Browsing by Subject "Game"

Now showing 1 - 3 of 3
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    Economía y juego en Celestina.
    (2010) Mallorquí-Ruscalleda, Enric
    In this work, I explore the “deep structure” inherent in the text of Celestina. By “deep structure” I mean a playful structure with which we can systemize the relationships that occur between the characters and their decision-making, especially between Celestina and Calisto. My approach to this thesis is interdisciplinary; more specifically, I apply the critical claims offered by modern game theory and sociology, with the intention of bringing to light an aspect of the work which has been up to now largely disregarded by Celestina critics: the role of games. This analysis is accomplished while keeping in mind the political, sociocultural and economic background of the times in which the text is situated.
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    Electronic Tabletop Miniatures Game
    (2023-05-05) Mahaffey, Nikolas; Freije, Elizabeth; Craig, Stephens; Mahaffey, Nikolas; Masheck, Charles; Dohner, James
    The purpose of this project is to create an Electronic Tabletop Miniatures Game that offers an electronic and computerized element to traditional existing games like Warhammer 40K, Dungeons and Dragons, and others. The gameboard must be expandable to allow for large scale games, which is achieved through the ability of the PCBs to be plugged into one another to increase the gameplay area. Small PCBs on the individual game pieces or tokens store the information and attributes of each piece, allowing them to be placed onto the gameboard to communicate their position, identity, and attributes. The rule keeper device, acting as the central computer, manages gameplay and enforces rules while also having the ability to substantiate gameplay on the physical board through the use of individually addressable LEDs. This project will provide players with an exciting and immersive gaming experience while offering the added convenience of a computerized interface that tracks and manages gameplay.
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    Evaluating a Virtual Reality Game to Enhance Teen Distracted Driving Education: Mixed Methods Pilot Study
    (JMIR, 2024-11-26) Peterson, Colleen M.; Visclosky, Timothy; Flannagan, Carol A.; Mahajan, Prashant; Gabanyicz, Andrew; Bouchard, Jean-Jacques; Cervantes, Vincent; Gribbin, William; Nobuhide Hashikawa, Andrew; Medicine, School of Medicine
    Background: Inexperienced adolescent drivers are particularly susceptible to engaging in distracted driving behaviors (DDBs) such as texting while driving (TWD). Traditional driver education approaches have shown limited success in reducing motor vehicle crashes among young drivers. Objective: We tested an innovative approach to help address the critical issue of DDB among teenagers. We investigated the effectiveness of using a novel virtual reality (VR) game "Distracted Navigator" to educate novice teenage drivers about DDB. Methods: The game consisted of maneuvering a spaceship around asteroids while engaging in simulated DDB (eg, inputting numbers into a keypad). A physician-facilitated discussion, based on the theory of planned behavior, linked gameplay to real-life driving. Teenagers were recruited for the in-person study and randomly assigned at the block level to intervention (VR gameplay or discussion) and control groups (discussion only), approximating a 2:1 ratio. Unblinded, bivariate statistical analyses (all 2-tailed t tests or chi-square tests) and regression analyses measured programming impact on TWD-related beliefs and intentions. Content analysis of focus group interviews identified thematic feedback on the programming. Results: Of the 24 participants, 15 (63%) were male; their ages ranged from 14 to 17 (mean 15.8, SD 0.92) years, and all owned cell phones. Compared to the control group (n=7, 29%), the intervention group (n=17, 71%) was more likely to report that the programming had positively changed how they felt about texting and driving (?218=-8.3; P=.02). However, specific TWD attitudes and intentions were not different by treatment status. Irrespective of treatment, pre- and postintervention scores indicated reduced confidence in safely TWD (ie, perceived behavioral control; β=-.78; t46=-2.66; P=.01). Thematic analysis revealed the following: (1) the VR gameplay adeptly portrayed real-world consequences of texting and driving, (2) participants highly valued the interactive nature of the VR game and discussion, (3) both the VR game and facilitated discussion were deemed as integral and complementary components, and (4) feedback for improving the VR game and discussion. Conclusions: Our findings show that the novel use of immersive VR experiences with interactive discussions can raise awareness of DDB consequences and is a promising method to enhance driving safety education. The widespread accessibility of VR technology allows for scalable integration into driver training programs, warranting a larger, prospective, randomized study.