This document discusses collectible card games (CCGs) and their potential as learning tools. It provides an overview of CCGs, including their defining properties of collection, creation, and community. A study is described that examined how CCG players learn strategic and social skills through deck building, game play, and community interaction. The study found CCG players developed skills like analytical thinking, strategy, communication, and learning from mistakes. The document concludes CCGs can leverage motivational elements and analytical processes to support cognitive and social development.
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
This was a presentation that I gave to a group of librarians here at SDSU. It was an opportunity to present my arguments why I believe that the library needs to seriously consider games and gaming technology.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Everyone Wins! How Games Can Improve Learning Outcomes Across Multiple Genera...Aggregage
Nearly 70% of American adults play video games. Why? Because games provide a fun, motivational, and risk-free medium to compete, collaborate, and conquer. More and more instructional designers are asking what games they should use to increase the effectiveness of their training and to engage their target audience. Today there are five distinct generations (Traditionalists, Baby Boomers, Gen X, Millennials, and Gen Z) in the workforce. In this webinar, Stephen Baer, Chief Creative Officer at The Game Agency, will discuss each generation’s unique learning styles and identify game types that appeal to each one and improve your learning outcomes.
In this webinar, you will learn:
• How different generations respond to varying styles of learning
• Best practices in applying demographic knowledge to get the most out of eLearning gamification
• How to align your performance objectives with the right game and/or gamification solution
Séminaire de l'équipe MeTAH (LIG, Grenoble), juin 2010
Quelques notes sur les jeux pour l'apprentissage (serious games) et leur conceptualisation en didactique (théorie des situations didactiques).
This was a presentation that I gave to a group of librarians here at SDSU. It was an opportunity to present my arguments why I believe that the library needs to seriously consider games and gaming technology.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
Game Studies Download 2009 - Top 10 Research FindingsJane McGonigal
Ian Bogost, Mia Consalvo, and Jane McGonigal present a curated list of the top 10 most interesting, surprising, and useful findings from game studies research over the past year. Presented at the 2009 Game Developers Conference
Everyone Wins! How Games Can Improve Learning Outcomes Across Multiple Genera...Aggregage
Nearly 70% of American adults play video games. Why? Because games provide a fun, motivational, and risk-free medium to compete, collaborate, and conquer. More and more instructional designers are asking what games they should use to increase the effectiveness of their training and to engage their target audience. Today there are five distinct generations (Traditionalists, Baby Boomers, Gen X, Millennials, and Gen Z) in the workforce. In this webinar, Stephen Baer, Chief Creative Officer at The Game Agency, will discuss each generation’s unique learning styles and identify game types that appeal to each one and improve your learning outcomes.
In this webinar, you will learn:
• How different generations respond to varying styles of learning
• Best practices in applying demographic knowledge to get the most out of eLearning gamification
• How to align your performance objectives with the right game and/or gamification solution
"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Cuatro Tribus – Four Tribes at the Board Games Studies 2012CuatroTribus
At the annual meeting of the International Society for Board Games Studies, the Cuatro Tribus reasearch system was peer review. Results were validated by the international judges.
Pamela Rutledge: Video games, Problem Solving and Self-EfficacyPamela Rutledge
Presentation from 2012 APA National Convention Symposium on the Positive Psychology of Video Gameplay as part of a panel on Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
What characteristics of gamers’ profile should be taken into account in play...Thea24
Our paper stresses the need to bring to the forefront the social and emotional aspects of usability as a means to design enjoyable player- centered game experiences.
This work questions the validity of those HCI approaches generalizing usability principles and heuristics to the universe of gamers assuming that they comprise a homogenous population’.
Our findings strongly support the consideration of specific individual characteristics to the design of player-centred game experiences.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
Follow us on: Pinterest
Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
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"Epistemic Game Design for Collaborative Inquiry and Civic Engagement" by She...Sherry Jones
Aug. 5, 2015 - This is my presentation on epistemic game design for the 2015 Colorado Learning and Teaching with Technology Conference (COLTT).
Through this slideshow, we introduce the epistemic game, "The Perspective Game" by GetTheIssues(GTI) to educators and administrators of higher education.
TH301 - Start Thinking Like a Game Designer: An Interactive Learning ExperienceKarl Kapp
In games, players immediately take action, make meaningful decisions, and volunteer to spend more and more time finding treasures or defeating villains. Meanwhile, many corporate e-learning experiences are less than engaging. What instructional designers need to do is steal ideas, techniques, and methodologies from game designers and incorporate those ideas into our instructional design. This session will provide a model that can be followed by instructional designers as well as research-based recommendations for helping instructional designers think more like game designers. The result will be interactive and engaging instruction. This will be an intermediate-level session, and some knowledge of instructional design will be helpful. Also, bring your smartphone and devices, as you will be interacting with the content and voting on answer choices while this interactive adventure unfolds.
