Using a computer simulation game to teach family time use concepts

A computer simulation game designed to give students insights into family time use concepts has been used in an introductory family resource management class at Ohio State University and other universities. The game allows for planning for time use changes over the family life cycle. The game can give students insights into economic and sociological models of time use. It is possible that future versions of the game could be used in family counseling.His research interests include derivation of optimal decision-making rules for families and family financial management.Her research interests include financial management over the life course including financial ratios, baby boomers, and retirement. She received her Ph.D. in 1993 from The Ohio State University in Family Resource Management.His research interests include the time trade-offs made between couples, financial planning over the life cycle, and the interaction of time and money between families and their home-based businesses. He received his Ph.D. in 1993 from The Ohio State University in Family Resource Management.     

Preventing alcohol abuse: an examination of the "Downward Spiral" game and educational videos

Downward Spiral is a board game developed by the authors to illustrate the dangers of continued substance abuse. Previous work has found that college students and probationers find the game interesting, enjoyable, useful, and realistic [1]. In the current study, college students either played Downward Spiral, watched educational videos on substance abuse, or completed a set of questionnaires unrelated to alcohol and drug abuse. Those students who either played the game or watched the videos rated both as beneficial. However, students who watched videos had somewhat higher levels of consumer satisfaction. Students who played the game rated it as smoother, and they felt more positive following the session than students who watched videos. Both videos and the game increased students' intentions to limit alcohol consumption compared to students who served as controls. Individuals in the game group also indicated significantly greater intentions to change their alcohol behavior than those in the other groups.     

All Work and All Play: Using Games to Teach Religion and Media

To help students learn the concepts, personages, and events central to a course on religion and media, students were charged with designing a board game or a card game that employed this information. They drew from required books and documentaries, which the instructor chose for breadth and inclusiveness, focusing on both print and electronic media as well as on Christianity, Judaism, and Islam. The games were evaluated according to the appeal and educational value of the game design, the clarity and coherence of the written instructions, and the accuracy, significance, and comprehensiveness of the knowledge tested. The assignment helped maximize the time students spent thinking about key information in the course. It also provided the instructor with games that students in future classes can play to help them learn terms central to the study of media and religion.     

Volunteering and the strategic value of ignorance

Private provision of public goods often takes place as a war of attrition: individuals wait until someone else volunteers and provides the good. After a certain time period, however, one individual may be randomly selected. If the individuals are uncertain about their cost of provision, but can find out about this cost ahead of the volunteering game, a strategic value is attached to the information, and individuals may prefer not to learn their cost of provision. If the time horizon is sufficiently short, in equilibrium only one individual may acquire information about his cost. For a long time horizon, acquiring information is strictly dominant. The time limit is an important instrument in influencing the efficiency of the volunteering game.     

An innovative program to fund health-oriented student projects and research

The price of a university education has increased over the years. As a result, students often graduate with thousands of dollars of debt. Conducting research or developing class projects that require personal expenditures can be overwhelming, if not impossible. Participation in research and in developing projects can enhance a student's educational experience. In an effort to address cost issues and provide an optimal learning experience for all students through participation in projects and research, the College of Health Sciences at the University of Texas at El Paso (UTEP) collaborated with a regional foundation to fund health-oriented students' projects and research. Approximately 100 projects have been funded in amounts from 200 dollars to 10,000 dollars at UTEP. Similar programs can be replicated at other US universities. Establishing a general fund and identifying contributors may be a viable option, although finding a foundation or agency to fund the project poses a challenge.     

Losses Disguised as Wins Affect Game Selection on Multiline Slots

Multiline slots are exciting games that contain features which make them alluring. One such feature is a loss disguised as a win (LDW); wherein, players win less than they wager (e.g., bet 2 dollars, win back 50 cents), but this net loss is disguised by flashing graphics and winning sounds. Research to date concludes that LDWs are both rewarding and reinforcing. Here, we investigated whether LDWs affect players’ game selection. Thirty-two undergraduate students with experience playing slot machines played 100 spins on four games—two had positive payback percentages (115%) and two had negative payback percentages (85%) after 100 spins. For each payback percentage condition, there was a game with no LDWs and a game with a moderate number of LDWs. For the 100 spins, players could choose to play whichever game they wished. They then rated their preference for each game following the 100-spins and chose a game to continue playing. The majority of players preferred playing the positive payback percentage game with LDWs and chose to continue playing this game over the three other games. We conclude that in addition to LDWs being reinforcing and rewarding, LDWs do in fact influence game selection. We conclude that responsible gambling initiatives should educate players about LDWs.     

