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Relevant bibliographies by topics / Language games

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Academic literature on the topic 'Language games'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Language games"

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Moldoveanu, Mihnea. "Language, games and language games." Journal of Socio-Economics 31, no. 3 (January 2002): 233–51. http://dx.doi.org/10.1016/s1053-5357(02)00118-x.

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Clarke, David. "Language Games." Musical Times 137, no. 1835 (January 1996): 5. http://dx.doi.org/10.2307/1003378.

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Spence, Donald P. "Language Games." Psychological Inquiry 3, no. 1 (January 1992): 65–67. http://dx.doi.org/10.1207/s15327965pli0301_18.

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Laitin, David D. "Language Games." Comparative Politics 20, no. 3 (April 1988): 289. http://dx.doi.org/10.2307/421805.

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Newcombe, Jonathan, and Billy Brick. "Blending Video Games Into Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 4 (October 2017): 75–89. http://dx.doi.org/10.4018/ijcallt.2017100106.

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Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

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Checkland, Peter. "Playing Language Games." Journal of the Operational Research Society 45, no. 7 (July 1994): 851. http://dx.doi.org/10.2307/2584299.

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Checkland, Peter. "Playing Language Games." Journal of the Operational Research Society 45, no. 7 (July 1994): 851–52. http://dx.doi.org/10.1057/jors.1994.134.

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Garver, Newton. "Derrida's language-games." Topoi 10, no. 2 (September 1991): 187–98. http://dx.doi.org/10.1007/bf00141339.

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Warner, Chantelle, Diane Richardson, and Kristin Lange. "Realizing multiple literacies through game-enhanced pedagogies: Designing learning across discourse levels." Journal of Gaming & Virtual Worlds 11, no. 1 (March 1, 2019): 9–28. http://dx.doi.org/10.1386/jgvw.11.1.9_1.

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One of the primary struggles for scholars and practitioners of instructed foreign languages today is how to best teach language as discourse in all its complexity. Digital games, as massively semiotic ecologies, arguably offer a unique opportunity for language learners to experience that complexity in action. This article provides a model for teaching language as discourse in action through digital games, as a means of presenting language learners with opportunities to experience the complexity of text, genre and discourse. The model integrates three levels of discourse essential to digital gaming: (1) the designs of the games, (2) the interactions between gamers, both those that take part in the gaming platform (such as in-game chats) and those between participants in the classroom and (3) social discourses about gaming.

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Harris, James F. "Language, language games and ostensive definition." Synthese 69, no. 1 (October 1986): 41–49. http://dx.doi.org/10.1007/bf01988286.

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Dissertations / Theses on the topic "Language games"

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Gyllingberg, Linnéa. "Evolutionary Language Games." Thesis, Uppsala universitet, Analys och tillämpad matematik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-208854.

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Robinson, Nigel John. "The Apothecary's Tales : a game of language in a language of games." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/296770.

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The thesis shows how the novel The Apothecary's Tales manipulates narrative frames to create a 'simulachron', an unreliable virtual world, which problematises the reader's conceptions of the past. The novel transgresses the generic rules of 'historical fiction' to create a quality of 'historicity' located in the affect of alterity. This is argued to be a somatic response to peril deferred. The novel seeks to evoke alterity by defamiliarising linguistic norms. It does this principally through the use of 'diachronic polysemia' (lexical 'false friends') and intertexts to syncopate the reader continually between the disparate sensibilities of the 1ih and 21 st centuries. These sensibilities are simulated in the novel by the imbedment of sociolects and 'hypomemes', the tacit thoughtways supposed peculiar to a given milieu. To self-authenticate its fictions, the novel employs the 'parafictive' devices of a testamentary found artifact, an unreliable narrator and editor, plausible sociologuemes (social conventions) and ideologuemes (ideologies that inform behaviour), along with a density of period minutiae putatively grounded in the record. Any truth effects achieved are then ludically subverted by a process of critique in which structural units of the novel systematically parody the other. The novel is patterned in the structure of a nested diptych, of expositions contra posed in a mutual commentary, which extends from the defining templates of plot and episode to the micro levels of morphemes in polysemic wordplay. The tropes of nested framing and repetition of form and syntagm are defined in the thesis, respectively, as encubi/atio and 'emblematic resonance'. It is argued that these tropes, encoded in a fictive discourse that defies closure, provide a simulation of hermetic form that -when mapped upon the aleatory life world -can be productive of aesthetic affect. The agonistic elements of plot and incident in the novel are figured within the tapas of theatre, foregrounded by the duplicitous self-fashioning of the characters, and by the continual metaleptic shifts or 'frame syncopation' of narrative viewpoint, both intra and extra-diegetic. Frame syncopation is used advisedly to dilemmatise significations at both the structural and syntagmatic levels. The thesis contends that such contrived collisions of narrative interpretation may be the dynamic of affectivity in all aesthetic discourse.

