Modeling Precomputation In Games Played Under Computational Constraints

Understanding the properties of games played under computational constraints remains challenging. For example, how do we expect rational (but computationally bounded) players to play games with a prohibitively large number of states, such as chess? This paper presents a novel model for the precomputation (preparing moves in advance) aspect of computationally constrained games. A fundamental trade-off is shown between randomness of play, and susceptibility to precomputation, suggesting that randomization is necessary in games with computational constraints. We present efficient algorithms for computing how susceptible a strategy is to precomputation, and computing an $\epsilon$-Nash equilibrium of our model. Numerical experiments measuring the trade-off between randomness and precomputation are provided for Stockfish (a well-known chess playing algorithm).

ANALYSIS OF CHESS PLAYING SKILLS ON MATHEMATICS LEARNING OUTCOMES JUNIOR ATHLETES RAJA KOMBI TRENGGALEK CHESS CLUB

<p><em>This study aims to determine the results of the analysis of chess playing skills on mathematics learning outcomes for junior athletes of the Raja Kombi Trenggalek chess club. The research method used is a qualitative descriptive method with a quantitative approach. Participants in this study were 8 junior athletes of Raja Kombi Trenggalek chess club. Data collection techniques using interviews, skills results and documentation. The data analysis in this study used the mean and percentage formula.</em></p><p><em> After analyzing the data, the results of this study concluded that in this study, the average score of playing chess skills was 85.00, then the average score of mathematics learning outcomes was 86.25. This is of course the higher the level of achievement of skills or intellectual intelligence, the higher the level of problem solving such as in learning mathematics. This is also influenced by motor and psychological aspects as a support for intelligence skills that affect the thinking of athletes. Then from the data analysis it can be said that the higher the level of achievement of chess playing skills, the higher the level of problem solving as in learning mathematics</em><em></em></p>

What to know in order to build a chess playing AI

AIs that play chess have become more and more common on sites that before only let players battle against each other online, and their code is often much simpler than it may appear from an external eye. With some understanding of the formal language and experience not only is it possible to understand and recreate one, but even to correct some flaws this AIs have, to make them more engaging for the player

PEDAGOGICAL CONDITIONS FOR DEVELOPING INTELLECTUAL ACTIVITY IN YOUNGER SCHOOLCHILDREN WHILE TEACHING THE GAME OF CHESS: THEORETICAL FOUNDATIONS

The article problematizes the development of intellectual elite as a guiding genesis of society and culture, the idea that chess school in the system of additional education is focused on the development of personality giftedness in extracurricular educational environment and is a structure called to create pedagogical conditions of support and accompaniment of development of creative abilities, stimulation of intellectual activity of the young schoolchildren according to the requirements of the chess game is substantiated. The authors analyze the ideas allowing to identify the theoretical and methodological foundations of the main concept of research — "intellectual activity" and related concepts; different contexts of the problem of intellectual activity in the process of learning chess playing are shown; the experience in teaching chess playing to junior schoolchildren is summarized and described; the pedagogical conditions of stimulating intellectual activity of junior schoolchildren in the practice of chess education are revealed. It is proved that the pedagogical conditions of development of intellectual activity of the junior schoolchildren while teaching them chess are the following: the establishment of the relations of collaboration and co-creativity in the pedagogical interaction; organization of classes taking into account the specificity of age with the use of fairy-tale plots, games, elements of dramatization in the context of creating the situation of success for everybody; realization of the developing strategy in teaching chess playing, which assumes forming theoretical thinking, mastering generalized ways of playing chess in the junior schoolchildren.

The Role of Chess in the Intellectual Development of Childrens from Primary School

Chess playing has a significant role in participants’ resources allocation, both at a psychological level, but mostly concerning the cognitive resources. The aim of the present study was to examine the effect of chess playing on the intellectual development of primary-class students. 67 children were tested using the Raven Standard Progressive Matrices and were distributed in three different groups according to their experience with chess, namely: the control group (formed by students with no experience with chess playing), the beginners group (students with less than one year in chess playing training) and the advanced group (children with more than two years experience with chess). Results indicated that chess playing had a significant effect on the SPM performance, indicating that those in the advanced group performed significantly better than those in the control or in the beginners group. Conclusions of this study tap into the benefits of playing chess with a focus on the children’s’ cognitive development.