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Статті в журналах з теми "Board game cafe"
Wisnu Mumpuni, Muhammad Akbar, and Andri Nurtantiono. "IMPLIKASI STORE ATMOSPHERE, KUALITAS PRODUK, PERSEPSI HARGA, DAN GAYA HIDUP TERHADAP KEPUTUSAN PEMBELIAN DI EUPHORIA CAFÉ KARANGANYAR." JURNAL ILMIAH EDUNOMIKA 6, no. 1 (January 16, 2022): 199. http://dx.doi.org/10.29040/jie.v6i1.3959.
Повний текст джерелаVictoria, Marcelina, and Lily Purwianti. "Penerapan Strategi Digital Marketing pada UMKM Board Games Cafe." Jurnal Pengabdian Masyarakat Akademisi 1, no. 4 (December 6, 2022): 60–66. http://dx.doi.org/10.54099/jpma.v1i4.386.
Повний текст джерелаCarvalho, Isaiane da Silva, Ryanne Carolynne Marques Gomes Mendes, Laís Helena de Souza Soares Lima, Luciana Pedrosa Leal, Tatiane Gomes Guedes, and Francisca Márcia Pereira Linhares. "Effect of a board game about sexually transmitted infections on imprisoned women’s knowledge: protocol for a quasi-experimental study." BMJ Open 12, no. 11 (November 2022): e062475. http://dx.doi.org/10.1136/bmjopen-2022-062475.
Повний текст джерелаRazavi, A., and F. Hosseinali. "A MULTI CRITERIA RECOMMENDATION MODEL FOR JAUNT." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W18 (October 19, 2019): 879–84. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w18-879-2019.
Повний текст джерелаHidayah, Uswatun, and Siti Quratul Ain. "Pengembangan Media Board Game Ular Tangga Pada Materi Metamorfosis Kupu-Kupu Tema 3 Subtema 2 Kelas IV SDN 169 Pekanbaru." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (October 6, 2021): 557–76. http://dx.doi.org/10.37680/qalamuna.v13i2.1020.
Повний текст джерелаChing-Teng, Yao. "Effect of board game activities on cognitive function improvement among older adults in adult day care centers." Social Work in Health Care 58, no. 9 (August 21, 2019): 825–38. http://dx.doi.org/10.1080/00981389.2019.1656143.
Повний текст джерелаStempin, Agnieszka. "NAJSTARSZE (XI-XII W.) FIGURY SZACHOWE WYKONANE W STYLISTYCE ABSTRAKCYJNEJ ARABSKIEJ Z TERENU POLSKI , NA TLE TRENDÓW EUROPEJSKICH ZWIĄZANYCH Z POCZĄTKOWYMI FAZAMI ADAPTACJI W EUROPIE." Slavia Antiqua. Rocznik poświęcony starożytnościom słowiańskim, no. 62 (November 8, 2021): 285–315. http://dx.doi.org/10.14746/sa.2021.62.12.
Повний текст джерелаLee, Bih-O., Ching-Teng Yao, and Chao-Fen Pan. "Effectiveness of board game activities for reducing depression among older adults in adult day care centers of Taiwan: a quasi-experimental study." Social Work in Health Care 59, no. 9-10 (November 2, 2020): 725–37. http://dx.doi.org/10.1080/00981389.2020.1842576.
Повний текст джерелаMetz, Cade. "Genius Makers: The Mavericks Who Brought AI to Google, Facebook, and the World." Perspectives on Science and Christian Faith 74, no. 3 (September 2022): 188–90. http://dx.doi.org/10.56315/pscf9-22metz.
Повний текст джерелаKaspi, Niva. "Bill Lawton by Any Other Name: Language Games and Terror in Falling Man." M/C Journal 15, no. 1 (March 14, 2012). http://dx.doi.org/10.5204/mcj.457.
Повний текст джерелаДисертації з теми "Board game cafe"
Evensen, Erik A. "Making it Fun: Uncovering a Design Research Model for Educational Board Game Design." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247862315.
Повний текст джерелаRABENHORST, ARTHUR E. "Differences in Outcomes after Spinal Cord Stimulator Device Placement in the Ohio Board of Workers' Compensation." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211464948.
