• Asia pacific journal of information systems
• /
• 제32권4호
• /
• pp.803-829
• /
• 2022

With the advances in technology and the trend towards increased computer-based experiential learning in education settings, business games are being increasingly used by business educators. This article utilizes Toulmin's Sensemaking Framework to investigate the sensemaking process of business professionals to reveal how they consciously reason about the value of business games for learning complex business concepts and principles. Using the analysis of responses from 43 business professionals, our study identifies key areas where business professionals find value in business games and the limitations of using business games. First, business games are found to be an effective tool when teaching practical business skill sets to business professionals. Second, business games enhance the overall learning process in professional business training. Third, despite the advantages, some pitfalls in applying business games to practice are found. We also found sub-themes, claims, and argument patterns of how business professionals evaluate the value of business games through a grounded theory qualitative analysis method. Analysis results show several ground-warrant patterns exist in the arguments on values of business games including general principle - causal reasoning, personal experience - generalization, and personal projection - generalization. With these findings, we believe this paper contributes to the theory and practice of business game design, development, and the game playing and learning process.

• Educational Technology International
• /
• 제22권2호
• /
• pp.227-253
• /
• 2021

Perceived game realism (PGR) has recently emerged as a key concept in explaining the mental processing of digital game playing and the societal impact of digital games. However, few studies have examined its conceptualization and educational effects from an empirical viewpoint, especially in educational games. This study's participants included 292 university students in South Korea. A total of 212 questionnaires were valid and used for the analyses. They learned English expressions using a computer-based educational game and then completed questionnaires on the research variables. We investigated six factors of PGR: simulational realism (SIR), freedom of choice (FRC), perceptual pervasiveness (PEP), social realism (SOR), authenticity (AUT), and character involvement (CAI). We expected the factors to have valid effects on the university students' flow and learning satisfaction after a game-based learning (GBL) experience. Our research results demonstrated a causal relationship between SIR, FRC, CAI, and learning satisfaction. Furthermore, the indirect effects of SIR and CAI on learning satisfaction through flow were statistically significant.

• ETRI Journal
• /
• 제35권6호
• /
• pp.1058-1067
• /
• 2013

An approach for game bot detection in massively multiplayer online role-playing games (MMORPGs) based on the analysis of game playing behavior is proposed. Since MMORPGs are large-scale games, users can play in various ways. This variety in playing behavior makes it hard to detect game bots based on play behaviors. To cope with this problem, the proposed approach observes game playing behaviors of users and groups them by their behavioral similarities. Then, it develops a local bot detection model for each player group. Since the locally optimized models can more accurately detect game bots within each player group, the combination of those models brings about overall improvement. Behavioral features are selected and developed to accurately detect game bots with the low resolution data, considering common aspects of MMORPG playing. Through the experiment with the real data from a game currently in service, it is shown that the proposed local model approach yields more accurate results.

• 한국컴퓨터그래픽스학회논문지
• /
• 제15권2호
• /
• pp.9-17
• /
• 2009

다수 캐릭터가 경쟁적으로 상호작용하는 애니메이션의 합성은 컴퓨터 게임, 애니메이션 등의 응용분야에서 종종 요구되는 중요한 문제이다. 하지만 상대의 예측하기 어려운 행동에 효과적으로 대응하는 전략적 경쟁 양상을 모사하는 것은 어려운 문제로 남아있다. 본 논문은 다수 에이전트 학습 분야에서 제안된 마르코프 게임 강화학습 알고리즘을 촬영된 동작 데이터로부터 생성된 행위 모델에 적용하여 사실적인 경쟁 애니메이션을 합성하는 방식을 제안한다. 추격-회피, 간격 유지, 총격전 등의 다양한 경쟁적 상황에 대하여 효과적인 전략을 학습하여 흥미로운 애니메이션을 합성하는 예제들을 통하여 본 논문이 제안하는 방법의 효용성을 보인다.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• 제13권7호
• /
• pp.3638-3653
• /
• 2019

Designing a user interface is important because the user interface determines the level of physical and mental engagement of the user resulting in their level of learning. This paper investigated how physical engagement through a different user interfaces is associated with fun and learning and presented a theoretical physical engagement model called, PEM, developed based on an empirical user study. The PEM model describes how a game user interface is associated with the level of fun and learning, particularly in playing a full body engaged game. There are many different types of games but the Wii Tennis, an embodied interactive game, was chosen as an instance of full body engaged game. A user study with 32 participant's age ranged from 21 to 40 years old revealed that there is a positive correlation between both fun and learning and the level of physical engagement through two different user interfaces. The results of the study showed that the extent of fun and learning are associated with the physical engagement of the player through an interface. As an implication from the study, the result recommend that the level of user engagement is realized by an effective user interface, and the level of physical engagement is determined by the level of authenticity bridged by the user interface.