Drinking Game Participation Among Undergraduate Students Attending National Alcohol Screening Day

Abstract

Objectives, Participants, Methods: Drinking game participation has increased in popularity among college students and is associated with increased alcohol consumption and alcohol-related problems. The current study investigated drinking game participation among 133 undergraduates attending National Alcohol Screening Day (NASD) in April of 2007. Results: A large percentage of the sample reported lifetime (77%) and recent (52%) drinking game participation. Males were more likely to report recent participation and reported higher levels of consumption while playing drinking games. Drinking game participants were more likely to experience a range of alcohol-related problems, and the relationship between drinking game participation and alcohol-related problems was mediated by weekly alcohol consumption. Conclusions: These results suggest that drinking game participation is a risk factor for elevated levels of alcohol consumption and alcohol-related problems. Programs should be developed to educate students about the risks of drinking game participation, and prevention programs like NASD should address drinking games.     

Correspondence

How can teachers utilize video games in the classroom, harnessing a technology that is gaining “market share” in the lives of our students? This article will provide classroom teachers with a research-based rationale for using video games along with a viable, classroom-tested lesson to teach social studies content using a widely available commercial video game. Specifically, how to use the game Civilization IV in the classroom to allow world history high school students to explore the impact technology has on societal development and the human experience and their place in time. This correlates to NCSS Curriculum Standard II: time, continuity, and change and NCSS Curriculum Standard VIII: science, technology, and society.     

The impact of a tailgating policy on students' drinking behavior and perceptions

In the fall of 2004, a midwestern public university changed its tailgating policy from one that did not allow alcohol consumption to one that did. OBJECTIVE, PARTICIPANTS, AND METHODS: The authors surveyed students before and after the policy change to measure consumption, problems, perceptions of peer consumption, and reported game attendance. RESULTS: Results showed no change in drinking quantities or prevalence of problems after the policy change; however, there was an increase in students' misperceptions, with students overestimating drinking quantities and the number of students who drank while tailgating. Last, students' predictions about their game attendance if alcohol was allowed were higher than their reported attendance after the policy change. CONCLUSIONS: Conclusions suggest that although drinking quantities may not be influenced by policies at tailgating events, misperceptions may be influenced. Administrators should note that the policy did not affect students' self-reported game attendance.     

The Diffusion of Cricket to America: A Figurational Sociological Examination

Abstract  This paper examines the historical development of cricket in America and seeks to explain why, despite having a significant initial impact, the game ultimately became culturally marginal. It is argued that class and cricketing relations in England in the mid-nineteenth century had a significant and hitherto unacknowledged impact on the diffusion of the game to America, and that this unplanned social process can only be understood in the light of the specific interdependencies between the British and Anglo-Americans, between upper and lower class English immigrants, and between English immigrants and "Native White Americans". Correlatively, this analysis spreads new light on the establishment of baseball as America's national game, illustrating a greater level of dependence on the English and English sport than is traditionally attributed.     

高职生网络游戏成瘾原因分析及对策

随着网络技术和网络游戏产业的日益兴盛发展,网络游戏成瘾问题也日益显著,高职生网络游戏成瘾表现得尤为突出。而他们又处在一个许多价值观念正在逐渐形成的阶段。所以对高职生网络游戏成瘾的原因进行分析和提出相关解决措施是十分必要的。     

Evaluation in the Social Studies

Online role-playing games such as World Of Warcraft represent new participatory cultures in which today's students engage every day. They are appealing to players largely because of the social aspects of game play. Some features of massively multiplayer online role-playing games (MMORPGs) can be incorporated into classroom culture to create more dynamic interactions between students and improve both content instruction and civic competence.     

Krisenkommunikation in Virtuellen Realitäten – Evaluation eines Serious Games zum Training von Soft Skills in Krisenstäben

The training of soft skills in crisis management teams is a central precondition for efficient and successful communication which is urgently needed in a disaster situation. However, previous trainings and simulations are costly in terms of time and money. By means of serious games in virtual environments, these disadvantages can be reduced insofar as users can participate in the multi-user game by using their workstation computer. The DREAD ED project provides a serious game in a virtual environment which simulates the work of crisis management teams during a disaster situation. The virtual training platform was tested by students and experts on crisis management in two trials. It appears that the virtual environment presented is suitable for an effective training of group dynamic and cooperation in a disaster situation.     

Bewertungsspiele. Von der Handlungs- zur Koordinationstheorie

Unsolved problems in the theory of action spread at the level of the coordination social activities. If action theories work with shortened “models of man” also the answers to questions about the possibility of social order, of hierarchie and of the cooperation on the market fall short of requirements. Goal attainment and social recognition are two widely disparate theoretical cornerstones on which hitherto separate theoretical buildings were raised. By contrast, a concept of the social game, which should be introduce here, connects the both moments: Games are goal-oriented interactions in which people recognize themselves mutually. The game player can recognize each other only in the sense that the game is normative regulated. The goal-orientation is thus normative broken. The social recognition is, however, relateled to and relativized by the game success. The theorem of the social game offers solutions to the problem of action coordination in the hierarchy and on the market.     

