scholarly journals Irrigania – a web-based game about sharing water resources

2012 ◽  
Vol 9 (2) ◽  
pp. 1961-1977 ◽  
Author(s):  
J. Seibert ◽  
M. J. P. Vis
Keyword(s):  
Water Resources ◽  
Water Resource ◽  
Computer Games ◽  
Resource Sharing ◽  
Computer Game ◽  
Water Conflicts ◽  
Web Based ◽  
Simple Rules ◽  
Theoretical Considerations

Abstract. For teaching about collaboration and conflicts with regard to shared water resources various types of games offer valuable opportunities. Single-player computer games often give much power to the player and ignore the fact that the best for some group might be difficult to achieve in reality if the individuals have their own interests. Here we present a new game called Irrigania, which aims at representing water conflicts among several actors in a simplified way. While simple in its rules, this game illustrates several game-theoretical situations typical for water-related conflicts. The game has been implemented as a web-based computer game, which allows easy application in classes. First classroom applications of the game indicated that, despite the simple rules, interesting patterns can evolve when playing the game in a class. These patterns can be used to discuss game theoretical considerations related to water resource sharing.

scholarly journals Irrigania – a web-based game about sharing water resources

2012 ◽  
Vol 16 (8) ◽  
pp. 2523-2530 ◽  
Author(s):  
J. Seibert ◽  
M. J. P. Vis
Keyword(s):  
Water Resources ◽  
Water Resource ◽  
Computer Games ◽  
Resource Sharing ◽  
Computer Game ◽  
Water Conflicts ◽  
Web Based ◽  
Simple Rules ◽  
Theoretical Considerations

Abstract. For teaching about collaboration and conflicts with regard to shared water resources, various types of games offer valuable opportunities. Single-player computer games often give much power to the player and ignore the fact that the best for some group might be difficult to achieve in reality if the individuals have their own interests. Here we present a new game called Irrigania, which aims at representing water conflicts among several actors in a simplified way. While simple in its rules, this game illustrates several game-theoretical situations typical for water-related conflicts. The game has been implemented as a web-based computer game, which allows easy application in classes. First classroom applications of the game indicated that, despite the simple rules, interesting patterns can evolve when playing the game in a class. These patterns can be used to discuss game theoretical considerations related to water resource sharing.

scholarly journals Learning about water resource sharing through game play

2016 ◽  
Vol 20 (10) ◽  
pp. 4079-4091 ◽  
Author(s):  
Tracy Ewen ◽  
Jan Seibert
Keyword(s):  
Water Resource ◽  
Time Management ◽  
Resource Sharing ◽  
Water Resource Management ◽  
Sustainable Use ◽  
Team Work ◽  
Web Based ◽  
Decision Outcomes ◽  
Masters Students ◽  
Resource Decision

Abstract. Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

A GIS and Web-Based Decision Support System for Regional Water Resource Management and Planning

2014 ◽  
Vol 599-601 ◽  
pp. 1301-1304
Author(s):  
Wen Ming Zhang ◽  
Zheng Shen ◽  
Wen Jun Pan ◽  
Rong Hui Ye
Keyword(s):  
Decision Support ◽  
Resource Management ◽  
Water Resources ◽  
Decision Support System ◽  
Water Resource ◽  
Support System ◽  
Water Resource Management ◽  
Web Based ◽  
Regional Water Resource ◽  
Regional Water

This paper presents a prototype of GIS (Geographic Information System) and web-based decision support system (GWDSS) for regional water resource management and planning, which is a conjunctive application of GIS, Web and DSS technologies. The components involved and implementation of GWDSS are analyzed. The scenario analysis approach and embedded GIS functions are explained. Through the application of GWDSS in the case study region, GWDSS enables managers and decision makers to improve the regional strategic management and planning of water resources,and optimizes the use of water to satisfy the demands of competing stakeholders and protecting water resources.

scholarly journals Learning about water resource sharing through game play

2016 ◽  
Author(s):  
Tracy Ewen ◽  
Jan Seibert
Keyword(s):  
Learning Outcomes ◽  
Water Resource ◽  
Resource Sharing ◽  
Water Resource Management ◽  
Sustainable Use ◽  
Student Feedback ◽  
Classroom Setting ◽  
Web Based ◽  
Decision Outcomes ◽  
Abstract Games

Abstract. Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting is first presented, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels. We then present the development of two water games in a course for master students in geography, as a way to teach and communicate about water resource sharing, together with a discussion of the learning outcomes based on our experience and student feedback.

A Cooperative Computer Game for Public Efficiency Development

2014 ◽  
Vol 13 (8) ◽  
pp. 4760-4766
Author(s):  
Sachchida Nand Prasad
Keyword(s):  
Group Therapy ◽  
Group Work ◽  
Computer Games ◽  
Computer Game ◽  
Target Population ◽  
Design Interfaces ◽  
Design Case Study ◽  
Effective Group ◽  
Public Group

This paper presents a design case study of SIDES: Design Interfaces to Develop Effective Public Efficiency. SIDES is a tool designed to help adolescents in Public group therapy, specifically individuals with Asperser’s Syndrome, practice effective group work efficiency using a four-player cooperative computer game that runs on computer games technology. We are represent the design process and evaluation of SIDES conducted over a period of six months with a middle school Public group therapy class. Our findings indicate that   computer games   are a motivating and supported tool for effective group work among. My target population and reveal different design lessons to inform the development of similar systems.

