Morality Play: A Model for Developing Games of Moral Expertise

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design

Spatial interactions in agent-based modeling

Agent Based Modeling (ABM) has become a widespread approach to model complex interactions. In this chapter after briefly summarizing some features of ABM the different approaches in modeling spatial interactions are discussed. It is stressed that agents can interact either indirectly through a shared environment and/or directly with each other. In such an approach, higher-order variables such as commodity prices, population dynamics or even institutions, are not exogenously specified but instead are seen as the results of interactions. It is highlighted in the chapter that the understanding of patterns emerging from such spatial interaction between agents is a key problem as much as their description through analytical or simulation means. The chapter reviews different approaches for modeling agents' behavior, taking into account either explicit spatial (lattice based) structures or networks. Some emphasis is placed on recent ABM as applied to the description of the dynamics of the geographical distribution of economic activities, - out of equilibrium. The Eurace@Unibi Model, an agent-based macroeconomic model with spatial structure, is used to illustrate the potential of such an approach for spatial policy analysis.Comment: 26 pages, 5 figures, 105 references; a chapter prepared for the book "Complexity and Geographical Economics - Topics and Tools", P. Commendatore, S.S. Kayam and I. Kubin, Eds. (Springer, in press, 2014

Prime Example Ingress Reframing the Pervasive Game Design Framework (PGDF)

The growing availability of mobile communication infrastructure over the last decade has contributed significantly to the maturity of Pervasive Gaming. The massive suc-cess of games such as Ingress and Pokémon Go made pervasive gaming a viable op-tion for transforming learning. By its adaptability to location and context, pervasive technology is a valuable support for the design of engaging learning experiences. De-spite profound examples of pervasive gaming as learning tool, there is still a lack of reliable methodologies to construct purposeful pervasive learning experiences. The Pervasive Game Design Framework (PGDF) is intended to fill this gap. In this article, we present the PGDF using the example of Ingress. Ingress is a prominent pervasive game, as it has received huge attention since its appearance in 2012. A large commu-nity of players and third-party-tool suppliers has created a rich set of experiences since then. In this research, we examine Ingress according to PGDF’s categories based on a survey among long-term Ingress players (N=133). Founded on this analysis we identify three main benefits for Ingress players. Furthermore, we discuss the conse-quences of these findings on the PGDF. Summarizing, this work strengthens the ap-plicability of the PGDF, in order to enable the construction of enriched pervasive learn-ing experiences

Gamification in knowledge management: How to score intrinsically in the game of motivation

Gamification is an increasingly common motivational tool, and knowledge management is rising to become an important part of strategies in knowledge intensive organizations. The academic infancy of gamification and the relatively young field of knowledge management provide ample opportunities for novel research. This thesis attempts to understand what needs to be considered when designing a practical application of gamification to increase motivation for knowledge management in a knowledge-intense organization. Abductive action research was carried out at Ericsson AB to answer the question, where the researchers where embedded in a knowledge management transformation team. Empirics primarily gathered from interviews, together with a theoretical framework was used to synthesize a set of guidelines. These guidelines served to help with the development of a gamified application for knowledge management. Finally, a plausible concept of an application based on the guidelines and theory is presented, together with recommendations of how to proceed with the development of the concept

Intermediate reading exercises for use with the Durrell Analysis of Reading Difficulty.

Thesis (Ed.M.)--Boston Universit

AI in board Game-Based Learning

Despite receiving less attention in educational research compared to digital games, boardgames show great potential as a learning environment in many educational scenarios. They promote acquisition of disciplinary knowledge and key competences, generate a sense of physical “togetherness”, can be employed in situation of social and economic disadvantage, and can be modified (or “modded”), for better alignment with disciplinary content. The use of games in European schools is very limited; teachers see the potential of games for learning, but their competence in the use of games for learning is superficial and limited to personal experience. High-performance AI systems such as GPT-4 have emerged as a potential game-changer in education, as a collaborative partner to assist teachers in learning design or to automatize decision-making processes. Despite known limitations, trained LLMs show promise in executing educational tasks. This study explores whether trained High-performance AI can facilitate teachers in the creation of boardgame-based learning units, by bridging their knowledge gap in game knowledge and game-based instructional skills. Using the GDBL ID model, the most comprehensive available instructional model for the creation of boardgame-based learning units, in this exploratory study we instructed Chat GPT to address two key phases of bGBL design: the choice of the game for the learning activity and the personalization of the game for constructive alignment and inclusion. Evaluation of the output by GBL experts highlights the potential of AI tools for bGB