Повний текст джерелаJetelová, Markéta. "Podnikatelský plán – Kavárna s hernou (deskové hry)." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-203729.
Повний текст джерелаGalassi, Andrea. "Symbolic versus sub-symbolic approaches: a case study on training Deep Networks to play Nine Men’s Morris game." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/12859/.
Повний текст джерелаTurner, Anna Jacomina Carolina. "Assessing the value of a South African-developed educational nutrition board game in selected Grade 4 primary school learners and their life orientation educators in the City of Cape Town district." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96060.
Повний текст джерелаENGLISH ABSTRACT: Objectives: To measure the impact on nutrition knowledge; to ascertain the opinions and practices related to nutrition and physical activity, tuck shop visits, and dietary quality of Grade 4 learners; as well as the perceptions on and acceptability of the ‗Fun Food Game‘ (FFG) as nutrition education tool as evaluated in selected Grade 4 learners and educators. Design: A before-after, experimental study with analytical components. Setting: A purposive sample of four schools in the City of Cape Town district of the Western Cape province. Schools A and B in a higher socio-economic area served as intervention school (HIS) and control school (HCS), whereas schools C and D were in a lower socio-economic area and served as intervention school (LIS) and control school (LCS). Subjects: Grade 4 English-speaking boys (n=85), girls (n=90) and Life Orientation educators (n=10). Methods: Pre-tested questionnaires were used to determine change in nutrition knowledge, opinions and practices, both related to nutrition and physical activities in a pre-and post-setting, as well as the perceptions on and acceptability of FFG as a nutrition education (NE) tool for Grade 4 learners and educators. A ‗Dietary Diversity Questionnaire‘ was used to establish the ‗Dietary Diversity Score‘ (DDS), and to note tuck shop visits. Questionnaires were pre-tested in a pilot study. Results: Increased nutrition knowledge and improved opinion on nutrition and physical activities were measured in all schools, but practices related to nutrition and physical activities as well as visits to the tuck shop showed mixed results. In the pre- and post-setting, a DDS of 5 was measured in the HIS and HCS, with a DDS of 5 in the pre- and 6 in the post-setting in the LIS and LCS. Fewer learners had a DDS<4 in the post-setting. Consumption of most food groups and eating breakfast were higher in the post-setting. Bringing lunch boxes to school scored lower in the intervention schools. More tuck shop visits were reported in the LIS and LCS. Most (80% n=8) educators indicated a strong need for NE for themselves. All educators indicated self-learning as a means of familiarising themselves with the content of NE. Sources of nutrition advice included magazines (90% n=9), the Internet (80% n=8) and textbooks (70% n=7). A strong need for NE was expressed by all educators; however, they stated that it should not increase their work load. Educators ‗strongly agreed‘ that the educational nutrition board game FFG can be classified as ‗Health Promotion‘. Overall, learners indicated that playing FFG was a positive experience. Conclusion: Playing FFG and/or having an increased awareness regarding nutrition and physical activities at schools could have had a positive impact on nutrition knowledge and behaviour that could have resulted in positive behaviour, but no definite conclusion can be made in this regard. Nutrition behaviour was more positively influenced in the lower socio-economic schools. Implementing the Health Promoting Schools concept, where Nutrition Education Programmes form part of a multi-component strategy, is recommended.