"The Perspective Game: An Epistemic Game for Civic Engagement" by Sherry Jone...Sherry Jones
Oct. 23, 2015 - This presentation features The Perspective Game, a massively multiplayer online role playing card game (MMORPCG) that aims to provide players a fun, challenging, and immersive experience of critically examining current and emerging issues mentioned in national and international discourse. The game is created by the GetTheIssues Team, and advances the game-based learning method for adult learners/players. This presentation is for the 2015 Metro State University of Colorado Teaching and Learning with Technology Conference.
Sherry Jones is the game architecture designer of The Perspective Game. In this presentation, she defines what an epistemic game is, and illustrates how The Perspective Game is an epistemic game of which its design is driven by advanced academic theory and game design principles.
On the relation between learning, teaching, science and games. Presentation for the course on simulation in medical pedagogy at Paris Descartes university.
Cuatro Tribus – Four Tribes at the Board Games Studies 2012CuatroTribus
At the annual meeting of the International Society for Board Games Studies, the Cuatro Tribus reasearch system was peer review. Results were validated by the international judges.
Pamela Rutledge: Video games, Problem Solving and Self-EfficacyPamela Rutledge
Presentation from 2012 APA National Convention Symposium on the Positive Psychology of Video Gameplay as part of a panel on Innovations for ADHD: Video Games and Digital Media for Improving Academic and Executive Skills
Games are fun, exciting and engaging but do they belong in the classroom? Can they actually be educational? There is evidence that students and trainees participating in simulation game learning experiences have higher declarative knowledge, procedural knowledge and retention of training material than those participating in more traditional learning experiences. But, what elements make games appropriate for learning and how can those elements be integrated into the classroom. In this webinar, Karl will share practical examples of how to apply game dynamics, or “gamification”, as part of your instructional tool kit helping you to engage students and create an active learning environment.
What characteristics of gamers’ profile should be taken into account in play...Thea24
Our paper stresses the need to bring to the forefront the social and emotional aspects of usability as a means to design enjoyable player- centered game experiences.
This work questions the validity of those HCI approaches generalizing usability principles and heuristics to the universe of gamers assuming that they comprise a homogenous population’.
Our findings strongly support the consideration of specific individual characteristics to the design of player-centred game experiences.
Tom Selleck Net Worth: A Comprehensive Analysisgreendigital
Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
Follow us on: Pinterest
Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
"Magnum P.I." garnered high ratings and critical acclaim during its run. Selleck's portrayal of the charming and resourceful private investigator resonated with audiences. making him one of the most beloved television actors of the 1980s. The success of "Magnum P.I." played a pivotal role in shaping Tom Selleck net worth, establishing him as a major star.
Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
While "Magnum, P.I." was a cornerstone of Selleck's career, he did not limit himself to television. He ventured into films, further enhancing Tom Selleck net worth. His filmography includes notable movies such as "Three Men and a Baby" (1987). which became the highest-grossing film of the year, and its sequel, "Three Men and a Little Lady" (1990). These box office successes contributed to his wealth.
Selleck's versatility allowed him to transition between genres. from comedies like "Mr. Baseball" (1992) to westerns such as "Quigley Down Under" (1990). This diversification showcased his acting range. and provided many income streams, reinforcing Tom Selleck net worth.
Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
Panchayat Season 3 - Official Trailer.pdfSuleman Rana
The dearest series "Panchayat" is set to make a victorious return with its third season, and the fervor is discernible. The authority trailer, delivered on May 28, guarantees one more enamoring venture through the country heartland of India.
Jitendra Kumar keeps on sparkling as Abhishek Tripathi, the city-reared engineer who ends up functioning as the secretary of the Panchayat office in the curious town of Phulera. His nuanced depiction of a young fellow exploring the difficulties of country life while endeavoring to adjust to his new environmental factors has earned far and wide recognition.
Neena Gupta and Raghubir Yadav return as Manju Devi and Brij Bhushan Dubey, separately. Their dynamic science and immaculate acting rejuvenate the hardships of town administration. Gupta's depiction of the town Pradhan with an ever-evolving outlook, matched with Yadav's carefully prepared exhibition, adds profundity and credibility to the story.
New Difficulties and Experiences
The trailer indicates new difficulties anticipating the characters, as Abhishek keeps on wrestling with his part in the town and his yearnings for a superior future. The series has reliably offset humor with social editorial, and Season 3 looks ready to dig much more profound into the intricacies of rustic organization and self-awareness.
Watchers can hope to see a greater amount of the enchanting and particular residents who have become fan top picks. Their connections and the one of a kind cut of-life situations give a reviving and interesting portrayal of provincial India, featuring the two its appeal and its difficulties.
A Mix of Humor and Heart
One of the signs of "Panchayat" is its capacity to mix humor with sincere narrating. The trailer features minutes that guarantee to convey giggles, as well as scenes that pull at the heartstrings. This equilibrium has been a critical calculate the show's prosperity, resounding with crowds across different socioeconomics.
Creation Greatness
The creation quality remaining parts first rate, with the beautiful setting of Phulera town filling in as a scenery that upgrades the narrating. The meticulousness in portraying provincial life, joined with sharp composition and solid exhibitions, guarantees that "Panchayat" keeps on hanging out in the packed web series scene.
