Operationalizing IWI for policymaking through a learning game

2018 ◽  
pp. 194-210
Author(s):  
Bharath M. Palavalli ◽  
Srijan Sil ◽  
Anantha Kumar Duraiappah
Keyword(s):  
Learning Game

Influential individuals: Approach to modeling

2018 ◽  
pp. 114-131
Author(s):  
O. Yu. Bondarenko
Keyword(s):  
Social Interactions ◽  
Social Status ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Formal Models ◽  
Leader Influence ◽  
Learning Game ◽  
Game Theoretic ◽  
Asymmetric Interactions ◽  
Influential Individuals

his article explores theoretical and experimental approach to modeling social interactions. Communication and exchange of information with other people affect individual’s behavior in numerous areas. Generally, such influence is exerted by leaders, outstanding individuals who have a higher social status or expert knowledge. Social interactions are analyzed in the models of social learning, game theoretic models, conformity models, etc. However, there is a lack of formal models of asymmetric interactions. Such models could help elicit certain qualities characterizing higher social status and perception of status by other individuals, find the presence of leader influence and analyze its mechanism.

scholarly journals Evaluating the impact of an autonomous playing mode in a learning game to train oral skills of users with Down syndrome

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
David Escudero-Mancebo ◽  
Mario Corrales-Astorgano ◽  
Valentin Cardenoso-Payo ◽  
Cesar Gonzalez-Ferreras
Keyword(s):  
Down Syndrome ◽  
Learning Game ◽  
Oral Skills ◽  
The Impact

A General Analysis of Sequential Social Learning

2021 ◽  
Author(s):  
Itai Arieli ◽  
Manuel Mueller-Frank
Keyword(s):  
Social Learning ◽  
Utility Function ◽  
Posterior Probability ◽  
General Analysis ◽  
Sufficient Condition ◽  
Important Class ◽  
General Utility ◽  
Learning Game ◽  
Necessary And Sufficient ◽  
The Given

This paper analyzes a sequential social learning game with a general utility function, state, and action space. We show that asymptotic learning holds for every utility function if and only if signals are totally unbounded, that is, the support of the private posterior probability of every event contains both zero and one. For the case of finitely many actions, we provide a sufficient condition for asymptotic learning depending on the given utility function. Finally, we establish that for the important class of simple utility functions with finitely many actions and states, pairwise unbounded signals, which generally are a strictly weaker notion than unbounded signals, are necessary and sufficient for asymptotic learning.

Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Learning Strategy ◽  
Group Membership ◽  
Social Groups ◽  
Learning Task ◽  
Minimal Group Paradigm ◽  
Learning Game ◽  
Group Members ◽  
Cumulative Cultural Evolution

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.

A Psycho-Pedagogical Framework for Multi-Adaptive Educational Games

2011 ◽  
Vol 1 (1) ◽  
pp. 45-58 ◽  
Author(s):  
Michael D. Kickmeier-Rust ◽  
Elke Mattheiss ◽  
Christina Steiner ◽  
Dietrich Albert
Keyword(s):  
Game Design ◽  
Educational Games ◽  
Educational Game ◽  
Key Factors ◽  
Embedded Assessment ◽  
Non Invasive ◽  
Motivational States ◽  
Individual Support ◽  
Learning Game ◽  
The Individual

One of the trump cards of digital educational games is their enormous intrinsic motivational potential. Although learning game design is often understood on a one-fits-all level, the actual motivational strength of an educational game strongly depends on the individual learners, their very specific goals, preferences, abilities, strength and weakness, personality, and experiences with gaming. Considering motivation being a fragile and constantly changing state, it is important to continuously assess learning and gaming processes and the oscillations of motivation and immersion within a game. With this premise in mind, the authors developed a psycho-pedagogical approach to a non-invasive embedded assessment of motivational states and learning progress, feeding into a dynamic, ontology-driven learner (and gamer) model. To evaluate the approach, the demonstrator games were subject to intensive quantitative and qualitative experimental research. Results show that a meaningful personalization and an individual support are key factors of the success of learning games.

An Embodied Learning Game Using Kinect and Labanotation for Analysis and Visualization of Dance Kinesiology

2018 ◽  
Author(s):  
Ioannis Rallis ◽  
Apostolos Langis ◽  
Ioannis Georgoulas ◽  
Athanasios Voulodimos ◽  
Nikolaos Doulamis ◽  
...  
Keyword(s):  
Embodied Learning ◽  
Learning Game
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