AFRIKAANSE OPSOMMING: Doel: Om die impak van voedingskennis, opinies en praktyke verwant aan voeding en fisiese aktiwiteite, snoepiebesoeke asook dieetkwaliteit van Graad 4 leerders te bepaal, sowel as die persepsie en aanvaarbaarheid van ‗Fun Food Game‘ (FFG) as hulpmiddel in voedingsopleiding soos geëvalueer deur geselekteerde Graad 4 leerders en -onderwysers. Ontwerp: ‗n Voor-na, eksperimentele studie met analitiese komponente Omgewing: ‗n Doelbewuste groepskeuse van vier skole. Skole A en B in ‗n meer gegoede area het as intervensie skool (HIS) en kontrole skool (HCS) gedien, terwyl skole C en D in ‗n minder gegoede area as intervensie skool (LIS) en kontrole skool (LCS) gedien het in die Stad Kaapstad distrik van die Westelike Provinsie. Deelnemers: Graad 4 Engelssprekende seuns (n=85), dogters (n=95) en Lewensoriënteringsonderwysers (n=10) Metodes: Voorafgetoetsde vraelyste is gebruik om te bepaal of voedingskennis, opinies en praktyke beide verwant aan voeding en fisiese aktiwiteite, voor en na die studie verander het, asook die persepsie en aanvaarbaarheid van FFG as ‗n hulpmiddel in voedingsopleiding vir geselekteerde Graad 4 leerders en onderwysers. ‗n Dieetdiversiteit Vraelys (‗Dietary Diversity Questionnaire‘ – DDQ) is gebruik om ‗n Dieetdiversiteit Telling (‗Dietary Diversity Score‘ – DDS), sowel as snoepiebesoeke te bepaal. ‗n Loodsstudie is uitgevoer om die vraelyste te toets. Resultate: ‗n Toename in voedingkennis en verbeterde opinies oor voeding en fisiese aktiwiteite is in alle skole gevind, maar praktyke oor voeding en fisiese aktiwiteite, asook snoepiebesoeke het gemengde resultate getoon. In die voor- en na-toetsing is ‗n DDS van 5 in HIS en HCS bepaal, met ‗n DDS van 5 in die voor- en 6 in die na-toetsing in LIS en LCS. Minder leerders het ‗n DDS<4 in die na-toetsing gehad. Inname van die meeste voedselgroepe sowel as ontbyt het in die skole toegeneem. Die bring van kosblikke het in die intervensie skole verminder. Die hoogste frekwensie snoepiebesoeke kom voor by die LIS en LCS. Meeste (80% n=8) onderwysers het ‗n sterk behoefte aan voedingsopleiding vir hulself aangedui. Alle onderwysers dui aan dat die inhoud van voedingskennis deur selfleer verhoog word. Tydskrifte (90%, n=9), Internet (80%, n=8) en handboeke (70%, n=7) word as bronne van voedingsadvies beskryf. ‗n Sterk behoefte vir opvoedkundige voedingsopleiding is deur al die onderwysers aangedui, maar sonder dat dit hul werkslading moet verhoog. Die onderwysers is ―sterk oortuig‖ daarvan dat die opvoedkundige voedingsbordspeletjie FFG, as ―Gesondheidsbevordering‖ geklassifiseer kan word. In die algemeen het leerders dit baie positief ervaar om FFG te speel. Samevatting: Die speel van FFG en/of ‗n groter bewusmaking van voeding en fisiese aktiwiteit wat by die skole plaasgevind het, kon ‗n positiewe impak op voedingskennis en -gedrag gehad het, wat kon lei tot positiewe gedrag, maar geen definitiewe gevolgtrekking kan gemaak word in die verband nie. Voedingsgedrag in die mindergegoede skole is meer positief beïnvloed. Implimentering van die Gesondheidsbevorderende Skole konsep, waar Voedingsopleidingsprogramme deel vorm van ‗n multi-komponent strategie, word aanbeveel.
Melero, Gallardo Javier. "Design and implementation techniques for location-based learning games." Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/145498.