Punishment,inequality, and welfare: a public good experiment

This paper reports the results of an experiment that investigates the two-sided relationship between punishment and welfare. First, it contributes to the literature on the behavioral determinants of punishment by examining the role of relative income and income comparisons as a determinant of punishment in a two-stage public good game when inequality arises endogenously from the subjects’ behavior. Second, this paper investigates the impact of punishment on both absolute and relative incomes. We compare three treatments of our game. The Unequal Cost treatment replicates Fehr and Gächter (2000)’s experiment under a stranger matching protocol. The Equal Cost treatment is identical to the previous one except that the ratio between the cost of one punishment point to the punisher and its cost to the target equals one. The third treatment is similar to the second one except that a partner matching protocol is implemented in order to isolate strategic motives for punishment. Our results indicate that subjects punish even when they cannot alter the current distribution of payoffs. We also find that in all treatments, the intensity of punishment increases in the level of inter-individual inequality. Finally, despite its cost, punishment progressively improves welfare in association with a decrease in the aggregate level of inequality over time.     

Game Theory in the Social Studies Classroom

This article explores using game theory in social studies classrooms as a heuristic to aid students in understanding strategic decision making. The authors provide examples of several simple games teachers can use. Next, we address how to help students design their own simple (2 × 2) games.     

浅析当代大学生如何做好课堂笔记

课堂教学是学生获取知识和技能的主战场,学生做好课堂笔记对学习非常有益。要学生做好课堂笔记,师生必须共同努力,教师应备好课,讲好课,写好板书,做好PPT;学生应做好充分的准备,掌握记课堂笔记的技巧,用笔记搞好复习,巩固知识加强记忆。     

A cross-lagged model of the relationship between violent video game exposure and moral disengagement in middle school and high school students

Previous studies have proved that violent video game exposure might have an association with moral disengagement; however, the directionality of this correlation remains unclear. Therefore, we examined the reciprocal effects between violent video game exposure and moral disengagement in a longitudinal study. The sample included 1393 adolescents (48.7% boys) in the seventh (middle school students, n = 694, M_age = 13.15 years) and tenth (high school students, n = 699, M_age = 15.93 years) grades at six Chinese secondary schools. The results showed that high school students' levels of moral disengagement were higher than those of middle school students, and violent video game exposure was positively associated with moral disengagement. The cross-lagged panel model suggested that violent video game exposure predicted moral disengagement (six months later) in all participants, with a slightly stronger effect in middle school students. The finding also indicated differences in the development of perspective regarding the association between violent video game exposure and moral disengagement, which observed a predictive effect for middle school students but a lagged effect for high school students. Thus, different preventions and interventions should be distinguished for middle school and high school students.     

Campus Response to Novel Influenza H1N1

In the fall of 2004, a midwestern public university changed its tailgating policy from one that did not allow alcohol consumption to one that did. Objective, Participants, and Methods: The authors surveyed students before and after the policy change to measure consumption, problems, perceptions of peer consumption, and reported game attendance. Results: Results showed no change in drinking quantities or prevalence of problems after the policy change; however, there was an increase in students' misperceptions, with students overestimating drinking quantities and the number of students who drank while tailgating. Last, students' predictions about their game attendance if alcohol was allowed were higher than their reported attendance after the policy change. Conclusions: Conclusions suggest that although drinking quantities may not be influenced by policies at tailgating events, misperceptions may be influenced. Administrators should note that the policy did not affect students' self-reported game attendance.     

A voluntary participation game through a unit-by-unit cost share mechanism of a non-excludable public good

The strategic analysis of voluntary participation in the public good provision has shown two distinct results. First, when the provision of public goods is binary, there are Nash equilibria supporting efficient allocations, and these are Strong Nash equilibria of the game. On the other hand, a model of a continuous public good (Saijo–Yamato, J Econ Theory 84:227–242, 1999) showed that the participation of all agents is not an equilibrium in many situations. This article considers the provision of a discrete and multi-unit public good, and examines a unit-by-unit participation game. Namely, people are asked to participate in each unit of public good provision, and those who chose to participate share the marginal cost of public good. In this game of public good provision, there are subgame-perfect equilibria that are Pareto efficient. We also use the refinement concepts to eliminate inefficient subgame-perfect equilibria and also to characterize the efficient subgame-perfect equilibria.