Expectation and Delivery
As the delivery date draws near, expectation for "Panchayat" Season 3 is at a record-breaking high. The authority trailer has previously created critical buzz, with fans enthusiastically anticipating the continuation of Abhishek Tripathi's excursion and the new undertakings that lie ahead in Phulera.
All in all, the authority trailer for "Panchayat" Season 3 recommends that watchers are in for another drawing in and engaging ride. Yet again with its charming characters, convincing story, and ideal mix of humor and show, the new season is set to enamor crowds. Write in your schedules and prepare to get back to the endearing universe of "Panchayat."
In the vast landscape of cinema, stories have been told, retold, and reimagined in countless ways. At the heart of this narrative evolution lies the concept of a "remake". A successful remake allows us to revisit cherished tales through a fresh lens, often reflecting a different era's perspective or harnessing the power of advanced technology. Yet, the question remains, what makes a remake successful? Today, we will delve deeper into this subject, identifying the key ingredients that contribute to the success of a remake.
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As a film director, I have always been awestruck by the magic of animation. Animation, a medium once considered solely for the amusement of children, has undergone a significant transformation over the years. Its evolution from a rudimentary form of entertainment to a sophisticated form of storytelling has stirred my creativity and expanded my vision, offering limitless possibilities in the realm of cinematic storytelling.
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Source: https://blogeternal.com/celebrity/crazyjamjam-leaks/
Skeem Saam in June 2024 available on ForumIsaac More
Monday, June 3, 2024 - Episode 241: Sergeant Rathebe nabs a top scammer in Turfloop. Meikie is furious at her uncle's reaction to the truth about Ntswaki.
Tuesday, June 4, 2024 - Episode 242: Babeile uncovers the truth behind Rathebe’s latest actions. Leeto's announcement shocks his employees, and Ntswaki’s ordeal haunts her family.
Wednesday, June 5, 2024 - Episode 243: Rathebe blocks Babeile from investigating further. Melita warns Eunice to stay clear of Mr. Kgomo.
Thursday, June 6, 2024 - Episode 244: Tbose surrenders to the police while an intruder meddles in his affairs. Rathebe's secret mission faces a setback.
Friday, June 7, 2024 - Episode 245: Rathebe’s antics reach Kganyago. Tbose dodges a bullet, but a nightmare looms. Mr. Kgomo accuses Melita of witchcraft.
Monday, June 10, 2024 - Episode 246: Ntswaki struggles on her first day back at school. Babeile is stunned by Rathebe’s romance with Bullet Mabuza.
Tuesday, June 11, 2024 - Episode 247: An unexpected turn halts Rathebe’s investigation. The press discovers Mr. Kgomo’s affair with a young employee.
Wednesday, June 12, 2024 - Episode 248: Rathebe chases a criminal, resorting to gunfire. Turf High is rife with tension and transfer threats.
Thursday, June 13, 2024 - Episode 249: Rathebe traps Kganyago. John warns Toby to stop harassing Ntswaki.
Friday, June 14, 2024 - Episode 250: Babeile is cleared to investigate Rathebe. Melita gains Mr. Kgomo’s trust, and Jacobeth devises a financial solution.
Monday, June 17, 2024 - Episode 251: Rathebe feels the pressure as Babeile closes in. Mr. Kgomo and Eunice clash. Jacobeth risks her safety in pursuit of Kganyago.
Tuesday, June 18, 2024 - Episode 252: Bullet Mabuza retaliates against Jacobeth. Pitsi inadvertently reveals his parents’ plans. Nkosi is shocked by Khwezi’s decision on LJ’s future.
Wednesday, June 19, 2024 - Episode 253: Jacobeth is ensnared in deceit. Evelyn is stressed over Toby’s case, and Letetswe reveals shocking academic results.
Thursday, June 20, 2024 - Episode 254: Elizabeth learns Jacobeth is in Mpumalanga. Kganyago's past is exposed, and Lehasa discovers his son is in KZN.
Friday, June 21, 2024 - Episode 255: Elizabeth confirms Jacobeth’s dubious activities in Mpumalanga. Rathebe lies about her relationship with Bullet, and Jacobeth faces theft accusations.
Monday, June 24, 2024 - Episode 256: Rathebe spies on Kganyago. Lehasa plans to retrieve his son from KZN, fearing what awaits.
Tuesday, June 25, 2024 - Episode 257: MaNtuli fears for Kwaito’s safety in Mpumalanga. Mr. Kgomo and Melita reconcile.
Wednesday, June 26, 2024 - Episode 258: Kganyago makes a bold escape. Elizabeth receives a shocking message from Kwaito. Mrs. Khoza defends her husband against scam accusations.
Thursday, June 27, 2024 - Episode 259: Babeile's skillful arrest changes the game. Tbose and Kwaito face a hostage crisis.