Повний текст джерелаA lo largo de los últimos años, el uso de juegos computacionales para el aprendizaje ha aportado diversos beneficios educativos relacionados, principalmente, con la motivación y el interés de los estudiantes hacia el aprendizaje. Sin embargo, la adopción de entornos de aprendizaje basados en juegos (también conocidos como Game-Based Learning ó GBL en inglés) en contextos educativos formales todavía es un reto que conlleva varios problemas de investigación interdisciplinares dentro del dominio del GBL. Uno de los problemas principales es que para que los juegos sean relevantes en la educación formal, tienen que estar alineados con el curriculum y adaptados a los requisitos de los profesores dependiendo de sus situaciones educativas particulares. Una solución para afrontar este problema consiste en el desarrollo de tecnologías basadas en el GBL que permitan a los profesores diseñar juegos significativos para sus escenarios. Esta tesis contribuye a este enfoque en el GBL. En particular, esta tesis se centra en los juegos de aprendizaje ubicuos. Estos juegos son relevantes porque permiten crear actividades de aprendizaje contextualizadas en las que objetos y espacios físicos son virtualmente aumentados con objetos digitales interactivos. El punto de partida de esta tesis considera que, para que los profesores se involucren en el diseño de juegos de aprendizaje ubicuos, los elementos de diseño que componen este tipo de juegos tienen que poder ser personalizados por los profesores mientras que, al mismo tiempo, deben permitir la creación de actividades de aprendizaje enriquecidas. Considerando la premisa de que el diseño estructural de juegos de aprendizaje ubicuos a menudo está inspirado en “juegos de tablero”, esta tesis propone una metáfora de “tablero de puzzles” junto con un conjunto de plantillas basadas en dicha metáfora como técnicas para el diseño de juegos de aprendizaje ubicuos. Esta tesis, además, contribuye con un modelo para la representación computacional de estos juegos y una serie de guías de implementación. Tanto las técnicas de diseño como las de implementación se han utilizado y evaluado en un conjunto de estudios de caso a diferentes escalas en los que han participado un total de 35 profesores y 253 estudiantes.
Al llarg dels últims anys, l’ús de jocs computacionals per a l’aprenentatge ha aportat diversos beneficis educatius relacionats, principalment, amb la motivació i l’interès dels estudiants cap a l’aprenentatge. No obstant això, la adopció d'entorns d'aprenentatge basats en jocs (també coneguts com Game-Based Learning o GBL en anglès) en contextos educatius formals encara és un repte que comporta diversos problemes de recerca interdisciplinaris dins del domini del GBL. Un dels problemes principals és que perquè els jocs siguin rellevants en l'educació formal, han d'estar alineats amb el currículum i adaptats als requisits dels professors depenent de les seves situacions educatives particulars. Una solució per afrontar aquest problema consisteix en el desenvolupament de tecnologies basades en el GBL que permetin als professors dissenyar jocs significatius per als seus escenaris. Aquesta tesi contribueix a aquest enfocament en el GBL. En particular, aquesta tesi se centra en els jocs d’aprenentatge ubics. Aquests jocs són rellevants perquè permeten crear activitats d’aprenentatges contextualitzades en les quals objectes i espais físics són virtualment augmentats amb objectes digitals interactius. El punt de partida d’aquesta tesi considera que, perquè els professors s’involucrin en el disseny de jocs d’aprenentatge ubics, els elements de disseny que componen aquest tipus de jocs han de poder ser personalitzats pels professors mentre que, al mateix temps, permetre la creació d’activitats d’aprenentatge enriquides. Considerant la premissa que el disseny estructural de jocs d’aprenentatge ubics sovint està inspirat en “jocs de tauler”, aquesta tesi proposa una metàfora de “tauler de puzles” juntament amb un conjunt de plantilles basades en aquesta metàfora com a tècniques per al disseny de jocs d’aprenentatge ubics. Aquesta tesi, a més, contribueix amb un model per a la representació computacional d’aquests jocs i una sèrie de guies d’implementació. Tant les tècniques de disseny com les d’implementació s’han utilitzat i avaluat en un conjunt d’estudis de cas a diverses escales en els quals han participat un total de 35 professors i 253 estudiants.
Wu, Wei-Yi, and 吳偉義. "Gamification: A Case Study of Board Game Teaching Video." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/77582846080910080592.
Повний текст джерела國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
101
This thesis aims at investigatimg how board game teaching video can be improved through the application of gamification. We combine a board game teaching video and some game design elements by using annotations in YouTube. It helps video be paid attention and upgrades the viewer's interest. Board game teaching video “A” which doesn’t has gamification and “B” which has gamification have been finished and upload them in Youtube, then disseminate links to some board game internet station, did the data collection in a month. During the experiment and a survey were conducted for the viewers. The results of performance metrics and audience retention demonstrated that board game teaching video which has gamification could be paid attention and upgrades the viewer's interest, but some convenient items easily lead viewers only see they want to see, bring about increased number of viewing but average viewing time doesn’t have growing, that needs attention and improvement.
汪孟慶. "Apply Design Patterns to the Game Program Design-A Case Study on Board Game." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/04913309514144637128.
