game Design ◽  
Teaching And Learning ◽  
Educational Games ◽  
Simple Game ◽  
Essential Elements ◽  
Educational Game ◽  
Design Document ◽  
Game Environment ◽  
Game Programming

The use of games in education has become an increasingly present practice in contemporary society. For so-called "digital natives", learning through electronic games becomes more significant. Digital educational games are often seen as boring, non-motivational, that fail to bring in some essential elements that promote engagement, making the learning goal is not achieved either. Game Design is a game project. It describes how the game should be, defining its mechanics and interactions between player and the virtual world of the game and how they can affect the game environment. In order to document the design of a game, there is the Game Design Document (GDD), whose one of the main objectives, besides registration, is to help in communication between the different production teams of a game, allowing the game designer a broad view of that is being produced. However, because it is a large document that brings in detail all the main elements for the production of a game, it turns out to be little used, especially if the focus is the elaboration of small games, which are the majority of the digital educational games that exist. For these short games, which can often be worked out within a few hours, there are Short Game Design Document (SGDD). The SGDD, unlike GDD, will describe the elements of the game in a simplified way possible, whereas the game to be drawn from it is also a simple game. Thus, the proposal of this work is to elaborate a model of SGDD for educational games (the SGDDEdu), specifying elements of art, sound, mechanics and game programming, as well as educational elements in accordance with the new BNCC (National Curricular Common Base) of Elementary School, so that there is a standardization and better categorization of educational games aligned with the proposed pedagogical objectives and the skills and competences described in each level of education. This work will be developed from the study and analysis of some models of already existing SGDD and the BNCC of Elementary School in general, causing in SGDDEdu. The research will be applied with teachers and educators requesting that they specify an educational game in the SGDDEdu template. With this, we intend to verify if the SGDDEdu has relevance and if it facilitates in the production of digital educational games, providing the teaching and learning process through the games, as well as trying to identify how the NCCB can contribute in the development of educational games. Keywords: Educational games, Game Design, SGDD, BNCC

Central Nerve System Impairment, AMA Guides, Sixth Edition: An Overview

2018 ◽  
Vol 23 (1) ◽  
pp. 10-13
Author(s):  
James B. Talmage ◽  
Jay Blaisdell
Keyword(s):  
Spinal Cord ◽  
Central Nervous System ◽  
Nervous System ◽  
Neurological Impairment ◽  
Sixth Edition ◽  
Central Nerve System ◽  
The Central Nervous System ◽  
The One ◽  
Nerve System ◽  
The Brain

Abstract Injuries that affect the central nervous system (CNS) can be catastrophic because they involve the brain or spinal cord, and determining the underlying clinical cause of impairment is essential in using the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), in part because the AMA Guides addresses neurological impairment in several chapters. Unlike the musculoskeletal chapters, Chapter 13, The Central and Peripheral Nervous System, does not use grades, grade modifiers, and a net adjustment formula; rather the chapter uses an approach that is similar to that in prior editions of the AMA Guides. The following steps can be used to perform a CNS rating: 1) evaluate all four major categories of cerebral impairment, and choose the one that is most severe; 2) rate the single most severe cerebral impairment of the four major categories; 3) rate all other impairments that are due to neurogenic problems; and 4) combine the rating of the single most severe category of cerebral impairment with the ratings of all other impairments. Because some neurological dysfunctions are rated elsewhere in the AMA Guides, Sixth Edition, the evaluator may consult Table 13-1 to verify the appropriate chapter to use.

scholarly journals Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

2021 ◽  
Vol 13 (4) ◽  
pp. 2247 ◽  
Author(s):  
Ana Manzano-León ◽  
Pablo Camacho-Lazarraga ◽  
Miguel A. Guerrero ◽  
Laura Guerrero-Puerta ◽  
José M. Aguilar-Parra ◽  
...  
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Game Design ◽  
Learning Strategy ◽  
Experimental Studies ◽  
Quasi Experimental ◽  
Current Lines ◽  
Meta Analyses ◽  
Game Elements ◽  
The Impact

Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

scholarly journals The effects of mother’s education on achieving exclusive breastfeeding in Indonesia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Agung Dwi Laksono ◽  
Ratna Dwi Wulandari ◽  
Mursyidul Ibad ◽  
Ina Kusrini
Keyword(s):  
High School ◽  
Junior High School ◽  
Exclusive Breastfeeding ◽  
Employment Status ◽  
Tertiary Education ◽  
Education Level ◽  
Nutrition Status ◽  
Mother’S Education ◽  
Mother’S Age ◽  
Mother's Education

Abstract Background Even though the Indonesian government have set regulations for maintaining exclusive breastfeeding practices, the coverage remains low. The study aims to analyze the effects of mother’s education level on the coverage of exclusive breastfeeding in Indonesia. Methods This study used data from the 2017 Nutrition Status Monitoring Survey. It covered data of 53,528 children under 5 years old (7–59 months) as the samples. Variables included exclusive breastfeeding status, mother’s education level, mother’s age, marital status, employment status, gender, residence, under five’s age and gender. A binary logistics regression was performed in the final test. Results Mothers who graduated from elementary school were 1.167 times more likely to perform exclusive breastfeeding compared to mothers who never attended schools. Additionally, those who graduated from junior high school had 1.203 times possibilities to give exclusive breastfeeding compared to mothers without educational records. While, mothers who graduated from high school were 1.177 times more likely to perform exclusive breastfeeding compared to those without educational records. Mothers who graduated from tertiary education had 1.203 times more possibilities to perform exclusive breastfeeding compared to mothers who were never enrolled to schools. Other variables also became affecting predictors on exclusive breastfeeding, such as mother’s age, mother’s employment status, child’s age, and residence. Conclusions The mother’s education level positively affects exclusive breastfeeding practice in Indonesia.