Friday, June 28, 2024 - Episode 260: Two women face the reality of being scammed. Turf is rocked by breaking
From Slave to Scourge: The Existential Choice of Django Unchained. The Philos...Rodney Thomas Jr
#SSAPhilosophy #DjangoUnchained #DjangoFreeman #ExistentialPhilosophy #Freedom #Identity #Justice #Courage #Rebellion #Transformation
Welcome to SSA Philosophy, your ultimate destination for diving deep into the profound philosophies of iconic characters from video games, movies, and TV shows. In this episode, we explore the powerful journey and existential philosophy of Django Freeman from Quentin Tarantino’s masterful film, "Django Unchained," in our video titled, "From Slave to Scourge: The Existential Choice of Django Unchained. The Philosophy of Django Freeman!"
From Slave to Scourge: The Existential Choice of Django Unchained – The Philosophy of Django Freeman!
Join me as we delve into the existential philosophy of Django Freeman, uncovering the profound lessons and timeless wisdom his character offers. Through his story, we find inspiration in the power of choice, the quest for justice, and the courage to defy oppression. Django Freeman’s philosophy is a testament to the human spirit’s unyielding drive for freedom and justice.
Don’t forget to like, comment, and subscribe to SSA Philosophy for more in-depth explorations of the philosophies behind your favorite characters. Hit the notification bell to stay updated on our latest videos. Let’s discover the principles that shape these icons and the profound lessons they offer.
Django Freeman’s story is one of the most compelling narratives of transformation and empowerment in cinema. A former slave turned relentless bounty hunter, Django’s journey is not just a physical liberation but an existential quest for identity, justice, and retribution. This video delves into the core philosophical elements that define Django’s character and the profound choices he makes throughout his journey.
Link to video: https://youtu.be/GszqrXk38qk
Scandal! Teasers June 2024 on etv Forum.co.zaIsaac More
Monday, 3 June 2024
Episode 47
A friend is compelled to expose a manipulative scheme to prevent another from making a grave mistake. In a frantic bid to save Jojo, Phakamile agrees to a meeting that unbeknownst to her, will seal her fate.
Tuesday, 4 June 2024
Episode 48
A mother, with her son's best interests at heart, finds him unready to heed her advice. Motshabi finds herself in an unmanageable situation, sinking fast like in quicksand.
Wednesday, 5 June 2024
Episode 49
A woman fabricates a diabolical lie to cover up an indiscretion. Overwhelmed by guilt, she makes a spontaneous confession that could be devastating to another heart.
Thursday, 6 June 2024
Episode 50
Linda unwittingly discloses damning information. Nhlamulo and Vuvu try to guide their friend towards the right decision.
Friday, 7 June 2024
Episode 51
Jojo's life continues to spiral out of control. Dintle weaves a web of lies to conceal that she is not as successful as everyone believes.
Monday, 10 June 2024
Episode 52
A heated confrontation between lovers leads to a devastating admission of guilt. Dintle's desperation takes a new turn, leaving her with dwindling options.
Tuesday, 11 June 2024
Episode 53
Unable to resort to violence, Taps issues a verbal threat, leaving Mdala unsettled. A sister must explain her life choices to regain her brother's trust.
Wednesday, 12 June 2024
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Winnie makes a very troubling discovery. Taps follows through on his threat, leaving a woman reeling. Layla, oblivious to the truth, offers an incentive.
Thursday, 13 June 2024
Episode 55
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Friday, 14 June 2024
Episode 56
Tlhogi is shocked by Mdala's reaction following the revelation of their indiscretion. Jojo is in disbelief when the punishment for his crime is revealed.
Monday, 17 June 2024
Episode 57
A woman reprimands another to stay in her lane, leading to a damning revelation. A man decides to leave his broken life behind.
Tuesday, 18 June 2024
Episode 58
Nhlamulo learns that due to his actions, his worst fears have come true. Caiphus' extravagant promises to suppliers get him into trouble with Ndu.
Wednesday, 19 June 2024
Episode 59
A woman manages to kill two birds with one stone. Business doom looms over Chillax. A sobering incident makes a woman realize how far she's fallen.
Thursday, 20 June 2024
Episode 60
Taps' offer to help Nhlamulo comes with hidden motives. Caiphus' new ideas for Chillax have MaHilda excited. A blast from the past recognizes Dintle, not for her newfound fame.
Friday, 21 June 2024
Episode 61
Taps is hungry for revenge and finds a rope to hang Mdala with. Chillax's new job opportunity elicits mixed reactions from the public. Roommates' initial meeting starts off on the wrong foot.
Monday, 24 June 2024
Episode 62
Taps seizes new information and recruits someone on the inside. Mary's new job
1. Collectible Card Games
as Learning Tools
Selen Turkay, Sonam Adinolf, Devayani Tirthali
Teachers College, Columbia University
2. Outline
O What are Collectible Card Games
(CCGs)?
O Game Based Learning
O Types of CCGs
O Defining properties of CCGs
O CCGs and learning
O Study
3. Game Based Learning
O Card games have been utilized as
learning tools
O Mathematics (Rowe, 2001)
O Science (Odenweller, Hsu, &
DiCarlo, 1998)
O Literacy (Bryne & Fielding-Barnley, 1991)
4. What are Collectible Card
Games?
