77 FR 32465 - Technical Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-01

... minimum odds for Class II games; amend standards for test labs; remove references to the Federal... the Play of Class II Games. 73 FR 60508. The rule added a new part to the Commission's regulations establishing a process for ensuring the integrity of electronic Class II games and aids. The standards were...

25 CFR 522.5 - Disapproval of a class II ordinance.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Disapproval of a class II ordinance. 522.5 Section 522.5 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.5 Disapproval of a class II...

78 FR 37998 - Electronic One Touch Bingo System

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-25

... decision regarding the classification of server based electronic bingo system games that can be played... Class II or Class III game. DATES: The agency must receive comments on or before August 26, 2013... from the regulated community regarding the status of one touch bingo as a Class II or a Class III game...

75 FR 55269 - Minimum Internal Control Standards for Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-10

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Parts 542 and 543 RIN 3141-AA-37 Minimum Internal Control Standards for Class II Gaming AGENCY: National Indian Gaming Commission. ACTION: Delay of effective date of final rule; request for comments. SUMMARY: The National Indian Gaming...

25 CFR 547.4 - How does a tribal government, tribal gaming regulatory authority, or tribal gaming operation...

Code of Federal Regulations, 2011 CFR

2011-04-01

... EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.4 How does a tribal government, tribal gaming... affects the play of the Class II game be submitted, together with the signature verification required by... to correct a problem affecting the fairness, security, or integrity of a game or accounting system or...

25 CFR 547.4 - How does a tribal government, tribal gaming regulatory authority, or tribal gaming operation...

Code of Federal Regulations, 2010 CFR

2010-04-01

... EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.4 How does a tribal government, tribal gaming... affects the play of the Class II game be submitted, together with the signature verification required by... to correct a problem affecting the fairness, security, or integrity of a game or accounting system or...

25 CFR 547.4 - How does a tribal government, tribal gaming regulatory authority, or tribal gaming operation...

Code of Federal Regulations, 2012 CFR

2012-04-01

... EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.4 How does a tribal government, tribal gaming... affects the play of the Class II game be submitted, together with the signature verification required by... to correct a problem affecting the fairness, security, or integrity of a game or accounting system or...

25 CFR 547.10 - What are the minimum standards for Class II gaming system critical events?

Code of Federal Regulations, 2011 CFR

2011-04-01

... GAMES § 547.10 What are the minimum standards for Class II gaming system critical events? This section... component can no longer be considered reliable. Accordingly, any game play on the affected component shall... or the medium itself has some fault.Any game play on the affected component shall cease immediately...

25 CFR 547.10 - What are the minimum standards for Class II gaming system critical events?

Code of Federal Regulations, 2012 CFR

2012-04-01

... GAMES § 547.10 What are the minimum standards for Class II gaming system critical events? This section... component can no longer be considered reliable. Accordingly, any game play on the affected component shall... or the medium itself has some fault.Any game play on the affected component shall cease immediately...

25 CFR 547.10 - What are the minimum standards for Class II gaming system critical events?

Code of Federal Regulations, 2010 CFR

2010-04-01

... GAMES § 547.10 What are the minimum standards for Class II gaming system critical events? This section... be considered reliable. Accordingly, any game play on the affected component shall cease immediately... has some fault.Any game play on the affected component shall cease immediately, and an appropriate...

25 CFR 535.1 - Amendments.

Code of Federal Regulations, 2010 CFR

2010-04-01

... GAMING COMMISSION, DEPARTMENT OF THE INTERIOR MANAGEMENT CONTRACT PROVISIONS POST-APPROVAL PROCEDURES... management contract for the operation of a class II or class III gaming activity. (b) A tribe shall submit an... information required under § 537.1(b)(1) of this chapter for class II gaming contracts or § 537.1(b)(1)(i) of...

25 CFR 547.1 - What is the purpose of this part?

Code of Federal Regulations, 2011 CFR

2011-04-01

... STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.1 What is the purpose of this part... other technologic aids in connection with the play of Class II games. This part establishes the minimum...

25 CFR 547.1 - What is the purpose of this part?

Code of Federal Regulations, 2010 CFR

2010-04-01

... STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.1 What is the purpose of this part... other technologic aids in connection with the play of Class II games. This part establishes the minimum...

25 CFR 547.1 - What is the purpose of this part?

Code of Federal Regulations, 2012 CFR

2012-04-01

... STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.1 What is the purpose of this part... other technologic aids in connection with the play of Class II games. This part establishes the minimum...

25 CFR 522.12 - Revocation of class III gaming.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Revocation of class III gaming. 522.12 Section 522.12 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.12 Revocation of class III...

25 CFR 547.5 - What are the rules of interpretation and of general application for this part?

Code of Federal Regulations, 2010 CFR

2010-04-01

... INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II... standards apply. Gaming equipment and software used with Class II gaming systems shall meet all applicable... of winning less than 1 in 50,000,000. (d) Approved equipment and software only. All gaming equipment...

77 FR 60625 - Minimum Internal Control Standards for Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-04

...-37 Minimum Internal Control Standards for Class II Gaming AGENCY: National Indian Gaming Commission... Internal Control Standards that were published on September 21, 2012. DATES: The effective date [email protected] . FOR FURTHER INFORMATION CONTACT: Jennifer Ward, Attorney, NIGC Office of General Counsel, at...

77 FR 4714 - Self-Regulation of Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-31

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Part 518 RIN 3141-AA44 Self...: Notice of proposed rulemaking. SUMMARY: This action proposes to amend the NIGC's self-regulation regulations to tailor the self-regulating qualifying criteria to a tribe's regulation of class II gaming...

25 CFR 522.8 - Publication of class III ordinance and approval.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 522.8 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.8 Publication of class III ordinance and approval. The Chairman shall publish a class III tribal gaming...

25 CFR 558.1 - Scope of this part.

Code of Federal Regulations, 2010 CFR

2010-04-01

... INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GAMING LICENSES AND BACKGROUND INVESTIGATIONS FOR KEY EMPLOYEES AND PRIMARY MANAGEMENT OFFICIALS GAMING LICENSES FOR KEY EMPLOYEES AND PRIMARY... entity other than a tribe: (a) The licensing authority for class II or class III gaming is a tribal...

25 CFR 522.6 - Approval requirements for class III ordinances.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Section 522.6 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.6 Approval...) The tribe shall have the sole proprietary interest in and responsibility for the conduct of any gaming...

25 CFR 501.2 - Scope.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Gaming Regulatory Act and that is in effect. ... 25 Indians 2 2010-04-01 2010-04-01 false Scope. 501.2 Section 501.2 Indians NATIONAL INDIAN GAMING...) Tribes and other operators of class II and class III gaming operations on Indian lands shall conduct...

25 CFR 522.2 - Submission requirements.

Code of Federal Regulations, 2010 CFR

2010-04-01

... NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.2 Submission requirements. A tribe... officials and key employees; (d) Copies of all tribal gaming regulations; (e) When an ordinance or...

25 CFR 543.2 - What are the definitions for this part?

Code of Federal Regulations, 2010 CFR

2010-04-01

... II games. Gaming Equipment. All electronic, electro-mechanical, mechanical or other physical... independent audit. Independence is obtained through the organizational reporting relationship, as the internal... that increases by a selectable or predefined amount based on play of a Class II game. Promotional...

25 CFR 547.12 - What are the minimum technical standards for downloading on a Class II gaming system?

Code of Federal Regulations, 2013 CFR

2013-04-01

... limited to software, files, data, and prize schedules. (2) Downloads must use secure methodologies that... date of the completion of the download; (iii) The Class II gaming system components to which software was downloaded; (iv) The version(s) of download package and any software downloaded. Logging of the...

25 CFR 547.12 - What are the minimum technical standards for downloading on a Class II gaming system?

Code of Federal Regulations, 2014 CFR

2014-04-01

... limited to software, files, data, and prize schedules. (2) Downloads must use secure methodologies that... date of the completion of the download; (iii) The Class II gaming system components to which software was downloaded; (iv) The version(s) of download package and any software downloaded. Logging of the...

25 CFR 522.7 - Disapproval of a class III ordinance.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Disapproval of a class III ordinance. 522.7 Section 522.7 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.7 Disapproval of a class III...

75 FR 65372 - Final Environmental Impact Statement for the Proposed Fee-to-Trust Conveyance of Property for the...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-22

... that have been used for Class II Indian gaming, operational at the time of the application, on one property in Seneca County and one property in Cayuga County. The Class II Indian gaming on the Cayuga... address, phone number, e-mail address, or other personal identifying information in your comment, you...

25 CFR 518.2 - Who may petition for a certificate of self-regulation?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Who may petition for a certificate of self-regulation... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.2 Who may petition for a certificate of self-regulation? A tribe may submit to the Commission a petition for self-regulation of class II gaming if, for the...

25 CFR 518.2 - Who may petition for a certificate of self-regulation?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false Who may petition for a certificate of self-regulation... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.2 Who may petition for a certificate of self-regulation? A tribe may submit to the Commission a petition for self-regulation of class II gaming if, for the...

25 CFR 518.2 - Who may petition for a certificate of self-regulation?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false Who may petition for a certificate of self-regulation... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.2 Who may petition for a certificate of self-regulation? A tribe may submit to the Commission a petition for self-regulation of class II gaming if, for the...

25 CFR 518.2 - Who may petition for a certificate of self-regulation?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false Who may petition for a certificate of self-regulation... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.2 Who may petition for a certificate of self-regulation? A tribe may submit to the Commission a petition for self-regulation of class II gaming if, for the...

25 CFR 522.1 - Scope of this part.

Code of Federal Regulations, 2010 CFR

2010-04-01

... INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.1 Scope of this part. This part applies to any gaming ordinance or resolution adopted by a tribe after February 22, 1993. Part 523 of this chapter...

25 CFR 547.8 - What are the minimum technical software standards applicable to Class II gaming systems?

Code of Federal Regulations, 2014 CFR

2014-04-01

... display the following: (i) The purchase or wager amount; (ii) Game results; and (iii) Any player credit balance. (2) Between plays of any game and until the start of the next play, or until the player selects a new game option such as purchase or wager amount or card selection, whichever is earlier, if not...

25 CFR 547.8 - What are the minimum technical software standards applicable to Class II gaming systems?

Code of Federal Regulations, 2013 CFR

2013-04-01

... display the following: (i) The purchase or wager amount; (ii) Game results; and (iii) Any player credit balance. (2) Between plays of any game and until the start of the next play, or until the player selects a new game option such as purchase or wager amount or card selection, whichever is earlier, if not...

77 FR 58707 - Minimum Internal Control Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-21

... Gaming Commission 25 CFR Part 543 Minimum Internal Control Standards; Final Rule #0;#0;Federal Register... Control Standards AGENCY: National Indian Gaming Commission, Interior. ACTION: Final rule. SUMMARY: The National Indian Gaming Commission (NIGC) amends its minimum internal control standards for Class II gaming...

25 CFR 502.4 - Class III gaming.

Code of Federal Regulations, 2014 CFR

2014-04-01

... II gaming, including but not limited to: (a) Any house banking game, including but not limited to— (1) Card games such as baccarat, chemin de fer, blackjack (21), and pai gow (if played as house banking games); (2) Casino games such as roulette, craps, and keno; (b) Any slot machines as defined in 15 U.S.C...

25 CFR 502.4 - Class III gaming.

Code of Federal Regulations, 2013 CFR

2013-04-01

... II gaming, including but not limited to: (a) Any house banking game, including but not limited to— (1) Card games such as baccarat, chemin de fer, blackjack (21), and pai gow (if played as house banking games); (2) Casino games such as roulette, craps, and keno; (b) Any slot machines as defined in 15 U.S.C...

25 CFR 502.4 - Class III gaming.

Code of Federal Regulations, 2011 CFR

2011-04-01

... II gaming, including but not limited to: (a) Any house banking game, including but not limited to— (1) Card games such as baccarat, chemin de fer, blackjack (21), and pai gow (if played as house banking games); (2) Casino games such as roulette, craps, and keno; (b) Any slot machines as defined in 15 U.S.C...

25 CFR 502.4 - Class III gaming.

Code of Federal Regulations, 2012 CFR

2012-04-01

... II gaming, including but not limited to: (a) Any house banking game, including but not limited to— (1) Card games such as baccarat, chemin de fer, blackjack (21), and pai gow (if played as house banking games); (2) Casino games such as roulette, craps, and keno; (b) Any slot machines as defined in 15 U.S.C...

25 CFR 502.4 - Class III gaming.

Code of Federal Regulations, 2010 CFR

2010-04-01

... II gaming, including but not limited to: (a) Any house banking game, including but not limited to— (1) Card games such as baccarat, chemin de fer, blackjack (21), and pai gow (if played as house banking games); (2) Casino games such as roulette, craps, and keno; (b) Any slot machines as defined in 15 U.S.C...

25 CFR 518.1 - What does this part cover?

Code of Federal Regulations, 2010 CFR

2010-04-01

... NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS... procedures governing, the Commission's issuance of certificates of self-regulation of class II gaming operations under 25 U.S.C. 2710(c). When the Commission issues a certificate of self-regulation, the...

25 CFR 502.3 - Class II gaming.

Code of Federal Regulations, 2010 CFR

2010-04-01

... drawn or electronically determined; and (3) Win the game by being the first person to cover a designated... jars, instant bingo, and other games similar to bingo; (c) Nonbanking card games that: (1) State law... limitations on wagers and pot sizes; (d) Card games played in the states of Michigan, North Dakota, South...

25 CFR 502.3 - Class II gaming.

Code of Federal Regulations, 2012 CFR

2012-04-01

... drawn or electronically determined; and (3) Win the game by being the first person to cover a designated... jars, instant bingo, and other games similar to bingo; (c) Nonbanking card games that: (1) State law... limitations on wagers and pot sizes; (d) Card games played in the states of Michigan, North Dakota, South...

25 CFR 502.3 - Class II gaming.

Code of Federal Regulations, 2013 CFR

2013-04-01

... drawn or electronically determined; and (3) Win the game by being the first person to cover a designated... jars, instant bingo, and other games similar to bingo; (c) Nonbanking card games that: (1) State law... limitations on wagers and pot sizes; (d) Card games played in the states of Michigan, North Dakota, South...

25 CFR 502.3 - Class II gaming.

Code of Federal Regulations, 2014 CFR

2014-04-01

... drawn or electronically determined; and (3) Win the game by being the first person to cover a designated... jars, instant bingo, and other games similar to bingo; (c) Nonbanking card games that: (1) State law... limitations on wagers and pot sizes; (d) Card games played in the states of Michigan, North Dakota, South...

25 CFR 502.3 - Class II gaming.

Code of Federal Regulations, 2011 CFR

2011-04-01

... drawn or electronically determined; and (3) Win the game by being the first person to cover a designated... jars, instant bingo, and other games similar to bingo; (c) Nonbanking card games that: (1) State law... limitations on wagers and pot sizes; (d) Card games played in the states of Michigan, North Dakota, South...

25 CFR 522.9 - Substitute approval.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Substitute approval. 522.9 Section 522.9 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.9 Substitute approval. If the Chairman fails to...

25 CFR 522.3 - Amendment.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Amendment. 522.3 Section 522.3 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR APPROVAL OF CLASS II AND CLASS III ORDINANCES AND RESOLUTIONS SUBMISSION OF GAMING ORDINANCE OR RESOLUTION § 522.3 Amendment. (a) Within 15 days after adoption...

25 CFR 547.9 - What are the minimum technical standards for Class II gaming system accounting functions?

Code of Federal Regulations, 2013 CFR

2013-04-01

.... (2) Credit balances must have sufficient digits to accommodate the design of the game. (3) Accounting..., during entertaining displays of game results. (2) Progressive prizes may be added to the player's credit...

25 CFR 547.9 - What are the minimum technical standards for Class II gaming system accounting functions?

Code of Federal Regulations, 2014 CFR

2014-04-01

.... (2) Credit balances must have sufficient digits to accommodate the design of the game. (3) Accounting..., during entertaining displays of game results. (2) Progressive prizes may be added to the player's credit...

25 CFR 547.16 - What are the minimum standards for game artwork, glass, and rules?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false What are the minimum standards for game artwork, glass... HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.16 What are the minimum standards for game artwork, glass, and rules? This section provides...

25 CFR 547.16 - What are the minimum standards for game artwork, glass, and rules?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false What are the minimum standards for game artwork, glass... HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.16 What are the minimum standards for game artwork, glass, and rules? This section provides...

25 CFR 547.16 - What are the minimum standards for game artwork, glass, and rules?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false What are the minimum standards for game artwork, glass... HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.16 What are the minimum standards for game artwork, glass, and rules? This section provides...

25 CFR 547.14 - What are the minimum technical standards for electronic random number generation?

Code of Federal Regulations, 2011 CFR

2011-04-01

... CLASS II GAMES § 547.14 What are the minimum technical standards for electronic random number generation... rules of the game. For example, if a bingo game with 75 objects with numbers or other designations has a... serial correlation (outcomes shall be independent from the previous game); and (x) Test on subsequences...

25 CFR 547.14 - What are the minimum technical standards for electronic random number generation?

Code of Federal Regulations, 2012 CFR

2012-04-01

... CLASS II GAMES § 547.14 What are the minimum technical standards for electronic random number generation... rules of the game. For example, if a bingo game with 75 objects with numbers or other designations has a... serial correlation (outcomes shall be independent from the previous game); and (x) Test on subsequences...

25 CFR 547.14 - What are the minimum technical standards for electronic random number generation?

Code of Federal Regulations, 2010 CFR

2010-04-01

... CLASS II GAMES § 547.14 What are the minimum technical standards for electronic random number generation... rules of the game. For example, if a bingo game with 75 objects with numbers or other designations has a... serial correlation (outcomes shall be independent from the previous game); and (x) Test on subsequences...

25 CFR 547.17 - How does a tribal gaming regulatory authority apply for a variance from these standards?

Code of Federal Regulations, 2010 CFR

2010-04-01

... CLASS II GAMES § 547.17 How does a tribal gaming regulatory authority apply for a variance from these... 25 Indians 2 2010-04-01 2010-04-01 false How does a tribal gaming regulatory authority apply for a variance from these standards? 547.17 Section 547.17 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT...

25 CFR 547.7 - What are the minimum technical hardware standards applicable to Class II gaming systems?

Code of Federal Regulations, 2013 CFR

2013-04-01

... or integrity of the game, and are specially manufactured or proprietary and not off-the-shelf, must... the potential to affect the outcome or integrity of any game, progressive award, financial instrument... of a robust construction designed to resist determined illegal entry. All protuberances and...

25 CFR 547.7 - What are the minimum technical hardware standards applicable to Class II gaming systems?

Code of Federal Regulations, 2014 CFR

2014-04-01

... or integrity of the game, and are specially manufactured or proprietary and not off-the-shelf, must... the potential to affect the outcome or integrity of any game, progressive award, financial instrument... of a robust construction designed to resist determined illegal entry. All protuberances and...

A Case Study of the In-Class Use of a Video Game for Teaching High School History

ERIC Educational Resources Information Center

Watson, William R.; Mong, Christopher J.; Harris, Constance A.

2011-01-01

This study examines the case of a sophomore high school history class where "Making History", a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school…

25 CFR 543.12 - What are the minimum internal control standards for gaming promotions and player tracking systems?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for gaming promotions and player tracking systems? 543.12 Section 543.12 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.12 What are the minimum internal contro...

25 CFR 543.12 - What are the minimum internal control standards for gaming promotions and player tracking systems?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for gaming promotions and player tracking systems? 543.12 Section 543.12 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.12 What are the minimum internal contro...

78 FR 56732 - Submission of Information Collection Extensions Under the Paperwork Reduction Act

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-13

... Control Number 3141-0006; and (iv) issuance to tribes of certificates of self- regulation for Class II... the Commission for a certificate of self-regulation for its Class II gaming operation(s). The... to issue the certificate of self- regulation. Once a certificate of self-regulation has been issued...

78 FR 40766 - Renewals of Information Collections Under the Paperwork Reduction Act

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-08

... Control Number 3141-0006; and (iv) issuance to tribes of certificates of self-regulation for Class II.... Estimated Total Non-hour Cost Burden: $14,846,686. Title: Issuance of Certificates of Self-Regulation to... Commission for a certificate of self-regulation for its Class II gaming operation(s). The Commission will...

25 CFR 547.2 - How do these regulations affect state jurisdiction?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false How do these regulations affect state jurisdiction? 547.2 Section 547.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.2 How do these...

25 CFR 547.13 - What are the minimum technical standards for program storage media?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false What are the minimum technical standards for program storage media? 547.13 Section 547.13 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES...

25 CFR 547.2 - How do these regulations affect state jurisdiction?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false How do these regulations affect state jurisdiction? 547.2 Section 547.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.2 How do these...

25 CFR 547.2 - How do these regulations affect state jurisdiction?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false How do these regulations affect state jurisdiction? 547.2 Section 547.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES § 547.2 How do these...

25 CFR 547.13 - What are the minimum technical standards for program storage media?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false What are the minimum technical standards for program storage media? 547.13 Section 547.13 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES...

25 CFR 547.13 - What are the minimum technical standards for program storage media?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false What are the minimum technical standards for program storage media? 547.13 Section 547.13 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM TECHNICAL STANDARDS FOR GAMING EQUIPMENT USED WITH THE PLAY OF CLASS II GAMES...

25 CFR 547.15 - What are the minimum technical standards for electronic data communications between system...

Code of Federal Regulations, 2010 CFR

2010-04-01

... WITH THE PLAY OF CLASS II GAMES § 547.15 What are the minimum technical standards for electronic data...) Player tracking information; (8) Download Packages; and (9) Any information that affects game outcome. (b...

25 CFR 547.15 - What are the minimum technical standards for electronic data communications between system...

Code of Federal Regulations, 2012 CFR

2012-04-01

... WITH THE PLAY OF CLASS II GAMES § 547.15 What are the minimum technical standards for electronic data...) Player tracking information; (8) Download Packages; and (9) Any information that affects game outcome. (b...

25 CFR 547.15 - What are the minimum technical standards for electronic data communications between system...

Code of Federal Regulations, 2011 CFR

2011-04-01

... WITH THE PLAY OF CLASS II GAMES § 547.15 What are the minimum technical standards for electronic data...) Player tracking information; (8) Download Packages; and (9) Any information that affects game outcome. (b...

77 FR 43196 - Minimum Internal Control Standards and Technical Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-24

... NATIONAL INDIAN GAMING COMMISSION 25 CFR Parts 543 and 547 Minimum Internal Control Standards [email protected] . SUPPLEMENTARY INFORMATION: Part 543 addresses minimum internal control standards (MICS) for Class II gaming operations. The regulations require tribes to establish controls and implement...

25 CFR 543.8-543.15 - [Reserved

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false [Reserved] 543.8-543.15 Section 543.8-543.15 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING §§ 543.8-543.15 [Reserved] ...

25 CFR 543.4-543.5 - [Reserved

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false [Reserved] 543.4-543.5 Section 543.4-543.5 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING §§ 543.4-543.5 [Reserved] ...

77 FR 47514 - Management Contracts-Background Investigations

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-09

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Part 537 Management Contracts... management responsibility for, a management contract, and to update the forms of payment that may be accepted... interest in, or management responsibility for, a management contract for class II gaming, and in the case...

78 FR 20236 - Self-Regulation of Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-04

... commenters also submitted that this requirement is redundant, because tribal internal control systems (TICS... tribe should have readily available a list of internal gaming controls, which is a useful tool in.... 518.4(c)(vii), which requires petitioning tribes to submit a list of internal controls used at the...

78 FR 33436 - 2013 Final Fee Rate and Fingerprint Fees

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-04

... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 2013 Final Fee Rate and Fingerprint... given, pursuant to 25 CFR 514.2, that the National Indian Gaming Commission has adopted its 2013 final... a certificate of self-regulation under 25 CFR part 518, the 2013 final fee rate on Class II revenues...

25 CFR 518.10 - Under what circumstances may the Commission remove a certificate of self-regulation?

Code of Federal Regulations, 2010 CFR

2010-04-01

... certificate of self-regulation? 518.10 Section 518.10 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.10 Under what circumstances may the Commission remove a certificate of self-regulation? The Commission may, after an opportunity...

25 CFR 543.2 - What are the definitions for this part?

Code of Federal Regulations, 2013 CFR

2013-04-01

..., mechanical, or other technologic form, that function together to aid the play of one or more Class II games... a particular game, player interface, shift, or other period. Count room. A secured room where the... validated directly by a voucher system. Dedicated camera. A video camera that continuously records a...

25 CFR 543.20 - What are the minimum internal control standards for information technology and information...

Code of Federal Regulations, 2013 CFR

2013-04-01

... information technology and information technology data? 543.20 Section 543.20 Indians NATIONAL INDIAN GAMING... § 543.20 What are the minimum internal control standards for information technology and information... prevent the concealment of fraud. (4) Information technology agents having access to Class II gaming...

25 CFR 543.20 - What are the minimum internal control standards for information technology and information...

Code of Federal Regulations, 2014 CFR

2014-04-01

... information technology and information technology data? 543.20 Section 543.20 Indians NATIONAL INDIAN GAMING... § 543.20 What are the minimum internal control standards for information technology and information... prevent the concealment of fraud. (4) Information technology agents having access to Class II gaming...

25 CFR 571.12 - Audit standards.

Code of Federal Regulations, 2010 CFR

2010-04-01

... shall conform to generally accepted accounting principles and the annual audit shall conform to... INVESTIGATIONS Audits § 571.12 Audit standards. (a) Each tribe shall prepare comparative financial statements covering all financial activities of each class II and class III gaming operation on the tribe's Indian...

25 CFR 543.1 - What does this part cover?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false What does this part cover? 543.1 Section 543.1 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.1 What does this part cover? This part, along with §§ 542.14 through 542...

76 FR 53817 - Minimum Internal Control Standards for Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-30

... Accounting, Gambling, Indians--lands, Reporting and recordkeeping requirements. 25 CFR Part 543 Administrative practice and procedure, Gambling, Indians--lands, Reporting and recordkeeping requirements. For...

78 FR 37114 - Self-Regulation of Class II Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-20

... Commission) is revising its rules concerning the issuance of certificates for tribal self-regulation of Class... Office of Self Regulation's recommendation and report; and to correct referencing errors in two of its... certificate of self- regulation. 25 U.S.C. 2710(c). The Act authorizes the Commission to ``promulgate such...

Bolshevik Revolution.

ERIC Educational Resources Information Center

Hueston, Stephen P.

Suitable for use in a high school social studies course, this class game simulates the political interaction and general unrest in the nine-month period following the death of Tsar Nicholas II in Russia in 1917. Eight class groups take the roles of the leaders of the following political factions: the bourgeoisie, nobility, Socialist…

25 CFR 543.8 - What are the minimum internal control standards for bingo?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for bingo? 543.8 Section 543.8 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.8 What are the minimum internal control standards for bingo? (a) Supervision....

25 CFR 543.8 - What are the minimum internal control standards for bingo?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for bingo? 543.8 Section 543.8 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.8 What are the minimum internal control standards for bingo? (a) Supervision....

25 CFR 518.8 - Does a tribe that holds a certificate of self-regulation have a continuing duty to advise the...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Does a tribe that holds a certificate of self-regulation... NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.8 Does a tribe that holds a certificate of self-regulation have a continuing duty to...

25 CFR 543.17 - What are the minimum internal control standards for drop and count?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for drop and count? 543.17 Section 543.17 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.17 What are the minimum internal control standards for drop and count?...

25 CFR 543.14 - What are the minimum internal control standards for patron deposit accounts and cashless systems?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for patron deposit accounts and cashless systems? 543.14 Section 543.14 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.14 What are the minimum internal control...

25 CFR 543.15 - What are the minimum internal control standards for lines of credit?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for lines of credit? 543.15 Section 543.15 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.15 What are the minimum internal control standards for lines of credi...

25 CFR 543.9 - What are the minimum internal control standards for pull tabs?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for pull tabs? 543.9 Section 543.9 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.9 What are the minimum internal control standards for pull tabs? (a)...

25 CFR 543.13 - What are the minimum internal control standards for complimentary services or items?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for complimentary services or items? 543.13 Section 543.13 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.13 What are the minimum internal control standards fo...

25 CFR 543.14 - What are the minimum internal control standards for patron deposit accounts and cashless systems?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for patron deposit accounts and cashless systems? 543.14 Section 543.14 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.14 What are the minimum internal control...

25 CFR 543.9 - What are the minimum internal control standards for pull tabs?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for pull tabs? 543.9 Section 543.9 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.9 What are the minimum internal control standards for pull tabs? (a)...

25 CFR 543.15 - What are the minimum internal control standards for lines of credit?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for lines of credit? 543.15 Section 543.15 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.15 What are the minimum internal control standards for lines of credi...

25 CFR 543.17 - What are the minimum internal control standards for drop and count?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for drop and count? 543.17 Section 543.17 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.17 What are the minimum internal control standards for drop and count?...

25 CFR 543.13 - What are the minimum internal control standards for complimentary services or items?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for complimentary services or items? 543.13 Section 543.13 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.13 What are the minimum internal control standards fo...

77 FR 58473 - Minimum Technical Standards for Class II Gaming Systems and Equipment

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-21

... as printed advertising material that cannot be validated directly by a voucher system. Critical... on that component. EPROM. Erasable Programmable Read Only Memory--a non-volatile storage chip or...

Geschlechtertausch II.

ERIC Educational Resources Information Center

Holschuh, Albrecht

1993-01-01

Describes how mental experiments can be used to turn expository writing into games and even self-exploration in an advanced language course. Through a class project on sex change, for example, learners acquire more knowledge about themselves as well as heightened language skills. (LET)

The Uses of Teaching Games in Game Theory Classes and Some Experimental Games.

ERIC Educational Resources Information Center

Shubik, Martin

2002-01-01

Discusses the use of lightly controlled games, primarily in classes in game theory. Considers the value of such games from the viewpoint of both teaching and experimentation and discusses context; control; pros and cons of games in teaching; experimental games; and games in class, including cooperative game theory. (Author/LRW)

Mobile game development: improving student engagement and motivation in introductory computing courses

NASA Astrophysics Data System (ADS)

Kurkovsky, Stan

2013-06-01

Computer games have been accepted as an engaging and motivating tool in the computer science (CS) curriculum. However, designing and implementing a playable game is challenging, and is best done in advanced courses. Games for mobile devices, on the other hand, offer the advantage of being simpler and, thus, easier to program for lower level students. Learning context of mobile game development can be used to reinforce many core programming topics, such as loops, classes, and arrays. Furthermore, it can also be used to expose students in introductory computing courses to a wide range of advanced topics in order to illustrate that CS can be much more than coding. This paper describes the author's experience with using mobile game development projects in CS I and II, how these projects were integrated into existing courses at several universities, and the lessons learned from this experience.

25 CFR 502.2 - Class I gaming.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 2 2011-04-01 2011-04-01 false Class I gaming. 502.2 Section 502.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS DEFINITIONS OF THIS CHAPTER § 502.2 Class I gaming. Class I gaming means: (a) Social games played solely for prizes of minimal value...

25 CFR 502.2 - Class I gaming.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Class I gaming. 502.2 Section 502.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS DEFINITIONS OF THIS CHAPTER § 502.2 Class I gaming. Class I gaming means: (a) Social games played solely for prizes of minimal value...

25 CFR 502.2 - Class I gaming.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 2 2012-04-01 2012-04-01 false Class I gaming. 502.2 Section 502.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS DEFINITIONS OF THIS CHAPTER § 502.2 Class I gaming. Class I gaming means: (a) Social games played solely for prizes of minimal value...

