Hexagonal polyomino weak (1,2)-achievement games

A version of polyomino achievement games is studied, in which the first player marks one cell and the second player marks two cells at each move. All polyominos but one on an infinite 2-dimensional hexagonal board are characterized to be weak winners or losers

Biased Weak Polyform Achievement Games

In a biased weak $(a,b)$ polyform achievement game, the maker and the breaker alternately mark $a,b$ previously unmarked cells on an infinite board, respectively. The maker's goal is to mark a set of cells congruent to a polyform. The breaker tries to prevent the maker from achieving this goal. A winning maker strategy for the $(a,b)$ game can be built from winning strategies for games involving fewer marks for the maker and the breaker. A new type of breaker strategy called the priority strategy is introduced. The winners are determined for all $(a,b)$ pairs for polyiamonds and polyominoes up to size four

Achieving snaky

We prove that the polyomino generally known as snaky is a three-dimensional winner, that it loses on an 8 × 8 board, and that its handicap number is at most one

Does chess need intelligence? – A study with young chess players

Although it is widely acknowledged that chess is the best example of an intellectual activity among games, evidence showing the association between any kind of intellectual ability and chess skill has been remarkably sparse. One of the reasons is that most of the studies investigated only one factor (e.g., intelligence), neglecting other factors relevant for the acquisition of chess skill (e.g., amount of practice, years of experience). The present study investigated the chess skill of 57 young chess players using measures of intelligence (WISC III), practice, and experience. Although practice had the most influence on chess skill, intelligence explained some variance even after the inclusion of practice. When an elite subsample of 23 children was tested, it turned out that intelligence was not a significant factor in chess skill, and that, if anything, it tended to correlate negatively with chess skill. This unexpected result is explained by a negative correlation between intelligence and practice in the elite subsample. The study demonstrates the dangers of focusing on a single factor in complex real-world situations where a number of closely interconnected factors operate

Student interactions in online discussion forums: their perception on learning with business simulation games

Digital technology offers new teaching methods with controversial results over learning. They allow students to develop a more active participation in their learning process although it does not always drive to unequivocal better learning outcomes. This study aims to offer additional evidence on the contribution of business simulation games to students' learning outcomes, considering student interactions in online discussion forums. We conducted a qualitative research with the online discussion forums of 5 different courses at bachelor and master levels, which involves 41 students' teams. The final sample was composed of 3681 messages posted by the students. The results reveal that some generic and specific managerial skills exert a positive influence on learning outcomes. Students mostly highlighted teamwork, decision-making, information processing, reaching agreements, and dealing with uncertainty as the most relevant contributions of the game towards their learning. These results have instructional and pedagogical implications for determining the best way to enhance students' motivation and learning outcomes when using digital technology methods, which involves recommendations that affect their design and monitoring