O A collectible card game (CCG), also called
a trading card game (TCG)
or customizable card game, is a game
played using specially designed sets
of playing cards.
O While trading cards have been around for
longer, CCGs combine the appeal of
collecting with strategic gameplay.
9. What is Vampire the Eternal
Struggle (VTES)?
O requires a minimum of three people to play,
with five being optimal;
O unlike many other multi-player CCGs, VTES
is not a free-for-all, but rather functions on a
predator-prey system of relationships
O as an extension of that predator-prey system,
the game does not always boil down to “last
player standing” or “whoever reaches the
end first”.
11. Collection
O CCGs are collectible. Most involve random
collection through a “booster pack” system
while some games you simply buy non–
random packs to obtain cards. In the case of
random boosters, the lure of rarer cards can
provide incentive to collect.
The variety of strategies and the
combination of
clans, disciplines, sects... makes the
game very interesting." –
VTES, Male, 28
12. Creation
O The possibilities are vast
when considering all the
combinations of cards you
can put into a deck. What
avenues you choose to
pursue can allow you to try
many different themes.
Alternately, you can often try
variations on the same
theme.
O This decision and creation
process allows players to
take ownership of the game
far more than many other
games.
13. Community
Most CCGs involve conflict of some
kind. So, they require two or more
players at a time. While the players
may be enemies during play, they
may be friends, mentors, or
collaborators in the broader context of
the play community.
14. CCGs and Learning
O social and analytical skills
O analytical thinking,
O empathy,
O social manipulation,
O iterative design, and
O communication
15. Motivational
O Fantasy
O Challenge
O Curiosity (Malone, 1981)
O Using a CCG as a reward for certain
performance in the learning environment
might provide extrinsic motivation (Chen,
Kuo, Chang, & Heh, 2009).
16. Social
O cognitive apprenticeship
(Brown, Collins, & Duguid, 1989),
O negotiation and persuasion,
O cooperation through mutual self-interest,
O creative socializing
17. Play dynamics and mechanics
O pithy representation of information via
symbols and keywords, and
O resource management
O encourage practice of estimation skills
and basic statistics,
O strategy development
O increased metacognitive awareness.
19. http://phylogame.org/wp-
content/uploads/2010/08/speciescardimag
e.jpg
Picture was retrieved from Google images.
20. Methodology and Data Collection
O Online survey
O snowball sampling on public and private VTES
forums and players’ personal blogs.
O Quantitative and qualitative data
O Demographic data
O Play habits
O Need for Cognition scale (Cacioppo, Petty
& Kao, 1984)
21. Participants
O N = 365
O Age range = 18 to 59 (M = 32.17, SD =
6.4)
O On average participants have been
playing VTES 9.82 years (SD = 4.95).
O 57.7 % of them were from Europe
O 35.3% were from North America (USA and
Canada).
22.
23. Findings – 1
O 36% of the players indicated that they like
the collection aspect of the game from a
moderate to a large degree.
O 74% indicated that they like the deck
building aspect of the game from a
moderate to a large extent.
O A significant correlation between players’
frequency of designing their own decks
and their need for cognition scores (r =
.127; p<0.05).
24. Findings - 2
O The community aspect is the most fun and
motivating for players.
O 76% responded that they like the
community aspect of the game from a
moderate to a large extent.
“…I've never seen any other game, or non-religious
community where you can call someone you've never met
and sleep at his place in the evening.” - A Male VTES
player, France
25. Findings - 3
O VTES provides hard fun (Lazzaro, 2004)
O 88% like the game-play aspect of VTES
"Multi-player interaction requires a different skill set from just
math and algorithms. But math is important too, which is
why I don't win every game (hah)...“ – A Male VTES player
26. Finding - 4
O What are your common strategies?
O 20% emphasized negotiation and social
manipulation
O Desire to learn from more experienced
players to develop multiple strategies
“Playing VTES is not about the deck, since bad decks win
games. It's about table image, table talk and table control…
Most of these things can be achieved by the social
interaction within the table…” - A Male VTES
player, Sweden
27. Finding - 5
O Metacognitive skills
O What is your usual reaction when they you
mistake in a VTES game?
O 55.4% selected “I better remember this in
the future”
“I do tend to remember my mistakes more than my successes.
I try to learn from them.” – A Male VTES player, USA
28. Conclusion
O nurture students’ cognitive and social
development
O leverage the motivational power of deck
building and social aspect of the game at
the same time taking advantage of the
fact that CCGs are built on analytical
processes, and they require assimilation
and interpretation of symbols.
30. References
O Adinolf, S., & Turkay, S. (2011). Collection, Creation and Community: A Discussion on Collectible Card Games. In C. Steinkuehler, C. Martin & A.
Ochsner (Eds.), Proceedings of the Games, Learning, Society Conference 7.0 (pp. 3-12). Madison, WI: ETC Press.