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Kluge, Jacob, and Jonas Bjärnmark. "Digital Games and Language Learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31841.

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With this survey paper we have contrasted and summarized research on digital games and language learning in order to investigate whether digital games can be used to instil communicative competence in students. In addition, we have examined what kinds of considerations that need to be made by teachers when applying digital games in educational settings. In order to acquire an indication of whether games were being used as a language-learning tool in schools today, we conducted a small pilot study in the region of Skåne. In this pilot study, we asked 10 language teachers whether they had ever used videogames in their language teaching. The pilot study suggested that digital games were not being used as a teaching aid. However, the research examined in this survey paper suggests that videogames can be used to instil dimensions of communicative competence. Research also suggested that digital games only inherently supported one or two dimensions of communicative competence. With regard to this, we argued that all four dimensions of communicative competence can be supported through the use of different pedagogical strategies in combination with other approaches. Furthermore, research suggested that there are necessary precautions for teachers to consider before implementing digital games in teaching (e.g. having sufficient knowledge of the games to be used in order to be able to scaffold them according to students’ needs). Since the research explored in this paper suggest that videogames can be used to instil communicative competence in students, we argued that digital games might be an overlooked asset in language learning.

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Khatibi, Miandouab Ece, and Eva Cowie. "Language learning through interactive games." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29804.

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The purpose of this study was to investigate language learning through the use of interactive games. A research synthesis was considered to be the most effective method as it was our intention to explore the research available on language learning and gaming. Although various studies have investigated the employment of interactive games in language learning, this field of research is still in its infancy. We juxtaposed neural correlates of language learning with that of interactive gaming and the findings indicated that there are both similarities and differences in the brain structures activated by gaming and those that are activated by language learning. Furthermore, we set out to investigate the employment of interactive games in the language classroom. Our findings indicated that interactive games are highly underused tools in language learning. In addition, we were able to identify techniques which could be used to employ interactive games in language learning. The technological advancement in our society which has shown to have a great impact on the youth of today has given rise to an increasing need for incorporating technology such as interactive games in education and for this reason it is necessary for teachers to receive education in implementing interactive games in the language classroom.

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Malmhake, Daniel, and Henrik Karlsson. "Natural Language Interface technology in computer games : AN EVALUATION OF NATURAL LANGUAGE PARSERS IN COMPUTER GAMES." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166411.

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A Natural Language Interface is an interface that operates on language input rather thanmouse and keyboard. It works by parsing the input into terms, and then parsing these termsinto a logic statement that can be processed. The efficiency and viability of Natural LanguageInterfaces in computer games was compared to the normal input of keyboard and mouse.This was done by having test users play a game with NLI and then running their inputsthrough a semantic parser. The results indicate that NLI in its current state is less efficient asa way of input than the keyboard/mouse way.
Ett Natural Language Interface är ett gränssnitt som tar indata i form av språk istället för detvanliga sättet med tangentbord och mus. Ett Natural Language Interface fungerar genom attdet först tar ut satsdelarna i indatan, och sedan omvandlar dessa satsdelar till logiska uttrycksom kan bearbetas. Effektiviteten och användbarheten hos Natural Language Interfacesjämfördes med det normala sättet att få indata i form av tangentbord och mus. Dettagenomfördes genom att testanvändare spelade ett spel med Natural Language Interface ochsedan köra deras använda indata genom en semantic parser. Resultaten indikerar att NaturalLanguage Interface i sitt nuvarande tillstånd är ett mindre effektivt sätt att få indata än detvanliga sättet med tangentbord och mus.