25 CFR 502.2 - Class I gaming.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 2 2013-04-01 2013-04-01 false Class I gaming. 502.2 Section 502.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS DEFINITIONS OF THIS CHAPTER § 502.2 Class I gaming. Class I gaming means: (a) Social games played solely for prizes of minimal value...

25 CFR 502.2 - Class I gaming.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 2 2014-04-01 2014-04-01 false Class I gaming. 502.2 Section 502.2 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS DEFINITIONS OF THIS CHAPTER § 502.2 Class I gaming. Class I gaming means: (a) Social games played solely for prizes of minimal value...

25 CFR 518.11 - May a tribe request a hearing on the Commission's proposal to remove its certificate?

Code of Federal Regulations, 2010 CFR

2010-04-01

..., DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.11 May a tribe request... regarding the Commission's proposal to remove a certificate of self regulation under § 518.10. Such a...

25 CFR 291.5 - Where must the proposal requesting Class III gaming procedures be filed?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Where must the proposal requesting Class III gaming... ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.5 Where must the proposal requesting Class III gaming procedures be filed? Any proposal requesting Class III gaming procedures must be filed with the...

25 CFR 291.13 - When do Class III gaming procedures for an Indian tribe become effective?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false When do Class III gaming procedures for an Indian tribe... ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.13 When do Class III gaming procedures for an Indian tribe become effective? Upon approval of Class III gaming procedures for the Indian tribe under either...

25 CFR 291.15 - How long do Class III gaming procedures remain in effect?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How long do Class III gaming procedures remain in effect... ENTERPRISES CLASS III GAMING PROCEDURES § 291.15 How long do Class III gaming procedures remain in effect? Class III gaming procedures remain in effect for the duration specified in the procedures or until...

25 CFR 291.14 - How can Class III gaming procedures approved by the Secretary be amended?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How can Class III gaming procedures approved by the... ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.14 How can Class III gaming procedures approved by the Secretary be amended? An Indian tribe may ask the Secretary to amend approved Class III gaming...

25 CFR 514.1 - Annual fees.

Code of Federal Regulations, 2010 CFR

2010-04-01

... Commission. (4) If a tribe has a certificate of self-regulation, the rate of fees imposed shall be no more than .25 percent of assessable gross revenues from self-regulated class II gaming operations. (b) For... jurisdiction of the Commission and not exempt from paying fees pursuant to the self-regulation provisions shall...

Video Gaming in a Hyperconnected World: A Cross-sectional Study of Heavy Gaming, Problematic Gaming Symptoms, and Online Socializing in Adolescents.

PubMed

Colder Carras, Michelle; Van Rooij, Antonius J; Van de Mheen, Dike; Musci, Rashelle; Xue, Qian-Li; Mendelson, Tamar

2017-03-01

Examining online social interactions along with patterns of video gaming behaviors and game addiction symptoms has the potential to enrich our understanding of disorders related to excessive video game play. We performed latent class analysis in a sample of 9733 adolescents based on heavy use of games, social networking and instant messaging, and game addiction symptoms. We used latent class regression to determine associations between classes, psychosocial well-being and friendship quality. We identified two types of heavy gaming classes that differed in probability of online social interaction. Classes with more online social interaction reported fewer problematic gaming symptoms than those with less online social interaction. Most adolescents estimated to be in heavy gaming classes had more depressive symptoms than normative classes. Male non-social gamers had more social anxiety. Female social gamers had less social anxiety and loneliness, but lower self-esteem. Friendship quality attenuated depression in some male social gamers, but strengthened associations with loneliness in some male non-social gamers. In adolescents, symptoms of video game addiction depend not only on video game play but also on concurrent levels of online communication, and those who are very socially active online report fewer symptoms of game addiction.

Video Gaming in a Hyperconnected World: A Cross-sectional Study of Heavy Gaming, Problematic Gaming Symptoms, and Online Socializing in Adolescents

PubMed Central

Colder Carras, Michelle; Van Rooij, Antonius J.; Van de Mheen, Dike; Musci, Rashelle; Xue, Qian-Li; Mendelson, Tamar

2016-01-01

Aims Examining online social interactions along with patterns of video gaming behaviors and game addiction symptoms has the potential to enrich our understanding of disorders related to excessive video game play. Methods We performed latent class analysis in a sample of 9733 adolescents based on heavy use of games, social networking and instant messaging, and game addiction symptoms. We used latent class regression to determine associations between classes, psychosocial well-being and friendship quality. Results We identified two types of heavy gaming classes that differed in probability of online social interaction. Classes with more online social interaction reported fewer problematic gaming symptoms than those with less online social interaction. Most adolescents estimated to be in heavy gaming classes had more depressive symptoms than normative classes. Male non-social gamers had more social anxiety. Female social gamers had less social anxiety and loneliness, but lower self-esteem. Friendship quality attenuated depression in some male social gamers, but strengthened associations with loneliness in some male non-social gamers. Conclusions In adolescents, symptoms of video game addiction depend not only on video game play but also on concurrent levels of online communication, and those who are very socially active online report fewer symptoms of game addiction. PMID:28260834

25 CFR 518.5 - What process will the Commission use to review petitions?

Code of Federal Regulations, 2010 CFR

2010-04-01

... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.5 What process will the Commission use to review petitions? (a) The Chairman shall appoint one Commissioner to administer the Office of Self Regulation. The Office of Self Regulation shall undertake an initial review of the petition to determine whether the...

76 FR 57683 - Regulatory Review Schedule

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-16

... included a review of: (a) Part 518--Self Regulation of Class II Gaming; (b) A Sole Proprietary Interest... public that it was conducting a review of its regulations promulgated to implement 25 U.S.C. 2701-2721 of... established a Tribal consultation schedule with a description of the regulation groups to be covered during...

25 CFR 502.23 - Facility license.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false Facility license. 502.23 Section 502.23 Indians NATIONAL....23 Facility license. Facility license means a separate license issued by a tribe to each place, facility, or location on Indian lands where the tribe elects to allow class II or III gaming. [73 FR 6029...

25 CFR 543.2 - What are the definitions for this part?

Code of Federal Regulations, 2014 CFR

2014-04-01

..., mechanical, or other technologic form, that function together to aid the play of one or more Class II games, including accounting functions mandated by these regulations or part 547 of this chapter. Commission. The... fixed wagering value, that can only be used to acquire non-cashable credits through interaction with a...

Active Learning with Monty Hall in a Game Theory Class

ERIC Educational Resources Information Center

Brokaw, Alan J.; Merz, Thomas E.

2004-01-01

The authors describe a game that students can play on the first day of a game theory class. The game introduces the 4 essential elements of any game and is designed so that its sequel, also played on the first day of class, has students playing the well-known Monty Hall game, which raises the question: Should you switch doors? By implementing a…

25 CFR 291.12 - Who will monitor and enforce tribal compliance with the Class III gaming procedures?

Code of Federal Regulations, 2010 CFR

2010-04-01

... Class III gaming procedures? 291.12 Section 291.12 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.12 Who will monitor and enforce tribal compliance with the Class III gaming procedures? The Indian tribe and the State may have an agreement...

25 CFR 518.6 - When will a certificate of self-regulation become effective?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false When will a certificate of self-regulation become... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.6 When will a certificate of self-regulation become effective? A certificate of self-regulation shall become effective on January 1 of the year following the...

25 CFR 543.23 - What are the minimum internal control standards for audit and accounting?

Code of Federal Regulations, 2014 CFR

2014-04-01

... supervision, bingo cards, bingo card sales, draw, prize payout; cash and equivalent controls, technologic aids... 25 Indians 2 2014-04-01 2014-04-01 false What are the minimum internal control standards for audit... INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.23 What are the...

25 CFR 543.23 - What are the minimum internal control standards for audit and accounting?

Code of Federal Regulations, 2013 CFR

2013-04-01

... supervision, bingo cards, bingo card sales, draw, prize payout; cash and equivalent controls, technologic aids... 25 Indians 2 2013-04-01 2013-04-01 false What are the minimum internal control standards for audit... INTERIOR HUMAN SERVICES MINIMUM INTERNAL CONTROL STANDARDS FOR CLASS II GAMING § 543.23 What are the...

25 CFR 291.3 - When may an Indian tribe ask the Secretary to issue Class III gaming procedures?

Code of Federal Regulations, 2010 CFR

2010-04-01

... III gaming procedures? 291.3 Section 291.3 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.3 When may an Indian tribe ask the Secretary to issue Class III gaming procedures? An Indian tribe may ask the Secretary to issue Class III...

The transfer of social exclusion and inclusion functions through derived stimulus relations.

PubMed

Munnelly, Anita; Martin, Georgina; Dack, Charlotte; Zedginidze, Ann; McHugh, Louise

2014-09-01

Previous studies have found that social exclusion can cause distress to those excluded. One method used to study social exclusion is through a virtual ball-toss game known as Cyberball. In this game, participants may be excluded from or included in the ball-toss game and typically report lower feelings of self-esteem, control, belonging, and meaningful existence following exclusion. Experiments 1 and 2 sought to explore the transfer of feelings of exclusion and inclusion through stimulus equivalence classes. In both experiments, participants were trained to form two three-member equivalence classes (e.g., A1-B1, B1-C1; A2-B2, B2-C2) and were tested with novel stimulus combinations (A1-C1, C1-A1, A2-C2, C2-A2). Thereafter, participants were exposed to the Cyberball exclusion and inclusion games. In these games, one stimulus (C1) from one equivalence class was assigned as the Cyberball inclusion game name, whereas one stimulus (C2) from the other equivalence class was assigned as the Cyberball exclusion game name. In Experiment 2, participants were only exposed to the Cyberball exclusion game. During a subsequent transfer test, participants were asked to rate how included in or excluded from they thought they would be in other online games, corresponding to members of both equivalence classes. Participant reported that they felt they would be excluded from online games if the games were members of the same equivalence class as C2. In contrast, participants reported that they felt they would be included in online games if the games were members of the same equivalence class as C1. Results indicated the transfer of feelings of inclusion (Experiment 1) and feelings of exclusion (Experiments 1 and 2) through equivalence classes.

Simulation Games in the Classroom: How Important is the Post-Game Discussion?

ERIC Educational Resources Information Center

Livingston, Samuel A.

The importance of class discussion following a simulation game was investigated by means of an experiment in which four classes of high school students played Ghetto for two periods. Two classes then discussed the game, while the other two were tested before any discussion of the game. The results showed the discussion to have no effect on…

A molecular epidemiological investigation of avian paramyxovirus type 1 viruses isolated from game birds of the order Galliformes.

PubMed

Aldous, E W; Mynn, J K; Irvine, R M; Alexander, D J; Brown, I H

2010-12-01

The partial (370 nucleotides) fusion gene sequences of 55 avian paramyxovirus type 1 (APMV-1) isolates were obtained. Included were 41 published sequences, of which 16 were from strains of APMV-1 of previously determined lineages included as markers for the data analysed and 25 were from APMV-1 viruses isolated from game birds of the order Galliformes. In addition, we sequenced a further 14 game bird isolates obtained from the repository at the Veterinary Laboratories Agency. The game bird isolates had been obtained from 17 countries, and spanned four decades. Earlier studies have shown that class II APMV-1 viruses can be divided into at least 15 lineages and sub-lineages. Phylogenetic analysis revealed that the 39 game bird isolates were distributed across 12 of these sub-lineages. We conclude that no single lineage of Newcastle disease viruses appears to be prevalent in game birds, and the isolates obtained from these hosts reflected the prevailing, both geographically and temporally, viruses in poultry, pigeons or wild birds.

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review

PubMed Central

Terlouw, Gijs; Wartena, Bard O; van 't Veer, Job TB; Prins, Jelle T; Pierie, Jean Pierre EN

2017-01-01

Background The usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health. Objective This study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes. Methods A total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science. Results A total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter. Conclusions In studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present. We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health. PMID:29175812

78 FR 11795 - Minimum Technical Standards for Class II Gaming Systems and Equipment

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-20

... threshold amount. The Commission increased that amount in the MICS from $1,000,000 to $3,000,000. The... considered to be small entities for the purposes of the Regulatory Flexibility Act. Small Business Regulatory Enforcement Fairness Act The proposed rule is not a major rule under 5 U.S.C. 804(2), the Small Business...

The Role of Transfer in Designing Games and Simulations for Health: Systematic Review.

PubMed

Kuipers, Derek A; Terlouw, Gijs; Wartena, Bard O; van 't Veer, Job Tb; Prins, Jelle T; Pierie, Jean Pierre En

2017-11-24

The usefulness and importance of serious games and simulations in learning and behavior change for health and health-related issues are widely recognized. Studies have addressed games and simulations as interventions, mostly in comparison with their analog counterparts. Numerous complex design choices have to be made with serious games and simulations for health, including choices that directly contribute to the effects of the intervention. One of these decisions is the way an intervention is expected to lead to desirable transfer effects. Most designs adopt a first-class transfer rationale, whereas the second class of transfer types seems a rarity in serious games and simulations for health. This study sought to review the literature specifically on the second class of transfer types in the design of serious games and simulations. Focusing on game-like interventions for health and health care, this study aimed to (1) determine whether the second class of transfer is recognized as a road for transfer in game-like interventions, (2) review the application of the second class of transfer type in designing game-like interventions, and (3) assess studies that include second-class transfer types reporting transfer outcomes. A total of 6 Web-based databases were systematically searched by titles, abstracts, and keywords using the search strategy (video games OR game OR games OR gaming OR computer simulation*) AND (software design OR design) AND (fidelity OR fidelities OR transfer* OR behaviour OR behavior). The databases searched were identified as relevant to health, education, and social science. A total of 15 relevant studies were included, covering a range of game-like interventions, all more or less mentioning design parameters aimed at transfer. We found 9 studies where first-class transfer was part of the design of the intervention. In total, 8 studies dealt with transfer concepts and fidelity types in game-like intervention design in general; 3 studies dealt with the concept of second-class transfer types and reported effects, and 2 of those recognized transfer as a design parameter. In studies on game-like interventions for health and health care, transfer is regarded as a desirable effect but not as a basic principle for design. None of the studies determined the second class of transfer or instances thereof, although in 3 cases a nonliteral transfer type was present. We also found that studies on game-like interventions for health do not elucidate design choices made and rarely provide design principles for future work. Games and simulations for health abundantly build upon the principles of first-class transfer, but the adoption of second-class transfer types proves scarce. It is likely to be worthwhile to explore the possibilities of second-class transfer types, as they may considerably influence educational objectives in terms of future serious game design for health. ©Derek A Kuipers, Gijs Terlouw, Bard O Wartena, Job TB van 't Veer, Jelle T Prins, Jean Pierre EN Pierie. Originally published in JMIR Serious Games (http://games.jmir.org), 24.11.2017.

25 CFR 518.9 - Are any of the investigative or enforcement powers of the Commission limited by the issuance of a...

Code of Federal Regulations, 2010 CFR

2010-04-01

... Commission limited by the issuance of a certificate of self-regulation? 518.9 Section 518.9 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II... issuance of a certificate of self-regulation? No. Subject to the provisions of 25 U.S.C. 2710(c)(5)(A) the...

Use of a Concentration Game for Environmental Chemistry Class Review

ERIC Educational Resources Information Center

Nowosielski, Danica A.

2007-01-01

The concentration game can be used as a complete class or a portion of it to help reinforce the material being presented or for review sessions. An environmental chemistry class review is presented with the use of the concentration game.

Are poker players all the same? Latent class analysis.

PubMed

Dufour, Magali; Brunelle, Natacha; Roy, Élise

2015-06-01

Poker is the gambling game that is currently gaining the most in popularity. However, there is little information on poker players' characteristics and risk factors. Furthermore, the first studies described poker players, often recruited in universities, as an homogeneous group who played in only one of the modes (land based or on the Internet). This study aims to identify, through latent class analyses, poker player subgroups. A convenience sample of 258 adult poker players was recruited across Quebec during special events or through advertising in various media. Participants filled out a series of questionnaires (Canadian Problem Gambling Index, Beck Depression, Beck Anxiety, erroneous belief and alcohol/drug consumption). The latent class analysis suggests that there are three classes of poker players. Class I (recreational poker players) includes those who have the lowest probability of engaging intensively in different game modes. Participants in class II (Internet poker players) all play poker on the Internet. This class includes the highest proportion of players who consider themselves experts or professionals. They make a living in part or in whole from poker. Class III (multiform players) includes participants with the broadest variety of poker patterns. This group is complex: these players are positioned halfway between professional and recreational players. Results indicate that poker players are not an homogeneous group identified simply on the basis of the form of poker played. The specific characteristics associated with each subgroup points to vulnerabilities that could potentially be targeted for preventive interventions.

Four classes of interactions for evolutionary games.

PubMed

Szabó, György; Bodó, Kinga S; Allen, Benjamin; Nowak, Martin A

2015-08-01

The symmetric four-strategy games are decomposed into a linear combination of 16 basis games represented by orthogonal matrices. Among these basis games four classes can be distinguished as it is already found for the three-strategy games. The games with self-dependent (cross-dependent) payoffs are characterized by matrices consisting of uniform rows (columns). Six of 16 basis games describe coordination-type interactions among the strategy pairs and three basis games span the parameter space of the cyclic components that are analogous to the rock-paper-scissors games. In the absence of cyclic components the game is a potential game and the potential matrix is evaluated. The main features of the four classes of games are discussed separately and we illustrate some characteristic strategy distributions on a square lattice in the low noise limit if logit rule controls the strategy evolution. Analysis of the general properties indicates similar types of interactions at larger number of strategies for the symmetric matrix games.

Students as Game Designers vs. "Just" Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula

ERIC Educational Resources Information Center

Slussareff, Michaela; Bohácková, Petra

2016-01-01

This paper compares two kinds of educational treatment within location-based game approach; learning by playing a location-based game and learning by designing a location-based game. Two parallel elementary school classes were included in our study (N = 27; age 14-15). The "designers" class took part in the whole process of game design…

Computer Class Role Playing Games, an innovative teaching methodology based on STEM and ICT: first experimental results

NASA Astrophysics Data System (ADS)

Maraffi, S.

2016-12-01

Context/PurposeWe experienced a new teaching and learning technology: a Computer Class Role Playing Game (RPG) to perform educational activity in classrooms through an interactive game. This approach is new, there are some experiences on educational games, but mainly individual and not class-based. Gaming all together in a class, with a single scope for the whole class, it enhances peer collaboration, cooperative problem solving and friendship. MethodsTo perform the research we experimented the games in several classes of different degrees, acquiring specific questionnaire by teachers and pupils. Results Experimental results were outstanding: RPG, our interactive activity, exceed by 50% the overall satisfaction compared to traditional lessons or Power Point supported teaching. InterpretationThe appreciation of RPG was in agreement with the class level outcome identified by the teacher after the experimentation. Our work experience get excellent feedbacks by teachers, in terms of efficacy of this new teaching methodology and of achieved results. Using new methodology more close to the student point of view improves the innovation and creative capacities of learners, and it support the new role of teacher as learners' "coach". ConclusionThis paper presents the first experimental results on the application of this new technology based on a Computer game which project on a wall in the class an adventure lived by the students. The plots of the actual adventures are designed for deeper learning of Science, Technology, Engineering, Mathematics (STEM) and Social Sciences & Humanities (SSH). The participation of the pupils it's based on the interaction with the game by the use of their own tablets or smartphones. The game is based on a mixed reality learning environment, giving the students the feel "to be IN the adventure".

25 CFR 518.3 - What must a tribe submit to the Commission as part of its petition?

Code of Federal Regulations, 2010 CFR

2010-04-01

... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.3 What must a tribe submit to the Commission as part of its petition? (a) A petition for a certificate of self-regulation under this part shall contain: (1) Two copies on 8-1/2″×11″ paper of a petition for self-regulation approved by the governing body of the...

77 FR 48167 - Approved Tribal-State Class III Gaming Compact; Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-13

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs Approved Tribal--State Class III Gaming Compact; Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Approved Tribal... the Eastern Band of Cherokee Indians and the State of North Carolina. DATES: Effective Date: August 13...

Hitting Restart: Learning and Gaming in an Australian Classroom

ERIC Educational Resources Information Center

Altura, Gerard J.; Curwood, Jen Scott

2015-01-01

Research suggests that video games can foster deep engagement, critical thinking, and collaborative learning. To highlight how video games promote student achievement, we focus on a year 9 elective class in Australia. Our findings suggest that this games-based class encouraged student learning and motivated students to develop advanced literacy…

Video game performances are preserved in ADHD children compared with controls.

PubMed

Bioulac, Stéphanie; Lallemand, Stéphanie; Fabrigoule, Colette; Thoumy, Anne-Laure; Philip, Pierre; Bouvard, Manuel Pierre

2014-08-01

Although ADHD and excessive video game playing have received some attention, few studies have explored the performances of ADHD children when playing video games. The authors hypothesized that performances of ADHD children would be as good as those of control children in motivating video games tasks but not in the Continuous Performance Test II (CPT II). The sample consisted of 26 ADHD children and 16 control children. Performances of ADHD and control children were compared on three commercially available games, on the repetition of every game, and on the CPT II. ADHD children had lower performances on the CPT II than did controls, but they exhibited equivalent performances to controls when playing video games at both sessions and on all three games. When playing video games, ADHD children present no difference in inhibitory performances compared with control children. This demonstrates that cognitive difficulties in ADHD are task dependent. © 2012 SAGE Publications.

Teaching with Games: Online Resources and Examples for Entry Level Courses

NASA Astrophysics Data System (ADS)

Teed, R.; Manduca, C.

2004-12-01

Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game-Based Learning, Interactive Lectures, or Using an Earth History Approach. These modules describe teaching tools and techniques, provide examples and advice about using them in an introductory geoscience class, and give instructors details on how to create their own exercises.

What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games.

PubMed

Baek, Young Kyun

2008-12-01

The purpose of this study is to identify factors inhibiting teachers' use of computer and video games in the classroom setting and to examine the degree to which teaching experience and gender affect attitudes toward using games. Six factors that hinder teachers' use of games in the classroom were discovered: Inflexibility of curriculum, Negative effects of gaming, Students' lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets. Lack of supporting material, Fixed class schedules, and Limited budgets were factors that female teachers believed to be more serious obstacles to game use in the classroom than male teachers did. Experienced teachers, more so than inexperienced teachers, believed that adopting games in teaching was hindered by Inflexibility of curriculum and Negative effects of gaming. On the other hand, inexperienced teachers, more so than experienced teachers, believed that adopting games in teaching is less hindered by Lack of supporting materials and Fixed class schedules.

Transfer of conflict and cooperation from experienced games to new games: a connectionist model of learning

PubMed Central

Spiliopoulos, Leonidas

2015-01-01

The question of whether, and if so how, learning can be transfered from previously experienced games to novel games has recently attracted the attention of the experimental game theory literature. Existing research presumes that learning operates over actions, beliefs or decision rules. This study instead uses a connectionist approach that learns a direct mapping from game payoffs to a probability distribution over own actions. Learning is operationalized as a backpropagation rule that adjusts the weights of feedforward neural networks in the direction of increasing the probability of an agent playing a myopic best response to the last game played. One advantage of this approach is that it expands the scope of the model to any possible n × n normal-form game allowing for a comprehensive model of transfer of learning. Agents are exposed to games drawn from one of seven classes of games with significantly different strategic characteristics and then forced to play games from previously unseen classes. I find significant transfer of learning, i.e., behavior that is path-dependent, or conditional on the previously seen games. Cooperation is more pronounced in new games when agents are previously exposed to games where the incentive to cooperate is stronger than the incentive to compete, i.e., when individual incentives are aligned. Prior exposure to Prisoner's dilemma, zero-sum and discoordination games led to a significant decrease in realized payoffs for all the game classes under investigation. A distinction is made between superficial and deep transfer of learning both—the former is driven by superficial payoff similarities between games, the latter by differences in the incentive structures or strategic implications of the games. I examine whether agents learn to play the Nash equilibria of games, how they select amongst multiple equilibria, and whether they transfer Nash equilibrium behavior to unseen games. Sufficient exposure to a strategically heterogeneous set of games is found to be a necessary condition for deep learning (and transfer) across game classes. Paradoxically, superficial transfer of learning is shown to lead to better outcomes than deep transfer for a wide range of game classes. The simulation results corroborate important experimental findings with human subjects, and make several novel predictions that can be tested experimentally. PMID:25873855

25 CFR 518.7 - If a tribe holds a certificate of self-regulation, is it required to report information to the...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 2 2010-04-01 2010-04-01 false If a tribe holds a certificate of self-regulation, is it... REGULATION OF CLASS II GAMING § 518.7 If a tribe holds a certificate of self-regulation, is it required to... certificate of self-regulation shall be required to submit a self-regulation report annually to the Commission...

25 CFR 291.7 - What must the Secretary do if it has been determined that the Indian tribe is eligible to request...

Code of Federal Regulations, 2010 CFR

2010-04-01

... the Indian tribe is eligible to request Class III gaming procedures? 291.7 Section 291.7 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES... request Class III gaming procedures? (a) If the Secretary determines that the Indian tribe is eligible to...

We're in Math Class Playing Games, Not Playing Games in Math Class

ERIC Educational Resources Information Center

McFeetors, P. Janelle; Palfy, Kylie

2017-01-01

Early experiences of reasoning while playing games of strategy are foundational for future proofs that students will be expected to build using conventionally structured arguments. But how did game playing in school occur? How can educators be sure that mathematical reasoning is going on? The authors investigated these questions to understand how…

25 CFR 542.6 - Does this part apply to small and charitable gaming operations?

Code of Federal Regulations, 2010 CFR

2010-04-01

... operations? 542.6 Section 542.6 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN... integrity of games offered; and (ii) Safeguard the assets used in connection with the operation. (b... the integrity of the games offered; and (ii) Safeguard the assets used in connection with the gaming...

25 CFR 543.6 - Does this part apply to small and charitable gaming operations?

Code of Federal Regulations, 2010 CFR

2010-04-01

... operations? 543.6 Section 543.6 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR HUMAN...) Protect the integrity of games offered; (ii) Safeguard the assets used in connection with the operation... the integrity of the games offered; (ii) Safeguard the assets used in connection with the gaming...

Effects of Game Technology on Elementary Student Learning in Mathematics

ERIC Educational Resources Information Center

Shin, Namsoo; Sutherland, LeeAnn M.; Norris, Cathleen A.; Soloway, Elliot

2012-01-01

This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a…

Fun, collaboration and formative assessment: skinquizition, a class wide gaming competition in a medical school with a large class.

PubMed

Schlegel, Elisabeth F M; Selfridge, Nancy J

2014-05-01

Formative assessments are tools for assessing content retention, providing valuable feedback to students and teachers. In medical education, information technology-supported games can accommodate large classes divided into student teams while fostering active engagement. To establish an innovative stimulating approach to formative assessments for large classes furthering collaborative skills that promotes learning and student engagement linked to improvement of academic performance. Using audience response technology, a fast-paced, competitive, interactive quiz game involving dermatology was developed. This stimulating setting, provided on the last day of class, prepares students for high-stakes exams to continue their medical education while training collaborative skills as supported by survey outcomes and average class scores. Educational game competitions provide formative assessments and feedback for students and faculty alike, enhancing learning and teaching processes. In this study, we show an innovative approach to accommodate a large class divided into competing teams furthering collaborative skills reflected by academic performance.

Ball game watching theory in the teaching site

NASA Astrophysics Data System (ADS)

Liu, Shugang; Li, Xiufang; Chuang, Chin-Jung

2017-08-01

Lecturing is a common approach in the traditional teaching site. In this paper, we bring a modern model "ball game watching theory" to explain the situation in the classroom. The reason why the audiences going to the court is to enjoy the atmosphere, and it is also the reason why student joining to the class. A successful class running is to create studious atmosphere. However, once the teacher does the demo in the class, the multimedia tool must be used to show the details, as the big display working in the court. The key moment is recorded and the details are magnified. when teaching aids are demonstrated, the multimedia tool plays an important role. The attention of students walks between the teacher and the display. In this ball game watching theory, the demonstrate experience is like the ball game, and the teacher works as an anchor. By following the demonstration proceeding, students build the knowledge by themselves. In addition, the demonstration must be designed to be interesting in order to make the class proceed fluently. The similarity between the ball game watching and the class will be discussed. Finally we suggest a modern class design which can raise learner motivation and achievement.

Gaming the Interwar: How Naval War College Wargames Tilted the Playing Field for the U.S. Navy During World War II

DTIC Science & Technology

2013-12-13

GAMING THE INTERWAR: HOW NAVAL WAR COLLEGE WARGAMES TILTED THE PLAYING FIELD FOR THE U.S. NAVY DURING WORLD WAR II A thesis......ii MASTER OF MILITARY ART AND SCIENCE THESIS APPROVAL PAGE Name of Candidate: LCDR James A. Miller, USN Thesis Title: Gaming the Interwar

The hygiene practices of three systems of game meat production in South Africa in terms of animal class and health compliance.

PubMed

Van der Merwe, Maretha; Hoffman, Louw C; Jooste, Piet J; Calitz, Frikkie Johannes

2013-05-01

Three game meat production systems used on game ranches in South Africa are reported on. System one is applied in the game export market and conforms to the hygiene requirements of the European Union (EU). System two and three entail game meat available on the local market not subjected to any regulation. System 2 however, implemented basic meat hygiene values. Measurements of pH, temperature, Aerobic Plate Count (APC), E. coli, Salmonella and S. aureus were subjected to a 3×2 factorial analysis of variance with factors that involve 3 system compliances in 2 classes of game animals in a completely randomised design. The measured bacteriological and quality differences between the three systems do not justify EU standards application on the local market but results indicated a significant compliance×class interaction. Copyright © 2013 Elsevier Ltd. All rights reserved.

Analytic method for evaluating players' decisions in team sports: Applications to the soccer goalkeeper.

PubMed

Lamas, Leonardo; Drezner, Rene; Otranto, Guilherme; Barrera, Junior

2018-01-01

The aim of this study was to define a method for evaluating a player's decisions during a game based on the success probability of his actions and for analyzing the player strategy inferred from game actions. There were developed formal definitions of i) the stochastic process of player decisions in game situations and ii) the inference process of player strategy based on his game decisions. The method was applied to the context of soccer goalkeepers. A model of goalkeeper positioning, with geometric parameters and solutions to optimize his position based on the ball position and trajectory, was developed. The model was tested with a sample of 65 professional goalkeepers (28.8 ± 4.1 years old) playing for their national teams in 2010 and 2014 World Cups. The goalkeeper's decisions were compared to decisions from a large dataset of other goalkeepers, defining the probability of success in each game circumstance. There were assessed i) performance in a defined set of classes of game plays; ii) entropy of goalkeepers' decisions; and iii) the effect of goalkeepers' positioning updates on the outcome (save or goal). Goalkeepers' decisions were similar to the ones with the lowest probability of goal on the dataset. Goalkeepers' entropy varied between 24% and 71% of the maximum possible entropy. Positioning dynamics in the instants that preceded the shot indicated that, in goals and saves, goalkeepers optimized their position before the shot in 21.87% and 83.33% of the situations, respectively. These results validate a method to discriminate successful performance. In conclusion, this method enables a more precise assessment of a player's decision-making ability by consulting a representative dataset of equivalent actions to define the probability of his success. Therefore, it supports the evaluation of the player's decision separately from his technical skill execution, which overcomes the scientific challenge of discriminating the evaluation of a player's decision performance from the action result.