O Bisz, J. (2009). The birth of a community, the death of the win: Player production of the Middle-earth Collectible Card Game. Transformative Works
and Cultures, 2. Retrieved from http://journal.transformativeworks.org/index.php/twc/article/view/90/99
O Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
O Byrne, B. and Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic Awareness to young children. Journal of Educational
Psychology, 83(3), 451- 455.
O Cacioppo, J. T. ,Petty, R. E.,& Kao, C. F. (1984).The efficient assessment of need for cognition. Journal of Personality Assessment, 48, 306-307.
O Chen, P., Kuo, R., Chang, M., & Heh, J.-S. (2009). Designing a Trading Card Game as Educational Reward System to Improve Students’
O Learning Motivations In Z. Pan, A. Cheok, W. Müller & M. Chang (Eds.), Transactions on Edutainment III (Vol. 5940, pp. 116-128):
Springer Berlin / Heidelberg.
O David-Marshall, B., Dreunen, J. v., & Wang, M. (2010). Trading Card Game Industry - From the T to the C to the G. Retrieved from
http://www.superdataresearch.com/wp-content/uploads/2009/08/TCG2010.pdf
O Ito, M. (2005). Technologies of the childhood imagination: Yugioh, media mixes, and everyday cultural production. In J. Karaganis & N.
Jeremijenko (Eds), Structures of participation in digital culture (pp.88-110). Durham, NC: Duke University Press.
O Lenarcic, J. & Mackay-Scollay, J. (2005). Trading Card Games as a social learning tool. Australian Journal of Emerging Technologies, 3, 64-76.
O Land, K., Anreder, L. & Nelson, M (2005). NASA and the Pokémon Trading Card Game team to explain science to children. Retrieved from
http://www.nasa.gov/home/hqnews/2005/mar/HQ_05056_NASA_and_Pokemon.html
O Lazzaro, N. (2004). Why do we play games? Four keys to more emotion without story. Paper presented at the Game Developer Conference 2004.
O Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333–369.
O Odenweller C.M., Hsu C.T. & DiCarlo S.E. (1998) Educational card games for understanding gastrointestinal physiology. Advance Physiology
Education, 20, 78–84.
O Phylo the Trading Card Game (n.d.). Phylo. [Collectible card game]. Retrieved from http://phylogame.org.
O Rowe, J. (2001). An experiment in the use of games in the teaching of mental arithmetic. Philosophy of Mathematics Education, 14. Retrieved from
http://people.exeter.ac.uk/PErnest/pome14/rowe.pdf
O Schell, J. (2010). DICE 2010. Design Outside the Box Presentation. Available at: http://www.primerlabs.com/jesseschell
O Steinman, R. A., & Blastos, M. T. (2002). A trading-card game teaching about host defence. Medical Education, 36, 1201-1208.
O Tobin, J. (2004). Pikachu's global adventure: The rise and fall of Pokémon. Durham, N.C.: Duke University Press.
O White Wolf (2000). Vampire the Eternal Struggle [Collectible card game]. Stone Mountain, GA: White Wolf Publishing.
Editor's Notes
Game based learning has never been as popular as it is today. Using digital games for learning or gamifying (Schell, 2010) education are topics we come across in mass media as well as academic literature. When compared with design and development of digital games, producing a custom CCG has lower requirements, both during the design process, and during deployment in a learning environment. The use of card games in education is not a novel idea. Effective use of card games in enhancing learning of mathematics (Rowe, 2001), science (Odenweller, Hsu, & DiCarlo, 1998) and literacy (Byrne & Fielding-Barnsley, 1991) has been widely researched. However, CCGs have not been studied in formal or informal learning environments. For example, Steinman and Blastos (2002) developed a card game to teach about immune systems. The game was reminiscent of CCGs but without the card collection and deck creation aspects central to CCGs. They basically used the card design of CCGs, including some artwork, what the effect of the card was, what the restrictions are and so on. They were able to achieve pithy representation of information by using symbols and keywords. The authors found that the card game was effective to teach basic facts and concepts about host defense to adolescents. The popularity of Pokémon CCG and Yugioh among school age children, despite their complexity, intrigued many academics. For instance, Pokémon's metanarrative of the acquisition, training, and competing of hundreds of “pocket monsters,” each with unique statistics and evolutionary potential, demands a mastery of complex knowledge and active interaction on the part of its intended audience(s) that is unique for a line of children's toys (Tobin, 2004). Ito (2005)’s ethnographic studies on Yugioh illustrated how various mechanics of the game contributed to its market penetration of Japanese youth.Using the popularity of existing CCGs, educational institutions can partner with game companies to make expansions on science or history topics. One example of this was the partnership between NASA and Pokémon. NASA's Center for Distance Learning and the Pokémon Trading Card Game developed an in-school program that incorporated science, technology, engineering, and mathematics (STEM) themes into activity units for K-6 students. Specifically, activities aimed to help students learn the science behind DNA and other topics. (Land, Anderer, & Nelson, 2005).An example of a CCG designed with learning in mind is Phylo (Phylo the TCG, n.d.) which is described on its website as “a card game that makes use of the wonderful, complex, and inspiring things that inform the notion of biodiversity”. The game is a community project where anyone can contribute cards and can be played by printing cards. The website contains any information from rules to example card decks to be able to play the game.Next, we will talk about types and defining characteristics of CCGs.