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Hobro, Mark, and Marcus Heine. "Natural Language Interfaces in Computer Games." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166592.

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Natural language processing is a complex area of computer science whichhas been under discussion for more than forty years. During recent yearsnatural language interfaces have been established in conjunction withspeech recognition. This report will cover the theory behind naturallanguage processing and evaluate the weaknesses and strengths of implementingand using a natural language interface in a text-based gameenvironment using the Natural Language Toolkit for Python. The resultsshow that the Natural Language Toolkit has great potential forimplementing a natural language interface for a text-based game, butthe library alone is not sufficient to get good results when the scope oflanguage is increased.

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Kirshner, David. "Language games in a visual environment." Thesis, University of Brighton, 2000. https://research.brighton.ac.uk/en/studentTheses/44bc3b22-4f71-4a8a-8501-63425e15e9ed.

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This Ph.D. submission is in two parts : a dissertation : a series of visual works. The two parts of the submission are complimentary. Neither should be thought of as a 'commentary' on each other. The subject of the dissertation is the relationship of the visual to the discursive and its subsequent effect on the notion of the 'Plan'. The opening of the dissertation builds up a view of the different relationships these two may have, and how it is possible to discuss these relationships in different ways. As a model for these relationships I have used Diderot's Salon of 1767. In this essay Diderot begins to reassess the relationship between beholder and artist. and the nature of the relationship between the seen and the recorded. The seven sections [Diderot's 'Sites'] each serve to introduce a particular relationship between criticism and practice, and introduce consideration of such topics as the Sublime, the incestuous relationship between the work and its critique, and the relationship of landscape, model [as in the form of landscape garden], and the painting. The second section takes a look at more specific relationships, in a historical sense as in Emblems and Devices, and in a linguistic sense as discussion of Heidegger's work on 'Form' and Lyotard's Discourse/figure. These chapters are distillated in the final chapter 'PPP' in which aspects of these notions are reassessed in relation to a potential visual work. The third section begins with a precis of Steinberg's thoughts about inconsistencies found in the plan of Borromini's church of San Carlo and then moves on to consider possible explanations which may occur through the reading of Deleuze's book The fold. This develops into a discussion of the nature of the idea of 'the Plan', and its is significance in the creation of a work of Art. The final section, Vasculum, attempts to re-order these finds into a network of ideas, images, events which will serve as an encyclopaedia [a Diderotian notion in itself] from which a potential visual response can be mounted.

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Blomberg, S. (Sallamari). "The usefulness of games in foreign language learning:using games as an aid and motivation in language lessons." Master's thesis, University of Oulu, 2014. http://urn.fi/URN:NBN:fi:oulu-201405081362.