Analytic method for evaluating players’ decisions in team sports: Applications to the soccer goalkeeper

PubMed Central

Drezner, Rene; Otranto, Guilherme; Barrera, Junior

2018-01-01

The aim of this study was to define a method for evaluating a player’s decisions during a game based on the success probability of his actions and for analyzing the player strategy inferred from game actions. There were developed formal definitions of i) the stochastic process of player decisions in game situations and ii) the inference process of player strategy based on his game decisions. The method was applied to the context of soccer goalkeepers. A model of goalkeeper positioning, with geometric parameters and solutions to optimize his position based on the ball position and trajectory, was developed. The model was tested with a sample of 65 professional goalkeepers (28.8 ± 4.1 years old) playing for their national teams in 2010 and 2014 World Cups. The goalkeeper’s decisions were compared to decisions from a large dataset of other goalkeepers, defining the probability of success in each game circumstance. There were assessed i) performance in a defined set of classes of game plays; ii) entropy of goalkeepers’ decisions; and iii) the effect of goalkeepers’ positioning updates on the outcome (save or goal). Goalkeepers’ decisions were similar to the ones with the lowest probability of goal on the dataset. Goalkeepers’ entropy varied between 24% and 71% of the maximum possible entropy. Positioning dynamics in the instants that preceded the shot indicated that, in goals and saves, goalkeepers optimized their position before the shot in 21.87% and 83.33% of the situations, respectively. These results validate a method to discriminate successful performance. In conclusion, this method enables a more precise assessment of a player’s decision-making ability by consulting a representative dataset of equivalent actions to define the probability of his success. Therefore, it supports the evaluation of the player’s decision separately from his technical skill execution, which overcomes the scientific challenge of discriminating the evaluation of a player’s decision performance from the action result. PMID:29408923

Response to a comment on Cullen K "From Squires Quest! II: A serious video game intervention": Methodological issues

USDA-ARS?s Scientific Manuscript database

In response to comments about our article, "Meal-specific dietary changes from Squires Quest! II: a serious video game intervention," we concur that studies on video game interventions are important. A future study with a control group receiving no video game intervention and the collection of poten...

Established risk factors for addiction fail to discriminate between healthy gamers and gamers endorsing DSM-5 Internet gaming disorder.

PubMed

Deleuze, Jory; Nuyens, Filip; Rochat, Lucien; Rothen, Stéphane; Maurage, Pierre; Billieux, Joël

2017-12-01

Background and aims The DSM-5 includes criteria for diagnosing Internet gaming disorder (IGD) that are adapted from substance abuse and widely used in research and clinical contexts, although evidence supporting their validity remains scarce. This study compared online gamers who do or do not endorse IGD criteria regarding self-control-related abilities (impulsivity, inhibitory control, and decision-making), considered the hallmarks of addictive behaviors. Method A double approach was adopted to distinguish pathological from recreational gamers: The first is the classic DSM-5 approach (≥5 criteria required to endorse the IGD diagnosis), and the second consists in using latent class analysis (LCA) for IGD criteria to distinguish gamers' subgroups. We computed comparisons separately for each approach. Ninety-seven volunteer gamers from the community were recruited. Self-reported questionnaires were used to measure demographic- and game-related characteristics, problematic online gaming (with the Problematic Online Gaming Questionnaire), impulsivity (with the UPPS-P Impulsive Behavior Scale), and depression (with the Beck Depression Inventory-II). Experimental tasks were used to measure inhibitory control (Hybrid-Stop Task) and decision-making abilities (Game of Dice Task). Results Thirty-two participants met IGD criteria (33% of the sample), whereas LCA identified two groups of gamers [pathological (35%) and recreational]. Comparisons that used both approaches (DSM-5 and LCA) failed to identify significant differences regarding all constructs except for variables related to actual or problematic gaming behaviors. Discussion The validity of IGD criteria is questioned, mostly with respect to their relevance in distinguishing high engagement from pathological involvement in video games.

Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class

NASA Astrophysics Data System (ADS)

Dowling, Angie

This study investigated the effects of a game-like environment on instructional activity design and the use of student mentors on learning outcomes in a middle school general science class. The participants for this study were 165 students, ages 13-14 years old, who were enrolled in 8th grade at a mid-Atlantic middle school. Two research questions were used to conduct the research: 1. Can science content be designed and successfully delivered instructionally using a game-like learning environment? 2. Does the use of student mentors/assistants help direct and maintain the flow of the class away from the technological issues toward the necessary learning outcomes while also increasing the science content understanding acquired by the mentors while also increasing class and student engagement? For this study an introductory biology unit was designed using a game-like curricular structure. Student mentors were utilized in order to aid focus on the content and not the technology. The results indicated that the instructional design of the unit using a game-like environment was successful and students exhibited learning. The mentor students were instrumental in steering their fellow students away from the “Siren’s Call” of the instrument (in this case StarLogo) and enabled increased focus on the content. Keywords: Trivial games, Serious Games, Epistemic Games, Student Mentors, StarLogo, Elaboration Theory.

Computer Game Design Classes: The Students' and Professionals' Perspectives

ERIC Educational Resources Information Center

Swacha, Jakub; Skrzyszewski, Adam; Syslo, Wojciech A.

2010-01-01

There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present…

"Psych-Out": Using a Team-Based Game to Teach Diagnosis and Interventions

ERIC Educational Resources Information Center

Pearson, Quinn M.; Townsend, Karen M.

2012-01-01

"Psych-Out" is a team-based game designed to motivate graduate counseling students to study diagnostic symptoms and related interventions associated with reading assignments. At least 83% of students agreed or strongly agreed that the game contributed to their enjoyment of the class, increased their motivation to study for class, and contributed…

The Benefits of Game Use in a Signal Processing Graduate Class

DTIC Science & Technology

2012-05-01

advantages to using games in the classroom has been well doc- umented throughout the years and their use is supported by a range of learning theories [7], [8...TITLE AND SUBTITLE The Benefits Of Game Use In A Signal Processing Graduate Class 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER

Beat the Bourgeoisie: A Social Class Inequality and Mobility Simulation Game

ERIC Educational Resources Information Center

Norris, Dawn R.

2013-01-01

Simulation games can help overcome student resistance to thinking structurally about social class inequality, meritocracy, and mobility. Most inequality simulations focus solely on economic inequality and omit social and cultural capital, both of which contribute to social class reproduction. Using a pretest/posttest design, the current study…

Zero-Determinant Strategies in Iterated Public Goods Game

PubMed Central

Pan, Liming; Hao, Dong; Rong, Zhihai; Zhou, Tao

2015-01-01

Recently, Press and Dyson have proposed a new class of probabilistic and conditional strategies for the two-player iterated Prisoner’s Dilemma, so-called zero-determinant strategies. A player adopting zero-determinant strategies is able to pin the expected payoff of the opponents or to enforce a linear relationship between his own payoff and the opponents’ payoff, in a unilateral way. This paper considers zero-determinant strategies in the iterated public goods game, a representative multi-player game where in each round each player will choose whether or not to put his tokens into a public pot, and the tokens in this pot are multiplied by a factor larger than one and then evenly divided among all players. The analytical and numerical results exhibit a similar yet different scenario to the case of two-player games: (i) with small number of players or a small multiplication factor, a player is able to unilaterally pin the expected total payoff of all other players; (ii) a player is able to set the ratio between his payoff and the total payoff of all other players, but this ratio is limited by an upper bound if the multiplication factor exceeds a threshold that depends on the number of players. PMID:26293589

Climate Games in the Classroom - Engaging Problem-Solving

NASA Astrophysics Data System (ADS)

Pfirman, S. L.; Schlosser, P.; Lee, J.; Steiner, R. V.; Sparrow, E. B.; Carr, M.

2012-12-01

The Polar Learning And Responding (PoLAR) Climate Change Education Partnership, funded under the National Science Foundation's Climate Change Education Partnership Phase II (CCEP) program is using fascination with the changing polar regions and novel educational approaches to engage adult learners and inform public understanding and response to climate change. In Phase I we developed a suite of resources that range from low-tech games to social networking, to be used in venues from classrooms to the internet, and targeting audiences from the general public to Alaskan community leaders. This presentation synthesizes experience integrating game-like approaches in formal educational environments with the goal of inspiring change in educational practices and policies. Adults, be they community leaders, the general public, pre- and in-service teachers, or college students, are today's decision-makers. Informed decisions are more likely if individuals are aware of the scientific evidence of climate change and potential economic and social consequences. Learning research and our PoLAR Phase I demonstration projects show that games and game-like approaches motivate exploration and learning of complex material. Evaluation indicates that such approaches are effective in deepening adult learner awareness and understanding of climate change and informing responses to climate change impacts through engaged problem-solving. For example, an undergraduate student playing a climate change card game commented "I certainly felt an adrenaline rush as I kept the possibility of a major disaster impacting my web at the forefront of my mind to strategize the best possible food web combination." Two others playing a board game noted "I think that interactive activities like the one done in class really help students to learn because it tests our ability to analyze and interpret previous readings and discussions in a different context. Anyone can read a paper and summarize, but it takes genuine understanding to engage in an activity like this." "I am hopeful … that with our generation having more discussions like the ones we had in class, we will be better-equipped in the coming years to effectively work out solutions that can benefit all stakeholders." Our experience and analysis of the literature indicates that games can transform the classroom experience - both by engaging a more diverse student population and by building capacity in novel ways. Incorporating students in customizing games/activities, allocating time for post game debriefing/reflection, then re-running the game, and using concept maps to assess learning gains are a few of the best practices that will be discussed that help make the experience successful for both the teacher and the student.

An Investigation of the Artifacts, Outcomes, and Processes of Constructing Computer Games about Environmental Science in a Fifth Grade Science Classroom

ERIC Educational Resources Information Center

Baytak, Ahmet

2009-01-01

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study…

Using Dice Games to Teach Hazards, Risk, and Outcomes in HACCP Classes

ERIC Educational Resources Information Center

Oyarzabal, Omar A.

2015-01-01

This article describes the incorporation of a dice game (piggy) to teach food safety hazards and risk in an engaging way in HACCP classes. Each player accumulates points by rolling two dice, but loses points in a turn when rolling a 7, or all accumulated points when rolling two consecutive doubles. This game helps explain the difference between a…

The Rules of the Game in an Introductory Literature Class

ERIC Educational Resources Information Center

Jones, Ed

2008-01-01

While focusing on Andrew Marvell's "To His Coy Mistress," the author came up with the Interpretation Game, a game that had a simple set of rules designed to promote engaged academic discussion and, at the same time, to overcome problems that students have in class discussion about literature. In this article, the author narrates a few instances of…

"Wanna Race?": Primary Student Preference for Competitive or Non-Competitive Singing Games

ERIC Educational Resources Information Center

Roberts, J. Christopher

2016-01-01

This study compared primary student preference for competitive and non-competitive singing games. Students in three intact classes of second graders (n = 65) and three classes of fourth graders (n = 67) at one school in the USA served as subjects. After playing a pair of games, one competitive and one non-competitive, over the course of five…

Fair Play Game: A Group Contingency Strategy to Increase Students' Active Behaviours in Physical Education

ERIC Educational Resources Information Center

Vidoni, Carla; Lee, Chang-Hung; Azevedo, L. B.

2014-01-01

A dependent group contingency strategy called Fair Play Game was applied to promote increase in number of steps during physical education classes for sixth-grade students. Results from a multiple baseline design across three classes showed that the mean number of steps for baseline vs. intervention were: Class 1: 43 vs. 64 steps/minute; Class 2:…

Teaching Using Computer Games

ERIC Educational Resources Information Center

Miller, Lee Dee; Shell, Duane; Khandaker, Nobel; Soh, Leen-Kiat

2011-01-01

Computer games have long been used for teaching. Current reviews lack categorization and analysis using learning models which would help instructors assess the usefulness of computer games. We divide the use of games into two classes: game playing and game development. We discuss the Input-Process-Outcome (IPO) model for the learning process when…

Computer classes and games in virtual reality environment to reduce loneliness among students of an elderly reference center

PubMed Central

Antunes, Thaiany Pedrozo Campos; de Oliveira, Acary Souza Bulle; Crocetta, Tania Brusque; Antão, Jennifer Yohanna Ferreira de Lima; Barbosa, Renata Thais de Almeida; Guarnieri, Regiani; Massetti, Thais; Monteiro, Carlos Bandeira de Mello; de Abreu, Luiz Carlos

2017-01-01

Abstract Introduction: Physical and mental changes associated with aging commonly lead to a decrease in communication capacity, reducing social interactions and increasing loneliness. Computer classes for older adults make significant contributions to social and cognitive aspects of aging. Games in a virtual reality (VR) environment stimulate the practice of communicative and cognitive skills and might also bring benefits to older adults. Furthermore, it might help to initiate their contact to the modern technology. The purpose of this study protocol is to evaluate the effects of practicing VR games during computer classes on the level of loneliness of students of an elderly reference center. Methods and Analysis: This study will be a prospective longitudinal study with a randomised cross-over design, with subjects aged 50 years and older, of both genders, spontaneously enrolled in computer classes for beginners. Data collection will be done in 3 moments: moment 0 (T0) – at baseline; moment 1 (T1) – after 8 typical computer classes; and moment 2 (T2) – after 8 computer classes which include 15 minutes for practicing games in VR environment. A characterization questionnaire, the short version of the Short Social and Emotional Loneliness Scale for Adults (SELSA-S) and 3 games with VR (Random, MoviLetrando, and Reaction Time) will be used. For the intervention phase 4 other games will be used: Coincident Timing, Motor Skill Analyser, Labyrinth, and Fitts. The statistical analysis will compare the evolution in loneliness perception, performance, and reaction time during the practice of the games between the 3 moments of data collection. Performance and reaction time during the practice of the games will also be correlated to the loneliness perception. Ethics and Dissemination: The protocol is approved by the host institution's ethics committee under the number 52305215.3.0000.0082. Results will be disseminated via peer-reviewed journal articles and conferences. This clinical trial is registered at ClinicalTrials.gov identifier: NCT02798081. PMID:28272198

Computer classes and games in virtual reality environment to reduce loneliness among students of an elderly reference center: Study protocol for a randomised cross-over design.

PubMed

Antunes, Thaiany Pedrozo Campos; Oliveira, Acary Souza Bulle de; Crocetta, Tania Brusque; Antão, Jennifer Yohanna Ferreira de Lima; Barbosa, Renata Thais de Almeida; Guarnieri, Regiani; Massetti, Thais; Monteiro, Carlos Bandeira de Mello; Abreu, Luiz Carlos de

2017-03-01

Physical and mental changes associated with aging commonly lead to a decrease in communication capacity, reducing social interactions and increasing loneliness. Computer classes for older adults make significant contributions to social and cognitive aspects of aging. Games in a virtual reality (VR) environment stimulate the practice of communicative and cognitive skills and might also bring benefits to older adults. Furthermore, it might help to initiate their contact to the modern technology. The purpose of this study protocol is to evaluate the effects of practicing VR games during computer classes on the level of loneliness of students of an elderly reference center. This study will be a prospective longitudinal study with a randomised cross-over design, with subjects aged 50 years and older, of both genders, spontaneously enrolled in computer classes for beginners. Data collection will be done in 3 moments: moment 0 (T0) - at baseline; moment 1 (T1) - after 8 typical computer classes; and moment 2 (T2) - after 8 computer classes which include 15 minutes for practicing games in VR environment. A characterization questionnaire, the short version of the Short Social and Emotional Loneliness Scale for Adults (SELSA-S) and 3 games with VR (Random, MoviLetrando, and Reaction Time) will be used. For the intervention phase 4 other games will be used: Coincident Timing, Motor Skill Analyser, Labyrinth, and Fitts. The statistical analysis will compare the evolution in loneliness perception, performance, and reaction time during the practice of the games between the 3 moments of data collection. Performance and reaction time during the practice of the games will also be correlated to the loneliness perception. The protocol is approved by the host institution's ethics committee under the number 52305215.3.0000.0082. Results will be disseminated via peer-reviewed journal articles and conferences. This clinical trial is registered at ClinicalTrials.gov identifier: NCT02798081.

Characterizing High School Students Who Play Drinking Games Using Latent Class Analysis

PubMed Central

Borsari, Brian; Zamboanga, Byron L.; Correia, Christopher; Olthuis, Janine V.; Van Tyne, Kathryne; Zadworny, Zoe; Grossbard, Joel R.; Horton, Nicholas J.

2013-01-01

Heavy alcohol use and its associated negative consequences continue to be an important health issue among adolescents. Of particular concern are risky drinking practices such as playing drinking games. Although retrospective accounts indicate that drinking game participation is common among high school students, it has yet to be assessed in current high school students. Utilizing data from high school students who reported current drinking game participation (n = 178), we used latent class analysis to investigate the negative consequences resulting from gaming and examined underlying demographic and alcohol-related behavioral characteristics of students as a function of the resultant classes. Three classes of “gamers” emerged: (1) a “lower-risk” group who had a lower probability of endorsing negative consequences compared to the other groups, (2) a “higher-risk” group who reported that they experienced hangovers and difficulties limiting their drinking, got physically sick, and became rude, obnoxious, or insulting, and (3) a “sexual regret” group who reported that they experienced poor recall and unplanned sexual activity that they later regretted. Although the frequency of participating in drinking games did not differ between these three groups, results indicated that the “lower-risk” group consumed fewer drinks in a typical gaming session compared to the other two groups. The present findings suggest that drinking games are common among high school students, but that mere participation and frequency of play is not necessarily the best indicator of risk. Instead, examination of other constructs such as game-related alcohol consumption, consequences, or psychosocial variables such as impulsivity may be more useful. PMID:23778317

Characterizing high school students who play drinking games using latent class analysis.

PubMed

Borsari, Brian; Zamboanga, Byron L; Correia, Christopher; Olthuis, Janine V; Van Tyne, Kathryne; Zadworny, Zoe; Grossbard, Joel R; Horton, Nicholas J

2013-10-01

Heavy alcohol use and its associated negative consequences continue to be an important health issue among adolescents. Of particular concern are risky drinking practices such as playing drinking games. Although retrospective accounts indicate that drinking game participation is common among high school students, it has yet to be assessed in current high school students. Utilizing data from high school students who reported current drinking game participation (n=178), we used latent class analysis to investigate the negative consequences resulting from gaming and examined underlying demographic and alcohol-related behavioral characteristics of students as a function of the resultant classes. Three classes of "gamers" emerged: (1) a "lower-risk" group who had a lower probability of endorsing negative consequences compared to the other groups, (2) a "higher-risk" group who reported that they experienced hangovers and difficulties limiting their drinking, got physically sick, and became rude, obnoxious, or insulting, and (3) a "sexual regret" group who reported that they experienced poor recall and unplanned sexual activity that they later regretted. Although the frequency of participating in drinking games did not differ between these three groups, results indicated that the "lower-risk" group consumed fewer drinks in a typical gaming session compared to the other two groups. The present findings suggest that drinking games are common among high school students, but that mere participation and frequency of play are not necessarily the best indicators of risk. Instead, examination of other constructs such as game-related alcohol consumption, consequences, or psychosocial variables such as impulsivity may be more useful. Copyright © 2013 Elsevier Ltd. All rights reserved.

Learning Electron Transport Chain Process in Photosynthesis Using Video and Serious Game

NASA Astrophysics Data System (ADS)

Espinoza Morales, Cecilia

This research investigates students' learning about the electron transport chain (ETC) process in photosynthesis by watching a video followed by playing a serious board game-Electron Chute- that models the ETC process. To accomplish this goal, several learning outcomes regarding the misconceptions students' hold about photosynthesis and the ETC process in photosynthesis were defined. Middle school students need opportunities to develop cohesive models that explain the mechanistic processes of biological systems to support their learning. A six-week curriculum on photosynthesis included a one day learning activity using an ETC video and the Electron Chute game to model the ETC process. The ETC model explained how sunlight energy was converted to chemical energy (ATP) at the molecular level involving a flow of electrons. The learning outcomes and the experiences were developed based on the Indiana Academic Standards for biology and the Next Generation Science Standards (NGSS) for the life sciences. Participants were 120 eighth grade science students from an urban public school. The participants were organized into six classes based on their level of academic readiness, regular and challenge, by the school corporation. Four classes were identified as regular classes and two of them as challenge classes. Students in challenge classes had the opportunity to be challenged with more difficult content knowledge and required higher level thinking skills. The regular classes were the mainstream at school. A quasi-experimental design known as non-equivalent group design (NEGD) was used in this study. This experimental design consisted of a pretest-posttest experiment in two similar groups to begin with-the video only and video+game treatments. Intact classes were distributed into the treatments. The video only watched the ETC video and the video+game treatment watched the ETC video and played the Electron Chute game. The instrument (knowledge test) consisted of a multiple-choice section addressing general knowledge of photosynthesis and specific knowledge about ETC, and an essay section where students were asked to interpret each part of a diagram about the ETC process. Considering only the effect of treatments on score gain, regular and challenge groups reached higher scores in the posttest in comparison to the pretest after playing Electron Chute in both section of the test. However, the effect of treatments between the classes for each treatment was inconclusive. In the essay, the score gain was higher in the challenge than the regular class, but there was not a significant difference between both classes in the multiple-choice section. In regard to the learning outcomes, the initial model provided by the ETC video was mostly effective on addressing the misconception related to the oxygen production, which derives from the photolysis -or splitting-of the water molecules. Playing Electron Chute was effective on addressing most of the misconceptions targeted in the instruction design used for study. Most of these misconceptions were related to ATP and NADPH production and the cell structures where the ETC process takes place. At the end of the video+game learning treatment, a survey was used to collect data about students' experiences while playing the game. The majority of students agreed that playing the game increased their ability to explain how plants use light energy, but only about a third of them felt they could explain how ETC worked. Enjoyment and need for more explanations were different between students who attended the regular and challenge classes. The majority of the students who attended a regular class indicated they liked the ETC video and playing Electron Chute, percentage of agreement that was significantly higher than students who attended the challenge class. As a result, more students in the regular class indicated an interest in learning other science concepts like ETC. Students who attended the regular class reported that clear rules about how to play the game were helpful for learning. Further, the challenge group indicated the video and the Electron Chute game could include more explanations. These results suggest the video and game learning experience has the potential for engaging students’ interest in science when they participated in a regular class. This study also demonstrates a principled approach for designing a video and game to illustrate important methods for creating content knowledge that supports students’ ability to make sense of how complex systems work. Through more refinements of the game, the learning experiences could be a viable learning experience that accommodates the needs of a diverse population of students who might prefer different learning methods.

When addiction symptoms and life problems diverge: a latent class analysis of problematic gaming in a representative multinational sample of European adolescents.

PubMed

Colder Carras, Michelle; Kardefelt-Winther, Daniel

2018-04-01

The proposed diagnosis of Internet gaming disorder (IGD) in DSM-5 has been criticized for "borrowing" criteria related to substance addiction, as this might result in misclassifying highly involved gamers as having a disorder. In this paper, we took a person-centered statistical approach to group adolescent gamers by levels of addiction-related symptoms and gaming-related problems, compared these groups to traditional scale scores for IGD, and checked how groups were related to psychosocial well-being using a preregistered analysis plan. We performed latent class analysis and regression with items from IGD and psychosocial well-being scales in a representative sample of 7865 adolescent European gamers. Symptoms and problems matched in only two groups: an IGD class (2.2%) having a high level of symptoms and problems and a Normative class (63.5%) having low levels of symptoms and problems. We also identified two classes comprising 30.9% of our sample that would be misclassified based on their report of gaming-related problems: an Engaged class (7.3%) that seemed to correspond to the engaged gamers described in previous literature, and a Concerned class (23.6%) reporting few symptoms but moderate to high levels of problems. Our findings suggest that a reformulation of IGD is needed. Treating Engaged gamers as having IGD when their poor well-being might not be gaming related may delay appropriate treatment, while Concerned gamers may need help to reduce gaming but would not be identified as such. Additional work to describe the phenomenology of these two groups would help refine diagnosis, prevention and treatment for IGD.

Ubiquitous Games for Learning (UbiqGames): Weatherlings, a Worked Example

ERIC Educational Resources Information Center

Klopfer, E.; Sheldon, J.; Perry, J.; Chen, V. H. -H.

2012-01-01

This paper provides a rationale for a class of mobile, casual, and educational games, which we call UbiqGames. The study is motivated by the desire to understand how students use educational games in light of additional distractions on their devices, and how game design can make those games appealing, educationally useful, and practical. In…

Fostering 21st Century Skill Development by Engaging Students in Authentic Game Design Projects in a High School Computer Programming Class

ERIC Educational Resources Information Center

Thomas, Michael K.; Ge, Xun; Greene, Barbara A.

2011-01-01

This study used technology-rich ethnography (TRE) to examine the use of game development in a high school computer programming class for the development of 21st century skills. High school students created games for elementary school students while obtaining formative feedback from their younger clients. Our experience suggests that in the…

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

PubMed Central

Gutierrez, Arnel F.

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest–posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University–Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory. PMID:24591506

Development and effectiveness of an educational card game as supplementary material in understanding selected topics in biology.

PubMed

Gutierrez, Arnel F

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest-posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State University-Sarmiento Campus. Both classes received conventional instruction; however, the experimental group's instruction was supplemented with the card game, while the control group's instruction was reinforced with traditional exercises and assignments. The score increases from pretest to posttest showed that both methods effectively reinforced biological concepts, but a t test showed that the card game is more effective than traditional teaching methods. Additionally, students from the experimental group evaluated the card game using five criteria: goals, design, organization, playability, and usefulness. The students rated the material very satisfactory.

78 FR 78377 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-26

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000814] Indian Gaming AGENCY... Gaming Compact. SUMMARY: This publishes notice of the extension of the Class III gaming compact between... FURTHER INFORMATION CONTACT: Paula L. Hart, Director, Office of Indian Gaming, Office of the Deputy...

25 CFR 291.6 - What must the Secretary do upon receiving a proposal?

Code of Federal Regulations, 2010 CFR

2010-04-01

... CLASS III GAMING PROCEDURES § 291.6 What must the Secretary do upon receiving a proposal? Upon receipt of a proposal requesting Class III gaming procedures, the Secretary must: (a) Within 15 days, notify...

Approximate Cores of a General Class of Economies. Part II. Set-Up Costs and Firm Formation in Coalition Production Economies,

DTIC Science & Technology

1982-02-01

Figure 5 we depict two simple special cases to illus- trate "Increasing returns to coalition size" where Y[S] depends only on the number of agents in S...for the case where the nuber of types Is greater than one . 29 catch che fundamental nonsymmatry between a firm on existence and a firm- in-being, or...economy is given in terms of individuals, goods, preferences and production sets. Oligopoly theory, partial equilibrium theory and the study of game

25 CFR 291.9 - What must the Secretary do at the end of the 60-day comment period if the State offers an...

Code of Federal Regulations, 2010 CFR

2010-04-01

... comment period if the State offers an alternative proposal for Class III gaming procedures? 291.9 Section... GAMING PROCEDURES § 291.9 What must the Secretary do at the end of the 60-day comment period if the State offers an alternative proposal for Class III gaming procedures? Within 30 days of receiving the State's...

A Study on the Playing of Computer Games, Class Success and Attitudes of Parents to Primary School Students

ERIC Educational Resources Information Center

Pepe, Kadir

2011-01-01

This study is a descriptive study based on the screening model, and was conducted in order to inquire the effect of games and the relation between gender and class success variables and game preferences in primary school students. The universe of the study was the primary schools in city center in Province of Burdur and the sample group of the…

76 FR 43701 - Renewal of Agency Information Collection for Class III Tribal State Gaming Compact Process...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-21

... Compact Process. The information collection is currently authorized by OMB Control Number 1076-0172, which... OMB Control Number: 1076-0172. Title: Class III Tribal State Gaming Compact Process, 25 CFR 293. Brief...

Use of a Technology-Enhanced Version of the Good Behavior Game in an Elementary School Setting

ERIC Educational Resources Information Center

Lynne, Shauna; Radley, Keith C.; Dart, Evan H.; Tingstrom, Daniel H.; Barry, Christopher T.; Lum, John D. K.

2017-01-01

The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide…

Fifth Grade Students' Experiences Participating in Active Gaming in Physical Education: The Persistence to Game

ERIC Educational Resources Information Center

Hansen, Lisa; Sanders, Steve

2010-01-01

Although video games are often associated with sedentary behaviors, active gaming is a new genre that requires children to become physically active while playing the games. In this study six fifth grade students' experiences participating in active gaming in eight-week physical education classes were explored. Qualitative methods of interviews,…

Game Design & Development: Using Computer Games as Creative and Challenging Assignments

ERIC Educational Resources Information Center

Seals, Cheryl; Hundley, Jacqueline; Montgomery, Lacey Strange

2008-01-01

This paper describes a game design and development course. The rationale for forming this class was to use student excitement with video games as an intrinsic motivation over traditional courses. Today's students have grown up exposed to gaming, interactive environments, and vivid 3D. Computer gaming has the capacity to attract many new students…

An Investigation of Gender Differences in a Game-Based Learning Environment with Different Game Modes

ERIC Educational Resources Information Center

Tsai, Fu-Hsing

2017-01-01

This study aimed to explore the gender differences of participants' learning results, perceptions and gaming behaviors related to an energy quiz game with both single-player and multiplayer game modes simultaneously provided for participants. Seventy-four ninth-grade students played the game in six classes over three weeks. The pretest-posttest on…

Examining elementary school children's level of enjoyment of traditional tag games vs. interactive dance games.

PubMed

Gao, Zan; Zhang, Peng; Podlog, Leslie William

2014-01-01

Enjoyment has been implicated as a determinant of physical activity among children and adolescents. However, the effect of different sport activities on children's enjoyment remains largely unexplored. This study examined whether children's enjoyment in physical education (PE) varied as a function of learning activities. Participants were 210 third- through sixth-grade children who had a 30 min PE class every week. Participants responded to a standardized self-report enjoyment survey measuring their enjoyment level in a PE class during which they participated in tag games. Students completed the same questionnaire when involved in interactive dance games in PE. The results revealed that children reported significantly higher scores in enjoyment toward interactive dance games than they did toward traditional games (p < .01). Also, girls exhibited higher enjoyment toward interactive dance games than boys did (p < .05). However, no gender difference emerged on enjoyment toward traditional games. In conclusion, it is practical and meaningful to integrate interactive dance games into PE.

Dilemma solving by the coevolution of networks and strategy in a 2 x 2 game.

PubMed

Tanimoto, Jun

2007-08-01

A 2 x 2 game model implemented by a coevolution mechanism of both networks and strategy, inspired by the work of Zimmermann and Eguiluz [Phys. Rev. E72, 056118 (2005)] is established. Network adaptation is the manner in which an existing link between two agents is destroyed and how a new one is established to replace it. The strategy is defined as whether an agent offers cooperation (C) or defection (D) . Both the networks and strategy are synchronously renovated in a simulation time step. A series of numerical experiments, considering various 2 x 2 game structures, reveals that the proposed coevolution mechanism can solve dilemmas in several game classes. The effect of solving a dilemma means mutual-cooperation reciprocity (R reciprocity), which is brought about by emerging several cooperative hub agents who have plenty of links. This effect can be primarily observed in game classes of the prisoner's dilemma and stag hunt. The coevolution mechanism, however, seems counterproductive for game classes of leader and hero, where the alternating reciprocity (ST reciprocity) is meaningful.