Collectible card games (CCG), or trading cards games (TCG) combine the collection of trading cards with strategic deck building and gameplay. In 1993, Richard Garfield introduced Magic: The Gathering (Wizards of the Coast, 1995), a CCG, to the world. By 2008, the worldwide market for CCGs had grown to $2.1 billion and North American sales were estimated to be around $800 million (David-Marshall, van Dreunen, & Wang, 2010). The number of CCGs increases every year thanks to their low production cost, and popularity as part of the media mixes (Ito, 2005) for TV shows or massively multi player online games such as World of Warcraft. Despite the popularity of CCGs, and use of games in learning, the lack of thought pieces or experimental studies with CCGs is surprising. This gap was the motivation of our research with CCGs. We started our inquiry with the question: “Can CCGs have value, either as direct teaching tools, or as part of a larger learning ecology?” We envision potential research on this question in three stages: First, to map possible common areas between learning or cognitive theories with player’s reports about how they think and feel about a CCG; Second, to investigate that common ground with learners, to see whether playing a pre-existing CCG contributes to their growth in cognitive areas or learning; Third, to create a custom CCG with learning content, while being careful to retain any facets of CCGs identified in stage 1 as crucial to engagement, and determine its efficacy as a teaching tool. This paper reports our progress on the first stage and it will be organized in three sections. The first section will talk about types and defining properties of CCGs. The second section will discuss learning aspects of CCGs and delve into the results of the online survey study conducted with a multiplayer CCG called Vampire: The Eternal Struggle (VTES) (White Wolf, 2000). The last section will reference the first two in the hopes of synthesizing ideas for use of CCGs in education and providing a starting point for such discussions.
A CCG is generally made up of several components such as the rules governing the game, cards, Intellectual Property (the theme, or content), and sometimes: Beads/counters, dice or other secondary paraphernalia (David-Marshall, van Dreunen, & Wang, 2010).
Most CCGs are played by two players, such as Pokémon and Magic:The Gathering. Others, such as Shadow Fist or VTES were designed for more than two players. Based on the rules and the number of players in the game, the table dynamics change.
Figure 1 shows the dynamics of attack, defense, and possible cooperation in two different CCGs. While the relationships in a two-player game are symmetric, multiplayer CCGs bring different dynamics into game play, marrying the need for social interaction to achieve players’ goals with effective deck construction. CCGs may allow multiple strategies, such as politics where a player has to negotiate his/her goals by making deals and strategic planning.
VTES, which was designed by Richard Garfield in 1994, might be the most well designed multiplayer CCG to date. Several aspects of the dynamics of VTES are notable: First, it requires a minimum of three people to play, with five being optimal; Second, unlike many other multi-player CCGs, VTES is not a free-for-all, but rather functions on a predator-prey system of relationships (see Figure 1); Third, as an extension of that predator-prey system, the game does not always boil down to “last player standing” or “whoever reaches the end first”. It is possible (albeit rare) for a player who has been ousted from the game to emerge as the winner at the end; Last, VTES encourages a great deal of negotiation, both as a result of the predator-prey system limiting a player’s offensive actions, and as a result of a system of politics that is built into the game.
Defining Properties of CCGsCollection, creation and community aspects are unique combination for CCGs. Since they are further explained elsewhere (Adinolf & Turkay, 2011), we will briefly talk about these aspects here.
Collection refers to the mechanism by which players buy packs of random cards from various sets, as they attempt to collect all the cards from those sets, or at least enough copies of the cards they want to play with.
Creation is the process during which the player decides the strategy his/her deck will use to win. They select from their collection, which cards, and how many copies of each will make up their deck. This lends a sense of ownership to the game, as players have the opportunity to demonstrate their skills, as players and as creators. Even between relatively similar deck designs, individual tastes and choices can be seen.
Community is the social system in which people play the game, trade cards, and advise each other on strategies.
The possible benefits inherent in CCGs have been speculated on, and a few schools have run programs that encouraged CCG play to forward social and analytical skills (Joseph, 1998, as cited in Lenarcic & Mackay-Scollay, 2005, p. 67). The genre, as a whole, encourages its players to develop various skills, including analytical thinking, empathy, social manipulation, iterative design, and communication. Below we’ll briefly discuss three learning aspects of CCGs.
Malone (1981) identified three aspects of games that make them motivating to players: fantasy, challenge and curiosity. Close examination of the collection, creation and community aspects of CCGs reveals that each of these can be motivational to players based on Malone’s (1981) model. It might be possible to take advantage of this motivation in a learning environment. For example, using a CCG as a reward for certain performance in the learning environment might provide extrinsic motivation (Chen, Kuo, Chang, & Heh, 2009).
