The ability to learn optimal control policies in systems where action space is defined by sentences in natural language would allow many interesting real-world applications such as automatic optimisation of dialogue systems. Text-based games with multiple endings and rewards are a promising platform for this task, since their feedback allows us to employ reinforcement learning techniques to jointly learn text representations and control policies. We present a general text game playing agent, testing its generalisation and transfer learning performance and showing its ability to play multiple games at once. We also present pyfiction, an open-source library for universal access to different text games that could, together with our agent that implements its interface, serve as a baseline for future research.

Electronic learning (e-learning) is an increasingly popular approach used to 1rain. knowledge and skills in work organizations. A 2006 market report estimated that organizations increased the use of e-learning by 8% from 2005 to 2006. Scientific research on how to best design e-learning to maximize learner outcomes is needed. Some attention is being directed at computer-based games due to their perceived motivational properties. By using a computer-based game and a non-game control group, this study examined differences in learning and satisfaction with training, and it also examined individual differences in goal orientation and self-efficacy. None of the hypotheses were supported. Instead, participants in the control group spent significantly more time in training and scored higher on a post-training performance goal orientation measure than participants in the game condition Moreover, when time spent in training was controlled participants in the control group performed significantly better on the post-training performance measure than did participants in the game condition. In addition consistent with research on individual differences, learning goal orientation (but not performance goal orientation) and self-efficacy were positively related to GPA. The results of this study suggest that more attention needs to be paid to the design of games used in training and on understanding how specific game features impact learning, motivation, and satisfaction.

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Submitted by LUCIANO PERES null (lucianoperes01@gmail.com) on 2016-09-29T02:09:08Z No. of bitstreams: 1 Dissertação Definitiva - 28 - 09.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-29T12:50:58Z (GMT) No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Made available in DSpace on 2016-09-29T12:50:58Z (GMT). No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) Previous issue date: 2016-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O uso de algumas tecnologias como ferramentas de ensino em salas de aula já não causa tanto entusiasmo, pois dificilmente os softwares educacionais fazem frente aos jogos com os quais os alunos estão familiarizados. Dentro desse contexto, o resgate de jogos de tabuleiros como instrumentos de auxílio do processo ensinoaprendizagem de Matemática se torna muito útil e segue na contramão dos jogos de computadores, pois há uma maior interação entre os alunos, contribuindo também para aumentar a capacidade dos mesmos de tomarem decisões e criarem estratégias. O presente estudo tem como objetivo analisar os resultados da utilização desses jogos nas aulas de Matemática e também como os mesmos podem contribuir na educação de alunos que possuem Necessidade Educacional Especial. Para tanto foram trabalhados dois jogos cujas origens são de países distintos: o Mancala (origem africana) e o Quoridor (também conhecido como bloqueio, de origem italiana). / The use of some technologies as teaching tools do not cause a lot of enthusiasm by now, since educational softwares hardly meet the standards of the games students are familiarized. In this context, the renewal of interest for board games as tools for helping the process of Mathematics teaching and learning becomes useful and is in the opposite direction of computer games, since there are a better interaction between students, and it contributes to increase their capacity of decision and strategy-making. This study aims to analyze the results of the utilization of these board games in Mathematics classes and how they can contribute for the education of students with special needs. Thus, two board games, of two different origins, were analyzed: the Mancala (from Africa) and the Quoridor (also known as “bloqueio”, of Italian origin).

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I arbetet görs ett försök att genom litteratur och elevintervjuer närma sig frågan om vilka förutsättningar för lärande som simuleringar i geografi erbjuder och vilka lärandeteorier som då blir relevanta. Intervjuer har därför gjorts med elever efter att de genomfört ett för undersökningen utvalt simuleringsspel. I arbetet ställs också frågan om hur elever uppfattar simuleringen som didaktiskt verktyg och ett antal svarskategorier struktureras. Slutsatserna är att lärandet i simuleringar i första hand tycks vara beroende av den egna praktiska erfarenheten, den sociala interaktionen mellan deltagarna och den emotionella laddningen. Elevernas uppfattningar av lärandeformen stödjer dessa kvalitéer, men tillfogade också betydelsen av variation i undervisningen och det inneboende spelrummets betydelse för kreativiteten. / By literature and studentinterviews this work aims to identify which kind of learningpotentials geography simulations hold and try to connect these to relevant pedagogical theories. The work also tries to explore how students perceive simulations as didactic tool and structure these views in different categories. The author concludes that learning through simulations primarily depends on practical work, social interaction and emotional commitment. Also the different character of simulations and the gaming dimension seems to influence learning positively.

