Background： Active educational video games （AVGs） appear to have a positive effect on elementary school students＇ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the eff...Background： Active educational video games （AVGs） appear to have a positive effect on elementary school students＇ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students＇ science knowledge learning, physical activity （PA） level, and interest-based motivation. Methods： In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games. Results： The results of repeated measures analysis of variance （ANOVA） on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test （p 〈 0.001, η2 = 0.486）, and their post-test scores did not differ significantly. The experimental condition provided a more active environment since the students＇ average heart rates （HRs） were in the Target-Heart-Rate-Zone （HR = 134 bpm）, which was significantly higher than the average HR （103 bpm） from the comparison condition （t = 7.212, p 〈 0.001）. Students in the experimental condition perceived a higher level of situational interest than their counterparts in the comparison group （p 〈 0.01, and η2 = 0.301）. Conclusion： These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.展开更多
In this paper, the authors outline a formal system for reasoning about agents＇ knowledge in knowledge games-a special type of multi-agent system. Knowledge games are card games where the agents＇ actions involve an e...In this paper, the authors outline a formal system for reasoning about agents＇ knowledge in knowledge games-a special type of multi-agent system. Knowledge games are card games where the agents＇ actions involve an exchange of information with other agents in the game. The authors＇ system is modeled using Coq-a formal proof management system. To the best of the authors＂ knowledge, there are no papers in which knowledge games are considered using a Coq proof assistant. The authors use the dynamic logic of common knowledge, where they particularly focus on the epistemic consequences of epistemic actions carried out by agents. The authors observe the changes in the system that result from such actions. Those changes that can occur in such a system that are of interest to the authors take the form of agents＇ knowledge about the state of the system, knowledge about other agents＇ knowledge, higher-order agents＇ knowledge and so on, up to common knowledge. Besides an axiomatic ofepistemic logic, the authors use a known axiomatization of card games that is extended with some new axioms that are required for the authors＇ approach. Due to a deficit in implementations grounded in theory that enable players to compute their knowledge in any state of the game, the authors show how the authors＇ approach can be used for these purposes.展开更多
文摘Background： Active educational video games （AVGs） appear to have a positive effect on elementary school students＇ motivation leading to enhanced learning outcomes. The purpose of this study was to identify the effectiveness of an AVG on elementary school students＇ science knowledge learning, physical activity （PA） level, and interest-based motivation. Methods： In this randomized controlled study, 53 elementary school students were assigned to an experimental condition or a comparison condition. The experimental condition provided an AVG learning environment, whereas the comparison condition was based on sedentary educational video games. Results： The results of repeated measures analysis of variance （ANOVA） on the knowledge test showed that students in both groups performed better on the post-test than they did on the pre-test （p 〈 0.001, η2 = 0.486）, and their post-test scores did not differ significantly. The experimental condition provided a more active environment since the students＇ average heart rates （HRs） were in the Target-Heart-Rate-Zone （HR = 134 bpm）, which was significantly higher than the average HR （103 bpm） from the comparison condition （t = 7.212, p 〈 0.001）. Students in the experimental condition perceived a higher level of situational interest than their counterparts in the comparison group （p 〈 0.01, and η2 = 0.301）. Conclusion： These results suggest that AVGs benefit children more in terms of PA and motivation than traditional video games by providing an enjoyable learning experience and sufficient PA.
文摘In this paper, the authors outline a formal system for reasoning about agents＇ knowledge in knowledge games-a special type of multi-agent system. Knowledge games are card games where the agents＇ actions involve an exchange of information with other agents in the game. The authors＇ system is modeled using Coq-a formal proof management system. To the best of the authors＂ knowledge, there are no papers in which knowledge games are considered using a Coq proof assistant. The authors use the dynamic logic of common knowledge, where they particularly focus on the epistemic consequences of epistemic actions carried out by agents. The authors observe the changes in the system that result from such actions. Those changes that can occur in such a system that are of interest to the authors take the form of agents＇ knowledge about the state of the system, knowledge about other agents＇ knowledge, higher-order agents＇ knowledge and so on, up to common knowledge. Besides an axiomatic ofepistemic logic, the authors use a known axiomatization of card games that is extended with some new axioms that are required for the authors＇ approach. Due to a deficit in implementations grounded in theory that enable players to compute their knowledge in any state of the game, the authors show how the authors＇ approach can be used for these purposes.