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The usefulness of games in foreign language learning can be immense when the game and the designed situation are properly thought of. By incorporating games into language classrooms teachers could create a motivating and fun environment where students of all ages would be excited to learn new skills. Thus the intention of this thesis is to gather proof about the effectiveness of games in language learning. The popularity of educational games has risen during the last years and by examining previous studies where games have been incorporated into teaching one should notice the practicality of them. Indeed, in these gaming situations the students’ focus would be more on the game itself, not on the learning process. Intentional and incidental learning has been studied by Hakkarainen, Westwood and Hyvönen among others, and they conclude that in language learning incidental learning can be more profitable because then the new skills are kept in the procedural memory (Hakkarainen, 2002; Westwood, 2004; Hyvönen et al., 2007). Games are a way for students to incidentally learn vocabulary, grammar, pronunciation and oral skills via fun and motivating methods. As Piaget and Vygotsky have written, some active involvement needs to happen when learning. Sitting and memorising rules is not productive enough so the researchers have come to the conclusion that a person will learn more effectively either by actually physically doing something or by socialising with other people (Burman, 2010; Harré, 2006; Sinnemäki, 1998). The views of Gee also concur, as according to him informal/bonding language of a game improves the learning of people in a passionate affinity space (Gee & Hayes, 2011). By taking these notions into account teachers could improve their versatility and design their classrooms into more active ones. The board games and video games were gathered from previous studies and their evaluation according to the SWOT-analysis shows how and why games should be incorporated into language lessons. Although board games present the basic characteristics of playing, video games have developed into more advanced and versatile ones, and thus young students have become more motivated to play them. Some games are especially designed for classroom use but some can and should be modified by the teacher for more motivating learning experiences. Indeed, all the games under study change the general atmosphere of the classroom and this way succeed in teaching students a foreign language more memorably and realistically, and in a way that could inspire them to learn in the future as well — which can be said to be the main goal of all teachers
Pelien hyödyllisyys vieraan kielen oppimisessa voi olla suuri, kun peli ja pelitilanne on loppuun asti hyvin suunniteltu. Sisällyttämällä pelit kielten oppitunteihin opettaja voi luoda motivoivan ja hauskan ympäristön, jossa kaikenikäiset lapset oppivat innoissaan uusia taitoja. Näin ollen tutkielman tarkoitus on kerätä todisteita pelien käytännöllisyydestä kielten oppimisessa. Opettavaisten pelien suosio on kasvanut vuosien saatossa ja tutkimalla aiempia tutkimuksia pelien yhdistämisestä opetustilanteeseen voimme huomata niiden monikäyttöisyyden. Pelitilanteissa oppilaat keskittyvätkin enemmän itse peliin eikä niinkään oppimisprosessiin. Muun muassa Hakkarainen, Westwood ja Hyvönen ovat tutkineet tarkoituksellista ja satunnaista oppimista, ja heidän mielestään vieraan kielen oppimisessa satunnainen oppiminen voi olla hyödyllisempää, sillä silloin uudet tiedot varastoituvat proseduraaliseen muistiin (Hakkarainen, 2002; Westwood, 2004; Hyvönen, 2007). Pelaamalla pelejä oppilaat kehittävät sanastoa, kielioppia, ääntämistä ja suullisia taitoja ajattelematta, sillä mielenkiintoiset ja motivoivat toimintatavat vievät heidän ajatuksensa muualle. Kuten Piaget ja Vygotsky ovat kirjoittaneet, aktiivinen osallistuminen parantaa oppimista. Pelkkä istuminen ja kieliopin sääntöjen ulkoa opettelu ei ole tarpeeksi antoisaa, joten Piaget ja Vygotsky ovat tulleet siihen tulokseen, että joko fyysinen tekeminen tai sosiaalinen kanssakäyminen ihmisten kanssa voi auttaa ihmistä oppimaan tehokkaammin (Burman, 2010; Harré, 2006; Sinnemäki, 1998). Gee on samaa mieltä, sillä hänen mukaansa pelien arkinen kieli lähentää pelaajia motivoiden heitä oppimaan yhteisessä ympäristössä (Gee & Hayes, 2011). Huomioimalla nämä opit opettajat voivat kehittää itseään ja luokkahuonettaan monipuolisemmaksi ja aktiivisemmaksi. Lauta- ja videopelit kerättiin aiemmista tutkimuksista ja niiden arvioinnit SWOT-analyysin mukaan näyttävät, kuinka ja miksi pelejä pitäisi sisällyttää kielten oppitunneille. Vaikka lautapelit näyttävät pelien tyypillisimmät ominaisuudet, digitaalinen maailma saa koko ajan enemmän jalansijaa kehittyessään monipuolisemmaksi, joten nuoret oppilaat suosivat niitä. Osa peleistä on tarkoituksella kehitetty kielten oppitunteja varten, mutta joitakin pelejä voi ja pitääkin muokata toimivammiksi kokemuksiksi. Jokainen esimerkkipeli kuitenkin muuttaa tavallisen ilmapiirin luokkahuoneessa ja näin onnistuu opettamaan vierasta kieltä unohtumattomammin ja realistisemmin tavalla, joka mahdollisesti inspiroi oppilaita oppimaan myös tulevaisuudessa

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Chown, Nick. "A treatise on language methods and language-games in autism." Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/7164/.