Повний текст джерела東海大學
資訊工程與科學系碩士在職專班
92
Believe it or not, the existing history of PC games is almost as long as personal computers, although the first idea of the mainstream PCs was based on “business machine.” All the stuffs show the requirement of PCs is not only for business but also for entertainment. Nowadays, due to the reason that network industry is shrunken, we are sure that PC games have become one of the most profitable models in Taiwan. It, as a result, lets the game industry showing the brilliant future in Taiwan, gradually coming out of the shadow of “out of trend” and “toys for kids” in earlier times. However, currently, on the market of PC games, Taiwan can only plays the role of serving as a contrast( or selling as a consignee). The reason is that this industry was not esteem before and only developed by SOHOs or single users. It leads to the delay of the product during the developing progress, the incompleteness of the story, the difficulty of maintenance or modification. Also, the incompleteness of components results in some problems such as the low rate of reuse and lots of bugs in the program. Such problems repeat in a row. It is strikingly the same as the main problem of general developing business software in Taiwan. At present, of the game-developing teams, it is common that a programmer handles the whole project in Taiwan. It easily causes the mistake in the progress or incomprehensible program structure which is too personally. Also, the class or function can’t be used anymore after the project being developed or that co-workers can’t keep going when the programmer resigns causes some waste of the stuff, time and resource. There are a lot of articles about resolving the problem of the development of common system or application by design patterns at present, but there are few research reports or theses about resolving the problem for the computer games during program design. Thus, this article will apply several patterns of design patterns in the main program of on-line games in order to increase the possibility of reuse of on-line games, simplify the progress of designation. Hopefully the game will be released in the limited time and resource in the market of PC games which has short product life period.
Lin, Li-Fu, and 林立夫. "A Software Framework for Online Board Game and Case Study." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/4dyjn6.
Повний текст джерела國立交通大學
資訊學院資訊學程
106
Mobile gaming is growing in popularity. Even though various kinds of mobile games were released, board game is still one of long-lasting game. It is important to have online board games on mobile apps. Mobile games should be simpler to play. This makes them much easier to use and accessible for players. For online games, procedures of finding opponents, handling broken connection, reconnection and synchronization etc. are common behaviors and can be a framework for other board games. In this thesis, we design a software framework for mobile online board game. This framework implements communication between mobile client and server, design server interfaces interact with client for transporting and synchronization. Furthermore, this framework provides some common modules for iOS board game and separate game rule logic, locating games and online message communication. The iOS developers only need to focus on the development of game rule logic and user interface, so they can implement online board games more easily and efficiently.
Hsiao, Cheng-Cheng, and 蕭琤琤. "Board Game Design for Learning:A Case Study on Disaster Precaution Education." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/kh39kt.
Повний текст джерела國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
102
Taiwan is located in the Circum-Pacific Seismic Zone, the world's greatest earthquake belt. The Ministry of Education has been working on promoting disaster precaution education for many years. Disaster precaution education is a basic and important course in K-12 education. But most of disaster precaution education teaching materials were boring and couldn’t stimulate high engagements. Board games are one kind of table games and have become one of the most favorite games in the world today. Board games teach lessons about getting along with others and reward logical reasoning problem-solving ability. This research transforms the game “Sabotuer” into a disaster precaution board game. This game can be used as a teacher’s tool when teaching courses on disaster precaution education. Besides, The development procedure of this board game can also be used as a reference for those who are interested in designing their own games in the future.
Книги з теми "Board game cafe"
The game inventor's guidebook: How to invent and sell board games, card games, role-playing games, & everything in between. Garden City, NY: Morgan James Pub., 2008.
Знайти повний текст джерелаFleischer, Arthur. Board games: The changing shape of corporate power. Boston: Little, Brown & Co., 1988.
Знайти повний текст джерелаFleischer, Arthur. Board games: The changing shape of corporate power. Washington, D.C: Beard Books, 2002.
Знайти повний текст джерелаFleischer, Arthur. Board games: The changing shape of corporate power. Boston: Little, Brown & Co., 1988.
Знайти повний текст джерелаC, Hazard Geoffrey, and Klipper Miriam Z, eds. Board games: The changing shape of corporate power. Boston: Little, Brown and Co., 1988.
