Search results

The frequency and sophistication of cybercrimes are increasing. These cybercrimes are impacting government and private organizations as well as individuals. One of the countermeasures is to improve the cyber hygiene of the end-users. Serious games or game-based learning has emerged as a promising approach for implementing security education, training and awareness program. In this paper, the researchers propose a tabletop card game called Cyber Suraksha to increase threat awareness and motivate users to adopt recommended security controls for smartphone users. Cyber Suraksha provides an active learning environment for the players. This paper aims to provide the details of the design and evaluation of the game using a between-subjects design.

The researchers have used constructive learning theory and the Fogg behaviour model (FBM) to design a tabletop card game called Cyber Suraksha. The researchers evaluated the game using a between-subjects design. The participants' responses in the control and intervention groups were collected using the risk behaviour diagnosis scale. Pearson’s Chi-Square test with a 5% significance level was used to test the hypotheses.

The results indicate that the game is enjoyable and fun. Cyber Suraksha game effectively motivates users to adopt the recommended security control for the targeted behaviour. The results indicate that the participants in the intervention group are 2.65 times more likely to adopt recommended behaviour. The findings of this study provide evidence for the effectiveness of hope and fear appeals in improving cybersecurity awareness.

The generalizability of the study is limited because the sample size is small compared to the total number of smartphone users in India, and only students from computer/IT UG programs in India are used as participants in this study.

This study uses hope and a fear appeal to design an effective serious game. It also demonstrates using the FBM and constructive learning principles for effective serious game design. Cyber Suraksha is effective for the student group and may be tested with other age groups.

To the researchers' knowledge, there are no serious games for cybersecurity awareness focusing on the threats faced by smartphone users based on FBM and constructive learning theory. This research used hope along with a fear appeal to motivate smartphone users to adopt recommended security controls.

In this paper, the authors present the insights and takeaways related to their experience with the design and development of ProblemUp!, a card game focused on helping higher education students develop personal strategies to overcome challenges in college and in life.

This paper presents a case study with analysis of and reflections on the design and development of an educational card game.

The design and development of ProblemUp! has engendered a number of insights to analyze, design and implement games that can help students become successful learners in school and life, beyond subject matter. The authors realized that it is worthwhile to offer different opportunities for players to engage with the game (e.g. alternative sets of rules, face-to-face and online versions), while at the same time keeping the game affordable, accessible and fun to play. Ultimately, ProblemUp! reflects a social and playful approach to learning that can help students become strategic learners and creative problem solvers in a complex and ever-changing world.

The potential contribution of ProblemUp! to students’ academic success in higher education is significant. Often students’ reluctance to face challenges is perceived as a lack of ability when it is actually a lack of knowledge and skills in metacognition and decision-making. If students have a sense of their own competence and control over challenges in academic learning, then they will be motivated to persevere with academic study. ProblemUp! offers the opportunity for students to develop knowledge and skills that are often hidden from them, their teachers and tutors.

In higher education, ProblemUp! has the potential for use in a variety of ways. It can be presented in post-secondary settings as a resource for students, with or without facilitation of tutors and others working to improve student retention. It can also be introduced within courses by a facilitator who can help students understand how the strategies they create can be adapted to overcome challenges within a course or, in general, for succeeding in college. Opportunities can also be created so that students can join an online game as the need arises, with or without support.

By speaking the “language of metacognition” embedded in the Cognitive Enrichment Advantage (CEA) approach (e.g. making comparisons, getting the main idea, connecting events, etc.), students can develop a “problem-solving grammar” which can be applied in a variety of situations to articulate the discourse on problems and the strategies to overcome them.

The paper presents a novel approach to metacognitive learning, strategic thinking and problem-solving by leveraging bizarre problems in a social-constructive environment. It also includes practical and usable insights for educators, teachers and game designers.

This chapter investigates sidewalk sociability and neighborhood use, by focusing on the regular encounter of a group of retired men to play cards on their neighborhood’s main street. Direct and ethnographic observations were used on one Lisbon suburban working and lower middle-classes residential district.