Aligning Game Activity with Educational Goals: Following a Constrained Design Approach to Instructional Computer Games

ERIC Educational Resources Information Center

Shelton, Brett E.; Scoresby, Jon

2011-01-01

We discuss the design, creation and implementation of an instructional game for use in a high school poetry class following a commitment to an educational game design principle of "alignment". We studied groups of instructional designers and an interactive fiction computer game they built. The game was implemented in a 9th grade English classroom…

In-class Simulations of the Iterated Prisoner's Dilemma Game.

ERIC Educational Resources Information Center

Bodo, Peter

2002-01-01

Developed a simple computer program for the in-class simulation of the repeated prisoner's dilemma game with student-designed strategies. Describes the basic features of the software. Presents two examples using the program to teach the problems of cooperation among profit-maximizing agents. (JEH)

Combinatorial optimization games

DOE Office of Scientific and Technical Information (OSTI.GOV)

Deng, X.; Ibaraki, Toshihide; Nagamochi, Hiroshi

1997-06-01

We introduce a general integer programming formulation for a class of combinatorial optimization games, which immediately allows us to improve the algorithmic result for finding amputations in the core (an important solution concept in cooperative game theory) of the network flow game on simple networks by Kalai and Zemel. An interesting result is a general theorem that the core for this class of games is nonempty if and only if a related linear program has an integer optimal solution. We study the properties for this mathematical condition to hold for several interesting problems, and apply them to resolve algorithmic andmore » complexity issues for their cores along the line as put forward in: decide whether the core is empty; if the core is empty, find an imputation in the core; given an imputation x, test whether x is in the core. We also explore the properties of totally balanced games in this succinct formulation of cooperative games.« less

77 FR 59641 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2012-09-28

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Deemed Approved Amended Tribal-State Class III Gaming Compact. SUMMARY: This.... FOR FURTHER INFORMATION CONTACT: Paula L. Hart, Director, Office of Indian Gaming, Office of the...

UbiqBio: Adoptions and Outcomes of Mobile Biology Games in the Ecology of School

ERIC Educational Resources Information Center

Perry, Judy; Klopfer, Eric

2014-01-01

The integration of learning games into schools holds significant promise, yet faces numerous obstacles. Ubiquitous games (casual games for smart phones) attempt to motivate students to engage repeatedly with content beyond school, while enabling teachers to facilitate deeper reflection on game-related curricula during class. During a two-year…

Motivational Effect of Web-Based Simulation Game in Teaching Operations Management

ERIC Educational Resources Information Center

Nguyen, Tung Nhu

2015-01-01

Motivational effects during a simulated educational game should be studied because a general concern of lecturers is motivating students and increasing their knowledge. Given advances in internet technology, traditional short in-class games are being substituted with long web-based games. To maximize the benefits of web-based simulation games, a…

25 CFR 291.4 - What must a proposal requesting Class III gaming procedures contain?

Code of Federal Regulations, 2011 CFR

2011-04-01

... activities of the Indian tribe's gaming operations; (4) Internal control standards designed to ensure fiscal..., maintenance, and accessibility; (6) Conduct of games, including patron requirements, posting of game rules, and hours of operation; (7) Procedures to protect the integrity of the rules for playing games; (8...

25 CFR 291.4 - What must a proposal requesting Class III gaming procedures contain?

Code of Federal Regulations, 2010 CFR

2010-04-01

... activities of the Indian tribe's gaming operations; (4) Internal control standards designed to ensure fiscal..., maintenance, and accessibility; (6) Conduct of games, including patron requirements, posting of game rules, and hours of operation; (7) Procedures to protect the integrity of the rules for playing games; (8...

25 CFR 291.4 - What must a proposal requesting Class III gaming procedures contain?

Code of Federal Regulations, 2013 CFR

2013-04-01

... activities of the Indian tribe's gaming operations; (4) Internal control standards designed to ensure fiscal..., maintenance, and accessibility; (6) Conduct of games, including patron requirements, posting of game rules, and hours of operation; (7) Procedures to protect the integrity of the rules for playing games; (8...

25 CFR 291.4 - What must a proposal requesting Class III gaming procedures contain?

Code of Federal Regulations, 2014 CFR

2014-04-01

... activities of the Indian tribe's gaming operations; (4) Internal control standards designed to ensure fiscal..., maintenance, and accessibility; (6) Conduct of games, including patron requirements, posting of game rules, and hours of operation; (7) Procedures to protect the integrity of the rules for playing games; (8...

25 CFR 291.4 - What must a proposal requesting Class III gaming procedures contain?

Code of Federal Regulations, 2012 CFR

2012-04-01

... activities of the Indian tribe's gaming operations; (4) Internal control standards designed to ensure fiscal..., maintenance, and accessibility; (6) Conduct of games, including patron requirements, posting of game rules, and hours of operation; (7) Procedures to protect the integrity of the rules for playing games; (8...

Collecting, Organizing, and Managing Resources for Teaching Educational Games the Wiki Way

ERIC Educational Resources Information Center

Johnson, Shelley Henson; Shelton, Brett; Wiley, David

2008-01-01

Recognizing the pedagogical value of gaming, academics along with game designers and educational content developers have begun producing resources to improve educational game design and make instructional games more accessible to teachers wanting to incorporate them into their classes. However, the rapid growth of such resources has made it…

Fleet Arctic Operations Game: Game Report

DTIC Science & Technology

2011-09-01

By: Director: CDR Christopher Gray Designer : Prof. Leif Bergey Analyst: Prof. Walter A. Berbrick Report Documentation Page Form ApprovedOMB No...7 II. GAME DESIGN & RESEARCH...METHODOLOGY ......................................................................... 9 Discussion of Game Design

Teaching Cooperative Skills through Games.

ERIC Educational Resources Information Center

Glakas, Barbara A.

1991-01-01

Through cooperative games and play, children learn to share, empathize with others' feelings, and get along better. The article makes suggestions to physical educators on how to design games to teach students cooperative behaviors and how to incorporate them into class, noting four important game-design principles. (SM)

78 FR 62650 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-22

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of extension of Tribal-State Class III Gaming Compact... CONTACT: Paula L. Hart, Director, Office of Indian Gaming, Office of the Deputy Assistant Secretary...

78 FR 54908 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-06

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of approved Tribal-State Class III Gaming Compact... INFORMATION CONTACT: Paula L. Hart, Director, Office of Indian Gaming, Office of the Deputy Assistant...

78 FR 54670 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-05

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of extension of Tribal--State Class III Gaming Compact... CONTACT: Paula L. Hart, Director, Office of Indian Gaming, Office of the Deputy Assistant Secretary...

GAMES II Project: a general architecture for medical knowledge-based systems.

PubMed

Bruno, F; Kindler, H; Leaning, M; Moustakis, V; Scherrer, J R; Schreiber, G; Stefanelli, M

1994-10-01

GAMES II aims at developing a comprehensive and commercially viable methodology to avoid problems ordinarily occurring in KBS development. GAMES II methodology proposes to design a KBS starting from an epistemological model of medical reasoning (the Select and Test Model). The design is viewed as a process of adding symbol level information to the epistemological model. The architectural framework provided by GAMES II integrates the use of different formalisms and techniques providing a large set of tools. The user can select the most suitable one for representing a piece of knowledge after a careful analysis of its epistemological characteristics. Special attention is devoted to the tools dealing with knowledge acquisition (both manual and automatic). A panel of practicing physicians are assessing the medical value of such a framework and its related tools by using it in a practical application.

Nuclear Power Plant Simulation Game.

ERIC Educational Resources Information Center

Weiss, Fran

1979-01-01

Presents a nuclear power plant simulation game which is designed to involve a class of 30 junior or senior high school students. Scientific, ecological, and social issues covered in the game are also presented. (HM)

Impact of current video game playing on robotic simulation skills among medical students.

PubMed

Öge, Tufan; Borahay, Mostafa A; Achjian, Tamar; Kılıç, Sami Gökhan

2015-01-01

To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition. This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation. Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22-24) years and 24 (23-26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05). According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed.

Impact of current video game playing on robotic simulation skills among medical students

PubMed Central

Öge, Tufan; Borahay, Mostafa A.; Achjian, Tamar; Kılıç, Sami Gökhan

2015-01-01

Objective To evaluate the impact of current and prior video game playing on initial robotic simulation skill acquisition. Material and Methods This cross-sectional descriptive study (Canadian Task Force Classification II-1) was conducted at a medical university training center. The study subjects were medical students who currently played video games (Group I) and those who had not played video games in the last 2 years (Group II). The robotic skills of both groups were assessed using simulation. Results Twenty-two students enrolled in this study; however, only 21 completed it. The median age of the participants was 23 (22–24) years and 24 (23–26) years in Groups I and II, respectively. Among the participants, 15 (71.4%) were male and 6 (28.5%) were female, and 90.4% of the students started playing video games in primary school. When the 2 groups were compared according to the completion time of each exercise, Group I finished more quickly than Group II in the Peg Board-1 exercise (p>0.05), whereas Group II had better results in 3 exercises including Pick and Place, Ring and Rail, and Thread the Rings-1. However, none of the differences were found to be statistically significant (p>.05), and according to the overall scores based on the time to complete exercises, economy of motion, instrument collision, use of excessive instrument force, instruments out of view, and master workspace range, the scores were not statistically different between Groups I and II (p>.05). Conclusion According to the basic robotic simulation exercise results, there was no difference between medical students who used to play video games and those who still played video games. Studies evaluating baseline visuospatial skills with larger sample sizes are needed. PMID:25788841

19 CFR 10.76 - Game animals and birds.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 19 Customs Duties 1 2011-04-01 2011-04-01 false Game animals and birds. 10.76 Section 10.76... § 10.76 Game animals and birds. (a) The following classes of live game animals and birds may be...) [Reserved] (d) Game animals and birds killed in foreign countries by residents of the United States, if not...

19 CFR 10.76 - Game animals and birds.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 19 Customs Duties 1 2013-04-01 2013-04-01 false Game animals and birds. 10.76 Section 10.76... § 10.76 Game animals and birds. (a) The following classes of live game animals and birds may be...) [Reserved] (d) Game animals and birds killed in foreign countries by residents of the United States, if not...

19 CFR 10.76 - Game animals and birds.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 19 Customs Duties 1 2014-04-01 2014-04-01 false Game animals and birds. 10.76 Section 10.76... § 10.76 Game animals and birds. (a) The following classes of live game animals and birds may be...) [Reserved] (d) Game animals and birds killed in foreign countries by residents of the United States, if not...

19 CFR 10.76 - Game animals and birds.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 1 2010-04-01 2010-04-01 false Game animals and birds. 10.76 Section 10.76... § 10.76 Game animals and birds. (a) The following classes of live game animals and birds may be...) [Reserved] (d) Game animals and birds killed in foreign countries by residents of the United States, if not...

19 CFR 10.76 - Game animals and birds.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 19 Customs Duties 1 2012-04-01 2012-04-01 false Game animals and birds. 10.76 Section 10.76... § 10.76 Game animals and birds. (a) The following classes of live game animals and birds may be...) [Reserved] (d) Game animals and birds killed in foreign countries by residents of the United States, if not...

Game-Based Curricula in Biology Classes: Differential Effects among Varying Academic Levels

ERIC Educational Resources Information Center

Sadler, Troy D.; Romine, William L.; Stuart, Parker E.; Merle-Johnson, Dominike

2013-01-01

Video games have become a popular medium in our society, and recent scholarship suggests that games can support substantial learning. This study stems from a project in which we created a video game enabling students to use biotechnology to solve a societal problem. As students engaged in the game, they necessarily interacted with the underlying…

Getting into the Game

ERIC Educational Resources Information Center

Jenkins, Henry

2005-01-01

Statistics reveal that students spend more time on electronic games than on any other recreational activity and 32% admit to playing them during class. The gaming revolution contains lessons for teachers, and understanding the pedagogical potential of computer and video games and developing curriculum that supports the educational use of…

Simulation/Gaming in the EAP Writing Class: Benefits and Drawbacks.

ERIC Educational Resources Information Center

Salies, Tania Gastao

2002-01-01

Describes an integrated use of simulation/gaming in an English for Academic Purposes (EAP) class, analyzes benefits and drawbacks, and suggest how the technique could apply to other specific contexts. Explains how international students ran a simulation on gun control; discusses the debriefing process; and considers motivation, metacognitive…

Fun Games and Activities for Pronunciation and Phonetics Classes at Universities.

ERIC Educational Resources Information Center

Makarova, Veronica

Class activities and games designed to stimulate student interest and provide feedback in English-as-a-Second-Language (ESOL) pronunciation and phonetics are described. They are intended to address specific challenges of a typical Japanese, ESOL classroom--low student motivation and inadequate feedback--and to supplement conventional language…

Effect of a puzzle on the process of students' learning about cardiac physiology.

PubMed

Cardozo, Lais Tono; Miranda, Aline Soares; Moura, Maria José Costa Sampaio; Marcondes, Fernanda Klein

2016-09-01

The aim of the present study was to evaluate the effects of using a puzzle to learn about cardiac physiology. Students were divided into control and game groups. In class 1, the control group had a 2-h theoretical class about cardiac physiology, including a detailed description of the phases of the cardiac cycle, whereas the game group had a 50-min theoretical class without the description of the cardiac cycle. In class 2, the control group did an assessment exercise before an activity with the cardiac puzzle and the game group answered questions after the above-mentioned activity. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. To evaluate short-term learning, the number of wrong answers and grades in the assessment exercise were compared between the control and game groups. To evaluate medium-term learning, we compared the grades obtained by students of the control and game groups in questions about cardiac physiology that formed part of the academic exam. In the assessment exercise, the game group presented a lower number of errors and higher score compared with the control group. In the academic exam, applied after both groups had used the puzzle, there was no difference in the scores obtained by the control and game groups in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology compared with those not using the puzzle. Copyright © 2016 The American Physiological Society.

Stationary Anonymous Sequential Games with Undiscounted Rewards.

PubMed

Więcek, Piotr; Altman, Eitan

Stationary anonymous sequential games with undiscounted rewards are a special class of games that combine features from both population games (infinitely many players) with stochastic games. We extend the theory for these games to the cases of total expected reward as well as to the expected average reward. We show that in the anonymous sequential game equilibria correspond to the limits of those of related finite population games as the number of players grows to infinity. We provide examples to illustrate our results.

Sharing Teaching Ideas: Starship.

ERIC Educational Resources Information Center

Camp, Dane R.

1995-01-01

Presents a game used to help students learning polar coordinates in precalculus class. The game is a variation of the game Battleship with the major difference being that students use polar coordinates. Includes reproducible student worksheets and directions. (MKR)

Using a TV Game Show to Explain the Concept of a Dominant Strategy.

ERIC Educational Resources Information Center

Trandel, Gregory A.

1999-01-01

Illustrates the game-theory concept of a dominant strategy using the MTV-network game show "Singled Out." Describes how the game show works and why this makes it attractive as an example of strategic behavior. Presents examples of how the show is used in class. (DSK)

German Eagle vs. Russian Bear: A World War II Russian Front Boardgame Kit.

ERIC Educational Resources Information Center

Coatney, Louis R.

This board game encourages junior and senior high school student analysis of the German campaign against the USSR and gauges student decision-making skills. The World War II Russo-German Front is simulated in a standard board game format. A key element of the game is its analysis and results form. Using this form compels students to analyze and…

Simulation Games as Advance Organizers in the Learning of Social Science Materials. Experiments 1-3.

ERIC Educational Resources Information Center

Livingston, Samuel A.

Three classroom experiments were conducted using a simulation game, Trade and Develop, designed for classroom use with students in grade six through twelve economic geography classes. The hypotheses tested were: a simulation game will motivate students to learn subject matter related to the game, and, the game will facilitate learning by acting as…

An Educational Board Game to Assist PharmD Students in Learning Autonomic Nervous System Pharmacology.

PubMed

Jones, J Shawn; Tincher, Lindsay; Odeng-Otu, Emmanuel; Herdman, Michelle

2015-10-25

Objective. To examine whether playing a board game can assist PharmD students in learning autonomic nervous system (ANS) pharmacology. Design. Of 72 students enrolled in a required second-year pharmacology course, 22 students volunteered to play the board game, which was followed by an in-class examination consisting of 42 ANS questions (ANSQs) and 8 control questions (CTLQs). Participants were given a pretest and a posttest to assess immediate educational improvement. Participants' scores for pretest, posttest, in-class examination, and ANSQs were compared. Also, scores for examination, ANSQs, and CTLQs were compared between board game participants (PART) and nonparticipating classmates (NPART). Assessment. Board game participants scored progressively higher between the pretest, posttest, examination, and ANSQs. Additionally, PART scores were higher than NPART scores for examination and ANSQs. Difference between PART and NPART CTLQ scores was not significant. Conclusion. A board game can assist PharmD students in learning ANS pharmacology.

25 CFR 291.1 - Purpose and scope.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Purpose and scope. 291.1 Section 291.1 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES § 291.1... promulgate rules for the conduct of Class III Indian gaming when: (a) A State and an Indian tribe are unable...

Separation Anxiety: An in-Class Game Designed to Help Students Discover Chromatography

ERIC Educational Resources Information Center

Samide, Michael J.

2008-01-01

An in-class activity has been developed to assist students in discovering chromatographic separations. Designed on the basis of plate theory, the game has students use instructor-provided partition coefficients to establish equilibrium for two different items between a stationary and mobile phase. As students work through equilibration and mobile…

A Game Plan for Teaching Logic.

ERIC Educational Resources Information Center

Woloshin, Phyllis Lerman

An experiment using game-theory to teach a unit on "fallacies" in logic was conducted at Oakton Community College. One experimental and two control group lecture-style classes were taught by three teachers using the same text and final test. The experimental class, after an introductory segment presented in lecture style, were involved in a…

USA Stratified Monopoly: A Simulation Game about Social Class Stratification

ERIC Educational Resources Information Center

Fisher, Edith M.

2008-01-01

Effectively teaching college students about social class stratification is a difficult challenge. Explanations for this difficulty tend to focus on the students who often react with resistance, paralysis, or rage. Sociologists have been using games and simulations as alternative methods for several decades to teach about these sensitive subjects.…

Assessment of minimally invasive surgical skills of pre-medical students: What can we learn from future learners?

PubMed

Borahay, Mostafa A; Jackson, Mary; Tapısız, Omer L; Lyons, Elizabeth; Patel, Pooja R; Nassar, Ramsey; Kılıç, Gökhan Sami

2014-01-01

Knowledge of baseline laparoscopic and robotic surgical skills of future learners is essential to develop teaching strategies that best fit them. The objectives of this study are to determine baseline laparoscopic and robotic skills of high school and college students and compare them to those of current obstetrics and gynecology residents. A cross-sectional (Class II-2) pilot study. Laparoscopic and robotic surgical skills of college and high (secondary) school students were evaluated using simulators and compared to those of obstetrics and gynecology residents. In addition, questionnaire data were collected regarding video game playing and computer use. A total of 17 students, both high school (n=9) and college (n=8), in addition to 11 residents, completed the study. Overall, students performed comparably to the residents in simple exercises (p>.05). However, students took significantly longer time to complete complex exercises (p=.001). Finally, students played video games significantly more than residents (p<.001). Future learners may have a different background skill set. This difference may be related to improved hand-eye coordination, possibly due to playing video games. The results of this pilot study should spur more research into surgical teaching strategies.

Nonlinear Markov Control Processes and Games

DTIC Science & Technology

2012-11-15

the analysis of a new class of stochastic games , nonlinear Markov games , as they arise as a ( competitive ) controlled version of nonlinear Markov... competitive interests) a nonlinear Markov game that we are investigating. I 0. :::tUt::JJt:.l.. I I t:t11VI;:, nonlinear Markov game , nonlinear Markov...corresponding stochastic game Γ+(T, h). In a slightly different setting one can assume that changes in a competitive control process occur as a

Gaming the Past: Using Video Games to Teach Secondary History

ERIC Educational Resources Information Center

McCall, Jeremiah

2011-01-01

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and…

Fun and Games with Foreign Languages.

ERIC Educational Resources Information Center

Saunders, Helen V., Comp.

Eleven West Virginia teachers contributed the games included in this publication. All of the games have been classroom tested for their educational results as well as for their promotion of student interest and are intended for use in a foreign language class. The following games are described in detail: (1) Advanced Verbs, (2) Artists, (3)…

Engaging Contexts for the Game of Nim

ERIC Educational Resources Information Center

Reeves, Charles A.; Gleichowski, Rosemarie Reeves

2007-01-01

Middle school teachers realize the value of students playing games in mathematics classes if those games emphasize problem-solving strategies, algebraic reasoning, or spatial sense. This article describes various versions of the traditional game of nim and shows how working backward can be used to find a winning strategy. The link is then made…

The Stock Market Game: Classroom Use and Strategy.

ERIC Educational Resources Information Center

Wood, William C.; And Others

1992-01-01

Discusses the Stock Market Game in which teams of students buy and sell stocks. Reviews information on the costs and benefits of the game and its uses. Examines game strategies through the economics of capital markets. Concludes that substantial costs in class time may be outweighed by benefits in some classroom situations. (DK)

"I Wanna Be the Very Best!" Agreeableness and Perseverance Predict Sustained Playing to Pokémon Go: A Longitudinal Study.

PubMed

Lalot, Fanny; Zerhouni, Oulmann; Pinelli, Mathieu

2017-10-01

The smartphone game Pokémon Go™ has attracted much scientific attention regarding its potential health-related outcomes. Most studies, however, limited their investigation to short-term outcomes. The aim of the present study is to investigate the role of personality traits in predicting sustained playing to the game on a 6-month period as well as related health outcomes in terms of distance walked per day. Pokémon Go players from 10 countries were recruited through social media and answered an online questionnaire. At Phase I (August 2016), 402 participants provided their game statistics and filled an extensive personality inventory (six main personality traits, impulsivity, need for cognition, need for closure, competitiveness, and self-efficacy). At Phase II (December 2016), 151 participants indicated whether they were still playing or not and provided updated game statistics. No personality traits predicted the distance walked by the players. However, the probability of still being playing the game at Phase II was positively predicted by three personality traits: agreeableness, perseverance, and premeditation. Distance walked per day significantly decreased between Phases I and II but remained substantial. This study identified three personality traits that predicted sustained playing and thus potentially higher game-related physical activity in the long run. In comparison with prior work, this study goes a step forward by (i) investigating personality traits underlying use of the game and related health outcomes, and (ii) providing longitudinal data concerning the use of the game. Findings open new perspectives for the development of other exergames.

36 CFR 7.85 - Big Thicket National Preserve.

Code of Federal Regulations, 2012 CFR

2012-07-01

... this chapter. (1) Hunting is permitted only during designated seasons, as defined for game animals or... applicable open seasons, only the following may be hunted: (i) Game animals, rabbits, and feral or wild hogs. (ii) Game birds and migratory game birds. (3) The use of dogs or calling devices for hunting game...

36 CFR 7.85 - Big Thicket National Preserve.

Code of Federal Regulations, 2013 CFR

2013-07-01

... this chapter. (1) Hunting is permitted only during designated seasons, as defined for game animals or... applicable open seasons, only the following may be hunted: (i) Game animals, rabbits, and feral or wild hogs. (ii) Game birds and migratory game birds. (3) The use of dogs or calling devices for hunting game...

36 CFR 7.85 - Big Thicket National Preserve.

Code of Federal Regulations, 2011 CFR

2011-07-01

... this chapter. (1) Hunting is permitted only during designated seasons, as defined for game animals or... applicable open seasons, only the following may be hunted: (i) Game animals, rabbits, and feral or wild hogs. (ii) Game birds and migratory game birds. (3) The use of dogs or calling devices for hunting game...

36 CFR 7.85 - Big Thicket National Preserve.

Code of Federal Regulations, 2010 CFR

2010-07-01

... this chapter. (1) Hunting is permitted only during designated seasons, as defined for game animals or... applicable open seasons, only the following may be hunted: (i) Game animals, rabbits, and feral or wild hogs. (ii) Game birds and migratory game birds. (3) The use of dogs or calling devices for hunting game...

36 CFR 7.85 - Big Thicket National Preserve.

Code of Federal Regulations, 2014 CFR

2014-07-01

... this chapter. (1) Hunting is permitted only during designated seasons, as defined for game animals or... applicable open seasons, only the following may be hunted: (i) Game animals, rabbits, and feral or wild hogs. (ii) Game birds and migratory game birds. (3) The use of dogs or calling devices for hunting game...

Card Games and Algebra Tic Tacmatics on Achievement of Junior Secondary II Students in Algebraic Expressions

ERIC Educational Resources Information Center

Okpube, Nnaemeka Michael; Anugwo, M. N.

2016-01-01

This study investigated the Card Games and Algebra tic-Tacmatics on Junior Secondary II Students' Achievement in Algebraic Expressions. Three research questions and three null hypotheses guided the study. The study adopted the pre-test, post-test control group design. A total of two hundred and forty (240) Junior Secondary School II students were…

The Magnetic Sentences Industry Game: A Competitive In-Class Experience of Business-Level Strategy

ERIC Educational Resources Information Center

Casile, Maureen; Wheeler, Jane V.

2005-01-01

The Magnetic Sentences Industry Game is a high-energy in-class exercise designed to help students gain hands-on experience with setting, implementing, evaluating, and revising business-level strategy. Students compete in teams to create and market sentences using Magnetic Poetry (a product of Magnetic Poetry, Inc.). Revenues earned are highly…

Development of Children's Creativity and Manual Skills within Digital Game-Based Learning Environment

ERIC Educational Resources Information Center

Hsiao, H-S.; Chang, C-S.; Lin, C-Y.; Hu, P-M.

2014-01-01

In this study, we developed a digital game-based learning (DGBL) system, called the ToES, to foster students' creativity. Fifty-one fifth-grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled…

An Examination of In-Class Physical Activity across Games Classifications

ERIC Educational Resources Information Center

Perlman, Dana J.; Forrest, Greg

2015-01-01

The purpose of this study was to examine the in-class physical activity opportunities across game classifications. A total of 221 (male, 100; female, 121) Year 9/10 physical education students were used within this study. Each student was engaged in four sport-based units (target, net/wall, striking/fielding, and invasion). Physical activity data…

Classroom Games in the Compulsory School

ERIC Educational Resources Information Center

Kraus-Serbic, Eva

1976-01-01

Keeping the pupils' interest up throughout the year in a compulsory language class is a major problem and therefore, language-teaching games are very important. Some new suggestions for games to be used in the elementary school are: (1) The Parrot; (2) The Robot; (3) Ping-Pong; and (4) Telephone. Card games such as Happy Families can be played…

Game Performance and Understanding within a Hybrid Sport Education Season

ERIC Educational Resources Information Center

Farias, Cláudio Filipe; Mesquita, Isabel Ribeiro; Hastie, Peter A.

2015-01-01

The impact of a hybrid Sport Education-Invasion Games Competence Model (IGCM) unit of instruction on students' game performance and game understanding in soccer was examined in this study. Pre- and posttest measures were collected from one fifth grade class of students (n = 24, mean age 10.3) residing in Portugal during a 17-lesson unit of…

The Effects of Two Simulation Games on the Opinions and Attitudes of Selected Sixth, Seventh, and Eighth Grade Students. Report Number 42.

ERIC Educational Resources Information Center

Cohen, Karen C.

Simulation games were used as part of a summer program with 76 students who were either not interested or not benefiting from traditional classroom approaches. The Democracy Game and the Consumer Game were played for five days in place of regular English classes. Questionnaires were administered to the students before and after game participation.…

Simulated Game Playing in Law School; An Experiment

ERIC Educational Resources Information Center

King, Donald B.

1974-01-01

Describes the successful use of six simulated games in a commercial law class of 84 students and discusses teacher and student evaluation of their effectiveness. The six games, three with a legislative setting and three with a court setting, are included. (JT)

U.S. Naval War College Global 2014 Game Report

DTIC Science & Technology

2015-02-01

Gaming Department faculty and documents the findings of these efforts. The War Gaming Department conducts high quality research , analysis, gaming, and...Navy. It strives to provide interested parties with intellectually honest analysis of complex problems using a wide range of research tools and...3   II. Research Methodology and Game Design .............................................................. 5   Research Questions

Teaching Games Level Design Using the StarCraft II Editor

ERIC Educational Resources Information Center

Sweetser, Penelope

2013-01-01

Level design is often characterised as "where the rubber hits the road" in game development. It is a core area of games design, alongside design of game rules and narrative. However, there is a lack of literature dedicated to documenting teaching games design, let alone the more specialised topic of level design. Furthermore, there…

77 FR 43111 - Indian Gaming; Correction

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-23

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs Indian Gaming; Correction AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Approved Tribal--State Class III Gaming Compact; Correction. SUMMARY: The Bureau of Indian Affairs (BIA) published a document in the Federal Register of July 12, 2012...

78 FR 26801 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-08

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Approved Tribal-State Class III Gaming Compact... between the Menominee Indian Tribe of Wisconsin and the State of Wisconsin (Amendment). DATES: Effective...

78 FR 62649 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-22

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Approved Tribal-State Class III Gaming Compact...: Effective Date: October 22, 2013. FOR FURTHER INFORMATION CONTACT: Paula L. Hart, Director, Office of Indian...

Development and Effectiveness of an Educational Card Game as Supplementary Material in Understanding Selected Topics in Biology

ERIC Educational Resources Information Center

Gutierrez, Arnel F.

2014-01-01

The complex concepts and vocabulary of biology classes discourage many students. In this study, a pretest-posttest model was used to test the effectiveness of an educational card game in reinforcing biological concepts in comparison with traditional teaching methods. The subjects of this study were two biology classes at Bulacan State…

Mathematics Achievement with Digital Game-Based Learning in High School Algebra 1 Classes

ERIC Educational Resources Information Center

Ferguson, Terri Lynn Kurley

2014-01-01

This study examined the impact of digital game-based learning (DGBL) on mathematics achievement in a rural high school setting in North Carolina. A causal comparative research design was used in this study to collect data to determine the effectiveness of DGBL in high school Algebra 1 classes. Data were collected from the North Carolina…

A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course

ERIC Educational Resources Information Center

Yien, Jui-Mei; Hung, Chun-Ming; Hwang, Gwo-Jen; Lin, Yueh-Chiao

2011-01-01

The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be…

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

NASA Astrophysics Data System (ADS)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed in the overall game. Although this board game activity was designed for high school students, it could easily be adapted for all K-12 levels as an interactive, informative and successful way of teaching students about climate literacy.

The Art of Gamification; Teaching Sustainability and System Thinking by Pervasive Game Development

ERIC Educational Resources Information Center

Nordby, Anders; Øygardslia, Kristine; Sverdrup, Ulrik; Sverdrup, Harald

2016-01-01

In 2013 Hedmark University College conducted a research project where students from a game development project/study program developed and tested a Pervasive Game for learning as part of a class in System Thinking. The overall game goal was to teach Sustainability through System Thinking, and to give the students a real world experience with their…

Periodic Table Target: A Game that Introduces the Biological Significance of Chemical Element Periodicity

ERIC Educational Resources Information Center

Sevcik, Richard S.; McGinty, Ragan L.; Schultz, Linda D.; Alexander, Susan V.

2008-01-01

Periodic Table Target, a game for middle school or high school students, familiarizes students with the form of the periodic table and the biological significance of different elements. The Periodic Table Target game board is constructed as a class project, and the game is played to reinforce the content. Students are assigned several elements…

The grey Shapley value: an axiomatization

NASA Astrophysics Data System (ADS)

Ekici, M.; Palanci, O.; Alparslan Gök, S. Z.