Primary reading exercises for use with the Durrell Analysis of Reading Difficulty

Thesis (Ed.M.)--Boston Universit

Hacker Combat: A Competitive Sport from Programmatic Dueling & Cyberwarfare

The history of humanhood has included competitive activities of many different forms. Sports have offered many benefits beyond that of entertainment. At the time of this article, there exists not a competitive ecosystem for cyber security beyond that of conventional capture the flag competitions, and the like. This paper introduces a competitive framework with a foundation on computer science, and hacking. This proposed competitive landscape encompasses the ideas underlying information security, software engineering, and cyber warfare. We also demonstrate the opportunity to rank, score, & categorize actionable skill levels into tiers of capability. Physiological metrics are analyzed from participants during gameplay. These analyses provide support regarding the intricacies required for competitive play, and analysis of play. We use these intricacies to build a case for an organized competitive ecosystem. Using previous player behavior from gameplay, we also demonstrate the generation of an artificial agent purposed with gameplay at a competitive level

A methodology for gamifying of the educational process

Abstract—In this research study, the authors designed

Investigating The Effect of Gamified Balinese Local Stories As A Teaching Media on Young Learners’ Writing Skill

Abstrak: Penelitian ini adalah penelitian kuantitatif yang memiliki tujuan untuk menginvestigasi efek dari gamifikasi berdasarkan cerita lokal Bali sebagai media belajar terhadap kemampuan menulis siswa kelas 5 SD. Desain yang diaplikasikan pada penelitian ini adalah kuasi-eksperimental dengan one group pre-test post-test. Penelitian ini dilaksanakan dalam 6 kali pertemuan di SDN 1 Banyuning yang berlokasi di Kabupaten Buleleng, Bali. Penelitian ini menggunakan siswa di SDN 1 Banyuning sebagai populasi dengan sampelnya adalah 31 siswa kelas 5 SD pada tahun akademik 2019/2020. Ada dua jenis instrumen yang digunakan yakni; instrumen perlakuan dan instrumen pretest posttest. Instrumen perlakuan yang digunakan yaitu gamifikasi itu sendiri, sedangkan instrumen pretest posttest yang digunakan adalah dalam bentuk tes menulis. Para siswa diberikan pretest dan posttest di setiap pertemuan. Hasil dari pretest dan posttest menunjukkan bahwa nilai rata-rata post-test siswa lebih tinggi dibandingan nilai rata-rata pre-test (85.39 > 51.73). Kemudian, hasil dari pengujian hipotesis dengan paired sampe t-test menunjukkan bahwa nilai t-hitung lebih besar dari t-tabel (13.533 > 1.796). Hal tersebut membuktikan bahwa terdapat efek yang signifikan dari penggunaan gamifikasi berdasarkan cerita lokal Bali sebagai media pengajaran terhadap kemampuan menulis siswa kelas 5 SD.Abstract: 21st century learning requires the implementation of digital-based teaching media. The study aimed at examining the effect of gamification based on Balinese local stories as teaching media on fifth grade students’ writing skill. Quasi-experimental research method with one group pre-test post-test was implemented. The study was conducted at SDN 1 Banyuning, Buleleng Regency, Bali. There were 31 samples of the fifth-grade students in academic year 2019/2020. Two instruments were administrated; treatment instrument (gamification based on Balinese local story) and pretest and posttest instrument (in the form of writing test). The students were repeatedly given six pre-test and post-test in the six meetings. The score of pre-test and post-test showed significant difference where post-test was higher than pre-test (85.39 > 51.73). The hypothesis testing result revealed that the tobs of the data was higher than the t cv (13.533 > 1.796) with (α = 0.05). This indicated that there was a significant effect of gamification based on Balinese local stories as teaching media on the fifth-grade students’ writing skill. Thus, Gamification based on Balinese local story is suggested to be used as teaching media to develop students’ writing skill