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Learning behavior in augmented reality–mediated mobile game–based learning
PurposeThis paper aims to investigate whether the effects of children's current learning are related to their learning efficiency and behavior when they are exposed to two different gaming media.Design/methodology/approachIn this paper the authors used a quasi-experimental design to determine whether game-based learning can be improved by using mobile devices equipped with augmented reality (AR).FindingsThe control group using the card game was careful to find the correct answer, with the intention of “obtaining the maximum score with the highest rate of correctness,” whereas the experimental group using the AR board game played aggressively by “obtaining the maximum score with the highest number.”Research limitations/implicationsAlthough integrating an AR board game into the curriculum is an effective approach, the need to implement such a game in response to different learning attitudes and behaviors of students should be addressed.Practical implicationsDepending on the learning situation, different teaching methods and aids can be used to help students effectively learn. The recommendations based on this experiment can broaden the teaching field and allow for a wider range of experimental studies.Originality/valueLearning behavior was observed, and user attention was interpreted using MindWave Mobile.
Journal Article
The little book of bridge : learn how to play, score, and win
\"A comprehensive guide to the classic card game of bridge, including an overview of the basics, tips and techniques how to play--and strategies to win; perfect for new bridge players and experienced pros alike. Bridge is all about memory, bidding, and skill. It is one of the most popular card games in the world, and is played by millions of people worldwide in tournaments, clubs, and cruises, as well as online. New to the world of bridge? No problem! Learning any new game can be challenging, especially one as complicated as bridge. But mastering a complex game can be very rewarding. Whether you are a complete novice or a casual player looking to brush up on your skills and techniques, The Little Book of Bridge can help you play your cards right and get ahead in this classic game. With a comprehensive breakdown of all the cards involved in the game, detailed information on scoring, tips on how to improve your skills, strategies for winning, and a tear-away cheat sheet, this guide will have even the newest bridge enthusiast winning in no time flat\"-- Provided by publisher.
Book
Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals
Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. Generation Z students are true digital natives, members of a hyper-cognitive generation with a learning profile different from any previous generation. In this paper, an original non-digital card game, Blue Yeti, is presented that supports determining the convergence property of improper integrals using the comparison theorems and the Cauchy–Maclaurin test, providing a motivational and effective way of acquiring knowledge for Gen Z students. This paper provides a comprehensive overview of the development process, rules, and gameplay mechanics of Blue Yeti, which was created as a key component of a multifunctional didactic framework. In addition, it presents findings from a two-year research study conducted among first-year bachelor’s students in computer science on the benefits of playing Blue Yeti. Quantitative studies were carried out with 63 first-year IT students using a quasi-experimental research design to measure the effectiveness of the game. A pre- and post-test design was used with the experimental group of 31 participants to evaluate the short-term effects of card game-based learning. A t-test for paired samples was used for hypothesis testing. To assess the medium-term impact, the results from the related midterm exam problems were statistically analysed, comparing the outcomes of the experimental group with those of the control group using the Mann–Whitney U-test. The results indicated that the experimental group outperformed the control group, achieving a mean score of 3.03 out of 6 on the designated midterm exam problems, compared to the control group’s mean score of 1.78. Additionally, student attitudes towards the game were measured using a mixed-method approach, which provided not only quantitative data but also qualitative information on student attitudes towards Blue Yeti, complementing the statistics on learning outcomes. The results of the study clearly support the effectiveness of the card game.
Journal Article
The Role of Non-Digital and Digital UNO-Type Card Games as Learning Media in Different Levels of Mathematics Education: A Systematic Review
This systematic review explores the number and role of the UNO® card game and UNO-type learning media across different levels of mathematics education. UNO®-inspired games have gained recognition as innovative pedagogical tools that promote engagement, motivation, and active learning among students in various mathematics topics in the last few years. This review synthesises existing research on the application of these games in preschool, primary, secondary, and higher education settings. We employed a hybrid approach, combining database searches and the snowball method, to ensure a comprehensive and thorough selection of the relevant literature for our systematic review. Published research studies between January 1980 and June 2025 that employed UNO® or UNO-type card games in education were collected. Forty-one research studies met the inclusion criteria for this review. We sought answers to three research questions. At first, we made a time analysis to organise the collected records. Based on the collection, we identified the mathematical topics for which teachers and researchers used the original UNO® game or developed UNO-type games at various educational levels, as well as the role of UNO® and UNO-type games in mathematics education. In approximately 68.29% of the cases, the authors introduce their own educational games modelled after UNO®. In contrast, just less than one-third of the records (31.71%) utilise the original UNO® playing cards in the teaching–learning process. The findings indicate that UNO-type educational maths games can enhance conceptual understanding, foster collaborative skills, and improve learning outcomes when appropriately integrated into curricula. This review also offers educators recommendations for effectively introducing these games at various educational levels. We aim to provide an evidence-based, well-structured insight into the potential of UNO® and UNO-type learning tools.
Journal Article
How to play and win at bridge : rules, skills and strategy, from beginner to expert, demonstrated in over 700 step-by-step illustrations
Learn how to play the classic game with full step-by-step instructions, techniques and tactics for players of all ages, skills and experience.
Book
Computer Card Games in Computer Science Education: A 10-Year Review
This paper presents a 10-year review study that focuses on the investigation of the use of computer card games (CCGs) as learning tools in Computer Science (CS) Education. Specific search terms keyed into 10 large scientific electronic databases identified 24 papers referring to the use of CCGs for the learning of CS matters during the last decade. The findings revealed that the CCGs reported by the reviewed papers were used for the learning of diverse CS issues. The motivation behind the use of the aforementioned CCGs was based on: (a) students' familiarity with the CGs at hand, so that they might focus on the construction of their simulation, (b) the fact that, the logic of CGs is suitable for the teaching of various CS concepts, and (c) CCG-play as a motivational activity to engage learners in their learning. CCGs were used in two ways: as CCG-construction context based on supportive data provided by educators, and as CCG-play educational tools. The constructivist learning approach was implied behind the design and use of most of the CCGs reported in the articles reviewed. Evaluation of some CCGs also provided positive results.
Journal Article