2018-01-01

This study focuses on an interesting class of cooperative games where the coalitional values are interval grey numbers. These cooper- ative games are called cooperative grey games. In this paper, we deal with an axiomatization of the grey Shapley value. We introduce the Banzhaf value and the egalitarian rule by using cooperative grey game theory. Finally, we conclude the paper with a conclusion.

The Effect of Playing a Logic Game on Student Learning in Physics.

ERIC Educational Resources Information Center

Parsons, Ralph

The effect of playing a logic game, Master Mind, on student learning in physics was examined in this study. An experimental group of 16 Electronics Engineering Technology students played the game during class one hour per week for seven weeks. A control group of nineteen students took the course without playing the logic game. Results showed that…

Using gaming to help nursing students understand ethics.

PubMed

Metcalf, Barbara L; Yankou, Dawn

2003-05-01

The authors developed an ethics game that uses specially designed ethical situations for students to consider. Two students argue a course of action based on the scenario and defend that action using content discussed in class. Substantive issues include decision-making models, values as they pertain to the situation, professional responsibilities, ethical principles, social expectations, and legal requirements. Points are awarded based on how compelling each argument is. All students have an opportunity to participate. The benefits of using the game are that students gain confidence in their ability to defend an ethical decision, are able to see ethical situations from more than one perspective, and have an opportunity to clarify values. In addition, ethical principles and decision-making models are brought to life in a fun way. Difficulties involved in using the game include class size and limited time between the students learning course content and using it in the game.

Gaming and Gamification Part II

ERIC Educational Resources Information Center

Mallon, Melissa

2013-01-01

Just as academic gaming in general cannot be limited to any one topic or genre, the "Public Services Quarterly" Internet Resources column is not limited to a single entry on gaming and gamification in libraries. Public services librarians interested in designing their own games have many successful examples to draw from. The previous…

The Gamification of Learning

ERIC Educational Resources Information Center

Renaud, Christian; Wagoner, Bridgette

2011-01-01

The use of computer-based gaming in education is not a new phenomenon. Many educators nostalgically remember green Apple II monitors displaying the games Lemonade Stand and Oregon Trail in the early 1980s. Technology in schools has evolved considerably since then, and gaming has become pervasive within all demographic subgroups. Gaming within…

The Acid Rain Game.

ERIC Educational Resources Information Center

Rakow, Steven J.; Glenn, Allen

1982-01-01

Provides rationale for and description of an acid rain game (designed for two players), a problem-solving model for elementary students. Although complete instructions are provided, including a copy of the game board, the game is also available for Apple II microcomputers. Information for the computer program is available from the author.…

78 FR 62649 - Indian Gaming

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-22

... DEPARTMENT OF THE INTERIOR Bureau of Indian Affairs [DR.5B711.IA000813] Indian Gaming AGENCY: Bureau of Indian Affairs, Interior. ACTION: Notice of Tribal-State Class III Gaming Compact taking effect... Indians and the State of California taking effect. DATES: Effective Date: October 22, 2013. FOR FURTHER...

First Graders' Interpersonal Understanding during Cooperative and Competitive Games

ERIC Educational Resources Information Center

Zan, Betty; Hildebrandt, Carolyn

2003-01-01

Differences in children's social interactions during cooperative and competitive games were investigated. Thirty-seven children from two first grade classes with cooperative classroom climates were videotaped while playing a cooperative and a competitive board game. Children's social interactions were coded using Selman's Levels of Enacted…

An Organizational Structure Game (and BINGO! Is Its Name-O)

ERIC Educational Resources Information Center

McMahon, Joan M.

2018-01-01

This article describes an in-class, noncomputerized, bingo game to accompany coverage of the topic of organizational structure. The game allows students to be actively involved in learning, solidify recognition and understanding of organizational structure terminology, apply understanding of organizational structure to an analysis of…

Meal-specific dietary changes from Squires Quest! II: A serious video game intervention

USDA-ARS?s Scientific Manuscript database

"Squire's Quest! II: Saving the Kingdom of Fivealot", an online video-game, promotes fruit-vegetable (FV) consumption. An evaluation study varied type of implementation intentions used during the goal setting process (none; Action, Coping, or both Action + Coping plans). Participants who created Ac...

La literatura infantil en espanol en la clase bilingue (Children's Literature in Spanish in the Bilingual Class).

ERIC Educational Resources Information Center

Centurion, Henry

Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach…

"Zafar," So Good: Middle-Class Students, School Habitus and Secondary Schooling in the City of Buenos Aires (Argentina)

ERIC Educational Resources Information Center

Meo, Analia Ines

2011-01-01

This article examines how students from the "loser" sections of the middle class dealt with the game of secondary schooling in a "good" state school in the city of Buenos Aires (Argentina). It engages with Bourdieu's theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues…

Let the Games Begin. Video Games, Once Confiscated in Class, Are Now a Key Teaching Tool. If They're Done Right

ERIC Educational Resources Information Center

Shreve, Jenn

2005-01-01

Kurt Squire knew something unusual was happening in his after-school Western civ program. His normally lackluster middle and high school students, who'd failed the course once already, were coming to class armed with strategies to topple colonial dictators. Heated debates were erupting over the impact of germs on national economies. Kids who…

Experiential Learning through Classroom Experiments

ERIC Educational Resources Information Center

Bowes, David; Johnson, Jay

2008-01-01

This paper describes classroom experiments in cooperative behavior as examples of experiential learning in economics classes. Several games are briefly discussed and a new game in cartel behavior is presented. In this game, Students make production decisions as a cartel and earn revenues based on their own output decision and the output decision…

Games Children Play: An Exercise Illustrating Agents of Socialization.

ERIC Educational Resources Information Center

Glasberg, Davita Silfen; Maatita, Florence; Nangle, Barbara; Schauer, Tracy

1998-01-01

Argues that children's toys and games contribute to representing and reinforcing dominant conceptions of appropriate social identities. Invites students to play a number of children's games in order to experience the "hidden agendas" concerning race, class, gender, and political socialization conveyed to them while they are playing. (DSK)

Effects of the 'Consumer Game' on Learning and Attitudes of Selected Seventh Grade Students in A Target-Area School.

ERIC Educational Resources Information Center

Cohen, Karen C.

The following report describes one teacher's use of the Consumer Game in a class of seventh grade students in a target area school. These students were not highly motivated and displayed poor attitudes toward school, and it was hoped that a game experience might interest them. Despite unusual administrative conditions, the game appears to have…

Cooperation in two-person evolutionary games with complex personality profiles.

PubMed

Płatkowski, Tadeusz

2010-10-21

We propose a theory of evolution of social systems which generalizes the standard proportional fitness rule of the evolutionary game theory. The formalism is applied to describe the dynamics of two-person one-shot population games. In particular it predicts the non-zero level of cooperation in the long run for the Prisoner's Dilemma games, the increase of the fraction of cooperators for general classes of the Snow-Drift game, and stable nonzero cooperation level for coordination games. Copyright © 2010 Elsevier Ltd. All rights reserved.

Groucho: An Energy Conservation Computer Game.

ERIC Educational Resources Information Center

Canipe, Stephen L.

Groucho is a computer game designed to teach energy conservation concepts to upper elementary and junior high school students. The game is written in Applesoft Basic for the Apple II microcomputer. A complete listing of the program is provided. The game utilizes low resolution graphics to reward students for correct answers to 10 questions…

Interactive learning in 2×2 normal form games by neural network agents

NASA Astrophysics Data System (ADS)

Spiliopoulos, Leonidas

2012-11-01

This paper models the learning process of populations of randomly rematched tabula rasa neural network (NN) agents playing randomly generated 2×2 normal form games of all strategic classes. This approach has greater external validity than the existing models in the literature, each of which is usually applicable to narrow subsets of classes of games (often a single game) and/or to fixed matching protocols. The learning prowess of NNs with hidden layers was impressive as they learned to play unique pure strategy equilibria with near certainty, adhered to principles of dominance and iterated dominance, and exhibited a preference for risk-dominant equilibria. In contrast, perceptron NNs were found to perform significantly worse than hidden layer NN agents and human subjects in experimental studies.

Reevaluating the impact of video games.

PubMed

Funk, J B

1993-02-01

The evolution of the video game phenomenon is reviewed and contemporary data are presented. A survey assessing frequency and location of play and game preference was completed by 357 seventh- and eighth-grade students. In this middle-class sample, about two thirds of girls played video games at least one to two hours per week at home, but only 20% played in arcades. About 90% of boys played in the home and about 50% in arcades. Approximately half of preferred games were from one of two categories of violent games, while 2% of preferred games were educational. Parent education about the influence of the media should include recommendations to monitor game playing and influence game selection.

Using Games To Teach Chemistry: An Annotated Bibliography

NASA Astrophysics Data System (ADS)

Russell, Jeanne V.

1999-04-01

A list of published or marketed games based on a chemistry motif is presented. Each game is listed according to its level, subject matter, and title. A bibliographic notation and a short description are given for each game. For Introductory/High School/General Chemistry, 45 games are listed under the subjects General Knowledge; Elements & Atomic Structure (not Symbols); Nomenclature, Formulas, & Equation Writing; Chemical Reactions: Solutions & Solubilities; and Other Subjects. Seventeen games are listed under Organic Chemistry and 4 games under Other Chemistry Games. Computer games designed for outdated computers (PDP-11, TRS-80, and Apple II) are not included.

Performance profile of NCAA Division I men's basketball games and training sessions.

PubMed

Conte, D; Tessitore, A; Smiley, K; Thomas, C; Favero, T G

2016-06-01

This study aimed to analyse live and stoppage time phases, their ratio, and action played on half and full court in college basketball games. Differences were assessed for the entire games and between halves. Moreover, differences of the live/stoppage time ratio were analysed between games and game-based conditioning drills. Ten games as well as fifteen defensive, fourteen offensive and six scrimmage-type drills of the same division I men's college team (13 players) were analysed using time-motion analysis technique. Live and stoppage time were classified in five classes of duration: 1-20, 21-40, 41-60, 61-80, >80 seconds. Half court actions started and finished in the same half court. Full court actions were classified as transfer (TR) phases when at least 3 teammates crossed the mid-court line. TR phases were then classified in 5 classes of frequency: 1TR, 2TR, 3TR, 4TR, and >4TR. The results revealed no statistically significant differences between games or between halves for the considered parameters. The only significant difference was observed for live/stoppage time ratio between halves (p<0.001). Furthermore, a significant difference of the live/stoppage ratio was found between games and game-based drills (p<0.01). Post-hoc analysis demonstrated significant differences of scrimmage-type drills in comparison to games, and defensive and offensive drills (p<0.05), whereas no differences emerged for the other pairwise comparisons. The absence of differences between games in the analysed parameters might be important to characterize the model of performance in division I men's college games. Furthermore, these results encourage coaches to use game-based conditioning drills to replicate the LT/ST ratio documented during games.

On 2- and 3-person games on polyhedral sets

DOE Office of Scientific and Technical Information (OSTI.GOV)

Belenky, A.S.

1994-12-31

Special classes of 3 person games are considered where the sets of players` allowable strategies are polyhedral and the payoff functions are defined as maxima, on a polyhedral set, of certain kind of sums of linear and bilinear functions. Necessary and sufficient conditions, which are easy to verify, for a Nash point in these games are established, and a finite method, based on these conditions, for calculating Nash points is proposed. It is shown that the game serves as a generalization of a model for a problem of waste products evacuation from a territory. The method makes it possible tomore » reduce calculation of a Nash point to solving some linear and quadratic programming problems formulated on the basis of the original 3-person game. A class of 2-person games on connected polyhedral sets is considered, with the payoff function being a sum of two linear functions and one bilinear function. Necessary and sufficient conditions are established for the min-max, the max-min, and for a certain equilibrium. It is shown that the corresponding points can be calculated from auxiliary linear programming problems formulated on the basis of the master game.« less

Examining human behavior in video games: The development of a computational model to measure aggression.

PubMed

Lamb, Richard; Annetta, Leonard; Hoston, Douglas; Shapiro, Marina; Matthews, Benjamin

2018-06-01

Video games with violent content have raised considerable concern in popular media and within academia. Recently, there has been considerable attention regarding the claim of the relationship between aggression and video game play. The authors of this study propose the use of a new class of tools developed via computational models to allow examination of the question of whether there is a relationship between violent video games and aggression. The purpose of this study is to computationally model and compare the General Aggression Model with the Diathesis Mode of Aggression related to the play of violent content in video games. A secondary purpose is to provide a method of measuring and examining individual aggression arising from video game play. Total participants examined for this study are N = 1065. This study occurs in three phases. Phase 1 is the development and quantification of the profile combination of traits via latent class profile analysis. Phase 2 is the training of the artificial neural network. Phase 3 is the comparison of each model as a computational model with and without the presence of video game violence. Results suggest that a combination of environmental factors and genetic predispositions trigger aggression related to video games.

Playing Computer Games Versus Better Learning.

ERIC Educational Resources Information Center

Din, Feng S.; Caleo, Josephine

This study investigated whether kindergarten students who played Sony Play Station (Lightspan) computer games learned better than peers who did not play such games. Participants were 47 African-American kindergartners from two classes of an urban school in the Northeast. A pretest and posttest with control group design was used in the study. The…

Birka: A Trading Game for Economics Students

ERIC Educational Resources Information Center

Alden, Lori

2005-01-01

In this article, the author introduces Birka, a strategic trading game for high school economics students in either regular or advanced placement classes. For the game, students assume the role of Vikings who have returned to the medieval outpost of Birka to trade the loot from villages they have plundered. Playing cards represent the loot:…

The Impact of Video Game Playing on Academic Performance at a Community College.

ERIC Educational Resources Information Center

McCutcheon, Lynn E.; Campbell, Janice D.

1986-01-01

Studies the relationship between video game playing and academic achievement. Compares matched groups of community college psychology students, differing in the amount of their game playing. There were no differences between frequent and infrequent players on measures of psychology class attendance, locus of control, or grade point average.…

Biochemistry Games: "AZ-Quiz" and "Jeopardy!"

ERIC Educational Resources Information Center

Rostejnska, Milada; Klimova, Helena

2011-01-01

"AZ-Quiz" and "Jeopardy!" are popular television shows and serve as the basis for in-class games designed to support and diversify chemistry instruction at the high school level. Both games were created in Microsoft PowerPoint, which is an easily accessible and controllable instrument that enables the creation of engaging animation. The use of…

Role-Playing and Religion: Using Games to Educate Millennials

ERIC Educational Resources Information Center

Porter, Adam L.

2008-01-01

I have been experimenting with using role-playing and games in my religion classes for several years and have found that students respond well to these pedagogical tools and methods. After reviewing my experiences, I explore the reasons for students' positive response. I argue that role-playing games capitalize on our students' educational…

Mathingo: Reviewing Calculus with Bingo Games

ERIC Educational Resources Information Center

Forman, Sean; Forman, Sylvia

2008-01-01

Games are a useful and fun way to review material in class, and encourage students to actively participate in review sessions. In fact, researchers have concluded that playing games can be an effective learning tool, especially in mathematics, in situations where the goal is to reinforce specific ideas or concepts. Two places this type of…

"The Greatest Game Ever": Swatball

ERIC Educational Resources Information Center

Swartz, Daniel R.; Rauschenbach, Jim

2013-01-01

The guidance document "Teaching Large Class Sizes in Physical Education" (NASPE, 2006) suggests incorporating small group work by putting students into small groups to work on a concept, skill, and/or task and using small-sided games that utilize a smaller number of players and a smaller playing area than those of a regulation game. It…

The Quark Box--A Particle Physics Game.

ERIC Educational Resources Information Center

Swedler, James A.

This game is designed to be used in junior and senior high school science classes with the purpose of introducing quark theory to students. This material expands on atomic theory and subatomic structure. Quarks are the fundamental building blocks of protons and neutrons. The game will teach students about the standard model of elementary…

Playing Games in Class Helps Students Grasp Math

ERIC Educational Resources Information Center

Cavanagh, Sean

2008-01-01

This article highlights the study which illustrates how an age-old board games that incorporate numbers and counting have led to better understanding of numbers by young students. Few family rituals have as fixed a place in the American household, and in the popular imagination, as board games, those impromptu or regularly scheduled contests…

DocFish: A Card Game with Factoring

ERIC Educational Resources Information Center

Fishman, Daniel M.

2010-01-01

Games can be a valuable tool for a mathematics teacher. Students who dislike mathematics and are not engaged in class never get to experience the exhilaration that accompanies hard work and real accomplishment in mathematics; they usually experience only the frustration that accompanies enforced and futile effort. Game playing is a way to engage…

Fun & Games

ERIC Educational Resources Information Center

Jacobs, Amy; Kohl, Julie

2007-01-01

This article discusses how math skills, teamwork and higher-level thinking come together when students create strategic board games. In this article, the authors provide a glimpse of what it was like to be part of "To the Sun!," a game designed by students in the fifth-grade class at Olive Martin School in Lake Villa, IL. Students combined a math…

An Exploration of Computer Game-Based Instruction in the “World History” Class in Secondary Education: A Comparative Study in China

PubMed Central

Yu, Zhonggen; Yu, Wei Hua; Fan, Xiaohui; Wang, Xiao

2014-01-01

So far, many studies on educational games have been carried out in America and Europe. Very few related empirical studies, however, have been conducted in China. This study, combining both quantitative with qualitative research methods, possibly compensated for this regret. The study compared data collected from two randomly selected classes (out of 13 classes) under computer game-based instruction (CGBI) and non-computer game-based instruction (NCGBI), respectively, in a senior high school located in Nanjing, Capital of Jiangsu Province, in China. The participants were 103 students, composed of 52 boys and 51 girls (aged 17-18 years old). The following conclusion was reached: (1) participants under CGBI obtained significantly greater learning achievement than those under NCGBI; (2) participants were significantly more motivated by CGBI compared with NCGBI; (3) there were no significant differences in learning achievement between boys and girls; although (4) boys were significantly more motivated by CGBI than girls. Both disadvantages and advantages were discussed, together with directions for future research. PMID:24816635

An exploration of computer game-based instruction in the "world history" class in secondary education: a comparative study in China.

PubMed

Yu, Zhonggen; Yu, Wei Hua; Fan, Xiaohui; Wang, Xiao

2014-01-01

So far, many studies on educational games have been carried out in America and Europe. Very few related empirical studies, however, have been conducted in China. This study, combining both quantitative with qualitative research methods, possibly compensated for this regret. The study compared data collected from two randomly selected classes (out of 13 classes) under computer game-based instruction (CGBI) and non-computer game-based instruction (NCGBI), respectively, in a senior high school located in Nanjing, Capital of Jiangsu Province, in China. The participants were 103 students, composed of 52 boys and 51 girls (aged 17-18 years old). The following conclusion was reached: (1) participants under CGBI obtained significantly greater learning achievement than those under NCGBI; (2) participants were significantly more motivated by CGBI compared with NCGBI; (3) there were no significant differences in learning achievement between boys and girls; although (4) boys were significantly more motivated by CGBI than girls. Both disadvantages and advantages were discussed, together with directions for future research.

A Touch of...Class!

ERIC Educational Resources Information Center

Tweedie, Karen, Ed.

1987-01-01

Games for use in the second-language classroom are suggested, including variations on tic-tac-toe and snakes and ladders, races, board games based on American television programs, math activities, and a classroom mystery. (MSE)

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

Security Games Involving Search and Patrolling

DTIC Science & Technology

2017-04-28

AFRL-AFOSR-UK-TR-2017-0032 Security Games Involving Search and Patrolling Steve Alpern UNIVERSITY OF WARWICK Final Report 04/28/2017 DISTRIBUTION A...From - To) 01 Feb 2014 to 31 Jan 2017 4. TITLE AND SUBTITLE Security Games Involving Search and Patrolling 5a.  CONTRACT NUMBER 5b.  GRANT NUMBER...interview sequentially has been recently published. Work of Alpern and Howard (2016) solves a class of winner-take-all games which include the

Tactical Application of Gaming Technologies for Improved Battlespace Management

DTIC Science & Technology

2007-01-01

the Digital Scene Matching Area Correlation (DSMAC) and the Global Positioning Satellite (GPS) System are coupled to the guidance systems to...Game Engine technology is driven by a huge market of consumers and the technology continues to improve each year. Commercially available Game...has largely been due to the emergence of a new class of middleware called “physics engines”. Used in games such as Gran Turismo 4 (GT4), these

Students' Perceptions about the Use of Educational Games as a Tool for Teaching the Periodic Table of Elements at the High School Level

ERIC Educational Resources Information Center

Franco-Mariscal, Antonio Joaquín; Oliva-Martínez, Jose´ María; Gil, M. L. Almoraima

2015-01-01

The study reported here was conducted to investigate the perceptions of high school students on the use of educational games as a tool for teaching the periodic table of elements in a chemistry class in Spain. The 127 students who participated in this study came from six different classes in grade 10 (15-16 years old). The students' perceptions of…

The PLUNGE randomized controlled trial: evaluation of a games-based physical activity professional learning program in primary school physical education.

PubMed

Miller, Andrew; Christensen, Erin M; Eather, Narelle; Sproule, John; Annis-Brown, Laura; Lubans, David Revalds

2015-05-01

To evaluate the efficacy of the Professional Learning for Understanding Games Education (PLUNGE) program on fundamental movement skills (FMS), in-class physical activity and perceived sporting competence. A cluster-randomized controlled trial involving one year six class each from seven primary schools (n=168; mean age=11.2 years, SD=1.0) in the Hunter Region, NSW, Australia. In September (2013) participants were randomized by school into the PLUNGE intervention (n=97 students) or the 7-week wait-list control (n=71) condition. PLUNGE involved the use of Game Centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 8-week follow-up for three object control FMS (Test of Gross Motor Development 2), in-class physical activity (pedometer steps/min) and perceived sporting competence (Self-perception Profile for Children). Linear mixed models revealed significant group-by-time intervention effects (all p<0.05) for object control competency (effect size: d=0.9), and in-class pedometer steps/min (d=1.0). No significant intervention effects (p>0.05) were observed for perceived sporting competence. The PLUNGE intervention simultaneously improved object control FMS proficiency and in-class PA in stage three students. Copyright © 2015 Elsevier Inc. All rights reserved.

Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health

ERIC Educational Resources Information Center

Sipiyaruk, K.; Gallagher, J. E.; Hatzipanagos, S.; Reynolds, P. A.

2017-01-01

Serious gaming claims to provide an interactive and motivational approach to learning; hence, it is being increasingly used in various disciplines, including dentistry. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration)-II, a serious game for dental public health, was used by dental undergraduates at King's College…

The Guide to Simulation Games for Education and Training. Appendix: A Basic Reference Shelf on Simulation and Gaming by Paul A. Twelker.

ERIC Educational Resources Information Center

Zuckerman, David W.; Horn, Robert E.

Simulation games are classed in this guide by subject area: business, domestic politics, economics, ecology, education, geography, history, international relations, psychology, skill development, sociology, social studies, and urban affairs. A summary description (of roles, objectives, decisions, and purposes), cost producer, playing data (age…

Don't Lose Your Marbles!: Game Project Teaches Introductory Manufacturing Skills

ERIC Educational Resources Information Center

Kapur, Arjun; Carter, Horlin; Dillon, Dave

2006-01-01

This article describes a lab activity conducted in an introductory manufacturing class. In this good, simple, mass-production project, the students designed and produced a small game composed of a piece of plywood and 14 glass marbles. In appearance, the game is something like Chinese checkers, but it involves jumping over marbles, then removing…

Board Games in the Business Classroom: How to Play "Business Decisions"

ERIC Educational Resources Information Center

Clausen, Daniel

2017-01-01

Games have long been a staple of active learning environments. They are a fantastic way to reduce anxiety, promote competition, and energize classrooms. Board games, in particular, can be very useful in building real-world skills in a fun and non-threatening environment. Therefore, the author uses them extensively for Business English classes and…

Minecraft Comes to Math Class

ERIC Educational Resources Information Center

Moore, Kimberly

2018-01-01

Minecraft is an open world survival computer game that was originally created in Sweden in 2011 and later purchased by Microsoft® in 2014. It is among the most popular computer games with students of all ages because it gives players a sense of ownership and opportunities for creative exploration. The game has three unique features: (1) no clear…

Learner Satisfaction in Marketing Simulation Games: Antecedents and Influencers

ERIC Educational Resources Information Center

Caruana, Albert; La Rocca, Antonella; Snehota, Ivan

2016-01-01

Simulation games have become widespread in business courses, yet the understanding of their learning effects remains limited. The effectiveness of using simulation in marketing classes is not uniform, and not all students welcome it to the same extent. Drawing on a survey among 173 students engaged in a simulation game as part of a course in a…

Choices and Chances: The Sociology Role-Playing Game--The Sociological Imagination in Practice

ERIC Educational Resources Information Center

Simpson, Joseph M.; Elias, Vicky L.

2011-01-01

This article introduces a sociology role-playing game (RPG) used to demonstrate the broad range of social forces, institutions, and structures in a semester-long series of in-class and homework assignments. RPGs and other simulation games have been frequently suggested as a useful teaching methodology because of their unique ability to allow…

The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation

ERIC Educational Resources Information Center

Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

2010-01-01

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…

Drug Abuse Prevention Starts with Parents

MedlinePlus

... hurt you.” Avoid TV programs, movies, and video games that glamorize tobacco, alcohol, and drugs. Since it’s ... do, like watch a movie or play a game. Leave—go home, go to class, go join ...

Do financial incentives in a globally budgeted healthcare payment system produce changes in the way patients are categorized? A five-year study.

PubMed

Petersen, Laura A; Urech, Tracy H; Byrne, Margaret M; Pietz, Kenneth

2007-09-01

To assess the responses to financial incentives after a change in the payment system in a capitation-style healthcare payment system over a 5-year period. Cross-sectional and longitudinal examination of cost, utilization, and diagnostic data. Using Veterans Health Administration (VHA) administrative data on healthcare users between fiscal years 1998 and 2002, we calculated the proportion of new patients entering each of the payment classes, the illness burden of patients entering the payment classes, and the profitability index (a ratio of payment to costs) for each class suspected of gaming and each control class. Our main dependent variables of interest were the differences in the measures between each utilization-based class and each diagnosis-based class. We used 2 different analytic approaches to assess whether these differences increased or decreased over time. No clear evidence of gaming behavior was present in our results. A few comparisons were significant, but they did not show a consistent pattern of responses to incentives. For example, 6 of 16 comparisons of profitability index were significant, but (contrary to the hypothesis) 4 of these had a negative value for the time parameter, indicating decreasing profitability in the utilization-based classes versus the diagnosis-based classes. Although the payment system could be manipulated to increase payment to VHA networks, no such consistent gaming behavior was observed. More research is needed to better understand the effects of financial incentives in other healthcare payment systems.

Advancing the Assessment of Parent-Child Interactions: Development of the Parent Instruction-Giving Game with Youngsters

ERIC Educational Resources Information Center

Hupp, Stephen D. A.; Reitman, David; Forde, Debra A.; Shriver, Mark D.; Kelley, Mary Lou

2008-01-01

This study investigates the validity of the Parent Instruction-Giving Game with Youngsters (PIGGY), a newly developed direct-observation system. The PIGGY is a derivative of the Dyadic Parent-Child Interaction Coding System II [DPICS-II; Eyberg, S. M., Bessmer, J., Newcomb, K., Edwards, D., Robinson, E. (1994). Manual for the Dyadic Parent-Child…

A Touch of...Class!

ERIC Educational Resources Information Center

Netten, Joan W., Ed.

1984-01-01

A collection of ideas for class activities in elementary and secondary language classes includes a vocabulary review exercise and games of memory, counting, vocabulary, flashcard tic-tac-toe, dice, trashcans, questioning, and spelling. Some are designed specifically for French. (MSE)

Paralympic Games: History and Legacy of a Global Movement.

PubMed

Legg, David

2018-05-01

The Paralympic Games have an interesting history that began after World War II. The Games and movement have been impacted by and have had an impact on society and the larger able-bodied sport system. The future of the Games and movement is also further impacted by larger cultural shifts, and the Games themselves have potentially left lasting legacies for the host cities and persons with impairment worldwide. Copyright © 2018 Elsevier Inc. All rights reserved.

Energy Expenditure and Intensity of Active Video Games in Children and Adolescents.

PubMed

Canabrava, Karina L R; Faria, Fernanda R; Lima, Jorge R P de; Guedes, Dartagnan P; Amorim, Paulo R S

2018-03-01

This study aimed to compare the energy expenditure and intensity of active video games to that of treadmill walking in children and adolescents. Seventy-two boys and girls (aged 8-13 years) were recruited from local public schools. Energy expenditure and heart rate were measured during rest, during 3-km/hr, 4-km/hr, and 5-km/hr walks, and during active games (Adventure, Boxing I, Boxing II, and Dance). During walking and active games, we also assessed physical activity using an accelerometer. The energy expenditure of the active games Adventure, Boxing I, Boxing II, and Dance was similar to that of treadmill walking at 5 km/hr in boys and girls. Heart rate was significantly higher for the game Adventure compared with walking at 3 km/hr, 4 km/hr, and 5 km/hr and the game Dance in both genders. The heart rate of girls during the games Adventure and Dance was significantly higher compared with boys. There was a statistically significant difference (p < .05, with an effect size ranging from 0.40 to 3.54) in the counts·min -1 , measured through accelerometry, between activities. XBOX 360 Kinect games provide energy expenditure and physical activity of moderate intensity for both genders. The use of active video games can be an interesting alternative to increase physical activity levels.

Action Research of the Multiple Intelligence (MI), Cooperative Learning, and Game-Based Teaching into Summer Intensive English Classes for Mixed-Level and Mixed-Age Students

ERIC Educational Resources Information Center

Su, Shu-Chin; Liang, Eleen

2017-01-01

This study is based on the "2014 the Schweitzer Program" in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of "Multiple Intelligence (MI)" by Howard…

50 CFR 32.41 - Michigan.

Code of Federal Regulations, 2012 CFR

2012-10-01

.... Migratory Game Bird Hunting. We allow hunting of duck, goose, rail, gallinule, coot, woodcock, and snipe on... Game Area. ii. You must possess a valid permit for the date you are hunting in the Brancheau Unit. iii... larger than BBB. B. Upland Game Hunting. We allow hunting of pheasant, squirrel, rabbit, fox, raccoon...

50 CFR 32.41 - Michigan.

Code of Federal Regulations, 2013 CFR

2013-10-01

.... Migratory Game Bird Hunting. We allow hunting of duck, goose, rail, gallinule, coot, woodcock, and snipe on... Game Area. ii. You must possess a valid permit for the date you are hunting in the Brancheau Unit. iii... larger than BBB. B. Upland Game Hunting. We allow hunting of pheasant, squirrel, rabbit, fox, raccoon...

50 CFR 32.41 - Michigan.

Code of Federal Regulations, 2014 CFR

2014-10-01

.... Migratory Game Bird Hunting. We allow hunting of duck, goose, rail, gallinule, coot, woodcock, and snipe on... Game Area. ii. You must possess a valid permit for the date you are hunting in the Brancheau Unit. iii... larger than BBB. B. Upland Game Hunting. We allow hunting of pheasant, squirrel, rabbit, fox, raccoon...

Using the Monopoly[R] Board Game as an In-Class Economic Simulation in the Introductory Financial Accounting Course

ERIC Educational Resources Information Center

Shanklin, Stephen B.; Ehlen, Craig R.