Знайти повний текст джерелаCabrera, Jane. If you're happy and you know it! New York: Holiday House, 2010.
Знайти повний текст джерелаGuthrie, Graeme. The Firm Divided. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190641184.001.0001.
Повний текст джерелаTinsman, Brian. Game Inventor's Guidebook: How to Invent and Sell Board Games, Card Games, Role-Playing Games, and Everything in Between! Morgan James Publishing, 2008.
Знайти повний текст джерелаThe Billion Dollar Monopoly (r) Swindle. 2nd ed. Xlibris Corporation, 2000.
Знайти повний текст джерелаAnspach, Ralph. The Billion Dollar Monopoly (R) Swindle. Ralph Anspach, 1998.
Знайти повний текст джерелаЧастини книг з теми "Board game cafe"
Rattenbury, Peter. "Costing the Development and Marketing of a Board Game." In Integrated Case Studies for Foundation Programmes, 129–48. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-10546-5_13.
Повний текст джерелаÖzer, Poyraz, and Güven Çatak. "Using Board Games as a Method for Improving Awareness and Empathy in Inclusive Design: PUDCAD Game Case Study." In Springer Series in Design and Innovation, 133–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5_11.
Повний текст джерелаKierulf, Anders, Ralph Gasser, Peter M. Geiser, Martin Müller, Jurg Nievergelt, and Christoph Wirth. "Every interactive system evolves into hyperspace: The case of the Smart Game Board." In Hypertext / Hypermedia ’91, 174–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-76698-5_16.
Повний текст джерелаHarrer, Sabine, and J. Tuomas Harviainen. "Where Are the White Perpetrators in All the Colonial Board Games? A Case Study on Afrikan Tähti." In Representing Conflicts in Games, 171–87. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003297406-14.
Повний текст джерелаBaena, Pablo Arigita, Anne Brunel, Yon Fernández-de-Larrinoa, Tania Eulalia Martinez-Cruz, Charlotte Milbank, and Mikaila Way. "In Brief: The White/Wiphala Paper on Indigenous Peoples’ Food Systems." In Science and Innovations for Food Systems Transformation, 229–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15703-5_13.
Повний текст джерелаTikka, Sanna-Mari, Marja Kankaanranta, Tuula Nousiainen, and Mari Hankala. "Telling Stories with Digital Board Games." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 174–90. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch011.
Повний текст джерелаMerilampi, Sari, Antti Koivisto, and Andrew Sirkka. "Accessible Mobile Rehabilitation Games for Special User Groups." In Research Anthology on Rehabilitation Practices and Therapy, 1412–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3432-8.ch071.
Повний текст джерелаMerilampi, Sari, Antti Koivisto, and Andrew Sirkka. "Accessible Mobile Rehabilitation Games for Special User Groups." In Design, Motivation, and Frameworks in Game-Based Learning, 214–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6026-5.ch008.
Повний текст джерелаBarney, James J. "Combatting the “Silo Effect” in the Online Classroom." In Simulation and Game-Based Learning in Emergency and Disaster Management, 149–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4087-9.ch006.
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Повний текст джерелаТези доповідей конференцій з теми "Board game cafe"
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Повний текст джерелаRito, Pedro Neves. "THE USE OF BOARD GAMES AND THEIR DEVELOPMENT PRINCIPLES: A CASE REVIEW." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1569.
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Повний текст джерелаZhu, Bin. "Application Educational Board Game in Senior High School English Class: A Case Study of Can Anne Go Upstairs." In 2014 International Conference on Information, Business and Education Technology (ICIBET 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icibet-14.2014.72.
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Повний текст джерелаRalph, W. Carter, and Frank W. Joyce. "Strain-Based Flexure Assessment for the Printed Circuit Board Assembly Environment." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82565.
Повний текст джерелаAu, Cheuk Hang, Walter S. L. Fung, and Xin Xu. "Using board game design and animation creation for assessment — A case study in a subject of information systems audit and control." In 2016 IEEE 8th International Conference on Engineering Education (ICEED). IEEE, 2016. http://dx.doi.org/10.1109/iceed.2016.7856091.
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