The switch operators and push-the-button games: a sequential compound over rulesets

We study operators that combine combinatorial games. This field was initiated by Sprague-Grundy (1930s), Milnor (1950s) and Berlekamp-Conway-Guy (1970-80s) via the now classical disjunctive sum operator on (abstract) games. The new class consists in operators for rulesets, dubbed the switch-operators. The ordered pair of rulesets (R 1 , R 2) is compatible if, given any position in R 1 , there is a description of how to move in R 2. Given compatible (R 1 , R 2), we build the push-the-button game R 1 R 2 , where players start by playing according to the rules R 1 , but at some point during play, one of the players must switch the rules to R 2 , by pushing the button ". Thus, the game ends according to the terminal condition of ruleset R 2. We study the pairwise combinations of the classical rulesets Nim, Wythoff and Euclid. In addition, we prove that standard periodicity results for Subtraction games transfer to this setting, and we give partial results for a variation of Domineering, where R 1 is the game where the players put the domino tiles horizontally and R 2 the game where they play vertically (thus generalizing the octal game 0.07).Comment: Journal of Theoretical Computer Science (TCS), Elsevier, A Para{\^i}tr

Mapping Persona and Games

For those new to games studies, the most important primer is the recognition that, as a field of research, it is at its most revealing when in conversation with perspectives from other fields and domains of inquiry. Espen Aarseth (2001) announced that the first issue of Game Studies, the international journal of computer game research, marked the commencement of computer game studies. Aarseth's editorial launched the trajectory for the following two decades of game research, obscuring much of the previous work examining digital and analogue games that had contributed to the tipping point at which the fields' coalescence could become a reality. Emerging from media studies, sociology, and a particular tradition of textual analysis in cinema and literature studies, games studies has since had a reputation for being the latest kid on the block. Like persona studies, game studies features key moments in which intersections between it and other fields and their theoretical and analytical perspectives prove enlightening, enriching, and even entertaining

Building databases for the computer-based memorization system

Journal ArticleThe Computer-Based Memorization System (CBMS) consists of eight games used by students to memorize groups of related facts that are stored in an associative network. The instructional design is built into the games. Designing and implementing associative networks for the CBMS is very different from the creation of traditional script-based Computer-Aided Instruction (CAI). The majority of the authoring effort is concentrated on the specification and representation of the factual knowledge t o be mastered by students. This report describes the cognitive science basis for CBMS and aspects of authoring CBMS databases. The associative networks used with CBMS have been modified for educational applications. First, numbers are associated with nodes and facts (two nodes connected by a link). These numbers permit the development of a model of the students' knowledge which permit the games to adapt to student performance. The numbers may be set by Author's to emphasize important facts. Second, pictures may be associated with nodes. Third, groups of anticipated answers may be associated with nodes to allow ranges of acceptable student answers

Playing games in a masters class: Experiences of student educational psychologists

Playing authentic educational games can support learners of all ages and abilities, particularly those with special educational or remedial needs. Playing games in cooperative groups allows learners to relate socially, motivate each other competitively and rehearse schoolwork. Literature mostly covers computer games rather than real-life educational games. This study explored student educational psychologists’ experiences in creating and playing authentic educational games to facilitate learning for children with special educational needs. In pairs, the students constructed educational games from everyday recyclable material with the purpose of reinforcing concepts related to phonics, spelling, reading and mathematics. The games required small groups of learners to play together with minimal teacher facilitation. Working with a generic, qualitative, interpretive research design, the experiences of this cohort (n=29) of Master’s students were gleaned from their reflective writings and the researcher’s journal. Thematic content analysis was used to analyse the data and identify the emergent themes within the theoretical framework of game-based learning. The findings indicated that authentic self-made educational games exhibited all the required features conceptualised in the theory of gameplay. Learning through play created experiences that are fun, motivating and have learners requesting more. Authentic educational games provided emotional and educational support. Playing educational games is a supportive adjunct to remedial interventions in the therapeutic context