2007-01-01

This paper discusses using the Monopoly[R] board game as an economic simulation exercise to reinforce an understanding of how the accounting cycle impacts financial statements used to evaluate management performance. This approach uses the rules and strategies of a familiar board game to create a simulation of business and economic realities,…

Enhancement of Performance and Motivation through Application of Digital Games in an English Language Class

ERIC Educational Resources Information Center

Wichadee, Saovapa; Pattanapichet, Fasawang

2018-01-01

The study was conducted to find out what impact a digital game had on students' learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game "Kahoot" whereas the control group was taught with the conventional method. Pre-tests,…

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

ERIC Educational Resources Information Center

Smith, Spencer; Chan, Samantha

2017-01-01

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied…

A Hybrid Sport Education-Games for Understanding Striking/Fielding Unit for Upper Elementary Pupils

ERIC Educational Resources Information Center

Curtner-Smith, Matthew

2004-01-01

This article describes a hybrid Sport Education-Games for Understanding unit through which upper elementary pupils can learn to play basic striking/fielding games. The unit is written for a class of 30 pupils. The twenty-five lesson unit is described in detail within 10 stages: (1) Getting started and early skill, strategy, rule, and role work…

25 CFR 291.8 - What must the Secretary do at the expiration of the 60-day comment period if the State has not...

Code of Federal Regulations, 2010 CFR

2010-04-01

... BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR ECONOMIC ENTERPRISES CLASS III GAMING PROCEDURES... III gaming activities will be conducted on Indian lands over which the Indian tribe has jurisdiction; (3) Whether contemplated gaming activities are permitted in the State for any purposes by any person...

Innovative Teaching Games: Climbing the Hills of Math Skills. California Demonstration Mathematics Program.

ERIC Educational Resources Information Center

Pittsburg Unified School District, CA.

The card games in this publication are an alternative activity to help students master computational skills. Games for operations with whole numbers, fractions, decimals, percents, integers, and square roots are included. They can be used to introduce math topics and for practice and review, with either the whole class or in small groups with 2 to…

Development and Testing of a High School Business Game. Final Report.

ERIC Educational Resources Information Center

McNair, Douglas D.; West, Alfred P., Jr.

A computer based business game to be used as a teaching tool in high school business-related courses was designed, developed, and tested. The game is constructed in modules that can be linked together in a variety of ways to achieve a different decision configuration for different class needs and a changing configuration over time to parallel the…

Developing and Applying a Foreign Language Vocabulary Learning and Practicing Game: The Effect of VocaWord

ERIC Educational Resources Information Center

Uzun, Levent; Çetinavci, Ugur Recep; Korkmaz, Sedat; Salihoglu, Umut Muharrem

2013-01-01

The present study reports on the findings related to the effect of playing a vocabulary learning and practicing game in elementary English classes at university level, and the attitudes and beliefs of the subjects about playing games with the purpose of learning the foreign language. The subjects were 70 first year university students from two…

Games in an Introductory Soil Science Course: A Novel Approach for Increasing Student Involvement with Course Material

ERIC Educational Resources Information Center

Sulzman, Elizabeth W.

2004-01-01

An optional 1-credit recitation course was developed to supplement a traditionally taught 4-credit lecture-plus-laboratory course in soil science at Oregon State University. Popular, competitive games that would be familiar to students were revised to be "soils-based" and were employed in the recitation class. These games were seen as a…

A Model for Developing and Assessing Tactical Decision-Making Competency in Game Play

ERIC Educational Resources Information Center

Pagnano-Richardson, Karen; Henninger, Mary L.

2008-01-01

All teachers want their students to become better game players who are motivated to participate in and outside of class. Students need to learn how to make good tactical decisions, in addition to being skilled movers, in order to become competent game players. When students make better tactical decisions, they experience more success and therefore…

Class-Wide Positive Behavior Support and Group Contingencies: Examining a Positive Variation of the Good Behavior Game

ERIC Educational Resources Information Center

Wright, Robert A.; McCurdy, Barry L.

2012-01-01

The Good Behavior Game (GBG) is a powerful group contingency with a history of documented empirical support. The purpose of this study was to compare two interdependent group contingencies, the GBG and a positive variation, the Caught Being Good Game (CBGG), in a school implementing school-wide positive behavior support. A kindergarten and…

Teaching science through video games

NASA Astrophysics Data System (ADS)

Smaldone, Ronald A.; Thompson, Christina M.; Evans, Monica; Voit, Walter

2017-02-01

Imagine a class without lessons, tests and homework, but with missions, quests and teamwork. Video games offer an attractive educational platform because they are designed to be fun and engaging, as opposed to traditional approaches to teaching through lectures and assignments.

Analysis of High-Intensity Skating in Top-Class Ice Hockey Match-Play in Relation to Training Status and Muscle Damage.

PubMed

Lignell, Erik; Fransson, Dan; Krustrup, Peter; Mohr, Magni

2018-05-01

Lignell, E, Fransson, D, Krustrup, P, and Mohr, M. Analysis of high-intensity skating in top-class ice hockey match-play in relation to training status and muscle damage. J Strength Cond Res 32(5): 1303-1310, 2018-We examined high-intensity activities in a top-class ice-hockey game and the effect of training status. Male ice-hockey players (n = 36) from the National Hockey League participated. Match analysis was performed during a game and physical capacity was assessed by a submaximal Yo-Yo Intermittent Recovery Ice-hockey test, level 1 (YYIR1-IHSUB). Venous blood samples were collected 24-hour post-game to determine markers of muscle damage. Players performed 119 ± 8 and 31 ± 3 m·min of high intensity and sprint skating, respectively, during a game. Total distance covered was 4,606 ± 219 m (2,260-6,749 m), of which high-intensity distance was 2042 ± 97 m (757-3,026 m). Sprint-skating speed was 5-8% higher (p ≤ 0.05) in periods 1 and 2 vs. period 3 and overtime. Defensemen (D) covered 29% more (p ≤ 0.05) skating in total than forwards (F) and were on the ice 47% longer. However, F performed 54% more (p ≤ 0.05) high-intensity skating per minute than defensemen. Plasma creatine kinase (CK) was 338 ± 45 (78-757) U·L 24-hour post-game. Heart rate loading during YYIR1-IHSUB correlated inversely (p ≤ 0.05) to the frequency of high-intensity skating bouts (r = -0.55) and V[Combining Dot Above]O2max (r = -0.85) and positively to post-game CK (r = 0.49; p ≤ 0.05). In conclusion, ice hockey is a multiple-sprint sport that provokes fatigue in the latter half of a game. Forwards perform more intense skating than defensemen. Moreover, high-intensity game activities during top-class ice hockey are correlated with cardiovascular loading during a submaximal skating test. Taken together, training of elite ice-hockey players should improve the ability for repeated high-intensity skating, and testing should include the YYIR1-IHSUB test as an indicator for ice-hockey-specific physical match performance.

Development and results of a new methodology to perform focus group with preschool children on their beliefs and attitudes on physical activity.

PubMed

Cammisa, Maria; Montrone, Rosa; Caroli, Margherita

2011-10-01

The aim of this study is to develop and test a method to perform focus groups (FGs) and to elicit the subjective views of preschool-age children on physical activity and perceived kindergarten barriers to practice it. FGs have been held in three different kindergarten classes with 49 children who were 4-5 years old. Children were asked to draw themselves in their preferred way of playing and were asked few questions about their drawings to understand their behaviours and ideas. In class A and B, 67% and 75% of the children, respectively, drew sedentary plays (table and impersonation games). Children referred that the main obstacle to perform active games outside home/kindergarten was the parents' and teachers' perceived risk that they could be hurt or catch a cold. The children would like to have more table games in the kindergarten. 81% of children in class C drew active group games. All these children were well satisfied with their kindergarten environment and did not refer to any adults' fear regarding active play. This class teacher spent a lot of time to develop children's motor abilities through active games and often used the garden to let the children to play freely. The use of drawings to understand children's habits on physical activity has turned out to be a reliable and easy tool in preschool children. The different results obtained in the two children groups show the need to change the beliefs and the behaviours of teachers and parents who seem to be non-architectural "invisible" barriers to be knocked down. This protocol has been developed by ASL Brindisi within the framework of PERISCOPE's objective to develop new methodologies.

EEG, HRV and Psychological Correlates while Playing Bejeweled II: A Randomized Controlled Study.

PubMed

Russoniello, Carmen V; O'Brien, Kevin; Parks, Jennifer M

2009-01-01

Stress related medical disorders such as cardiovascular disease, diabetes, depression, and anxiety are serious medical issues that can cause disability and death. Interventions to prevent their development and exacerbation are needed. Casual video games (CVGs) are fun, easy to play, spontaneous and tremendously popular. People report that they play these games because they decrease their stress and improve their mood. This study tested this theory by comparing people playing Bejeweled II a popular CVG with control subjects measured under similar conditions. Electroencephalographic (EEG) changes after playing Bejeweled II were consistent with increased mood and corroborated with similar findings on psychological reports. Moreover, heart rate variability (HRV) changes consistent with autonomic nervous system relaxation or decreased physical stress were also recorded. It is concluded, therefore, that playing a CVG like Bejeweled II can increase mood and decrease stress. These finding have broad implications and include the potential development of prescriptive interventions using Bejeweled II to prevent and treat stress related medical disorders. Finally, these findings demonstrate a method using EEG, HRV and psychological correlates to understand the psychophysiological or cybernetic interconnection between participant and video game.

Combinatorial games with a pass: a dynamical systems approach.

PubMed

Morrison, Rebecca E; Friedman, Eric J; Landsberg, Adam S

2011-12-01

By treating combinatorial games as dynamical systems, we are able to address a longstanding open question in combinatorial game theory, namely, how the introduction of a "pass" move into a game affects its behavior. We consider two well known combinatorial games, 3-pile Nim and 3-row Chomp. In the case of Nim, we observe that the introduction of the pass dramatically alters the game's underlying structure, rendering it considerably more complex, while for Chomp, the pass move is found to have relatively minimal impact. We show how these results can be understood by recasting these games as dynamical systems describable by dynamical recursion relations. From these recursion relations, we are able to identify underlying structural connections between these "games with passes" and a recently introduced class of "generic (perturbed) games." This connection, together with a (non-rigorous) numerical stability analysis, allows one to understand and predict the effect of a pass on a game.

Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

NASA Astrophysics Data System (ADS)

Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

2017-05-01

The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

The Bio Bay Game: Three-Dimensional Learning of Biomagnification

PubMed Central

JASTI, CHANDANA; LAUREN, HILLARY; WALLON, ROBERT C.; HUG, BARBARA

2016-01-01

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment. PMID:27990023

The Bio Bay Game: Three-Dimensional Learning of Biomagnification.

PubMed

Jasti, Chandana; Lauren, Hillary; Wallon, Robert C; Hug, Barbara

2016-01-01

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment.

From Candy Crush to Catan: One Student's Perspective on the Benefits of Gaming in Academia

ERIC Educational Resources Information Center

Ebbs, Morgan

2016-01-01

In the spring semester of 2015, Morgan Ebbs made the bold decision to take a class called "The Rhetoric of Gaming." Having only really played games during childhood, Ebbs now thinks that choice was a bit naive. He is not ashamed to admit that he was the definition of what some like to refer to as "casual," "plebe," or…

Use of board games, historical calendars, and trading cards in a history of psychology class.

PubMed

Abramson, Charles I; Burke-Bergmann, Amanda L; Nolf, Sondra L; Swift, Kristen

2009-04-01

This article describes three activities for students created for a history of psychology course: various board games, trading cards, and calendars. Data are provided on their effectiveness. Suggestions for incorporating the activities are described.

An investigation of the artifacts, outcomes, and processes of constructing computer games about environmental science in a fifth grade science classroom

NASA Astrophysics Data System (ADS)

Baytak, Ahmet

Among educational researchers and practitioners, there is a growing interest in employing computer games for pedagogical purposes. The present research integrated a technology education class and a science class where 5 th graders learned about environmental issues by designing games that involved environmental concepts. The purposes of this study were to investigate how designing computer games affected the development of students' environmental knowledge, programming knowledge, environmental awareness and interest in computers. It also explored the nature of the artifacts developed and the types of knowledge represented therein. A case study (Yin, 2003) was employed within the context of a 5 th grade elementary science classroom. Fifth graders designed computer games about environmental issues to present to 2nd graders by using Scratch software. The analysis of this study was based on multiple data sources: students' pre- and post-test scores on environmental awareness, their environmental knowledge, their interest in computer science, and their game design. Included in the analyses were also data from students' computer games, participant observations, and structured interviews. The results of the study showed that students were able to successfully design functional games that represented their understanding of environment, even though the gain between pre- and post-environmental knowledge test and environmental awareness survey were minimal. The findings indicate that all students were able to use various game characteristics and programming concepts, but their prior experience with the design software affected their representations. The analyses of the interview transcriptions and games show that students improved their programming skills and that they wanted to do similar projects for other subject areas in the future. Observations showed that game design appeared to lead to knowledge-building, interaction and collaboration among students. This, in turn, encouraged students to test and improve their designs. Sharing the games, it was found, has both positive and negative effects on the students' game design process and the representation of students' understandings of the domain subject.

Gaming science: the "Gamification" of scientific thinking.

PubMed

Morris, Bradley J; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-09-09

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness.

Gaming science: the “Gamification” of scientific thinking

PubMed Central

Morris, Bradley J.; Croker, Steve; Zimmerman, Corinne; Gill, Devin; Romig, Connie

2013-01-01

Science is critically important for advancing economics, health, and social well-being in the twenty-first century. A scientifically literate workforce is one that is well-suited to meet the challenges of an information economy. However, scientific thinking skills do not routinely develop and must be scaffolded via educational and cultural tools. In this paper we outline a rationale for why we believe that video games have the potential to be exploited for gain in science education. The premise we entertain is that several classes of video games can be viewed as a type of cultural tool that is capable of supporting three key elements of scientific literacy: content knowledge, process skills, and understanding the nature of science. We argue that there are three classes of mechanisms through which video games can support scientific thinking. First, there are a number of motivational scaffolds, such as feedback, rewards, and flow states that engage students relative to traditional cultural learning tools. Second, there are a number of cognitive scaffolds, such as simulations and embedded reasoning skills that compensate for the limitations of the individual cognitive system. Third, fully developed scientific thinking requires metacognition, and video games provide metacognitive scaffolding in the form of constrained learning and identity adoption. We conclude by outlining a series of recommendations for integrating games and game elements in science education and provide suggestions for evaluating their effectiveness. PMID:24058354

78 FR 63873 - Minimum Internal Control Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-25

... Internal Control Standards AGENCY: National Indian Gaming Commission, Interior. ACTION: Final rule. SUMMARY: The National Indian Gaming Commission (NIGC) amends its minimum internal control standards for Class... Internal Control Standards. 64 FR 590. The rule added a new part to the Commission's regulations...

78 FR 11793 - Minimum Internal Control Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-20

... Internal Control Standards AGENCY: National Indian Gaming Commission. ACTION: Proposed rule. SUMMARY: The National Indian Gaming Commission (NIGC) proposes to amend its minimum internal control standards for Class... NIGC published a final rule in the Federal Register called Minimum Internal Control Standards. 64 FR...

Surgical novices randomized to train in two video games become more motivated during training in MIST-VR and GI Mentor II than students with no video game training.

PubMed

Hedman, Leif; Schlickum, Marcus; Felländer-Tsai, Li

2013-01-01

We investigated if engagement modes and perceived self-efficacy differed in surgical novices before and after randomized training in two different video games during five weeks, and a control group with no training. The control group expressed to a higher extent negative engagement modes during training in MIST-VR and GI Mentor II than the experimental groups. No statistically significant differences in self-efficacy were identified between groups. Both engagement modes and self-efficacy showed a positive correlation with previous and present video game experience. It is suggested that videogame training could have a framing effect on surgical simulator performance. EM and SE might be important intermediate variables between the strength of relationship between current videogame experience and simulator performance.

Extended non-local games and monogamy-of-entanglement games.

PubMed

Johnston, Nathaniel; Mittal, Rajat; Russo, Vincent; Watrous, John

2016-05-01

We study a generalization of non-local games-which we call extended non-local games -in which the players, Alice and Bob, initially share a tripartite quantum state with the referee. In such games, the winning conditions for Alice and Bob may depend on the outcomes of measurements made by the referee, on its part of the shared quantum state, in addition to Alice and Bob's answers to randomly selected questions. Our study of this class of games was inspired by the monogamy-of-entanglement games introduced by Tomamichel, Fehr, Kaniewski and Wehner, which they also generalize. We prove that a natural extension of the Navascués-Pironio-Acín hierarchy of semidefinite programmes converges to the optimal commuting measurement value of extended non-local games, and we prove two extensions of results of Tomamichel et al.  concerning monogamy-of-entanglement games.

Physique and Performance of Young Wheelchair Basketball Players in Relation with Classification

PubMed Central

Zancanaro, Carlo

2015-01-01

The relationships among physical characteristics, performance, and functional ability classification of younger wheelchair basketball players have been barely investigated to date. The purpose of this work was to assess anthropometry, body composition, and performance in sport-specific field tests in a national sample of Italian younger wheelchair basketball players as well as to evaluate the association of these variables with the players’ functional ability classification and game-related statistics. Several anthropometric measurements were obtained for 52 out of 91 eligible players nationwide. Performance was assessed in seven sport-specific field tests (5m sprint, 20m sprint with ball, suicide, maximal pass, pass for accuracy, spot shot and lay-ups) and game-related statistics (free-throw points scored per match, two- and three-point field-goals scored per match, and their sum). Association between variables, and predictivity was assessed by correlation and regression analysis, respectively. Players were grouped into four Classes of increasing functional ability (A-D). One-way ANOVA with Bonferroni’s correction for multiple comparisons was used to assess differences between Classes. Sitting height and functional ability Class especially correlated with performance outcomes, but wheelchair basketball experience and skinfolds did not. Game-related statistics and sport-specific field-test scores all showed significant correlation with each other. Upper arm circumference and/or maximal pass and lay-ups test scores were able to explain 42 to 59% of variance in game-related statistics (P<0.001). A clear difference in performance was only found for functional ability Class A and D. Conclusion: In younger wheelchair basketball players, sitting height positively contributes to performance. The maximal pass and lay-ups test should be carefully considered in younger wheelchair basketball training plans. Functional ability Class reflects to a limited extent the actual differences in performance. PMID:26606681

Physical and metabolic demands of training and match-play in the elite football player.

PubMed

Bangsbo, Jens; Mohr, Magni; Krustrup, Peter

2006-07-01

In soccer, the players perform intermittent work. Despite the players performing low-intensity activities for more than 70% of the game, heart rate and body temperature measurements suggest that the average oxygen uptake for elite soccer players is around 70% of maximum (VO(2max). This may be partly explained by the 150 - 250 brief intense actions a top-class player performs during a game, which also indicates that the rates of creatine phosphate (CP) utilization and glycolysis are frequently high during a game. Muscle glycogen is probably the most important substrate for energy production, and fatigue towards the end of a game may be related to depletion of glycogen in some muscle fibres. Blood free-fatty acids (FFAs) increase progressively during a game, partly compensating for the progressive lowering of muscle glycogen. Fatigue also occurs temporarily during matches, but it is still unclear what causes the reduced ability to perform maximally. There are major individual differences in the physical demands of players during a game related to physical capacity and tactical role in the team. These differences should be taken into account when planning the training and nutritional strategies of top-class players, who require a significant energy intake during a week.

Effect of playing violent video games cooperatively or competitively on subsequent cooperative behavior.

PubMed

Ewoldsen, David R; Eno, Cassie A; Okdie, Bradley M; Velez, John A; Guadagno, Rosanna E; DeCoster, Jamie

2012-05-01

Research on video games has yielded consistent findings that violent video games increase aggression and decrease prosocial behavior. However, these studies typically examined single-player games. Of interest is the effect of cooperative play in a violent video game on subsequent cooperative or competitive behavior. Participants played Halo II (a first-person shooter game) cooperatively or competitively and then completed a modified prisoner's dilemma task to assess competitive and cooperative behavior. Compared with the competitive play conditions, players in the cooperative condition engaged in more tit-for-tat behaviors-a pattern of behavior that typically precedes cooperative behavior. The social context of game play influenced subsequent behavior more than the content of the game that was played.

On the Inefficiency of Equilibria in Linear Bottleneck Congestion Games

NASA Astrophysics Data System (ADS)

de Keijzer, Bart; Schäfer, Guido; Telelis, Orestis A.

We study the inefficiency of equilibrium outcomes in bottleneck congestion games. These games model situations in which strategic players compete for a limited number of facilities. Each player allocates his weight to a (feasible) subset of the facilities with the goal to minimize the maximum (weight-dependent) latency that he experiences on any of these facilities. We derive upper and (asymptotically) matching lower bounds on the (strong) price of anarchy of linear bottleneck congestion games for a natural load balancing social cost objective (i.e., minimize the maximum latency of a facility). We restrict our studies to linear latency functions. Linear bottleneck congestion games still constitute a rich class of games and generalize, for example, load balancing games with identical or uniformly related machines with or without restricted assignments.

Teaching CS1 with Python GUI Game Programming

NASA Astrophysics Data System (ADS)

Wang, Hong

2010-06-01

Python is becoming a popular programming language in teaching freshman programming courses. The author designed a sequence of game programming labs using Pygame to further help engage students and to improve their programming skills. The class survey showed that the adoption of Pygame is successful.

77 FR 32444 - Minimum Internal Control Standards

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-01

... Internal Control Standards AGENCY: National Indian Gaming Commission. ACTION: Proposed rule. SUMMARY: The National Indian Gaming Commission (NIGC) proposes to amend its minimum internal control standards for Class... the Federal Register called Minimum Internal Control Standards. 64 FR 590. The rule added a new part...

A comme... (A as in...).

ERIC Educational Resources Information Center

Rolle, Rosalba; And Others

1981-01-01

Contains five articles concerning: (1) exploitation of commercials to enhance comprehension and oral/written expression; (2) a game involving matching picture and text in advertisements; (3) a vocabulary-development game used in teacher training; (4) comprehension and analysis of literary texts in intermediate classes; and (5) techniques for…

Got Game

ERIC Educational Resources Information Center

Lum, Lydia

2007-01-01

Around the country, disabled sports are often treated like second-class siblings to their able-bodied counterparts, largely because the latter bring in prestigious tournaments and bowl games, lucrative TV contracts and national exposure for top athletes and coaches. Because disabled people are so sparsely distributed in the general population, it…

Anterior Cruciate Ligament Injuries in the National Hockey League: Epidemiology and Performance Impact.

PubMed

Longstaffe, Robert; Leiter, Jeff; MacDonald, Peter

2018-03-27

To determine the incidence of anterior cruciate ligament (ACL) injuries in the National Hockey League (NHL) and to examine the effects of this injury on return-to-play status and performance. Case series; level of evidence, 4. This was a 2-phase study. Phase I used the NHL electronic injury surveillance system and Athlete Health Management System to collect data on ACL injuries and man games lost over 10 seasons (2006/2007-2015/2016). Data collected in phase I were received in deidentified form. Phase II examined the performance impact of an ACL injury. Players were identified through publically available sources, and performance-related statistics were analyzed. Data collected in phase II were not linked to data collected in phase I. A paired t test was used to determine any difference in the matching variables between controls and cases in the preinjury time period. A General linear model (mixed) was used to determine the performance impact. Phase I: 67 ACL injuries occurred over 10 seasons. The incidence for all players was 0.42/1000 player game hours (forward, 0.61; defenseman, 0.32, goalie, 0.08) and by game exposure was 0.2/1000 player game exposures (forward, 0.33; defenseman, 0.11; goalie, 0.07). Forwards had a greater incidence rate of ACL tears with both game hours and game exposures when compared with defensemen and goalies (P < 0.001, <0.001; P = 0.008, <0.001, respectively). Phase II: 70 ACL tears (60 players) were identified. Compared with controls, players who suffered an ACL tear demonstrated a decrease in goals/season (P < 0.04), goals/game (P < 0.015), points/season (0.007), and points/game (0.001). Number of games and seasons played after an ACL injury did not differ compared with controls (P = 0.068, 0.122, respectively). Anterior cruciate ligament injuries occur infrequently, as it relates to other hockey injuries. Despite a high return to play, the performance after an ACL injury demonstrated a decrease in points and goals per game and per season.

Noche del Sol. Que Bonito Es Leer, II. Libro III. Cuaderno de Ejercicios (Night of the Sun. How Nice Reading Is, II. Book III. Workbook).

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

The lessons, games and exercises in the workbook are follow-up work for the units in the reader of the same title. There are many vocabulary, punctuation, and grammar exercises, and spelling games and drills. Additionally, there is an incomplete story for the child to finish by using appropriate words to complete each sentence. These exercises are…

Asi Aprendemos. Que Bonito Es Leer, II. Libro I. Cuaderno de Ejercicios (This Is How We Learn. How Nice Reading Is, II. Book I. Workbook).

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

This workbook is intended to be used in connection with the reader of the same title, for bilingual Spanish-English reading instruction in the second grade. It is further supplemented by a teacher's manual. As a follow-up to the stories contained in the reader, the workbook provides drawing games, word games, punctuation exercises, and other…

The effectiveness of asking behaviors among 9-11 year-old children in increasing home availability and children's intake of fruit and vegetables: Results from the Squire's Quest II self-regulation game intervention

USDA-ARS?s Scientific Manuscript database

Home environment has an important influence on children's fruit and vegetable (FV) consumption, but children may in turn also impact their home FV environment, e.g. by asking for FV. The Squire's Quest II serious game intervention aimed to increase asking behaviors to improve home FV availability an...

n-Person Dynamic Strategic Market Games

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wiecek, Piotr, E-mail: Piotr.Wiecek@pwr.wroc.pl

2012-04-15

We present a discrete n-person model of a dynamic strategic market game. We show that for some values of the discount factor the game possesses a stationary equilibrium where all the players make high bids. Within the class of all the high-bidding strategies we distinguish between two classes of more and less aggressive ones. We show that the set of discount factors for which these more aggressive strategies form equilibria shrinks as n goes to infinity. On the other hand, the analogous set for the less aggressive strategies grows to the whole interval (0,1) as n grows to infinity. Furthermore » we analyze the properties of the value function corresponding to these high-bidding equilibria. We also give some numerical examples contradicting some other properties that seem intuitive.« less

Concepts and Methods in Multi-Person Coordination and Control.

DTIC Science & Technology

1981-10-01

games ", in: E . 0. Roxin, P. T. Liu, R.L. Sternberg, eds., Differential Games and Control Theory II, Marcel Dekker, New York, pp. 201-228. [11] Baqar...New York. (43] Blaquiere, A. (1973), ed., Topics in Differential Games , Nowth-Holland, Amsterdam. (44] Burger, E . (1966), Einfihrunx in die Theorie der...Equilibria in Stochastic Dynamic Games of Stackel- L. berg Tyve, Ph.D. Thesis, M.I.T., Electronic Systems Laboratory, Cambridge, Massachusetts. [51] Chen, C. I

A Class of Solvable Stopping Games

DOE Office of Scientific and Technical Information (OSTI.GOV)

Alvarez, Luis H. R.

We consider a class of Dynkin games in the case where the underlying process evolves according to a one-dimensional but otherwise general diffusion. We establish general conditions under which both the value and the saddle point equilibrium exist and under which the exercise boundaries characterizing the saddle point strategy can be explicitly characterized in terms of a pair of standard first order necessary conditions for optimality. We also analyze those cases where an extremal pair of boundaries exists and investigate the overall impact of increased volatility on the equilibrium stopping strategies and their values.

MHC class II expression in lung cancer.

PubMed

He, Yayi; Rozeboom, Leslie; Rivard, Christopher J; Ellison, Kim; Dziadziuszko, Rafal; Yu, Hui; Zhou, Caicun; Hirsch, Fred R

2017-10-01

Immunotherapy is an exciting development in lung cancer research. In this study we described major histocompatibility complex (MHC) Class II protein expression in lung cancer cell lines and patient tissues. We studied MHC Class II (DP, DQ, DR) (CR3/43, Abcam) protein expression in 55 non-small cell lung cancer (NSCLC) cell lines, 42 small cell lung cancer (SCLC) cell lines and 278 lung cancer patient tissues by immunohistochemistry (IHC). Seven (12.7%) NSCLC cell lines were positive for MHC Class II. No SCLC cell lines were found to be MHC Class II positive. We assessed 139 lung cancer samples available in the Hirsch Lab for MHC Class II. There was no positive MHC Class II staining on SCLC tumor cells. MHC Class II expression on TILs in SCLC was significantly lower than that on TILs in NSCLC (P＜0.001). MHC Class II was also assessed in an additional 139 NSCLC tumor tissues from Medical University of Gdansk, Poland. Patients with positive staining of MHC Class II on TILs had longer regression-free survival (RFS) and overall survival (OS) than those whose TILs were MHC Class II negative (2.980 years, 95% CI 1.628-4.332 vs. 1.050 years, 95% CI 0.556-1.554, P=0.028) (3.230 years, 95% CI 2.617-3.843 vs. 1.390 years, 95% CI 0.629-2.151, P=0.014). MHC Class II was expressed both in NSCLC cell lines and tissues. However, MHC Class II was not detected in SCLC cell lines or tissue tumor cells. MHC Class II expression was lower on SCLC TILs than on NSCLC TILs. Loss of expression of MHC Class II on SCLC tumor cells and reduced expression on SCLC TILs may be a means of escaping anti-cancer immunity. Higher MHC Class II expression on TILs was correlated with better prognosis in patients with NSCLC. Copyright © 2017. Published by Elsevier B.V.

Rigidity of the magic pentagram game

NASA Astrophysics Data System (ADS)

Kalev, Amir; Miller, Carl A.

2018-01-01

A game is rigid if a near-optimal score guarantees, under the sole assumption of the validity of quantum mechanics, that the players are using an approximately unique quantum strategy. Rigidity has a vital role in quantum cryptography as it permits a strictly classical user to trust behavior in the quantum realm. This property can be traced back as far as 1998 (Mayers and Yao) and has been proved for multiple classes of games. In this paper we prove ridigity for the magic pentagram game, a simple binary constraint satisfaction game involving two players, five clauses and ten variables. We show that all near-optimal strategies for the pentagram game are approximately equivalent to a unique strategy involving real Pauli measurements on three maximally-entangled qubit pairs.

Rigidity of the magic pentagram game.

PubMed

Kalev, Amir; Miller, Carl A

2018-01-01

A game is rigid if a near-optimal score guarantees, under the sole assumption of the validity of quantum mechanics, that the players are using an approximately unique quantum strategy. Rigidity has a vital role in quantum cryptography as it permits a strictly classical user to trust behavior in the quantum realm. This property can be traced back as far as 1998 (Mayers and Yao) and has been proved for multiple classes of games. In this paper we prove ridigity for the magic pentagram game, a simple binary constraint satisfaction game involving two players, five clauses and ten variables. We show that all near-optimal strategies for the pentagram game are approximately equivalent to a unique strategy involving real Pauli measurements on three maximally-entangled qubit pairs.

Why Great Britain's success in Beijing could have been anticipated and why it should continue beyond 2012.

