The Use of Educational Games in High School Chemistry Learning in West Java Province

The implementation of games in chemistry classes has provided an interesting and alternative teaching method and allows students to learn in a more entertaining way compared to traditional learning process. The game-based learning approach is divided into three approaches, namely game-based learning or educational games, gamification, and game-assisted learning. Many chemistry games have been constructed in recent years to review and strengthen various chemistry topics; therefore, it is expected that Chemistry teachers in high schools in Indonesia, especially in West Java province implement educational games in the learning process. For that reason, it is necessary to perceive an overview of the use of educational games in Chemistry learning in secondary schools in West Java province. Survey research was carried out using a random sampling technique. There were 99 chemistry teachers from 91 high schools spread across the province of West Java who voluntarily participated in the online survey. The result of the analysis obtained that 35% of chemistry teachers in the province of West Java have implemented gamification and learning using game assistance. On the contrary, game-based learning has never been implemented in Chemistry learning process in secondary schools in West Java provinc

Learning to Play Othello with N-Tuple Systems

This paper investigates the use of n-tuple systems as position value functions for the game of Othello. The architecture is described, and then evaluated for use with temporal difference learning. Performance is compared with previously de-veloped weighted piece counters and multi-layer perceptrons. The n-tuple system is able to defeat the best performing of these after just five hundred games of self-play learning. The conclusion is that n-tuple networks learn faster and better than the other more conventional approaches

Biasing MCTS with Features for General Games

This paper proposes using a linear function approximator, rather than a deep neural network (DNN), to bias a Monte Carlo tree search (MCTS) player for general games. This is unlikely to match the potential raw playing strength of DNNs, but has advantages in terms of generality, interpretability and resources (time and hardware) required for training. Features describing local patterns are used as inputs. The features are formulated in such a way that they are easily interpretable and applicable to a wide range of general games, and might encode simple local strategies. We gradually create new features during the same self-play training process used to learn feature weights. We evaluate the playing strength of an MCTS player biased by learnt features against a standard upper confidence bounds for trees (UCT) player in multiple different board games, and demonstrate significantly improved playing strength in the majority of them after a small number of self-play training games.Comment: Accepted at IEEE CEC 2019, Special Session on Games. Copyright of final version held by IEE

Maintaining an ethical balance in the curriculum design of games-based degrees.

In February 2011, games-based degrees were subjected to the scrutiny of the Livingstone- Hope report into the future of education in the fields of video games and visual effects. The report delivers a damning appraisal of the education system’s ability to fulfil skills shortages in these creative industries, and makes a range of proposals for changing education in both schools and universities to meet the needs of these sectors. This paper discusses the findings of this report from the perspective of higher education, with particular emphasis on the complex ethical considerations of designing a curriculum for games-based degrees. The argument for taking a broader perspective on this issue is illustrated through discussion of Games Software Development degrees at Sheffield Hallam University

The Effect of Mobile Learning Integrated Traditional Games Egrang to Improve Multiple Representation Skills

Integrating traditional games into science learning can reconstruct local knowledge into scientific knowledge. One of the most popular technologies today is the mobile phone, which almost everyone uses. This study investigates the effect of mobile learning integrated with traditional games Egrang on students' multiple representation skills. This study used a quasi-experimental design of 64 7th junior high school students randomly assigned to experimental and control groups who learn motion and force concepts. Learning activities in the experimental class used mobile learning, while the control class used textbooks. The experimental class with (t = 8.78, p .05) and N-gain score 0.20. Besides, the control class with (t = 3.87, p .05) and N-gain score of 0.09. The study results found that students in the experimental class scored more in multiple representation skills than in the control class. Mobile learning integrated traditional games Egrang improves students' multiple representation skills, especially pictorial and mathematical representation. The results of this study can be used as a reference for integrating technology and indigenous knowledge into another science concept

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications