Games can be a great way to create awareness and engagement about climate change, and may even encourage players to take action in real life. This thesis work aims to determine how well a graphic style inspired by Solarpunk fits the content and message of the Mariestad Climate board game, as well as researching whether including site-specific elements makes it more engaging. Four illustrated cards, two card backsides, and a game board were created for this purpose, and were evaluated via three in-person game test sessions and an online questionnaire. Results showed that a Solarpunk-inspired graphic style fit the game’s content, showing an optimistic version of the future players reacted positively to. Including site-specific elements created a local connection with the players and increased their engagement. Future work includes developing the game further according to the study’s results, as well as the possibility of creating versions related to other municipalities that are part of the Viable Cities project.

The strategy game Risk is a very popular boardgame, requiring little effort to learn but lots of skill to master.The aim of this project is to explore the fortification phase of thegame, where the player’s troops are moved between territories.Our method is based on adapting Monte Carlo tree search(MCTS) to Risk. To improve the troop movements, we proposetwo techniques, hierarchical search and progressive bias. Thesemethods, combined with other extensions of MCTS are thencompared against a baseline player of the game. Our results showthat hierarchical search improved the MCTS agent’s playingpower and the progressive bias have potential to improve theagent but needs further investigation. / Strategispelet Risk är ett väldigt populärt brädspel som är lätt att lära sig men svårt att bemästra. Syftet med detta projekt är att utforska spelets befästningsfas, där spelarens trupper flyttas mellan territorier. Vår metod är baserad på en anpassning av Monte Carlo trädsökning (MCTS) till Risk. För att förbättra trupprörelserna föreslår vi två tekniker, ”hierarchical search” och ”progressive bias”. Dessa metoder, i kombination med andra tillägg av MCTS, jämförs sedan mot en standard agent i spelet. Våra resultat visar att hierarchical search förbättrade MCTS agentens spelstyrka och att progressivce bias har möjlighet att förbättra agenten men kräver fortsatt utforskning. / Kandidatexjobb i elektroteknik 2020, KTH, Stockholm

[pt] O lúdico tem grande importância e eficácia como estratégia educacional. Neste contexto, o uso de jogos é elemento fundamental da ludicidade. Assim, a presente dissertação objetiva apresentar um Produto Educacional, o qual seja sustentável do ponto de vista orçamentário e que possa ser realizado pelo professor mesmo com poucos recursos, independentemente de apoio institucional ou financeiro, tendo em vista a realidade precária de parte significativa das escolas públicas brasileiras. Ademais, intenta demonstrar, por meio de levantamento bibliográfico e debate entre as obras, que o lúdico é uma linguagem que funciona e que jogar em História é algo sério. Além disso, comprovar que o jogo é um importante meio de cooperação, participação, protagonismo discente e engajamento, na medida em que por sua própria natureza, leva à participação, à socialização e ao envolvimento, sendo possível avaliar os estudantes sob essa perspectiva, rompendo com sistemas tão somente voltados a práticas avaliativas pautadas pela quantificação de escala numérica e notas. Dessa forma, a proposta lúdica, neste caso em comento, se alicerça em um jogo de tabuleiro físico com perguntas e respostas, projetadas através de um datashow, que trabalhem conteúdos escritos de história, mas também conteúdo imagético, com temas do século XX e XXI, o qual se intitula História e Imagem. / [en] Play has great importance and effectiveness as an educational strategy. In this context, the use of games is a fundamental element of playfulness. Thus, the present dissertation aims to present an Educational Product, which is sustainable from a budgetary point of view and which can be carried out by the teacher even with few resources, regardless of institutional or financial support, taking into account the precarious reality of a significant part of the Brazilian public schools. Furthermore, it attempts to demonstrate, through bibliographical survey and debate between the works, that ludic is a language that works and that playing in History is something serious. Besides that, proving that the game is an important means of cooperation, participation, student protagonism and engagement, as by its very nature, it leads to participation, socialization and involvement, making it possible to evaluate the students from this perspective, breaking with systems solely focused on evaluation practices based on the quantification of numerical scales and grades. In this way, the playful proposal, in this case under discussion, is based on a physical board game with questions and answers, projected through a datashow, that work with written history content, but also image content, with themes from the 20th and 21st centuries. , which is entitled History and Image.

In der aktuellen Bildungspolitik nimmt die Kompetenzorientierung eine große Bedeutung in der Planung von Unterricht ein. Aus diesem Anlass ist es wichtig, dass für die Planung von Unterricht neue Wege erschlossen werden, wie Kompetenzen gezielt gefördert werden können. Für den Geschichtsunterricht kann in diesem Zusammenhang das Brettspiel als Medium benannt werden, welches neue Unterrichtsformate ermöglicht. Für den gezielten Einsatz im Unterricht eignen sich jedoch marktübliche Brettspiele nicht immer, weshalb es notwendig ist, Brettspiele zu entwickeln, welche geeignet sind für einen Einsatz im Unterricht. Das Ziel dieser wissenschaftlichen Arbeit ist es, ein Brettspiel zu entwickeln, mit welchem ein kompetenzorientierter Geschichtsunterricht realisiert werden kann. Im Detail entstand dadurch die folgende Forschungsfrage: Welche Potenziale bietet der Einsatz eines selbst entwickelten Brettspiels im Hinblick auf einen kompetenzorientierten Geschichtsunterricht in der Sekundarstufe II. Für die Beantwortung der Forschungsfrage, wurde zunächst die Theorie hinter einem kompetenzorientierten Geschichtsunterricht zusammengefasst sowie ein Überblick über den Einsatz von Brettspielen im Unterricht konzipiert. Anschließend wurde ein Brettspiel entwickelt, welches die Soziale Frage in der Industrialisierung als Thema hat. Dabei wurden die didaktischen Überlegungen hinter dem Spiel dargelegt und das Spiel einem Praxistest unterworfen. Um es vorwegzunehmen, handelt es sich nicht um empirische Studien zum Kompetenzerwerb, sondern lediglich das Testen der Spieltauglichkeit wurde untersucht. Das entwickelte Brettspiel ist dabei das Ergebnis dieser wissenschaftlichen Arbeit. Durch das Lesen der Arbeit kann das Spiel kennengelernt werden. Außerdem sind didaktische Überlegungen zur Spielgestaltung dargestellt sowie Möglichkeiten des Einsatzes im Unterricht diskutiert worden. Zudem wurde erörtert, welche historischen und überfachlichen Kompetenzen durch das entwickelte Medium gefördert werden können.:Abstract 1 Vorwort und Danksagung 2 1 Einleitung 3 1.1 Ausgangssituation und Problemstellung 3 1.2 Ziele und Aufbau der Arbeit 4 Teil I: Theoretische Grundlagen 6 2 Kompetenzorientierter Geschichtsunterricht 6 2.1 Kompetenz – ein weiter Begriff 6 2.2 Kompetenzmodell – Was verbirgt sich dahinter? 8 2.3 Auswahl des Kompetenzmodells als Basis der Arbeit 9 2.4 Das FUER-Kompetenzmodell – eine Kurzvorstellung 14 2.5 Merkmale eines Kompetenzorientierten Geschichtsunterrichtes 19 2.6 Überfachliche Kompetenzen in Sachsen 23 3 Brettspiele im Geschichtsunterricht 25 3.1 Brettspiel – ein Begriff 25 3.2 Merkmale und Komponenten von Brettspielen 27 3.3 Das Medium Brettspiel im Geschichtsunterricht 29 3.3.1 Potenziale des Brettspieles gegenüber anderen Medien 30 3.3.2 Kritische Aspekte des Brettspieleinsatzes 35 3.4 Kompetenzerwerb durch Brettspiele im Geschichtsunterricht 39 3.5 Grundlagen zum Einsatz von Brettspielen im Unterricht 43 3.6 Empirischer Stand des Brettspieleinsatzes im Unterricht 46 4 Analyse der geschichtlichen Inhalte des Brettspieles 48 4.1 Sachanalyse – Soziale Frage in der Zeit der Industrialisierung 48 4.2 Didaktische Reduktion auf Unterrichtsniveau nach Sächsischen Lehrplan 54 Teil II: Das eigen entworfene Brettspiel für den Geschichtsunterricht 56 5 Vom ersten Pixel bis zum fertigen Brettspiel- der Entwicklungsprozess 56 5.1 Die Entwicklung der Brettspielidee 56 5.2 Die Herstellung der verschiedenen Spielmaterialien 58 5.3 Das Brettspiel – Vorstellung der wichtigsten Elemente 59 6 Didaktische Grundlagen des eigenen Brettspieles 64 6.1 Theoretische Grundlagen 64 6.1.1 Theoretischer Hintergrund der generellen Gestaltung des Brettspieles 64 6.1.2 Theoretischer Hintergrund der Brettspielelemente 69 6.1.3 Lehrplanbezug 79 6.2 Einsatzmöglichkeiten im Unterricht 81 6.3 Einsatzmöglichkeiten im privaten Bereich 88 6.4 Förderung für historische Kompetenzen 89 6.5 Überfachliche Kompetenzförderung 95 6.6 Kritische Aspekte 97 7 Praktische Erfahrungen 101 7.1 Praktische Erfahrungen außerhalb der Zielgruppe 101 7.2 Praktische Erfahrungen innerhalb der Zielgruppe 103 8 Schlussbetrachtung 106 8.1 Darstellung des Ergebnisses.. 106 8.2 Ausblick 110 Literaturverzeichnis 111 Anlagenverzeichnis 116

This study aims to strengthen elementary school students' marine environmental awareness through various learning approaches and board game activities. More specifically, jigsaw cooperative learning, game-based learning, and problem-solving learning approaches were used in this study to investigate the marine environmental awareness of elementary school students. A mixed-methods approach was employed to understand the research questions comprehensively. A total of 43 Taiwanese elementary school fifth-grade students in two classes participated in the study. Twenty-three students in Class 1 played the board game as the treatment in the experiment, and 20 students in Class 2 did not receive treatment but read articles. Quantitative data were collected by surveys and analyzed with statistical methods to measure changes in student marine environmental awareness. Qualitative data were collected by letters and interviews and analyzed thematically to understand students' perceptions and attitudes toward marine environmental problems. The results showed that the learning activities did not statistically significantly enhance marine environmental awareness among Taiwanese elementary students. Therefore, this study concluded that using jigsaw cooperative learning board games can improve elementary school students' marine environmental awareness without significant differences. Last but not least, the implications of research and practice and suggestions for future research were also mentioned in this study.

This diploma thesis deals with development potential of board games. The first part of the thesis defines basic concept of competence and its impact on ability to solve problems. Next it examines use of games as a means of increasing said competence. These theoretical findings are then used in the practical part of the thesis. The practical part compares individual board games and their ability to increase the competence to solve problems.

Analog games misses a lot of quick games in terms of game time and play time in the FPS genre. This genre often takes more time to play in an analog game. Could the game play become quicker by examining the different game mechanics in order to give the players a smoother game play by a reduction of downtime. Game mechanics that could be found in a digital FPS game such as Doom III, were converted to a prototype. These digital gameplay mechanics were converted so that an analog game could be played simultaneously. These game mechanics decrease the game time and down time in a way that a game using a turn based game order would not. The digital game Doom III was used to create the prototype and eight analog games of different types and genres were examined to collect more unique game mechanics. All were suited for a multiplayer type of gameplay. To get an understanding of what game elements were well liked in both digital and analog games, a questionnaire was created with twelve questions. The participants answered questions on the subjects of their favourite genre, missing game mechanics in both digital and analog games, well liked game mechanics, and also what the participants thought was impossible to create in a game in terms of game mechanics. The results of both the analysis of the eight analog games and the answers from the participants created the base plan for the development of the prototype focusing on low downtime, re-playability, and an average amount of luck. Several game mechanics were discussed and some of them were play tested. This resulted in keeping some game mechanics while others were removed because these game mechanics did not provide a rewarding gameplay. Several game mechanics were nearly impossible to implement without the use of a digital representation. An example on this type of issue was the first person view in the digital game. The perception of skill based game mechanics could be moved to an analog board game but would have to be determined by other game mechanics instead of the player’s physical capabilities. The conclusion lead to a prototype that could be played in an hour, which is a low game time for games in this genre. The FPS gameplay mechanics was converted to an analog game, but all game mechanics could not be transferred to the prototype without a conversion. / Gränsvägen 29 372 37 Ronneby Phone +46(0)708 35 04 45