Sidewalk card-playing is understood as “focused gathering” (Goffman, 1971a) and this concept discloses the social organization of a public gaming held encounter and the specific rules created to regulate interactions between players and their audience. The sidewalk sociability effects produced by card-playing are interpreted as originating from “triangulation stimuli” (Lofland, 1998; Whyte, 2002) and “sociability pillar” construction (Charmés, 2006).

Card-playing encounters are discussed in detail as a practical and symbolical neighborhood-use (Blokland, 2003) enacted by an elder-men peer-group. Research underscores the relationship between the elderly peer-group members’ practices and the neighborhood’s public space appropriation, their public characters’ attributes (Jacobs, 1972) and behavior, and social construction of a sidewalk small social place. Among aged peer-group members, sidewalk card-playing accounts for an increase in social and psychological benefits, ranging from social contacts to memories self-expression, derived either from the gaming situation or from its pervasive sociability.

The purpose of this paper is to measure the effectiveness of fruit and vegetable playing cards for teaching schoolchildren about fruits and vegetables, health, and nutrition.

The participants come from two primary schools in Slovenia: 53 boys and 57 girls. Their average age is 10 (8, 11). The pre‐intervention questioning is completed two or three days before and post‐intervention questioning is completed a week after playing the card game. The participating children answer ten multiple‐choice questions and one open‐ended question. Each participant plays the game for two 45‐min lessons. The main goal of the research is to measure changes in their knowledge about fruits and vegetables, health, and nutrition.

After the intervention more children understand why the human body needs dietary fiber, water, and vitamins. The majority of those questioned also understand why fruits and vegetables are important in nutrition. The children learn which fruits and vegetables contain the most vitamin A, vitamin C, vitamin E, dietary fiber, and water.

The evaluation of the fruit and vegetable playing cards demonstrates that this game helps teach children about the nutrients in fruits and vegetables and importance of fruits and vegetables in a healthy diet.

This paper aims to investigate whether the effects of children's current learning are related to their learning efficiency and behavior when they are exposed to two different gaming media.

In this paper the authors used a quasi-experimental design to determine whether game-based learning can be improved by using mobile devices equipped with augmented reality (AR).

The control group using the card game was careful to find the correct answer, with the intention of “obtaining the maximum score with the highest rate of correctness,” whereas the experimental group using the AR board game played aggressively by “obtaining the maximum score with the highest number.”

Although integrating an AR board game into the curriculum is an effective approach, the need to implement such a game in response to different learning attitudes and behaviors of students should be addressed.

Depending on the learning situation, different teaching methods and aids can be used to help students effectively learn. The recommendations based on this experiment can broaden the teaching field and allow for a wider range of experimental studies.

Learning behavior was observed, and user attention was interpreted using MindWave Mobile.

This paper seeks to describe the development of an annual National Housing for Older People Awards scheme, to celebrate innovation in extra care housing, using a card game between residents to gather views on the services they receive. The approach, based entirely on residents' views, has been further developed into a Resident Consultation Service and is suitable for both general retirement housing and housing‐with‐care schemes.

As a case study of development practice, the paper is based on the first‐hand knowledge of the development team. It relates this development to the broader UK policy context which now requires older persons' accommodation services to develop a range of consultative approaches, and highlights the importance of including informal, scheme‐based and social opportunities for residents to share their views – especially for those who may be frail.

The card game approach is informal, resident‐led, allows for group discussions and group scores and scoring by individuals, and provides meaningful comparisons with other schemes regionally and nationally. In the absence of formal evaluative research, the feedback from service users is that the card game, combined with the awards nomination and ceremony, is an enjoyable and effective means to elicit their views, with minimal input from the service provider agencies.

The card game offers an enjoyable and engaging, but low cost means of providing essential feedback to service providers in housing with care and support. The awards approach takes this further, as a means by which current older residents can now provide benchmarking quality information for future potential residents across the country.

This is the first paper of its kind to describe the development of the awards scheme, the Resident Consultation Service, and the card game itself. As an example of empowering practice, it will be of interest to supported accommodation services and any others working with older persons, or other comparable resident groups, to encourage them to give their views individually and collectively on the services they receive, and to celebrate the successes of good services.

This article illustrates through word, image and design the back-and-forth exchange characteristic of Project Oriented Semantic Trading (POST) Cards, a game-based professional learning ritual relevant to educators’ problems of practice. In describing the iterative designs and features of POST Cards, this article intentionally depicts alternative means of narrative and scholarship via imaginative, playful and visual (re)presentation.