Various social behaviors are often practiced or developed by players. Among these are cognitive apprenticeship (Brown, Collins, & Duguid, 1989), negotiation and persuasion, cooperation through mutual self-interest, and creative socializing. For example, experienced players share insights into game mechanics with less experienced players. Concrete examples allow less experienced players to see principles in practice. In a multi player CCG, players will sometimes negotiate a mutually beneficial exchange. In these negotiations, each player often will hope that the exchange is more beneficial for them, which involves further analysis. Such negotiation practices may prepare players to negotiate in other situations in real life.
Notable properties of CCG systems include pithy representation of information via symbols and keywords, and resource management. From learning point of view, scientific representations might be used as symbols on cards, taking advantage of prolonged exposure to breed familiarity. If you ask any average CCG player, s/he can memorize tens of card names as well as what they do, and in which situation they can be used. Creating a similar motivation for students may encourage them to learn specific concepts, such as chemistry or biology. The resource management aspect may encourage practice of estimation skills and basic statistics, as well as strategy development and increased metacognitive awareness. Training in such skills might be useful for school aged children, giving them a tool to problem solve in curricular activities as well as to develop lifelong learning skill.
In addition to the demographic data, we collected data on participants’ play habits (e.g. how do you construct decks?) with five multiple-choice, three 7-point Likert scale and seven open ended questions. We also used Need for Cognition scale (Cacioppo, Petty & Kao, 1984) to measure players’ inherent desire to "think." It includes statements such as "I would prefer complex to simple problems," "I like to have the responsibility of handling a situation that requires a lot of thinking." Data was analyzed using the quantitative data analysis software SPSS 18.0 and qualitative data analysis software Nvivo 9.0 by using inductive codes.
Previously, we determined three aspects of CCGs that make them unique. Among the three, collection seemed to be the least motivating for the players. Only 36% of the players indicated that they like the collection aspect of the game from a moderate to a large degree. Far more players seemed to be engaged by deck building. When asked, 74% indicated that they like the deck building aspect of the game from a moderate to a large extent. Deck creation as an iterative process may encourage players to think while they may revise the card proportions and learn more about how the cards play in different settings. In fact, we found a significant correlation between players’ frequency of designing their own decks and their need for cognition scores (r = .127; p<0.05). Also, based on whom the player plays with, the deck may perform differently. VTES players reported that this dynamic experience was one of the qualities of VTES that made the game enjoyable to them.
The community aspect of VTES seems to be the most fun and motivating for players. Seventy six percent responded that they like the community aspect of the game from a moderate to a large extent. Many players travel to play tournaments, or, when they visit other cities, they look up VTES players to play with. As a male player states: “…I've never seen any other game, or non-religious community where you can call someone you've never met and sleep at his place in the evening.” The game as the common interest hascreated a large VTES family around the world.
The amount of thinking, strategizing, making deals and trying to win in a highly competitive environment is surely hard fun (Lazzaro, 2004). Most VTES players seem to really like this kind of fun as 88% of them said that they liked the game-play aspect of the game to a moderate to large extent. Here is an example quote from a male player: "Multi-player interaction requires a different skill set from just math and algorithms. But math is important too, which is why I don't win every game (hah)..."
Taking a close look at the social practices in and out of the game play provides insight into why it might have an educational value. Game mechanics encourage players to interact. When asked about their common strategies to win, 20% of the players emphasized negotiation and social manipulation. An example quote is from a Swedish player: “Playing VTES is not about the deck, since bad decks win games. It's about table image, table talk and table control… Most of these things can be achieved by the social interaction within the table…” Players also mentioned their constant desire to learn from more experienced players to develop multiple strategies.
In a 2-hour long complex game, making mistakes becomes inevitable, even for a very experienced player. Mistakes as part of the gaming experience encourage players’ metacognitive awareness. When players were asked what their usual reactions are when they make a mistake in a VTES game, 55.4% selected “I better remember this in the future” This indicates that players try to learn from their mistakes and use this as a strength in the future. A representative quote is by a male player from USA: “I do tend to remember my mistakes more than my successes. I try to learn from them.”
CCGs are engaging, social, community-building games (Bisz, 2009). They encourage players to strategize, communicate and make predictions both during deck creation and game play. At least in VTES, it seems that collection is less important to players’ enjoyment than deck building and community aspects. With an aim of using CCGs in a learning environment, this may be good news. Perhaps a teacher could simply give out cards (within reason), allowing students to focus on iterative deck design, and discussion. Those two facets may nurture students’ cognitive and social development. Other possible uses for learning might be including an educational payload in cards’ “flavor text” (usually a quote or otherwise thematic bit of text to place the card in a narrative context) and including important historical figures as art. In addition, CCGs are portable, and require little equipment. Finally, from a design point of view, they are simpler and cheaper to produce than digital games, as they cut out one third of the digital production trifecta: designer, artist, coder.Based on the results of this study, if CCGs are to be used as learning tools, educators should leverage the motivational power of deck building and social aspect of the game at the same time taking advantage of the fact that CCGs are built on analytical processes, and they require assimilation and interpretation of symbols. As we mentioned in the beginning of the paper, an assessment of performance with CCGs in a learning environment is the next logical step for the study of CCGs as learning tools.