International Journal of Games and Social Impact, Vol. 3, Nº. 1 (2025)

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http://hdl.handle.net/10437/15164

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Percorrer International Journal of Games and Social Impact, Vol. 3, Nº. 1 (2025) por assunto "GAMES"

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    Editorial : The challenges of making games for Contemporary Societies
    (Lusofona University, 2025-02-27) Sousa, Micael; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
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    Enhancing the learning of students with specific learning disabilities in resource rooms : an educational game to teach the concepts of expansion and contraction
    (Lusofona University, 2025-02-27) Yaman, Havva; Er Nas, Sibel; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions; CICANT (FCT) - Centro de Investigação em Comunicação Aplicada, Cultura e Novas Tecnologias
    The purpose of this study is to demonstrate how resource rooms for the concepts of "expansion" and "contraction" may be enhanced with educational games. The study focuses on how the game's included features might affect social skills and cognitive development of students and highlights the game arrangements for students with specific learning disabilities. For educational equity and social justice pedagogy for all science learners, it is crucial to support students with specific learning disabilities in their study of science. A new educational material for resource rooms to teaching and learning is designed, based on effective educational game features. Playing the Carpet game can improve knowledge of expansion and contraction concepts and increase awareness of real-world applications of these concepts. Creating specific educational materials helps to clarify how science education teachers can improve a resource rooms for students with specific learning disabilities. It is highly possible that the game can be readily modified with only minor adjustments for any other educational level, nation, or set of conditions. Future studies should create comparable sample games and share them with stakeholders (such as science teachers, physics teachers, special education teachers, and science/physics academicians) because this study proposes to design the game of the "expansion” and “contraction” concepts.
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    Huizinga and "everything is play" : a thinly veiled formalist temptation : a critique
    (Lusofona University, 2025-02-27) Antunes, Paulo; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    This article critically examines the concept of formalism in game studies, with a particular focus on Johan Huizinga's notion of "play" and its relationship with "game." It argues that while Huizinga's concept has been influential in shaping the understanding of "play," it tends to prioritize formalistic and metaphysical interpretations over broader socio-cultural contexts. By conflating "play" and "game," Huizinga's framework overlooks important tensions between notions of freedom, historicity, and formalism within game studies. The article suggests that a more nuanced understanding of "play" is needed, one that integrates considerations of rules, themes, and contexts, moving beyond metaphysical categorizations. Through this critical analysis, the article aims to contribute to ongoing discussions in game studies and encourage further exploration of the multifaceted nature of games in contemporary society. Keywords: "Formalism;" "Freedom;" "Game;" "Historicity;" "Metaphysics."