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Although it is generally understood that autism is a developmental disability affecting social learning, my social constructionist perspective suggested to me that, strangely, current theories aimed at explaining the nature of autism appeared not to fully reflect the essential social aspects of autism. Given that typically developing human beings become fully socialised through learning a first language, it appeared to me that autism research has, especially of late, failed to give sufficient attention to language despite Kanner’s advice. In researching this thesis I have sought to make a contribution to knowledge of my subject by: (1) developing a synthesis of current knowledge of autistic language methods as a practical framework to guide future research focused on language in autism; (2) critiquing ‘established’ autism theory; (3) drawing attention to Ludwig Wittgenstein’s neglected contributions to the philosophy of mind; and (4) reviewing the contribution of ‘alternative’ theory, including Wittgenstein’s criteriological theory, to an understanding of autism. My research has involved reviewing: (a) the literature on autistic language methods; (b)Conversation Analysis of autistic conversation; (c) narrative writing by authors diagnosed or retrospectively diagnosed with autism; and (d) existing autism theory. I conclude that there are specific features of talk and writing that reflect autism with some features of autistic writing being a ‘mirror image’ of features of autistic talk. A further, important, conclusion is that there are strengths as well as weaknesses associated with autistic talk and writing i.e., from a linguistic stance, it is wrong to regard autism as a disability; rather, it involves a different way of communicating – both verbally and in writing – than is seen in typically developing people. I also conclude that alternative theory has much to contribute to an understanding of autism, and that the atypical nature of autistic social development results in autistic people failing to fully come to terms with language-games.

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Manzaneda, Martin. "Natural Language Interface Technology in Computer Games." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-166647.

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This project delivers the results of research about the implementation of natural language interfaces (NLIs) on computer games. We will study how to combine these concepts, making a small game and evaluating different methods to achieve this.

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Books on the topic "Language games"

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Evans, Elizabeth. Miniflashcards language games. London: Minflashcard Language Games, 1992.

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Steinberg, Jerry. Games language people play. 3rd ed. Don Mills, Ont: Pippin Pub., 2009.

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Games language people play. 2nd ed. Markham, Ont: Dominie Press ; Pippin Publishing, 1991.

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Games language people play. 3rd ed. Don Mills, Ont: Pippin Pub., 2009.

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David, Betteridge, and Buckby Michael, eds. Games for language learning. 3rd ed. New York: Cambridge University Press, 2005.

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Benz, Anton, Christian Ebert, Gerhard Jäger, and Robert van Rooij, eds. Language, Games, and Evolution. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-18006-4.

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Danesi, Marcel. Language games in Italian. Toronto: University of Toronto Press, 1985.

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Chrzanowska-Kluczewska, Elżbieta. Language-games, pro and against. Kraków: Universitas, 2000.

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Thomas, Susan. Miniflashcard Language Games: Teacher's notes. London: MiniFlashcard Language Games, 1991.

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Language teaching games and contests. 2nd ed. Oxford [England]: Oxford University Press, 1986.

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Book chapters on the topic "Language games"

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Asher, Nicholas, and Soumya Paul. "Language Games." In Logical Aspects of Computational Linguistics. Celebrating 20 Years of LACL (1996–2016), 1–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53826-5_1.

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Vaux, Bert. "Language Games." In The Handbook of Phonological Theory, 722–50. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444343069.ch22.

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Corredor, Javier, and Matthew Gaydos. "Language Games." In Bridging Literacies with Videogames, 103–27. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-668-4_7.

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Canfield, John V. "Language-Games." In Becoming Human, 19–34. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230288225_3.

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Hintikka, Jaakko. "Language-Games." In Ludwig Wittgenstein: Half-Truths and One-and-a-Half-Truths, 275–95. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-1-4020-4109-9_12.

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Callender, Jassen. "Language Games." In Architecture History and Theory in Reverse, 80–89. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315661315-10.

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Lindner, Martin. "Ball Games and Language Games." In Edition Medienwissenschaft, 291–98. Bielefeld, Germany: transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839453452-016.

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Aarnio, Aulis. "On Language-Games." In Essays on the Doctrinal Study of Law, 31–38. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1655-1_5.

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Ensslin, Astrid. "Games and Language." In The Language of Gaming, 26–40. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35708-2_3.

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Marques, Antonio. "Expressive language games." In Seduction, Community, Speech, 129–38. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/pbns.127.12mar.

