No Arabic abstract
The objective of ontologies is to increase the compression of a given domain by eliminating interpretation problems. Among kinds of ontologies are linguistics ontologies which are ontologies used to simplify the interface between domain knowledge and linguistic components. Digital games have received increasing interest from educators in recent years for their potential to enhance the language learning and linguistic learning experience. Within the literature are games to teach ontologies of a specific domain, and games that use ontologies to facilitate the understanding of a given domain. Other educational games teach linguistics or vocabulary in contexts in which language is useful and meaningful. Although games help to understand difficult topics, the use of games that seek to meet the learning objectives of linguistics is not very popular and those focused on teaching linguistic ontologies are scarce. To solve the lack of the recreational resource for teaching linguistics in this document a prototype of a digital game called onto-ling is proposed. The goal is for the player to learn the relationship between concepts according to semantics, types of concepts and relationships through a game of levels.
Enhancing the earthquake behavioral responses and post-earthquake evacuation preparedness of building occupants is beneficial to increasing their chances of survival and reducing casualties after the main shock of an earthquake. Traditionally, training approaches such as seminars, posters, videos or drills are applied to enhance preparedness. However, they are not highly engaging and have limited sensory capabilities to mimic life-threatening scenarios for the purpose of training potential participants. Immersive Virtual Reality (IVR) and Serious Games (SG) as innovative digital technologies can be used to create training tools to overcome these limitations. In this study, we propose an IVR SG-based training system to improve earthquake behavioral responses and post-earthquake evacuation preparedness. Auckland City Hospital was chosen as a case study to test our IVR SG training system. A set of learning outcomes based on best evacuation practice has been identified and embedded into several training scenarios of the IVR SG. Hospital staff (healthcare and administrative professionals) and visitors were recruited as participants to be exposed to these training scenarios. Participants preparedness has been measured along two dimensions: 1) Knowledge about best evacuation practice; 2) Self-efficacy in dealing with earthquake emergencies. Assessment results showed that there was a significant knowledge and self-efficacy increase after the training. And participants acknowledged that it was easy and engaging to learn best evacuation practice knowledge through the IVR SG training system.
Gamification and Serious Games are progressively being used over a host of fields, particularly to support education. Such games provide a new way to engage students with content and can complement more traditional approaches to learning. This article proposes SherLOCKED, a new serious game created in the style of a 2D top-down puzzle adventure. The game is situated in the context of an undergraduate cyber security course, and is used to consolidate students knowledge of foundational security concepts (e.g. the CIA triad, security threats and attacks and risk management). SherLOCKED was built based on a review of existing serious games and a study of common gamification principles. It was subsequently implemented within an undergraduate course, and evaluated with 112 students. We found the game to be an effective, attractive and fun solution for allowing further engagement with content that students were introduced to during lectures. This research lends additional evidence to the use of serious games in supporting learning about cyber security.
An appropriate and safe behavior for exiting a facility is key to reducing injuries and increasing survival when facing an emergency evacuation in a building. Knowledge on the best evacuation practice is commonly delivered by traditional training approaches such as videos, posters, or evacuation drills, but they may become ineffective in terms of knowledge acquisition and retention. Serious games (SGs) are an innovative approach devoted to training and educating people in a gaming environment. Recently, increasing attention has been paid to immersive virtual reality (IVR)-based SGs for evacuation knowledge delivery and behavior assessment because they are highly engaging and promote greater cognitive learning. This paper aims to understand the development and implementation of IVR SGs in the context of building evacuation training and research, applied to various indoor emergencies such as fire and earthquake. Thus, a conceptual framework for effective design and implementation through the systematic literature review method was developed. As a result, this framework integrates critical aspects and provides connections between them, including pedagogical and behavioral impacts, gaming environment development, and outcome and participation experience measures.
Serious games are beneficial for education in various computer science areas. Numerous works have reported the experiences of using games (not only playing but also development) in teaching and learning. Considering it could be difficult for teachers/students to prepare/develop a game from scratch during one semester, assistant educational materials would be crucial in the corresponding courses. Unfortunately, the literature shows that not many materials from educational game projects are shared. To help different educators identify suitable courseware and help students implement game development, it is worth further investigating and accumulating the educational resources from individual game projects. Following such an idea, this paper proposes a game development project of an object-oriented Sokoban solver, and exposes relevant educational materials. The documented system design can be viewed as a ready-to-use resource for education in object-oriented analysis and design (OOAD), while the Sokoban solver itself may be used as an assignment platform for teaching artificial intelligence (AI). Further documentation, platform, and APIs will be realized and shared in the future to facilitate others educational activities. Overall, this work is supposed to inspire and encourage other researchers and educators to post available materials of more game projects for the purpose of sharing and reuse.
Almost two centuries ago Pierre-Joseph Proudhon proposed social contracts -- voluntary agreements among free people -- as a foundation from which an egalitarian and just society can emerge. A emph{digital social contract} is the novel incarnation of this concept for the digital age: a voluntary agreement between people that is specified, undertaken, and fulfilled in the digital realm. It embodies the notion of code-is-law in its purest form, in that a digital social contract is in fact a program -- code in a social contracts programming language, which specifies the digital actions parties to the social contract may take; and the parties to the contract are entrusted, equally, with the task of ensuring that each party abides by the contract. Parties to a social contract are identified via their public keys, and the one and only type of action a party to a digital social contract may take is a digital speech act -- signing an utterance with her private key and sending it to the other parties to the contract. Here, we present a formal definition of a digital social contract as agents that communicate asynchronously via crypto-speech acts, where the output of each agent is the input of all the other agents. We outline an abstract design for a social contracts programming language and show, via programming examples, that key application areas, including social community; simple sharing-economy applications; egalitarian currency networks; and democratic community governance, can all be expressed elegantly and efficiently as digital social contracts.