In recent years, the age of additional language learning has been lowered in school education. What separates current students from the previous generation, however, is the fact that they use modern technology, such as digital games, and this can be used as a teaching strategy. Several studies show that modern technology can benefit students in their language learning, especially when it comes to vocabulary whose acquisition helps students to develop and master the four language basic skills (listening, reading, speaking, writing). The aim of this study is to provide an overview of the literature concerning the use of digital games and their characteristics in middle school in Sweden(ages 9-12), looking at the positive and negative effects game-use has on English vocabulary learning. Results from different studies indicate that the advantages of using digital games with the aim of vocabulary acquisition outweigh the disadvantages that this computer technology can cause. Using digital games together with pedagogical materials can, for example, reduce speaking stress, increase students’ interest, motivate them to language learning, and develop language learning strategies. It is nonetheless important to take the risks of modern technology into consideration, such as behaviour change or addiction, especially with young users. Overall, integrating entertainment games into educational contexts can result in effective student learning gains.

This dissertation presents the essence of the experience of instructional designers and instructors who have used alternate reality games (ARGs) and transmedia storytelling (TS) for teaching and learning. The use of game-like narratives, such as ARGs and TS, is slowly increasing. However, we know little about the lived experiences of those who have implemented such transmedia experiences in formal or informal learning. The data consists of written transcripts from interviews with 11 co-researchers in the United States and Europe. Phenomenology was the guiding methodology. The study begins by reviewing storytelling and the use of games in learning, leading up to exploring the tradition of using ARGs and TS in learning contexts. The analysis was one of reduction leading to codes, summary stories, themes, and the essence of the experience. Co-researchers used many techniques to enlighten their learners including problem-solving, critical thinking, collaboration, encouragement, disruption, and connection-making. When successful, connection-making facilitates learner agency development by providing learners with the power to act by their own initiative. Action came through the communicated narratives and games that closely tied to real-world problems. In the context of these efforts, this study's co-researchers emerged as educational life-world learning-coaches, "sensei", who were each using strategies and techniques to move students toward meaningful real-world learning and the ability to make a difference in the world. The dissertation closes by exploring implications of this study for instructional designers and instructors interested in using alternate reality games and transmedia storytelling for teaching and learning purposes.

學習型遊戲可提供學習者一個具備「滿足學習發生的基本需求」、「以問題解決為基礎」、「有趣」以及「吸引人」等特色的安全學習環境，而技能型學習遊戲更不同於一般認知與情意型遊戲，其設計過程除了著重事實、知識之外，更強調經由實際操作或練習使學生能真正習得某些動作和技能。因此，有哪些遊戲設計要素能吸引學習者，讓學習者在進行技能學習過程中感到有趣，進而達到學習目標，值得我們關切。再者，從學習型遊戲設計層面來看，重視學習情緒和使用者經驗是不可或缺的遊戲設計考量面向，特別是在數位學習環境中，哪些遊戲設計要素會對學生的學習情緒及學習成效產生影響，值得更進一步的探討。 因此，本研究採用兩款具遊戲設計要素差異之英文打字遊戲，探討技能型學習遊戲之遊戲設計要素對於學習者之學習情緒與學習成效之影響與關聯，以釐清技能型學習遊戲之遊戲設計要素如何影響學習者之正負面情緒以及學習成效，進而作為學習型技能遊戲設計時的參考。研究結果顯示，具遊戲設計要素差異之技能型英打學習遊戲對於引發女性學習者之負面情緒會產生顯著差異，而男性學習者則未產生顯著差異；本研究採用之兩款技能型英打學習遊戲，均可以有效增進學習者之學習成效，並且遊戲設計要素較高之技能型英打學習遊戲對於男性學習者較具學習成效；具遊戲設計要素差異之技能型英打學習遊戲，其遊戲設計要素之「適時回饋」為設計學習型遊戲時之最重要因素；而學習情緒會影響學習成效部分，僅在低打字能力學習者採用具遊戲設計要素差異之技能型英打學習遊戲時獲得部份驗證。 / Game-based learning can provide a safe environment with satisfied basic needs during learning process, problem solving domain foundation, funny and attractive characteristics for learners. Skill learning games are different from normal cognitive and affective games. The design of skill learning games emphasizes on not only facts and knowledge but also on learning some kinds of motion and skills by operation and practice, so we concerned about the key design features attracting learners to interest the learning process and get the learning goals. On the other hand, it is indispensable for key design features considering about learning emotions and learner’s experience, and it is also necessary to be further investigated about which feature will affect the learner’s emotion and learning performance. Two English typing games with different design features were adapted to investigate the effects and relations between design features and learner’s emotion and learning performance to clarify the positive or negative emotions and performance were affected by which design feature of the skill learning games and to set a reference for the game designer. The study results show that female learner’s negative emotion which was caused by different game design features of the English typing games was significantly affected, but male learner’s emotion was not. The two adapted games were both with learning performance, and her male learning performance was better with better game design features of the typing games. Proper feedback was the most important design feature. The effects of emotions to performance were partly proven from poor typing ability learners.

The thesis is dedicated to the study and implementation of methods used for learning from the course of playing. The chosen game for this thesis is Backgammon. The algorithm used for training neural networks is called the temporal difference learning with use of eligible traces. This algorithm is also known as TD(lambda). The theoretical part describes algorithms for playing games without learning, introduction to reinforcement learning, temporal difference learning and introduction to artificial neural networks. The practical part deals with application of combination of neural networks and TD(lambda) algorithms.