scholarly journals Bio-Inspired Modality Fusion for Active Speaker Detection

2021 ◽  
Vol 11 (8) ◽  
pp. 3397
Author(s):  
Gustavo Assunção ◽  
Nuno Gonçalves ◽  
Paulo Menezes
Keyword(s):  
Superior Colliculus ◽  
Visual Information ◽  
Human Beings ◽  
Validation Process ◽  
Detection Approach ◽  
Wide Range ◽  
Speaker Detection ◽  
The One ◽  
The Brain ◽  
Fusion Ability

Human beings have developed fantastic abilities to integrate information from various sensory sources exploring their inherent complementarity. Perceptual capabilities are therefore heightened, enabling, for instance, the well-known "cocktail party" and McGurk effects, i.e., speech disambiguation from a panoply of sound signals. This fusion ability is also key in refining the perception of sound source location, as in distinguishing whose voice is being heard in a group conversation. Furthermore, neuroscience has successfully identified the superior colliculus region in the brain as the one responsible for this modality fusion, with a handful of biological models having been proposed to approach its underlying neurophysiological process. Deriving inspiration from one of these models, this paper presents a methodology for effectively fusing correlated auditory and visual information for active speaker detection. Such an ability can have a wide range of applications, from teleconferencing systems to social robotics. The detection approach initially routes auditory and visual information through two specialized neural network structures. The resulting embeddings are fused via a novel layer based on the superior colliculus, whose topological structure emulates spatial neuron cross-mapping of unimodal perceptual fields. The validation process employed two publicly available datasets, with achieved results confirming and greatly surpassing initial expectations.

scholarly journals Beyond Classical Definition: The Non-definition of Gamification

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mario S. Staller ◽  
Swen Koerner
Keyword(s):  
Empirical Investigation ◽  
Working Life ◽  
Pedagogical Practice ◽  
Police Recruits ◽  
Design Elements ◽  
The Subject ◽  
Anchor Points ◽  
The One ◽  
Definition Of ◽  
Game Elements

AbstractGamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

scholarly journals Brain stimulation used as biofeedback in neuronal activation of the temporal lobe area in autistic children

2016 ◽  
Vol 74 (8) ◽  
pp. 632-637 ◽  
Author(s):  
Vernon Furtado da Silva ◽  
Mauricio Rocha Calomeni ◽  
Rodolfo Alkmim Moreira Nunes ◽  
Carlos Elias Pimentel ◽  
Gabriela Paes Martins ◽  
...  
Keyword(s):  
Data Collection ◽  
Brain Stimulation ◽  
Mirror Neurons ◽  
Brain Area ◽  
Control Group ◽  
Autistic Children ◽  
Emotional Stimuli ◽  
The One ◽  
The Brain ◽  
Data Collection Procedure

ABSTRACT This study focused upon the functional capacity of mirror neurons in autistic children. 30 individuals, 10 carriers of the autistic syndrome (GCA), 10 with intellectual impairments (GDI), and 10 non-autistics (GCN) had registered eletroencephalogram from the brain area theoretically related to mirror neurons. Data collection procedure occurred prior to brain stimulation and after the stimulation session. During the second session, participants had to alternately process figures evoking neutral, happy, and/or sorrowful feelings. Results proved that, for all groups, the stimulation process in fact produced additional activation in the neural area under study. The level of activation was related to the format of emotional stimuli and the likelihood of boosting such stimuli. Since the increase of activation occurred in a model similar to the one observed for the control group, we may suggest that the difficulty people with autism have at expressing emotions is not due to nonexistence of mirror neurons.

scholarly journals Computed tomography of the brain and associated structures of the one-humped camel (Camelus dromedarius): an anatomic study

2014 ◽  
Vol 43 (2) ◽  
pp. 218-223 ◽  
Author(s):  
Diego Blanco ◽  
José M. Vázquez ◽  
Miguel A. Rivero ◽  
Juan A. Corbera ◽  
Alberto Arencibia
Keyword(s):  
Computed Tomography ◽  
Camelus Dromedarius ◽  
Anatomic Study ◽  
The One ◽  
The Brain

scholarly journals Evolution in the Brain, Evolution in the Mind: The Hierarchical Brain and the Interface between Psychoanalysis and Neuroscience

2017 ◽  
Vol 19 (3) ◽  
pp. 349-377
Author(s):  
Leonardo Niro Nascimento
Keyword(s):  
Brain Evolution ◽  
The Other ◽  
Common Source ◽  
Evolutionary Models ◽  
Anatomy And Physiology ◽  
Psychodynamically Oriented ◽  
The One ◽  
The Mind ◽  
The Brain ◽  
Shed Light

This article first aims to demonstrate the different ways the work of the English neurologist John Hughlings Jackson influenced Freud. It argues that these can be summarized in six points. It is further argued that the framework proposed by Jackson continued to be pursued by twentieth-century neuroscientists such as Papez, MacLean and Panksepp in terms of tripartite hierarchical evolutionary models. Finally, the account presented here aims to shed light on the analogies encountered by psychodynamically oriented neuroscientists, between contemporary accounts of the anatomy and physiology of the nervous system on the one hand, and Freudian models of the mind on the other. These parallels, I will suggest, are not coincidental. They have a historical underpinning, as both accounts most likely originate from a common source: John Hughlings Jackson's tripartite evolutionary hierarchical view of the brain.

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