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Conference papers on the topic "Language games"

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Iermachkova, Olga, and Katarína Chválová. "LANGUAGE GAMES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-3.

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The paper is devoted to the language game in teaching Russian as a foreign language. The research aims to examine the phenomenon of the language game in journalistic text and show its effective implementation in the study processes. Language games are considered at different language levels (word-formation, graphics, paremiology and etc.). The article analyzes the definitions of the examined phenomenon and its main functions in journalistic text.

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Yoo, Hwan-Soo, and Seong-Whan Kim. "Simplified Game Specific Description Language for Rapid Game Server Development using LDD (Language Driven Development) Framework." In Games and Graphics 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.39.23.

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Madotto, Andrea, Mahdi Namazifar, Joost Huizinga, Piero Molino, Adrien Ecoffet, Huaixiu Zheng, Alexandros Papangelis, Dian Yu, Chandra Khatri, and Gokhan Tur. "Exploration Based Language Learning for Text-Based Games." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/207.

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This work presents an exploration and imitation-learning-based agent capable of state-of-the-art performance in playing text-based computer games. These games are of interest as they can be seen as a testbed for language understanding, problem-solving, and language generation by artificial agents. Moreover, they provide a learning setting in which these skills can be acquired through interactions with an environment rather than using fixed corpora. One aspect that makes these games particularly challenging for learning agents is the combinatorially large action space. Existing methods for solving text-based games are limited to games that are either very simple or have an action space restricted to a predetermined set of admissible actions. In this work, we propose to use the exploration approach of Go-Explore for solving text-based games. More specifically, in an initial exploration phase, we first extract trajectories with high rewards, after which we train a policy to solve the game by imitating these trajectories. Our experiments show that this approach outperforms existing solutions in solving text-based games, and it is more sample efficient in terms of the number of interactions with the environment. Moreover, we show that the learned policy can generalize better than existing solutions to unseen games without using any restriction on the action space.

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Wang, Sida I., Percy Liang, and Christopher D. Manning. "Learning Language Games through Interaction." In Proceedings of the 54th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/p16-1224.

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Allah, Fadoua Ataa. "Learning Games for Amazigh Language." In 2015 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2015. http://dx.doi.org/10.1109/csci.2015.95.

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Steels, Luc, and Daniel M. Dubois. "Adaptive Language Games with Robots." In COMPUTING ANTICIPATORY SYSTEMS: CASYS ‘09: Ninth International Conference on Computing Anticipatory Systems. AIP, 2010. http://dx.doi.org/10.1063/1.3527179.

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LIPOWSKA, DOROTA, and ADAM LIPOWSKI. "SOCIAL STRUCTURE FROM LANGUAGE GAMES." In EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0101.

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DeLeo, Michael, and Erhan Guven. "Learning Chess with Language Models and Transformers." In 3rd International Conference on Data Science and Machine Learning (DSML 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121515.

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Representing a board game and its positions by text-based notation enables the possibility of NLP applications. Language models, can help gain insight into a variety of interesting problems such as unsupervised learning rules of a game, detecting player behavior patterns, player attribution, and ultimately learning the game to beat state of the art. In this study, we applied BERT models, first to the simple Nim game to analyze its performance in the presence of noise in a setup of a few-shot learning architecture. We analyzed the model performance via three virtual players, namely Nim Guru, Random player, and Q-learner. In the second part, we applied the game learning language model to the chess game, and a large set of grandmaster games with exhaustive encyclopedia openings. Finally, we have shown that model practically learns the rules of the chess game and can survive games against Stockfish at a category-A rating level.

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Francillette, Yannick, Abdelkader Gouaich, Nadia Hocine, and Julien Pons. "A gameplay loops formal language." In 2012 17th International Conference on Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES). IEEE, 2012. http://dx.doi.org/10.1109/cgames.2012.6314558.

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Hintikka, Jaakko. "LANGUAGE-GAMES AS A FOCAL NOTION IN LANGUAGE THEORY." In New Semiotics. Between Tradition and Innovation. IASS Publications, 2015. http://dx.doi.org/10.24308/iass-2014-003.

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Reports on the topic "Language games"

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.

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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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Semerikov, Serhiy O., Mykhailo M. Mintii, and Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.

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