Current Issue : April-June Volume : 2026 Issue Number : 2 Articles : 5 Articles
This paper investigates allocation rules in graph-structured cooperative games (hereinafter referred to as graph games) by integrating the notion of network control. A component-restricted game and the component control value are proposed through treating each connected component as a virtual player (termed a component player), under the stipulation that only coalitions attended by component players are eligible to obtain coalitional worth. The component control value initially assigns a Shapley payoff (Shapley value, SV) to every player, and the SV of each component player is subsequently redistributed equally among all original players belonging to its corresponding connected component. Thereby, an axiomatic characterization of this allocation rule is established, demonstrating that the component control value constitutes the unique solution satisfying component efficiency and component-restricted fairness in graph games....
In recent years, digital technology has become such a normal part of our lives that it’s also changing what happens in classrooms. One of the biggest shifts has been the growing use of educational games. These aren’t just for fun – they’re designed to teach while also keeping students interested, which is something traditional methods often struggle to do. In this paper, author looks on how educational games have made their way into learning, starting from the early, simple classroom activities and old computer programs, all the way to today’s popular tools like Kahoot!, Duolingo, Minecraft Education Edition, and newer options such as the StockRise financial simulation. Author also discusses about the theories behind why these games actually work. Ideas from things like constructivism, social learning, and motivation theory basically just explain why students learn better when they’re actually doing something instead of sitting and listening. Games can make learning more fun and help kids actually remember things, but yeah, they’re not perfect. Some students don’t have the devices they need, and a lot of teachers just don’t really know how to use them or where to even fit them in with everything else going on. That said, if you use them in a practical way, they can make class a lot more interesting. They’re not there to replace regular lessons just to give them a little extra spark. They’re not supposed to replace normal teaching just add a bit of extra help where it makes sense. They’re not meant to replace regular teaching they just give it a little extra support. But issues like tech access, teacher training, and figuring out their long-term impact still need work before schools can really rely on them....
The video gaming industry is experiencing a significant surge in market capitalization, reaching unprecedented heights. In recent years, cognitive neuroscience has emerged as a powerful instrument for improving game development by leveraging insights into the mental processes of gamers. In this study, an experimental study is conducted to recognize five different game experience traits using electroencephalography (EEG) signals. EEG data from 27 participants for three trials of the (Traffic Racer) game is recorded using a commercially available four-channel Muse headband. The EEG data are labeled into two groups for flow, challenge, competence, tension, and negative affect game experience traits using the game experience questionnaire (GEQ) score. Significant bands of the EEG signal for each trait of the game experience are identified using a t-test. Three distinct groups of frequency domain features (mean power, rational asymmetry, and differential asymmetry) are extracted from statistically significant frequency bands of the EEG signal, which are employed to classify game experience traits using multiple machine learning classifiers. The accuracy of 92.59%, 91.36%, 86.42%, 87.65%, and 85.19% is achieved using a k-nearest neighbor (kNN) classifier for flow, challenge, competence, negative effect, and tension traits, respectively. The proposed game experience recognition algorithm performs better with features extracted from selected EEG bands with a reduced feature vector length (FVL)....
The COVID-19 pandemic prompted a sudden transition to emergency remote teaching, which demanded greater flexibility and learner autonomy among students. While computing-related disciplines generally exhibit a higher degree of digital adaptability, an examination of computer games education as an emerging field that bridges technical and creative skillsets may offer insights into how students adapt to online learning. This paper reports on a study exploring the impact of emergency remote teaching on computer game students’ self-efficacy and readiness for online learning during the pandemic lockdown. A questionnaire survey involving 103 undergraduate students from computer game courses in the UK was conducted to explore how students’ confidence and belief in their abilities influenced their preparedness for online learning. Findings revealed that self-efficacy positively correlates with and predicts readiness, highlighting the importance of enhancing students’ confidence and belief in their abilities to enhance preparedness for remote learning environments. While participants valued flexibility and self-paced learning, they also reported reduced interaction and collaboration among peers. These contrasting experiences highlight the importance of developing hybrid learning models that combine the accessibility of online modes with the social and collaborative dimensions of in-person learning, offering practical implications for designing more supportive and inclusive computer games education....
This study examined how computer video games support English-language learning among elementary pupils in the city of Stip, North Macedonia. A questionnaire completed by 45 parents (32 mothers, 13 fathers) of children aged 7–14 revealed that playing English-language games markedly boosts vocabulary, communication, self-expression and motivation. Parents noticed richer word use, greater confidence and more active peer interaction after game play. The findings confirm that the virtual, feedback-rich environments of video games create an authentic, engaging context that facilitates effective foreign-language acquisition, making them a valuable complement to classroom English instruction....
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