• 한국과학교육학회지
• /
• 제39권1호
• /
• pp.45-57
• /
• 2019

맥락과 학습자의 흥미를 무시하는 기존의 과학사 교육은 과학의 본성(NOS)에 대한 이해를 방해할 수 있다. 따라서 본 연구에서는 대륙이동설의 역사에 대한 스토리텔링의 풍부한 맥락을 통해 NOS 요소를 전달하고자 한다. 스토리텔링을 전달하는 다양한 매체 중에서 개인의 몰입을 이끌어내는 강력한 매체는 바로 컴퓨터 게임이며, 그 중에서도 스토리가 주가 되는 장르는 롤플레잉게임(RPG)이므로, 본 연구에서는 대륙이동설을 중심으로 과학사 롤플레잉 게임(SHRPG)을 개발하고자 한다. 게임 개발을 위한 모델은 Kim(2017)의 4F 프로세스를 적용했으며, 이 모델은 현황 분석, 목표 설정, 게임화 설계, 마무리 단계로 구성되어 있다. 목표 설정 단계에서 교육 게임화 범위는 대륙이동설의 역사에서 두드러지게 나타나는 4 가지의 NOS 요소(Lederman et al., 2002)를 포함하였다. 즉, 창의력과 상상력의 요구, 주관성, 사회 문화적 특성, 잠정성이다. 메커닉스와 룰은 퀘스트, 보상, 퀴즈, NOS 점수와 랭킹을 포함했다. 최종 단계에서는 4번의 테스트가 수행되었다. 마지막 4차 테스트인 베타테스트에서 고등학생들을 대상으로 VNOS-C 사전 사후 설문, 만족도 조사, 면담을 통해 본 연구가 교육게임화가 추구하는 결과인 '재미도 있고 배운 것도 많은 수업'인지 확인했다. 그 결과, SHRPG에서 의도한 NOS 요소 4 가지에 대해 학생들이 게임의 스토리인 대륙이동설의 맥락을 통해 이해하고 있었으며, 4 가지 요소 중에서도 '창의력'요소에서 가장 뚜렷한 효과를 보였다. SHRPG에 대한 만족도 또한 매우 높게 나타났는데, 스토리에서 가장 큰 재미를 느꼈으며, RPG 형식의 교육을 통해 쉽게 이해할 수 있었다는 의견이 가장 많았다.

• 대한전자공학회논문지TE
• /
• 제39권1호
• /
• pp.83-90
• /
• 2002

본 논문은 2인용 보드게임의 정보에 대한 전략을 학습할 수 있는 방법을 역전파 신경회로망과 Q학습알고리즘을 이용하여 제안하였다. 학습의 과정은 단순히 상대프로세스와의 대국에 의하여 이루어진다. 시스템의 구성은 탐색을 담당하는 부분과 기물의 수를 발생하는 부분으로 구성되어 있다. 수의 발생부분은 보드의 상태에 따라서 갱신되고, 탐색커널은 αβ 탐색을 기본으로 역전파 신경회로망과 Q학습을 결합하여 게임에 대해 양호한 평가함수를 학습하였다. 학습의 과정에서 일련의 기물의 이동에 있어서 인접한 평가치들의 차이만을 줄이는 Temporal Difference학습과는 달리, 기물의 이동에 따른 평가치에 대해 갱신된 평가치들을 이용하여 평가함수를 학습함으로써 최적의 전략을 유도할 수 있는 Q학습알고리즘을 사용하였다. 일반적으로 많은 학습을 통하여 평가함수의 정확도가 보장되면 승률이 학습의 양에 비례함을 알 수 있었다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제31권2호
• /
• pp.93-107
• /
• 1992

The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers. 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test\ulcorner 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects\ulcorner For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected as an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with them. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (00:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10. SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1. in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4.827) and the control group (M=22.28. SD=5.913) at p<.01 (p=.003). (3) For the question 2. in the Transfer Test for learning effects. there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<001, (p=.000). From the results of the analyses obtained in this study. the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games. observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.

• 한국게임학회 논문지
• /
• 제18권5호
• /
• pp.103-112
• /
• 2018

게임을 통해 순차, 반복문, 조건문 개념 학습이 가능하도록 개발된 유아교육용 코딩게임 "Ito2"를 소개하였다. 개발된 게임은 실제 어린이집 아동을 대상으로 모의수업과 실습수업의 두 단계의 과정을 거쳐서 코딩교육을 실시하여 그 실효성을 검증하였다. 코딩 교육을 실시함에 따라 공간, 관찰, 도형 및 측정, 분류, 비교 및 서열화, 부분과 전체의 총 6개 분야에 대한 유아 인지발달 능력 성취도의 추이를 관찰하여 그 변화 정도를 기술하였다. 본 논문은 재미 요소에 학습 요소를 더한 유아 기능성 코딩게임을 개발하고 개발된 게임을 어린이집 아이들이 학습게임으로 체험하면서 인지발달과 공간지각능력에 있어서 능력 향상이 이루어짐을 확인하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제44권2호
• /
• pp.265-280
• /
• 2005

According to the characteristics of elementary school students in favor of playing games, and to their high energy levels and physical growth states, it is fair to say that students can learn mathematics through 'game playing activities.' These activities are considered to intrigue their interest in class and make them feel less stress from the burden of studying mathematics. Mr. Skemp, who had conducted research on 'game activity' with experimental studies relating to elementary mathematics, recommends that math teachers try to give as many activity-oriented classes as possible to students. The method of 'game activity' by Skemp's operation deals with the whole range of mathematical themes. It is believed by other math teachers that this is not a way to substitute free time or just to have fun in class, but an intentionally well-organized way of learning an entire mathematical course during elementary school. In this research, 5th and 6th grade students needing extra classes after school had been exposed to 'ame activity' by Skemp's operation. As a result, we can figure out its influence on their understanding of arithmetic ability, and on the cognitive definition territory in their minds.