Learning to program with Game Maker

2017 ◽  
Vol 1 (2) ◽  
pp. 17 ◽  
Author(s):  
Claire Johnson
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Visual Programming ◽  
Cultural Significance ◽  
Pair Group ◽  
Positive Attitudes ◽  
Programming Software ◽  
Constructionist Approach ◽  
South East England ◽  
Computing Curriculum

Game Maker is widely used in UK secondary schools, yet under-researched in that context. This paper presents the findings of a qualitative case study that explores how authoring computer games using Game Maker can support the learning of basic programming concepts in a mainstream UK secondary setting.  The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts (Papert, 1980; Harel and Papert, 1991), and considers the extent to which a constructionist approach is suitable for introducing basic programming concepts within a contemporary, game authoring context.  The research was conducted in a high achieving comprehensive school in South East England. Twenty-two pupils (12 boys; 10 girls; 13-14 years old) completed a unit of work in computer game authoring over an eight-week (16 x 50 minute lessons) period. In planning and developing their games, they worked in self-selected pairs, apart from two pupils (one boy and one girl) who worked alone, by choice. Nine of the ten pairs were the same gender. Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair, group and artefact-based interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the constructionist-designed activity, demonstrated positive attitudes to their work, and felt a sense of achievement in creating a complex artefact that had personal and cultural significance for them. However, the findings also suggest that the constructionist approach adopted in the research did not effectively support the learning of programming concepts for all pupils. This research arises out of a perceived need to develop accessible, extended units of work to implement aspects of the Computing curriculum in England. It suggests that using Game Maker may offer a viable entry, and identifies the programming concepts and practices which pupils encountered, the difficulties they experienced, and the errors they made when authoring computer games. It also offers recommendations to increase the readiness with which students engage with key programming concepts and practices when using this visual programming software. In so doing it makes a practical contribution to the field of qualitative research in secondary computing education. 

scholarly journals An Optimal Water Resource Allocation Mechanism Based on Ex-Post Verification and Reward in Huangbai River

Water ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 1588
Author(s):  
Hui Zhang ◽  
Jiaying Li
Keyword(s):  
Resource Allocation ◽  
Water Resources ◽  
Water Resource ◽  
Water Allocation ◽  
Allocation Rule ◽  
Allocation Efficiency ◽  
Water Resource Allocation ◽  
Water Users ◽  
Ex Post ◽  
Demand Information

Under the current administrative system (AS) in China, the water resources governor allocates limited water resources to several users to realize the utility of water resources, leading to a principal–agent problem. The governor (referred to as the principal and she) wishes to maximize water resource allocation efficiency, while each user (referred to as the agent and he) only wishes to maximize his own quota. In addition, the governor cannot know water demand information exactly since it is the water users’ private information. Hence, this paper builds an ex ante improved bankruptcy allocation rule and an ex post verification and reward mechanism to improve water allocation efficiency from the governor’s perspective. In this mechanism, the governor allocates water among users based on an improved bankruptcy rule before the water is used up, verifies users’ information by various approaches, and poses a negative reward to them if their information is found to be false after the water is used up. Then, this mechanism is applied to Huangbai River Basin. Research results show that the improved allocation rule could motivate users to report demand information more honestly, and ex post verification could motivate water users to further report their true information, which, as a result, could improve the water allocation efficiency. Furthermore, this mechanism could be applied to the allocation of other resources.

scholarly journals Assessment of water resource security in karst area of Guizhou Province, China

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Liying Liu
Keyword(s):  
Neural Network ◽  
Water Resources ◽  
Water Resource ◽  
Bp Neural Network ◽  
Back Propagation ◽  
Water Shortage ◽  
Guizhou Province ◽  
Karst Area ◽  
Water Resource Security ◽  
Resource Security

AbstractThis paper presents the assessment of water resource security in the Guizhou karst area, China. A mean impact value and back-propagation (MIV-BP) neural network was used to understand the influencing factors. Thirty-one indices involving five aspects, the water quality subsystem, water quantity subsystem, engineering water shortage subsystem, water resource vulnerability subsystem, and water resource carrying capacity subsystem, were selected to establish an evaluation index of water resource security. In addition, a genetic algorithm and back-propagation (GA-BP) neural network was constructed to assess the water resource security of Guizhou Province from 2001 to 2015. The results show that water resource security in Guizhou was at a moderate warning level from 2001 to 2006 and a critical safety level from 2007 to 2015, except in 2011 when a moderate warning level was reached. For protection and management of water resources in a karst area, the modes of development and utilization of water resources must be thoroughly understood, along with the impact of engineering water shortage. These results are a meaningful contribution to regional ecological restoration and socio-economic development and can promote better practices for future planning.

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