Both POST Cards and this inquiry use a design-based process driven by theory about play, intended to improve education practice, and iteratively co-created with participants. As an annotated and dialogical worked example, this representation of game play moves beyond the monolithic medium of printed text. With the intention to provoke discussion about the content and configuration of inquiry, this article traces the literal and figurative tradeoffs associated with the development and play of POST Cards.

In surveying the design and enactment of POST Cards across two iterations, and a related Quote Cards mutation, three design principles are relevant to fostering greater playfulness in higher education: embrace the inevitability of tradeoffs, invite players to co-create new features and iterations, and create conditions whereby everyday rituals and social practices are transformed into improvisational and discursive play.

As an annotated narrative constructed in the form and spirit of POST Cards, this inquiry is notable for presenting an experimental form of multimodal literacy and also for revealing how higher education settings and practices may be designed as playgrounds upon which to render visionary, risky and expressive approaches to game-based collaboration and creative scholarship.

We review the use of behavior from television game shows to infer risk attitudes. These shows provide evidence when contestants are making decisions over very large stakes, and in a replicated, structured way. Inferences are generally confounded by the subjective assessment of skill in some games, and the dynamic nature of the task in most games. We consider the game shows Card Sharks, Jeopardy!, Lingo, and finally Deal Or No Deal. We provide a detailed case study of the analyses of Deal Or No Deal, since it is suitable for inference about risk attitudes and has attracted considerable attention.

The current paper is a brief review of the emerging field of quantum-like modelling in game theory. This paper aims to explore several quantum games, which are superior compared to their classical counterparts, which means either they give rise to superior Nash equilibria or they make the game fairer. For example, quantum Prisoners Dilemma generates Pareto superior outcomes as compared to defection outcome in the famous classical case. Again, a quantum-like version of cards game can make the game fairer, increasing the chance of winning of players who are disadvantaged in the classical case. This paper explores all the virtues of simple quantum games, also highlighting some findings of the authors as regards Prisoners Dilemma game.

As this is a general review paper, the authors have not demonstrated any specific mathematical method, rather explored the well-known quantum probability framework, used for designing quantum games. They have a short appendix which explores basic structure of Hilbert space representation of human decision-making.

Along with the review of the extant literature, the authors have also highlighted some new findings for quantum Prisoners Dilemma game. Specifically, they have shown in the earlier studies (which are referred to here) that a pure quantum entanglement set up is not needed for designing better games, even a weaker condition, which is classical entanglement is sufficient for producing Pareto improved outcomes.

Theoretical research, with findings and implications for future game designs, it has been argued that it is not always needed to have true quantum entanglement for superior Nash Equilibria.

The main purpose here is to raise awareness mainly in the social science community about the possible applications of quantum-like game theory paradigm. The findings related to Prisoners Dilemma game are, however, original.

Gambling is increasingly a global phenomenon, derided by some as exploitative and viewed by others as entertainment. Despite extensive research into gambling motivations, previous research has not assessed whether gaming choice is a function of one’s personal motivations or simply a desire to gamble in general, regardless of game choice among recreational gamblers. The purpose of this study is to explore this theme by considering “illusion of control” where luck and skill may moderate gambling motivation.

This study applies two motivation theories, hedonic consumption theory and motivation disposition theory, and examines heuristic perspectives related to gambling. Three stages of qualitative data collection were undertaken.

The findings indicate that for recreational gamblers, gaming choice is a function of personal motives. Hence, gamblers chose games that reflect their needs or motives, focusing on the game or games that best allow them to achieve their goals and desires.

These findings shed light on an important topic and include an in-depth examination of recreational gamblers’ motivations. Further quantitative examinations should be considered.

This research could be used by practitioners or researchers in better segmenting the casino recreational gambling market.

While many researchers have examined gambling motivations and even gambling motivations by venue (e.g. casino versus online), few researchers have focused on gamblers’ choice of games and even fewer have studied recreational gamblers’ motivations with a qualitatively rich approach, resulting in some useful perspectives on drivers of recreational gamblers by personal motives.