PubMed

Nevill, A M; Balmer, N J; Winter, E M

2009-12-01

Home advantage in the summer Olympic Games is well known. What is not so well known is that countries that host the Olympic Games perform better in the games before and after the games in which they were hosts. To model/quantify the significance associated with these "hosting" effects and to explain the likely causes of Great Britain's improved medals haul in Beijing, while examining implications for London 2012 and beyond. Using all hosting cities/countries since World War II and analysing the number of medals awarded to competitors as a binomial proportion (p) response variable within a logit model, we identified a significant increase in the probability/odds of a country obtaining a medal in the Olympic Games before, during and after hosting the Olympics. Funding appears to be an important factor when explaining these findings. Almost all countries that have been awarded the games after World War II would appear to have invested heavily in sport before being awarded the games. A second factor in Great Britain's success is the legacy of hosting the Commonwealth Games in 2002 (a post-hosting games effect) that undoubtedly provided an infrastructure that benefited, in particular, cycling. Whether the International Olympics Committee either consciously or subconsciously take these factors into account is unclear when awarding the games to a city. What is clear is that based on these findings, Great Britain's prospects of maintaining the Olympic success achieved in Beijing is likely to continue to London 2012 and beyond.

Parent-child relationships and self‑control in male university students' desire to play video games.

PubMed

Karbasizadeh, Sina; Jani, Masih; Keshvari, Mahtab

2018-06-12

To determine the relationship between the parent-child relationship, self-control and demographic characteristics and the desire to play video games among male university students at one university in Iran. This was a correlational, descriptive, applied study. A total of 103 male students were selected randomly as a study sample from the population of male students at Isfahan University in Iran. Data collection tools used were the Video Games Questionnaire, Tanji's Self-Control Scale, Parent-Child Relationship Questionnaire, and Demographic Questionnaire. Data were analysed using stepwise regression analysis. This study found several factors increased male students' desire to play video games. Demographic characteristics associated with increased tendency to play video games among male students in Iran are older age, larger number of family members, lower parental level of education and higher socio-economic class, while other significant factors are a lower level of self‑control and a poorer parent-child relationship. PARTICIPANTS': higher socio-economic class, lower level of self-control and older age explained 8.2%, 5.2% and 5.9% of their desire to play video games, respectively. These three variables together accounted for significantly 16.9% of a male student's desire to play video games in this study ( P <0.05). These results suggest that the family's socio-economic status plays a significant role in young men's desire to play video games in Iran. Moreover, lower levels of self-control and a poorer parent-child relationship were found to be accompanied by a greater desire to play video games among male university students. © 2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

ImmunoScenarios: A Game for the Immune System.

ERIC Educational Resources Information Center

Taylor, Mark F.; Jackson, Sally W.

1996-01-01

Describes a board game, ImmunoScenarios, which was developed to reinforce the ideas about the immune system discussed in lecture classes. Emphasizes important characteristics of the body's specific defense system including specificity, cooperation among various cells, and memory. Includes directions for playing, student handouts, and scenarios.…

Marketing Feud: An Active Learning Game of (Mis)Perception

ERIC Educational Resources Information Center

Schee, Brian A. Vander

2011-01-01

This paper presents the results of implementing an active learning activity in the principles of marketing course adapted from the television show "Family Feud". The objectives of the Marketing Feud game include increasing awareness of marketing misperceptions, clarifying marketing misunderstandings, encouraging class participation, and building…

77 FR 45370 - Renewal of Agency Information Collection for Class III Gaming; Tribal Revenue Allocation Plans...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-31

... Procedures authorized by OMB Control Number 1076-0149, Tribal Revenue Allocation Plans authorized by OMB Control Number 1076-0152, and Gaming on Trust Lands Acquired After October 17, 1988 authorized by OMB Control Number 1076- 0158. These [[Page 45371

Step It Up! Using the Good Behavior Game to Increase Physical Activity with Elementary School Students at Recess

ERIC Educational Resources Information Center

Galbraith, Leslie A.; Normand, Matthew P.

2017-01-01

We evaluated the effects of a modified version of the Good Behavior Game (GBG) on the number of steps taken by students during school recess. We divided a class into two teams, and awarded the team with the highest step counts at the end of each game raffle tickets for a school-wide lottery. The GBG was compared to recess periods without the game…

Asymmetric Evolutionary Games.

PubMed

McAvoy, Alex; Hauert, Christoph

2015-08-01

Evolutionary game theory is a powerful framework for studying evolution in populations of interacting individuals. A common assumption in evolutionary game theory is that interactions are symmetric, which means that the players are distinguished by only their strategies. In nature, however, the microscopic interactions between players are nearly always asymmetric due to environmental effects, differing baseline characteristics, and other possible sources of heterogeneity. To model these phenomena, we introduce into evolutionary game theory two broad classes of asymmetric interactions: ecological and genotypic. Ecological asymmetry results from variation in the environments of the players, while genotypic asymmetry is a consequence of the players having differing baseline genotypes. We develop a theory of these forms of asymmetry for games in structured populations and use the classical social dilemmas, the Prisoner's Dilemma and the Snowdrift Game, for illustrations. Interestingly, asymmetric games reveal essential differences between models of genetic evolution based on reproduction and models of cultural evolution based on imitation that are not apparent in symmetric games.

Online gaming addiction in children and adolescents: A review of empirical research.

PubMed

Kuss, Daria J; Griffiths, Mark D

2012-03-01

Research suggests that excessive online gaming may lead to symptoms commonly experienced by substance addicts. Since games are particularly appealing to children and adolescents, these individuals may be more at risk than other groups of developing gaming addiction. Given these potential concerns, a literature review was undertaken in order (i) to present the classification basis of online gaming addiction using official mental disorder frameworks, (ii) to identify empirical studies that assess online gaming addiction in children and adolescents, and (iii) to present and evaluate the findings against the background of related and established mental disorder criteria. Empirical evidence comprising 30 studies indicates that for some adolescents, gaming addiction exists and that as the addiction develops, online gaming addicts spend increasing amounts of time preparing for, organizing, and actually gaming. Evidence suggests that problematic online gaming can be conceptualized as a behavioral addiction rather than a disorder of impulse control.

Contrasting evolutionary histories of MHC class I and class II loci in grouse—Effects of selection and gene conversion

USGS Publications Warehouse

Minias, Piotr; Bateson, Zachary W.; Whittingham, Linda A.; Johnson, Jeff A.; Oyler-McCance, Sara J.; Dunn, Peter O.

2016-01-01

Genes of the major histocompatibility complex (MHC) encode receptor molecules that are responsible for recognition of intracellular and extracellular pathogens (class I and class II genes, respectively) in vertebrates. Given the different roles of class I and II MHC genes, one might expect the strength of selection to differ between these two classes. Different selective pressures may also promote different rates of gene conversion at each class. Despite these predictions, surprisingly few studies have looked at differences between class I and II genes in terms of both selection and gene conversion. Here, we investigated the molecular evolution of MHC class I and II genes in five closely related species of prairie grouse (Centrocercus and Tympanuchus) that possess one class I and two class II loci. We found striking differences in the strength of balancing selection acting on MHC class I versus class II genes. More than half of the putative antigen-binding sites (ABS) of class II were under positive or episodic diversifying selection, compared with only 10% at class I. We also found that gene conversion had a stronger role in shaping the evolution of MHC class II than class I. Overall, the combination of strong positive (balancing) selection and frequent gene conversion has maintained higher diversity of MHC class II than class I in prairie grouse. This is one of the first studies clearly demonstrating that macroevolutionary mechanisms can act differently on genes involved in the immune response against intracellular and extracellular pathogens.

Contrasting evolutionary histories of MHC class I and class II loci in grouse—effects of selection and gene conversion

PubMed Central

Minias, P; Bateson, Z W; Whittingham, L A; Johnson, J A; Oyler-McCance, S; Dunn, P O

2016-01-01

Genes of the major histocompatibility complex (MHC) encode receptor molecules that are responsible for recognition of intracellular and extracellular pathogens (class I and class II genes, respectively) in vertebrates. Given the different roles of class I and II MHC genes, one might expect the strength of selection to differ between these two classes. Different selective pressures may also promote different rates of gene conversion at each class. Despite these predictions, surprisingly few studies have looked at differences between class I and II genes in terms of both selection and gene conversion. Here, we investigated the molecular evolution of MHC class I and II genes in five closely related species of prairie grouse (Centrocercus and Tympanuchus) that possess one class I and two class II loci. We found striking differences in the strength of balancing selection acting on MHC class I versus class II genes. More than half of the putative antigen-binding sites (ABS) of class II were under positive or episodic diversifying selection, compared with only 10% at class I. We also found that gene conversion had a stronger role in shaping the evolution of MHC class II than class I. Overall, the combination of strong positive (balancing) selection and frequent gene conversion has maintained higher diversity of MHC class II than class I in prairie grouse. This is one of the first studies clearly demonstrating that macroevolutionary mechanisms can act differently on genes involved in the immune response against intracellular and extracellular pathogens. PMID:26860199

Quasi-Equilibrium Pairs in Pursuit Games on a Cyclic Graph: Some Modified Cases

DTIC Science & Technology

1989-05-01

CCS Research Report No. 627 QUASI-EQUILIBRIUM PAIRS IN PURSUIT GAMES ON A CYCLIC GRAPH: SOME MODIFIED CASES by A. Charnes D. Zhang i-0 00 CENTER FOR...CCS Research Report No. 627 QUASI-EQUILIBRIUM PAIRS IN PURSUIT GAMES ON A CYCLIC GRAPH: SOME MODIFIED CASES by A. Charnes D. Zhang May 1989 This...University of Texas at Austin Austin, Texas 78712-1177 II (512) 471-1821 APAWNJIZf ] ’ Api, k..s UsW , QUASI-EQUILIBRIUM PAIRS IN PURSUIT GAMES ON A

Distinguishing between gaming and gambling activities in addiction research.

PubMed

King, Daniel L; Gainsbury, Sally M; Delfabbro, Paul H; Hing, Nerilee; Abarbanel, Brett

2015-12-01

Gambling and gaming activities have become increasingly recognised as sharing many common features at a structural and aesthetic level. Both have also been implicated as contributing to harm through excessive involvement. Despite this, relatively little attention has been given to the fundamental characteristics that differentiate these two classes of activity, especially in situations where the boundaries between them may be particularly hard to distinguish. This is evident, for example, in digital games that incorporate free and paid virtual currencies or items, as well as the capacity for wagering. Such overlaps create problems for regulatory classifications, screening, diagnosis and treatment. Is the problem related to the gambling or gaming content? In this paper, we review the principal sources of overlap between the activity classes in terms of several dimensions: interactivity, monetisation, betting and wagering, types of outcomes, structural fidelity, context and centrality of content, and advertising. We argue that gaming is principally defined by its interactivity, skill-based play, and contextual indicators of progression and success. In contrast, gambling is defined by betting and wagering mechanics, predominantly chance-determined outcomes, and monetisation features that involve risk and payout to the player. A checklist measure is provided, with practical examples, to examine activities according to features of design and function, which may inform guidelines for policy makers, researchers and treatment providers. We suggest that, in some instances, using category-based nomenclature (e.g., "gambling-like game") may be too vague or cumbersome to adequately organise our understanding of new gaming/gambling hybrid activities.

Leisure Activity Patterns and Their Associations with Overweight: A Prospective Study among Adolescents

ERIC Educational Resources Information Center

Lajunen, Hanna-Reetta; Keski-Rahkonen, Anna; Pulkkinen, Lea; Rose, Richard J.; Rissanen, Aila; Kaprio, Jaakko

2009-01-01

We examined longitudinal associations between individual leisure activities (television viewing, video viewing, computer games, listening to music, board games, musical instrument playing, reading, arts, crafts, socializing, clubs or scouts, sports, outdoor activities) and being overweight using logistic regression and latent class analysis in a…

Using "Game of Thrones" to Teach International Relations

ERIC Educational Resources Information Center

Young, Laura D.; Carranza Ko, Ñusta; Perrin, Michael

2018-01-01

Despite the known benefits of long-term, game-based simulations they remain underutilized in Political Science classrooms. Simulations used are typically designed to reinforce a concept and are short-lived, lasting one or two class sessions; rarely are entire courses designed around a single simulation. Creating real-world conditions in which…

Empirical Evidence or Intuition? An Activity Involving the Scientific Method

ERIC Educational Resources Information Center

Overway, Ken

2007-01-01

Students need to have basic understanding of scientific method during their introductory science classes and for this purpose an activity was devised which involved a game based on famous Monty Hall game problem. This particular activity allowed students to banish or confirm their intuition based on empirical evidence.

Gossip Revisited: A Game for Concept Review.

ERIC Educational Resources Information Center

Edwards, Barbara

1989-01-01

Describes a class activity based on the game of "Gossip" in which a group of students paraphrases a major concept in an instructional unit, then passes only the paraphrase to the next group. Notes that this activity encourages critical thinking and helps review and summarize key lesson concepts. (RS)

Release the Prisoners Game

ERIC Educational Resources Information Center

Van Hecke, Tanja

2011-01-01

This article presents the mathematical approach of the optimal strategy to win the "Release the prisoners" game and the integration of this analysis in a math class. Outline lesson plans at three different levels are given, where simulations are suggested as well as theoretical findings about the probability distribution function and its mean…

Effectiveness of Using Games in Tertiary-Level Mathematics Classrooms

ERIC Educational Resources Information Center

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.

2012-01-01

The primary focus of this study was to investigate the effectiveness of games when used in tertiary-level mathematics classes in the United Arab Emirates. Our study incorporated a mixed-method approach that involved surveys (to assess students' perceptions of the learning environment and attitudes towards mathematics), interviews, observations of…

SIMULATION GAMING FOR MANAGEMENT DEVELOPMENT.

ERIC Educational Resources Information Center

MCKENNEY, JAMES L.

THE PRESENT HARVARD BUSINESS SCHOOL MANAGEMENT SIMULATION GAME WAS DEVELOPED AS A TEACHING DEVICE FOR CLASSES OF 20 OR MORE STUDENTS GROUPED INTO FOUR- AND FIVE-MAN TEAMS CALLED "FIRMS." EACH FIRM COMPETES WITH OTHERS IN AN "INDUSTRY," AN ECONOMIC ABSTRACTION OF A CONSUMER GOODS MARKET PROGRAMED TO BE SIMULATED ON AN ELECTRONIC…

Computer Game Development as a Literacy Activity

ERIC Educational Resources Information Center

Owston, Ron; Wideman, Herb; Ronda, Natalia Sinitskaya; Brown, Christine

2009-01-01

This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were…

Teacher Directed Active Learning Games

ERIC Educational Resources Information Center

Scarlatos, Lori L.; Scarlatos, Tony

2009-01-01

Games are widely recognized for their potential to enhance students' learning. Yet they are only rarely used in classrooms because they cannot be modified to meet the needs of a particular class. This article describes a novel approach to creating educational software that addresses this problem: provide an interface specifically for teachers that…

The Effect of Instructional Gaming upon Absenteeism: The First Step.

ERIC Educational Resources Information Center

Allen, Layman E.; Main, Dana B.

This study focuses on the affective dimension of learning as influenced by a learning environment organized around instructional gaming. Experimental and control classes of seventh- and eighth-grade students taught by the same teachers for both semesters participated in the 1972-73 study. The experimental learning environment contained three…

Beat the Instructor: An Introductory Forecasting Game

ERIC Educational Resources Information Center

Snider, Brent R.; Eliasson, Janice B.

2013-01-01

This teaching brief describes a 30-minute game where student groups compete in-class in an introductory time-series forecasting exercise. The students are challenged to "beat the instructor" who competes using forecasting techniques that will be subsequently taught. All forecasts are graphed prior to revealing the randomly generated…

PACAF commander to senators: Homeland defense 'sacred responsibility' >

Science.gov Websites

the CMSAF The Book Speeches Archive Former AF Top 3 Viewpoints and Speeches Air Force Warrior Games Games Portraits in Courage Portraits In Courage Vol. I Portraits In Courage Vol. II Portraits In Courage

Evolution of Cooperation in Social Dilemmas on Complex Networks

PubMed Central

Iyer, Swami; Killingback, Timothy

2016-01-01

Cooperation in social dilemmas is essential for the functioning of systems at multiple levels of complexity, from the simplest biological organisms to the most sophisticated human societies. Cooperation, although widespread, is fundamentally challenging to explain evolutionarily, since natural selection typically favors selfish behavior which is not socially optimal. Here we study the evolution of cooperation in three exemplars of key social dilemmas, representing the prisoner’s dilemma, hawk-dove and coordination classes of games, in structured populations defined by complex networks. Using individual-based simulations of the games on model and empirical networks, we give a detailed comparative study of the effects of the structural properties of a network, such as its average degree, variance in degree distribution, clustering coefficient, and assortativity coefficient, on the promotion of cooperative behavior in all three classes of games. PMID:26928428

Evolutionary stability for matrix games under time constraints.

PubMed

Garay, József; Csiszár, Villő; Móri, Tamás F

2017-02-21

Game theory focuses on payoffs and typically ignores time constraints that play an important role in evolutionary processes where the repetition of games can depend on the strategies, too. We introduce a matrix game under time constraints, where each pairwise interaction has two consequences: both players receive a payoff and they cannot play the next game for a specified time duration. Thus our model is defined by two matrices: a payoff matrix and an average time duration matrix. Maynard Smith's concept of evolutionary stability is extended to this class of games. We illustrate the effect of time constraints by the well-known prisoner's dilemma game, where additional time constraints can ensure the existence of unique evolutionary stable strategies (ESS), both pure and mixed, or the coexistence of two pure ESS. Our general results may be useful in several fields of biology where evolutionary game theory is applied, principally in ecological games, where time constraints play an inevitable role. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effect of an educational game on university students' learning about action potentials.

PubMed

Luchi, Kelly Cristina Gaviao; Montrezor, Luís Henrique; Marcondes, Fernanda K

2017-06-01

The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na + -K + -ATPase pump. During the game activity, the students arranged the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movement with a graph of the action potential. To test the effect of the game activity on student understanding, first-year dental students were given the game to play at different times in a series of classes teaching resting membrane potential and action potentials. In all experiments, students who played the game performed better in assessments. According to 98% of the students, the game supported the learning process. The data confirm the students' perception, indicating that the educational game improved their understanding about action potentials. Copyright © 2017 the American Physiological Society.

Zero-knowledge cooperation in dilemma games.

PubMed

Huck, Steffen; Normann, Hans Theo; Oechssler, Jorg

2003-01-07

We consider a very simple adaptive rule that induces cooperative behavior in a large class of dilemma games. The rule has a Pavlovian flavor and can be described as win-continue, lose-reverse. It assumes no knowledge about the underlying structure of the environment (the "rules of the game") and requires very little cognitive effort. Both features make it an appealing candidate for explaining the emergence of cooperative behavior in non-human species. Copyright 2003 Elsevier Science Ltd.

Teaching Children with Autism to Play a Video Game Using Activity Schedules and Game-Embedded Simultaneous Video Modeling

ERIC Educational Resources Information Center

Blum-Dimaya, Alyssa; Reeve, Sharon A.; Reeve, Kenneth F.; Hoch, Hannah

2010-01-01

Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II[TM], through the use of (a)…

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

PubMed

Verkuyl, Margaret; Hughes, Michelle; Tsui, Joyce; Betts, Lorraine; St-Amant, Oona; Lapum, Jennifer L

2017-05-01

The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.]. Copyright 2017, SLACK Incorporated.

Evaluation of four microbial Class II fructose 1,6-bisphosphate aldolase enzymes for use as biocatalysts.

PubMed

Labbé, Geneviève; de Groot, Sarah; Rasmusson, Timothy; Milojevic, Gorica; Dmitrienko, Gary I; Guillemette, J Guy

2011-12-01

Fructose 1,6-bisphosphate (FBP) aldolase has been used as biocatalyst in the synthesis of several pharmaceutical compounds such as monosaccharides and analogs. Is has been suggested that microbial metal-dependant Class II aldolases could be better industrial catalysts than mammalian Class I enzyme because of their greater stability. The Class II aldolases from four microbes were subcloned into the Escherichia coli vector pT7-7, expressed and purified to near homogeneity. The kinetic parameters, temperature stability, pH profile, and tolerance to organic solvents of the Class II enzymes were determined, and compared with the properties of the Class I aldolase from rabbit muscle. Contrary to results obtained previously with the E. coli Class II aldolase, which was reported to be more stable than the mammalian enzyme, other recombinant Class II aldolases were found to be generally less stable than the Class I enzyme, especially in the presence of organic solvents. Class II aldolase from Bacillus cereus showed higher temperature stability than the other enzymes tested, but only the Mycobacterium tuberculosis Class II aldolase had a stability comparable to the Class I mammalian enzyme under assay conditions. The turnover number of the recombinant M. tuberculosis and Magnaporthe grisea Class II type A aldolases was comparable or higher than that of the Class I enzyme. The recombinant B. cereus and Pseudomonas aeruginosa Class II type B aldolases had very low turnover numbers and low metal content, indicating that the E. coli overexpression system may not be suitable for the Class II type B aldolases from these microorganisms. Copyright © 2011 Elsevier Inc. All rights reserved.

F-35 program accelerating, at 'pivot point,' program chief tells Congress >

Science.gov Websites

the CMSAF The Book Speeches Archive Former AF Top 3 Viewpoints and Speeches Air Force Warrior Games Games Portraits in Courage Portraits In Courage Vol. I Portraits In Courage Vol. II Portraits In Courage

Beale selected for Resilient Energy Demonstration Initiative > U.S. Air

Science.gov Websites

the CMSAF The Book Speeches Archive Former AF Top 3 Viewpoints and Speeches Air Force Warrior Games Games Portraits in Courage Portraits In Courage Vol. I Portraits In Courage Vol. II Portraits In Courage

Activating Student to Learn Chemistry using Chemmy Card 6-1 Game as an Instructional Medium in IUPAC Nomenclature of Inorganic Compounds

NASA Astrophysics Data System (ADS)

Lutfi, A.; Hidayah, R.

2018-01-01

The aim of this study is to know the effect of Internet-assisted Chemmy Card 6-1 game as an instructional medium in IUPAC Nomenclature of Inorganic Compounds material for X grade of senior high school on students’ activity, learning motivation, and learning outcome. The study was conducted at SMA Negeri Sidoarjo, Indonesia, in two different classes. The instruction was done based on the lesson plan made. The observation on students’ activity was conducted during the instruction with the game while test and questionnaire were given after the instruction. The result showed positive activities, which students listened to the teacher’s explanation, actively delivered questions, and enabled to solve problems in naming compounds. It was also effective to avoid the drowsiness. The result of students’ motivation of X MIPA 6 was 74.78% (good) while X MIPA 7 was 83.80% (very good). The pretest results of two classes showed that no students mastered but 100% students mastered and the increase of N-gain scores in two classes was categorized as high, ≥0,7, after the instruction. The result of this study showed that the use of Internet-assisted Chemmy Card 6-1 game in IUPAC nomenclature of inorganic compounds for X grade of senior high school could be pleasant for students to learn and effective in achieving the learning objective.

Extended non-local games and monogamy-of-entanglement games

PubMed Central

Johnston, Nathaniel; Mittal, Rajat; Watrous, John

2016-01-01

We study a generalization of non-local games—which we call extended non-local games—in which the players, Alice and Bob, initially share a tripartite quantum state with the referee. In such games, the winning conditions for Alice and Bob may depend on the outcomes of measurements made by the referee, on its part of the shared quantum state, in addition to Alice and Bob's answers to randomly selected questions. Our study of this class of games was inspired by the monogamy-of-entanglement games introduced by Tomamichel, Fehr, Kaniewski and Wehner, which they also generalize. We prove that a natural extension of the Navascués–Pironio–Acín hierarchy of semidefinite programmes converges to the optimal commuting measurement value of extended non-local games, and we prove two extensions of results of Tomamichel et al. concerning monogamy-of-entanglement games. PMID:27279771

Investigating Flow Experience and Scientific Practices During a Mobile Serious Educational Game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.; Bodzin, Alec M.

2016-10-01

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game ( n = 59) were compared with students in a business-as-usual control activity ( n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.

Alveolar bone thickness and lower incisor position in skeletal Class I and Class II malocclusions assessed with cone-beam computed tomography

PubMed Central

Ucar, Faruk Izzet; Buyuk, Suleyman Kutalmis; Ozer, Torun; Uysal, Tancan

2013-01-01

Objective To evaluate lower incisor position and bony support between patients with Class II average- and high-angle malocclusions and compare with the patients presenting Class I malocclusions. Methods CBCT records of 79 patients were divided into 2 groups according to sagittal jaw relationships: Class I and II. Each group was further divided into average- and high-angle subgroups. Six angular and 6 linear measurements were performed. Independent samples t-test, Kruskal-Wallis, and Dunn post-hoc tests were performed for statistical comparisons. Results Labial alveolar bone thickness was significantly higher in Class I group compared to Class II group (p = 0.003). Lingual alveolar bone angle (p = 0.004), lower incisor protrusion (p = 0.007) and proclination (p = 0.046) were greatest in Class II average-angle patients. Spongious bone was thinner (p = 0.016) and root apex was closer to the labial cortex in high-angle subgroups when compared to the Class II average-angle subgroup (p = 0.004). Conclusions Mandibular anterior bony support and lower incisor position were different between average- and high-angle Class II patients. Clinicians should be aware that the range of lower incisor movement in high-angle Class II patients is limited compared to average- angle Class II patients. PMID:23814708

Alveolar bone thickness and lower incisor position in skeletal Class I and Class II malocclusions assessed with cone-beam computed tomography.

PubMed

Baysal, Asli; Ucar, Faruk Izzet; Buyuk, Suleyman Kutalmis; Ozer, Torun; Uysal, Tancan

2013-06-01

To evaluate lower incisor position and bony support between patients with Class II average- and high-angle malocclusions and compare with the patients presenting Class I malocclusions. CBCT records of 79 patients were divided into 2 groups according to sagittal jaw relationships: Class I and II. Each group was further divided into average- and high-angle subgroups. Six angular and 6 linear measurements were performed. Independent samples t-test, Kruskal-Wallis, and Dunn post-hoc tests were performed for statistical comparisons. Labial alveolar bone thickness was significantly higher in Class I group compared to Class II group (p = 0.003). Lingual alveolar bone angle (p = 0.004), lower incisor protrusion (p = 0.007) and proclination (p = 0.046) were greatest in Class II average-angle patients. Spongious bone was thinner (p = 0.016) and root apex was closer to the labial cortex in high-angle subgroups when compared to the Class II average-angle subgroup (p = 0.004). Mandibular anterior bony support and lower incisor position were different between average- and high-angle Class II patients. Clinicians should be aware that the range of lower incisor movement in high-angle Class II patients is limited compared to average- angle Class II patients.

Thinking beyond the Obvious Boundaries in Mathematics: An Exploration of Joyous Discovery.

ERIC Educational Resources Information Center

de Vries, Marianne E.

1992-01-01

Ideas for the development of creative exploration in mathematics are offered, including games to play in class (e.g., card games and tangrams), competitions (sample problems), clubs and math evenings (math relays and treasure hunts), projects (possible topics in patchwork quilting, art, and music), and math camps. (DB)

The Athlete and the Grade Change

ERIC Educational Resources Information Center

Robinson, Tina I.; Skinner, Tracy

2008-01-01

This case study focuses on the moral and ethical issues surrounding changing an athlete's grade to make him eligible to play in a championship game. Jerome, a senior attending Woodrow Wilson High School, earned a D in his typing class, which made him ineligible to play in the basketball championship games. The principal and basketball coach made…

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

ERIC Educational Resources Information Center

Boyraz, Celal; Serin, Gökhan

2017-01-01

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as…

The Bicycle Assembly Line Game

ERIC Educational Resources Information Center

Klotz, Dorothy

2011-01-01

"The Bicycle Assembly Line Game" is a team-based, in-class activity that helps students develop a basic understanding of continuously operating processes. Each team of 7-10 students selects one of seven prefigured bicycle assembly lines to operate. The lines are run in real-time, and the team that operates the line that yields the…

Inform, Perform, Transform: Modeling In-School Youth Participatory Action Research through Gameplay

ERIC Educational Resources Information Center

Garcia, Antero

2012-01-01

In this article, the author explores youth participatory action research (YPAR) through gameplay. He describes Ask Anansi, an alternate reality game (ARG) played in the "real world" by weaving elements of storytelling and fiction into the environment played as part of class experience. This game which the author created drove the…

Immediate and Distal Effects of the Good Behavior Game

ERIC Educational Resources Information Center

Donaldson, Jeanne M.; Wiskow, Katie M.; Soto, Paul L.

2015-01-01

The Good Behavior Game (GBG) has been demonstrated to reduce disruptive student behavior during implementation. The effects of playing the GBG on disruption immediately before and after the GBG are unknown. The current study evaluated the effects of the GBG on disruption in 5 kindergarten classes immediately before, during, and after GBG…

A Touch of...Class.

ERIC Educational Resources Information Center

Chatlain, Harvey; Sotiriadis, Caterina

1985-01-01

Describes educational games for teaching French as a second language (with one game to teach German). These include: "Comiques," for grades 7-12; "Battleship," for grades 7-8; "Scrabble au tableau," for grades 7-9""Baseball a l'interieur,""Phrase," for grades 7-12""Food-Enjoyment!" for grade 8; "Mon Nombre Secret;" and "Hallowe'en Activity." (SED)

Tips from the Classroom.

ERIC Educational Resources Information Center

Pocorobba, Janet; And Others

1996-01-01

Presents activities found to be useful in English-as-a-Second-Language (ESL) classes, including a game in which the teacher guesses the meaning of words in students' native tongues; an exercise in which students write predictions, such as weather forecasting, in English; a game in which students explain the meaning of selected idioms in their own…

Computer Game Design: Opportunities for Successful Learning

ERIC Educational Resources Information Center

Robertson, Judy; Howells, Cathrin

2008-01-01

Developing children as successful learners is a key aim of "A Curriculum for Excellence" in Scotland. This paper presents qualitative results from an eight week exploratory field study in which a class of ten year olds made their own computer games. The analysis focuses on the development of aspects of successful learning as identified…

Idea Bank: Duct Tape Note Twister

ERIC Educational Resources Information Center

McHenry, Molly

2008-01-01

In this article, the author relates how she observed a middle school math teacher deliver a miserable class. She realized that she did the same thing to her music students. To engage her students, she developed "Note Twister," a music reading game using duct tape to form musical notes and the basic premise behind the game,…

Mat-Rix-Toe: Improving Writing through a Game-Based Project in Linear Algebra

ERIC Educational Resources Information Center

Graham-Squire, Adam; Farnell, Elin; Stockton, Julianna Connelly

2014-01-01

The Mat-Rix-Toe project utilizes a matrix-based game to deepen students' understanding of linear algebra concepts and strengthen students' ability to express themselves mathematically. The project was administered in three classes using slightly different approaches, each of which included some editing component to encourage the…

77 FR 68812 - Renewal of Agency Information Collection for Class III Gaming; Tribal Revenue Allocation Plans...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-16

... authorized by OMB Control Number 1076-0149, Tribal Revenue Allocation Plans authorized by OMB Control Number 1076-0152, and Gaming on Trust Lands Acquired After October 17, 1988 authorized by OMB Control Number 1076-0158. These information collections expire November 30, 2012. DATE: Interested persons are invited...

An Evaluation of the Good Behavior Game in Kindergarten Classrooms

ERIC Educational Resources Information Center

Donaldson, Jeanne M.; Vollmer, Timothy R.; Krous, Tangala; Downs, Susan; Berard, Kerri P.