The main aim of this diploma thesis is to make a contribution to discussion about suitability of using board games in education and to confirm that making use of board games is a valid didactical method used for teaching Czech language. Theoretical part is focused on play and game, making use of games in education, board games, their characteristics, categories, types and utilization in education. Following chapters explore advantages and disadvantages of using board games for teaching Czech which encounter Primary school teachers and contributions of games to devepolment of key competences. Further in the work, an overview/summary of Czech language board games suitable for teaching Czech and available on the Czech market is stated. These games were evaluated according to beforehand set criteria. A collection of my own board games created for needs of Czech language Primary school teachers follows.

In this study the impact of a board game as parent guidance strategy to reinforce Cognitive Control Therapy (CCT) in the home environment of a child with ADHD was explored. The influence of such a board game, based on the principles of CCT, on multiple contexts of the child’s existence - therapeutic and family contexts - was also investigated. There were two reasons for involving the parents in therapy. Firstly, children with an attention problem are situated within contexts and the effect of ADHD can permeate to the home and school environments. Secondly, for Cognitive Control Therapy (CCT) to be successful, it needs to be sustained by frequent repetition. It was hypothesized that sustainability of the effect of CCT should rise substantially after introduction of the board game, as the child and the parent can reinforce the principles of CCT by using it, even without being able to attend a session. The board game was designed by using the principles for game development as articulated by Dodge. A case study was then conducted by using a mixed methods approach, where quantitative and qualitative data were obtained. Data collection strategies consisted of quantitative methods in the form of the Cognitive Control battery (pre and post test), and the Copeland Symptoms checklist. Qualitative strategies included parental feedback, qualitative data during therapy sessions (observations and therapeutic notes) and a semi-structured interview with the mother. Data was collected before, after and during the intervention. The intervention consisted of individual therapy with the participant, parent guidance and parallel implementation of the designed board game by the parents with the child-participant. The quantitative data (from the CCB and the Copeland Symptoms Checklist) from the post test indicated that sensitivity towards distractions remains a concern, and that parental implementation of a board game (incorporating elements of CCT) with a child can possibly have a slightly negative effect on cognitive control functioning. However, the scope of this case study does not allow direct correlations to be drawn between the parental input and the child’s cognitive control functioning. It does point to the possibility of heeding caution when implementing a board game to reinforce CCT principles by a parent. Conversely, the findings from the study also indicated that family relations improved. Five qualitative insights emerged: i) increased ability to distinguish between relevant versus irrelevant information in the participant; ii) increase in organizational thought in the therapeutic situation and at home; iii) improved communication between parent and child, resulting in improved skills to maintain discipline; iv) improved interaction among family members; and v) transfer of skills to the mother. The study found that the greatest contribution of the board game appears to be the improvement experienced in the family context – probably as a result of increased interaction among family members and attention focused on the problem. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / MEd / unrestricted

This work presents a design and implementation of graphic user interfaces for board games. The objects of the investigation were various types of board games and graphic effects for virtual board game scene. We have developed a user interface design for different games. In the following sections the OpenGL ES library and its application to the Android platform are characterized. We explored the possibility of implementation in the native code. We have developed a system for plug-ins that allows implementing game logic in scripting language and defining the virtual scene for board game in XML language.