2011-01-01

The good behavior game (GBG) is a classwide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. Five kindergarten teachers and classrooms participated in this evaluation of the GBG. Disruptive behavior markedly decreased in all five classrooms…

Gamification in science education: The relationship of educational games to motivation and achievement

NASA Astrophysics Data System (ADS)

Rouse, Kelly Elizabeth

Community colleges have become increasingly more important in America's higher education system. Part of this emphasis has been directly due to President Obama's 2010 directive to produce a competitive workforce in the United States by increasing the community college graduation rate by five million over the next decade (Madhani, 2010). Community colleges allow open admission for students which permits marginally prepared students to enter. These students may lack motivation, which contributes to student attrition (Williams, 2010). The focus of this study is to examine methods that may improve student learning and motivation, which could ultimately lead to higher graduation rates. This study investigates the relationship of gamification to motivation and achievement in a community college microbiology class. Gamification is defined as "the process of adding game mechanics to processes, programs, and platforms that would not traditionally use such concepts" (Swan, 2012). The goal of game-based learning is to increase student motivation and learning. The results of this investigation indicate that educational games increase motivation and achievement of students in a community college microbiology class.

Effect of monoclonal antibodies (MoAb) to class I and class II HLA antigens on lectin- and MoAb OKT3-induced lymphocyte proliferation.

PubMed

Akiyama, Y; Zicht, R; Ferrone, S; Bonnard, G D; Herberman, R B

1985-04-01

We have examined the effect of several monoclonal antibodies (MoAb) to monomorphic determinants of class II HLA antigens, and MoAb to monomorphic determinants of class I HLA antigens and to beta-2-microglobulin (beta 2-mu) on lectin- and MoAb OKT3-induced proliferation of human peripheral blood mononuclear cells (PBMNC) and cultured T cells (CTC). Some, but not all, anti-class II HLA MoAb inhibited the proliferative response of PBMNC to MoAb OKT3 and pokeweed mitogen (PWM). The degree of inhibitory effect varied considerably. This effect was not limited to anti-class II HLA MoAb since anti-class I HLA MoAb and anti-beta 2-mu MoAb also inhibited MoAb OKT3- or PWM-induced proliferative responses. In contrast, the response of PBMNC to phytohemagglutinin (PHA) and concanavalin A (Con A) was not blocked by any anti-class II HLA MoAb. However, some anti-class II HLA MoAb also inhibited the proliferative response of CTC plus allogeneic peripheral blood adherent accessory cells (AC) to PHA or Con A as well as to MoAb OKT3 or PWM. This may be attributable to the substantially greater class II HLA antigen expression by CTC than by fresh lymphocytes. Pretreatment of either CTC or AC with anti-class II HLA MoAb inhibited OKT3-induced proliferation. In contrast, pretreatment of CTC, but not AC, with anti-class I HLA MoAb inhibited the proliferative response of CTC to OKT3. Pretreatment of CTC with anti-class I HLA MoAb inhibited PHA-, Con A and PWM-induced proliferation, to a greater degree than the anti-class II HLA MoAb. It appears as if lymphocyte activation by different mitogens exhibits variable requirements for the presence of cells expressing major histocompatibility determinants. Binding of Ab to membrane markers may interfere with lymphocyte-AC cooperation, perhaps by inhibiting binding of mitogens to their receptors or by interfering with lymphocyte and AC function. We also have examined the role of class II HLA antigens on CTC by depleting class II HLA-positive cells. As expected, elimination of class II HLA-positive AC with anti-class II HLA MoAb plus complement caused a decrease in proliferation of CTC in response to all the mitogens tested. In contrast, elimination of class II HLA-positive CTC was shown to clearly increase proliferation of CTC, perhaps because this may deplete class II HLA-positive suppressor cells.

Matching and Mismatching between the Pedagogical Design Principles of a Math Game and the Actual Practices of Play

ERIC Educational Resources Information Center

Lindstrom, P.; Gulz, A.; Haake, M.; Sjoden, B.

2011-01-01

The article reports and discusses a long-term qualitative study of forty 8-10-year-old students who regularly played a math game during math lessons for 9 weeks. The goal was to explore the relations between (i) some of the "pedagogical principles" that underlie the game and (ii) the "playing practice" in terms of what actually takes place when…

Potential Applications of Manual Games,

DTIC Science & Technology

1984-02-01

34 just because some electronic equipment is used to keep track of logistics, combat results, and force status. Even a highly computerized game like...D-A152 541 POTENTIAL APPLICATIONS OF MANUAL GAMES (U) RAND CORP ii SANTA MONICA CA T A BROW~N FEB 84 RAND/P-6957 UNCLASI7FIED F/G 12/2 N El..I 111 1...128 112.5 111 m; * _ 1.8 I1111 ’I’ll MICROCOPY RESOLUTION TEST CHART NATI NAl fii~ t1 RI 1A L4k, I POTENTIAL APPLICATIONS OF MANUJAL GAMES Lfl N Lfl

Immunological Functions of the Membrane Proximal Region of MHC Class II Molecules

PubMed Central

Harton, Jonathan; Jin, Lei; Hahn, Amy; Drake, Jim

2016-01-01

Major histocompatibility complex (MHC) class II molecules present exogenously derived antigen peptides to CD4 T cells, driving activation of naïve T cells and supporting CD4-driven immune functions. However, MHC class II molecules are not inert protein pedestals that simply bind and present peptides. These molecules also serve as multi-functional signaling molecules delivering activation, differentiation, or death signals (or a combination of these) to B cells, macrophages, as well as MHC class II-expressing T cells and tumor cells. Although multiple proteins are known to associate with MHC class II, interaction with STING (stimulator of interferon genes) and CD79 is essential for signaling. In addition, alternative transmembrane domain pairing between class II α and β chains influences association with membrane lipid sub-domains, impacting both signaling and antigen presentation. In contrast to the membrane-distal region of the class II molecule responsible for peptide binding and T-cell receptor engagement, the membrane-proximal region (composed of the connecting peptide, transmembrane domain, and cytoplasmic tail) mediates these “non-traditional” class II functions. Here, we review the literature on the function of the membrane-proximal region of the MHC class II molecule and discuss the impact of this aspect of class II immunobiology on immune regulation and human disease. PMID:27006762

Asymmetric Evolutionary Games

PubMed Central

McAvoy, Alex; Hauert, Christoph

2015-01-01

Evolutionary game theory is a powerful framework for studying evolution in populations of interacting individuals. A common assumption in evolutionary game theory is that interactions are symmetric, which means that the players are distinguished by only their strategies. In nature, however, the microscopic interactions between players are nearly always asymmetric due to environmental effects, differing baseline characteristics, and other possible sources of heterogeneity. To model these phenomena, we introduce into evolutionary game theory two broad classes of asymmetric interactions: ecological and genotypic. Ecological asymmetry results from variation in the environments of the players, while genotypic asymmetry is a consequence of the players having differing baseline genotypes. We develop a theory of these forms of asymmetry for games in structured populations and use the classical social dilemmas, the Prisoner’s Dilemma and the Snowdrift Game, for illustrations. Interestingly, asymmetric games reveal essential differences between models of genetic evolution based on reproduction and models of cultural evolution based on imitation that are not apparent in symmetric games. PMID:26308326

Video game addiction and college performance among males: results from a 1 year longitudinal study.

PubMed

Schmitt, Zachary L; Livingston, Michael G

2015-01-01

This study explored the pattern of video game usage and video game addiction among male college students and examined how video game addiction was related to expectations of college engagement, college grade point average (GPA), and on-campus drug and alcohol violations. Participants were 477 male, first year students at a liberal arts college. In the week before the start of classes, participants were given two surveys: one of expected college engagement, and the second of video game usage, including a measure of video game addiction. Results suggested that video game addiction is (a) negatively correlated with expected college engagement, (b) negatively correlated with college GPA, even when controlling for high school GPA, and (c) negatively correlated with drug and alcohol violations that occurred during the first year in college. Results are discussed in terms of implications for male students' engagement and success in college, and in terms of the construct validity of video game addiction.

Use of educational games in the health professions: a mixed-methods study of educators' perspectives in the UK.

PubMed

Blakely, Gillian; Skirton, Heather; Cooper, Simon; Allum, Peter; Nelmes, Pam

2010-03-01

Educational games have been shown to be effective in supporting learning, especially to reinforce knowledge, and students are generally positive about the use of games. The aim of this mixed-methods study that was conducted in the UK was to explore educators' views towards the use of educational games in the health sciences. The data were collected via semistructured interviews with 13 health educators and an online survey that was completed by 97 health educators. Three factors influence the use of classroom games: reflective practice, the impact of games on students, and the impact of logistical factors. Educators assess their own performance and the impact of the games on students when planning their use; however, large classes and the need for preparation time have a negative impact on educators' willingness to use games. Similar constraints might restrict the use of active learning strategies, such as simulation, that are crucial for enabling health professionals to develop competence. These issues require consideration when planning educational methods.

Opponent Classification in Poker

NASA Astrophysics Data System (ADS)

Ahmad, Muhammad Aurangzeb; Elidrisi, Mohamed

Modeling games has a long history in the Artificial Intelligence community. Most of the games that have been considered solved in AI are perfect information games. Imperfect information games like Poker and Bridge represent a domain where there is a great deal of uncertainty involved and additional challenges with respect to modeling the behavior of the opponent etc. Techniques developed for playing imperfect games also have many real world applications like repeated online auctions, human computer interaction, opponent modeling for military applications etc. In this paper we explore different techniques for playing poker, the core of these techniques is opponent modeling via classifying the behavior of opponent according to classes provided by domain experts. We utilize windows of full observation in the game to classify the opponent. In Poker, the behavior of an opponent is classified into four standard poker-playing styles based on a subjective function.

Characterizing the performance of XOR games and the Shannon capacity of graphs.

PubMed

Ramanathan, Ravishankar; Kay, Alastair; Murta, Gláucia; Horodecki, Paweł

2014-12-12

In this Letter we give a set of necessary and sufficient conditions such that quantum players of a two-party XOR game cannot perform any better than classical players. With any such game, we associate a graph and examine its zero-error communication capacity. This allows us to specify a broad new class of graphs for which the Shannon capacity can be calculated. The conditions also enable the parametrization of new families of games that have no quantum advantage for arbitrary input probability distributions, up to certain symmetries. In the future, these might be used in information-theoretic studies on reproducing the set of quantum nonlocal correlations.

25 CFR 547.11 - What are the minimum technical standards for money and credit handling?

Code of Federal Regulations, 2010 CFR

2010-04-01

... GAMES § 547.11 What are the minimum technical standards for money and credit handling? This section... interface is: (i) Involved in the play of a game; (ii) In audit mode, recall mode or any test mode; (iii...

25 CFR 547.11 - What are the minimum technical standards for money and credit handling?

Code of Federal Regulations, 2012 CFR

2012-04-01

... GAMES § 547.11 What are the minimum technical standards for money and credit handling? This section... interface is: (i) Involved in the play of a game; (ii) In audit mode, recall mode or any test mode; (iii...

Pentagon spokesman: Up to 250 more U.S. forces to deploy to Syria > U.S.

Science.gov Websites

the CMSAF The Book Speeches Archive Former AF Top 3 Viewpoints and Speeches Air Force Warrior Games Games Portraits in Courage Portraits In Courage Vol. I Portraits In Courage Vol. II Portraits In Courage

25 CFR 547.11 - What are the minimum technical standards for money and credit handling?

Code of Federal Regulations, 2011 CFR

2011-04-01

... GAMES § 547.11 What are the minimum technical standards for money and credit handling? This section... interface is: (i) Involved in the play of a game; (ii) In audit mode, recall mode or any test mode; (iii...

Economic Theory and Management Games II.

ERIC Educational Resources Information Center

Zernik, Wolfgang

1988-01-01

Description of management games continues a previous article's discussion of how mathematical modeling and microeconomic concepts can be used by players. Highlights include an initial condition simulating a profit-maximizing monopoly; simulating the transition from monopoly to oligopoly; and how mathematical properties of the model affect final…

Comprehensive analysis of MHC class II genes in teleost fish genomes reveals dispensability of the peptide-loading DM system in a large part of vertebrates

PubMed Central

2013-01-01

Background Classical major histocompatibility complex (MHC) class II molecules play an essential role in presenting peptide antigens to CD4+ T lymphocytes in the acquired immune system. The non-classical class II DM molecule, HLA-DM in the case of humans, possesses critical function in assisting the classical MHC class II molecules for proper peptide loading and is highly conserved in tetrapod species. Although the absence of DM-like genes in teleost fish has been speculated based on the results of homology searches, it has not been definitively clear whether the DM system is truly specific for tetrapods or not. To obtain a clear answer, we comprehensively searched class II genes in representative teleost fish genomes and analyzed those genes regarding the critical functional features required for the DM system. Results We discovered a novel ancient class II group (DE) in teleost fish and classified teleost fish class II genes into three major groups (DA, DB and DE). Based on several criteria, we investigated the classical/non-classical nature of various class II genes and showed that only one of three groups (DA) exhibits classical-type characteristics. Analyses of predicted class II molecules revealed that the critical tryptophan residue required for a classical class II molecule in the DM system could be found only in some non-classical but not in classical-type class II molecules of teleost fish. Conclusions Teleost fish, a major group of vertebrates, do not possess the DM system for the classical class II peptide-loading and this sophisticated system has specially evolved in the tetrapod lineage. PMID:24279922

2017 INFORMS PRIZE. The Nomination of The United States Air Force

DTIC Science & Technology

2017-02-08

practice of market design. Shapley, a World War II veteran of the Army Air Corps who received the Bronze Star for his work in breaking a Soviet weather...theorem, the Gale-Shapley algorithm, the potential game concept, market games, authority distribution, multi-person utility, and non-atomic games...new field offices where they did not yet exist. The field OA offices were organized according to these same general principles . Some analysts were

Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action

ERIC Educational Resources Information Center

Simmons, Amber M.

2012-01-01

This article explores ways to utilize students' interest in fantasy literature to support critical literacy. Focusing on Suzanne Collins's The Hunger Games series (2008, 2009, 2010), the author addresses how elements of the trilogy relate to violent acts in our world, helping student understand that violence and brutality toward children is not…

Behavioral Management of Exceptional Children Using Video Games as Reward.

ERIC Educational Resources Information Center

Buckalew, L.W.; Buckalew, Patricia Bowman

1983-01-01

Seventeen children ranging in age from 9 to 15 years and from grades four and eight in five classes for students with emotional conflicts were placed on a video game reward system. The observation of enhanced classroom decorum and individual performance of students suggest the effectiveness of this reward in modifying behavior. (Author/PN)

Video Games as a Context for Numeracy Development

ERIC Educational Resources Information Center

Thomas, Troy A.; Wiest, Lynda R.

2013-01-01

Troy Thomas and Lynda Wiest share an engaging lesson on statistics involving analysis of real-world data on the top ten video game sales in the United States during a one-week period. Three upper-primary classes completed the lesson, providing insight into the lesson's effectiveness. The lesson description includes attention to the manner in which…

The Time Factor: Leveraging Intelligent Agents and Directed Narratives in Online Learning Environments

ERIC Educational Resources Information Center

Jones, Greg; Warren, Scott

2009-01-01

Using video games, virtual simulations, and other digital spaces for learning can be a time-consuming process; aside from technical issues that may absorb class time, students take longer to achieve gains in learning in virtual environments. Greg Jones and Scott Warren describe how intelligent agents, in-game characters that respond to the context…

Game-Based Experiential Learning in Online Management Information Systems Classes Using Intel's IT Manager 3

ERIC Educational Resources Information Center

Bliemel, Michael; Ali-Hassan, Hossam

2014-01-01

For several years, we used Intel's flash-based game "IT Manager 3: Unseen Forces" as an experiential learning tool, where students had to act as a manager making real-time prioritization decisions about repairing computer problems, training and upgrading systems with better technologies as well as managing increasing numbers of technical…

"New Directions for Traditional Lessons": Can Handheld Game Consoles Enhance Mental Mathematics Skills?

ERIC Educational Resources Information Center

Main, Susan; O'Rourke, John

2011-01-01

This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs…

Using Role-Playing Game Dice to Teach the Concepts of Symmetry

ERIC Educational Resources Information Center

Grafton, Anthony K.

2011-01-01

Finding and describing the location of symmetry elements in complex objects is often a difficult skill to learn. Introducing the concepts of symmetry using high-symmetry game dice is one way of helping students overcome this difficulty in introductory physical chemistry classes. The dice are inexpensive, reusable, and come in a variety of shapes…

The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

ERIC Educational Resources Information Center

Radley, Keith C.; Dart, Evan H.; O'Handley, Roderick D.

2016-01-01

The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were…

Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms

ERIC Educational Resources Information Center

Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe

2013-01-01

We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…

Japanese Students' Perceptions of Digital Game Use for English-Language Learning in Higher Education

ERIC Educational Resources Information Center

Bolliger, Doris U.; Mills, Daniel; White, Jeremy; Kohyama, Megumi

2015-01-01

Researchers investigated perceptions of Japanese college students toward the use of digital games in English-language learning. The study was conducted at one large private university in Japan. Undergraduate students who were enrolled in 14 English-language courses were invited to complete a paper-based survey during class time. The survey…

Incorporating Scottish Highland Games and Activities into Your Physical Education Classes

ERIC Educational Resources Information Center

Prewitt, Steven L.; Hannon, James C.; Brusseau, Timothy

2015-01-01

The purpose of this article is to introduce a potentially new and exciting group of activities that can be taught in physical education. Activities based on Scottish Highland Games can be an interesting way to incorporate history and literature into the curriculum, as well as introduce students to a variety of unique physical activities. This…

Game Theoretic Models of Competition and Upgrade Investments in Communication Networks

ERIC Educational Resources Information Center

Wu, Shuang

2010-01-01

In the first part of this dissertation, we study the competition among network service providers in a parallel-link network with the presence of elastic user demand that diminishes both with higher prices and congestion. First we analyze a game where providers strategically price their service for single class of traffic. Later we analyze a game…

The Politics of International Sport: Games of Power. Headline Series No. 286.

ERIC Educational Resources Information Center

Irwin, Wallace, Jr.

This booklet considers the relationships among international politics and sports in terms of the Olympic Games and of: (1) the concept of what appears to be popular is politically important; (2) the opportunities that sports offer people, regardless of color or class; (3) a country's general physical fitness; (4) the pride and prestige that sports…

Avatars Go to Class: A Virtual Environment Soil Science Activity

ERIC Educational Resources Information Center

Mamo, M.; Namuth-Covert, D.; Guru, A.; Nugent, G.; Phillips, L.; Sandall, L.; Kettler, T.; McCallister, D.

2011-01-01

Web 2.0 technology is expanding rapidly from social and gaming uses into the educational applications. Specifically, the multi-user virtual environment (MUVE), such as SecondLife, allows educators to fill the gap of first-hand experience by creating simulated realistic evolving problems/games. In a pilot study, a team of educators at the…

Building Virtual Cities, Inspiring Intelligent Citizens: Digital Games for Developing Students' Problem Solving and Learning Motivation

ERIC Educational Resources Information Center

Yang, Ya-Ting Carolyn

2012-01-01

This study investigates the effectiveness digital game-based learning (DGBL) on students' problem solving, learning motivation, and academic achievement. In order to provide substantive empirical evidence, a quasi-experimental design was implemented over the course of a full semester (23 weeks). Two ninth-grade Civics and Society classes, with a…

Airing Your Dirty Laundry: A Quick Marketable Pollution Permits Game for the Classroom

ERIC Educational Resources Information Center

Caviglia-Harris, Jill L.; Melstrom, Richard T.

2015-01-01

In this article, the authors describe a simple classroom game that demonstrates the advantage of tradable emissions permits in regulating environmental pollution. Students take on the role of polluters who must consider the costs of complying with a uniform reduction and a tradable permits program. The class is divided into high-cost polluters and…

Looking Forward: Games, Rhymes and Exercises To Help Children Develop Their Learning Abilities.

ERIC Educational Resources Information Center

von Heider, Molly

The range of games, rhymes, songs, and exercises for children collected in this book are based on Rudolf Steiner's educational philosophy and are designed to lay the foundation for sound later learning. The book's chapters are: (1) "Learning Aids"; (2) "The Early Years"; (3) "Foot Exercises: Kindergarten or Class I, 5-7…

Climbing up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class

ERIC Educational Resources Information Center

Fotaris, Panagiotis; Mastoras, Theodoros; Leinfellner, Richard; Rosunally, Yasmine

2016-01-01

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment…

Flow and the Pedagogical Affordances of Computer Games: A Case Study

ERIC Educational Resources Information Center

Theodoulou, Photini; Avraamidou, Lucy; Vrasidas, Charalambos

2015-01-01

Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN "Food Force" in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in…

Learning Outcomes Associated with Classroom Implementation of a Biotechnology-Themed Video Game

ERIC Educational Resources Information Center

Barko, Tim; Sadler, Troy D.

2013-01-01

The educational video game Mission Biotech provides a virtual experience for students in learning biotechnology materials and tools. This study explores the use of Mission Biotech and the associated curriculum by three high school teachers and their students. All three classes demonstrated gains on a curriculum-aligned test of science content.…

Effect of the Sport Education Tactical Model on Coeducational and Single Gender Game Performance

ERIC Educational Resources Information Center

Pritchard, Tony; McCollum, Starla; Sundal, Jacqueline; Colquit, Gavin

2014-01-01

Physical education teachers are faced with a decision when teaching physical activities in schools. What type of instructional model should be used, and should classes be coeducational or single gender? The current study had two purposes. The first purpose investigated the effectiveness of the sport education tactical model (SETM) during game play…

The Implementation of Models-Based Practice in Physical Education through Action Research

ERIC Educational Resources Information Center

Casey, Ashley; Dyson, Ben

2009-01-01

The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged…

Using "Monopoly" to Introduce Concepts of Race and Ethnic Relations

ERIC Educational Resources Information Center

Waren, Warren

2011-01-01

In this paper I suggest a technique which uses the familiar Parker Brother's game "Monopoly" to introduce core concepts of race and ethnic relations. I offer anecdotes from my classes where an abbreviated version of the game is used as an analog to highlight the sociological concepts of direct institutional discrimination, the legacy of…

A comme... ("A" as in...).

ERIC Educational Resources Information Center

Foucher, Bernard; And Others

1981-01-01

Discusses the pedagogical implications, for a French class, of the following: (1) a puzzle-like game for text reconstruction; (2) use of gossip-column letters in advanced classes; (3) use of radio news and newspaper titles; and (4) classroom space utilization favoring spontaneous communication. (AMH)

76 FR 71600 - Renewal of Agency Information Collection for Class III Tribal-State Gaming Compact Process...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-18

... Process. The information collection is currently authorized by OMB Control Number 1076-0172, which expires... guarantee that we will be able to do so. III. Data OMB Control Number: 1076-0172. Title: Class III Tribal...

PACAF A-10s, HH-60s fly first air contingent missions in Philippines > U.S.

Science.gov Websites

the CMSAF The Book Speeches Archive Former AF Top 3 Viewpoints and Speeches Air Force Warrior Games Games Portraits in Courage Portraits In Courage Vol. I Portraits In Courage Vol. II Portraits In Courage

The overlooked "nonclassical" functions of major histocompatibility complex (MHC) class II antigens in immune and nonimmune cells.

PubMed

Altomonte, M; Pucillo, C; Maio, M

1999-06-01

Besides their "classical" antigenic peptide-presenting activity, major histocompatibility complex (MHC) class II antigens can activate different cellular functions in immune and nonimmune cells. However, this "nonclassical" role and its functional consequences are still substantially overlooked. In this review, we will focus on these alternative functional properties of MHC class II antigens, to reawaken attention to their present and foreseeable immunobiologic and pathogenetic implications. The main issues that will be addressed concern 1) the role of MHC class II molecules as basic components of exchangeable oligomeric protein complexes with intracellular signaling ability; 2) the nonclassical functions of MHC class II antigens in immune cells; 3) the pathogenetic role of MHC class II antigens in inflammatory/autoimmune and infectious disease; and 4) the functional role of MHC class II antigens in solid malignancies.

Assessment: transcranial Doppler ultrasonography: report of the Therapeutics and Technology Assessment Subcommittee of the American Academy of Neurology.

PubMed

Sloan, M A; Alexandrov, A V; Tegeler, C H; Spencer, M P; Caplan, L R; Feldmann, E; Wechsler, L R; Newell, D W; Gomez, C R; Babikian, V L; Lefkowitz, D; Goldman, R S; Armon, C; Hsu, C Y; Goodin, D S

2004-05-11

To review the use of transcranial Doppler ultrasonography (TCD) and transcranial color-coded sonography (TCCS) for diagnosis. The authors searched the literature for evidence of 1) if TCD provides useful information in specific clinical settings; 2) if using this information improves clinical decision making, as reflected by improved patient outcomes; and 3) if TCD is preferable to other diagnostic tests in these clinical situations. TCD is of established value in the screening of children aged 2 to 16 years with sickle cell disease for stroke risk (Type A, Class I) and the detection and monitoring of angiographic vasospasm after spontaneous subarachnoid hemorrhage (Type A, Class I to II). TCD and TCCS provide important information and may have value for detection of intracranial steno-occlusive disease (Type B, Class II to III), vasomotor reactivity testing (Type B, Class II to III), detection of cerebral circulatory arrest/brain death (Type A, Class II), monitoring carotid endarterectomy (Type B, Class II to III), monitoring cerebral thrombolysis (Type B, Class II to III), and monitoring coronary artery bypass graft operations (Type B to C, Class II to III). Contrast-enhanced TCD/TCCS can also provide useful information in right-to-left cardiac/extracardiac shunts (Type A, Class II), intracranial occlusive disease (Type B, Class II to IV), and hemorrhagic cerebrovascular disease (Type B, Class II to IV), although other techniques may be preferable in these settings.

Bodies that differ: mid- and upper-class women and the quest for "Greekness" in female bodily culture (1896-1940).

PubMed

Fournaraki, Eleni

2010-01-01

This article discusses different expressions of mid- and upper-class Greek women's use of classical antiquity in relation to female bodily culture. It focuses on two cases, connected with successive phases of the collective women's action in Greece. The first case concerns principally the conjuncture of the Athens Olympic Games of 1896. The games offered the opportunity to the Ladies' Journal, the weekly that gave expression to the first feminist group in Greece and its leading figure, C. Parren, to put forward a discourse which, by constructing a specific image of the ancient Heraia games for 'maidens', 'invents' a specific athletic-competitive 'tradition' on behalf of Greek women of their social class. The second case rejoins the same circle of women principally in the interwar years as leading figures of the Lyceum of Greek Women, the organization which distinguished itself by juxtaposing to the newly formed militant feminist organizations its 'hellenic-worthy' activity, by organizing monumental festivals in the Panathenaic Stadium, which, through displays of 'national' dances - folk and 'ancient' dances - and other ritual events, performed the 'tradition' of the nation from prehistory until today.

Three-player conflicting interest games and nonlocality

NASA Astrophysics Data System (ADS)

Bolonek-Lasoń, Katarzyna

2017-08-01

We outline the general construction of three-player games with incomplete information which fulfil the following conditions: (i) symmetry with respect to the permutations of players; (ii) the existence of an upper bound for total payoff resulting from Bell inequalities; (iii) the existence of both fair and unfair Nash equilibria saturating this bound. Conditions (i)-(iii) imply that we are dealing with conflicting interest games. An explicit example of such a game is given. A quantum counterpart of this game is considered. It is obtained by keeping the same utilities but replacing classical advisor by a quantum one. It is shown that the quantum game possesses only fair equilibria with strictly higher payoffs than in the classical case. This implies that quantum nonlocality can be used to resolve the conflict between the players.

An evolutionary game model for behavioral gambit of loyalists: Global awareness and risk-aversion

NASA Astrophysics Data System (ADS)

Alfinito, E.; Barra, A.; Beccaria, M.; Fachechi, A.; Macorini, G.

2018-02-01

We study the phase diagram of a minority game where three classes of agents are present. Two types of agents play a risk-loving game that we model by the standard Snowdrift Game. The behaviour of the third type of agents is coded by indifference with respect to the game at all: their dynamics is designed to account for risk-aversion as an innovative behavioral gambit. From this point of view, the choice of this solitary strategy is enhanced when innovation starts, while is depressed when it becomes the majority option. This implies that the payoff matrix of the game becomes dependent on the global awareness of the agents measured by the relevance of the population of the indifferent players. The resulting dynamics is nontrivial with different kinds of phase transition depending on a few model parameters. The phase diagram is studied on regular as well as complex networks.

Strong quantum solutions in conflicting-interest Bayesian games

NASA Astrophysics Data System (ADS)

Rai, Ashutosh; Paul, Goutam

2017-10-01

Quantum entanglement has been recently demonstrated as a useful resource in conflicting-interest games of incomplete information between two players, Alice and Bob [Pappa et al., Phys. Rev. Lett. 114, 020401 (2015), 10.1103/PhysRevLett.114.020401]. The general setting for such games is that of correlated strategies where the correlation between competing players is established through a trusted common adviser; however, players need not reveal their input to the adviser. So far, the quantum advantage in such games has been revealed in a restricted sense. Given a quantum correlated equilibrium strategy, one of the players can still receive a higher than quantum average payoff with some classically correlated equilibrium strategy. In this work, by considering a class of asymmetric Bayesian games, we show the existence of games with quantum correlated equilibrium where the average payoff of both the players exceeds the respective individual maximum for each player over all classically correlated equilibriums.

[Problematic online gaming. A review of the literature].

PubMed

Nagygyörgy, Katalin; Pápay, Orsolya; Urbán, Róbert; Farkas, Judit; Kun, Bernadette; Griffiths, Mark; Demetrovics, Zsolt

2013-01-01

In parallel with the increasing popularity of online games, researchers have reported an increasing number of problematic users. For this reason there is a growing amount of literature analyzing the effects of online games. The present review described the evolution of online games as well as their types and specific characteristics of these types. This review examines (i) the question of definition, (ii) symptoms of problematic use, (iii) the measurement instruments (iv) prevalence data, (v) issues of etiology, (vi) the results of comorbidity, and (vii) the main trends and results in the area of prevention and treatment.

Experiential Learning in the Introductory Class: The Role of Minor League Hockey in Teaching Social Psychology

ERIC Educational Resources Information Center

Forrest, Krista D.

2005-01-01

To convince my students they are surrounded by social psychology, we attended a minor league hockey game. During the next class period I asked students to write a brief paragraph about their experiences. From those paragraphs I chose four reoccurring themes to analyze from a social psychological perspective. My introductory classes and I benefited…

From Assumption of Knowledge to Knowledgeable Considerations: a Class Activity on 'Ionizing Radiation' and Its Biological Effects.

ERIC Educational Resources Information Center

Ronen, Miky; Ganiel, Uri

1988-01-01

Describes a class activity, a game called "Beware--Radiation," developed as a framework for the introduction of the topic of radiation. Reports that both students and teachers had similar and mostly wrong preconceptions. (Author/YP)

Spatial evolutionary games with weak selection.

PubMed

Nanda, Mridu; Durrett, Richard

2017-06-06

Recently, a rigorous mathematical theory has been developed for spatial games with weak selection, i.e., when the payoff differences between strategies are small. The key to the analysis is that when space and time are suitably rescaled, the spatial model converges to the solution of a partial differential equation (PDE). This approach can be used to analyze all [Formula: see text] games, but there are a number of [Formula: see text] games for which the behavior of the limiting PDE is not known. In this paper, we give rules for determining the behavior of a large class of [Formula: see text] games and check their validity using simulation. In words, the effect of space is equivalent to making changes in the payoff matrix, and once this is done, the behavior of the spatial game can be predicted from the behavior of the replicator equation for the modified game. We say predicted here because in some cases the behavior of the spatial game is different from that of the replicator equation for the modified game. For example, if a rock-paper-scissors game has a replicator equation that spirals out to the boundary, space stabilizes the system and produces an equilibrium.