Suchergebnisse

Abstract
The electronic mail game of Rubinstein (1989) showed that a lack of common knowledge generated by faulty communication can make coordinated action impossible. This paper shows how this conclusion is robust to having a more realistic timing structure of messages, more than two players who meet publicly but not as a plenary group, and may be robust to strategic decisions about whether to communicate.

Uses Australia as a case study to analyze risks and benefits associated with information technology, including information warfare, espionage, crime, and terrorism, in the areas of energy, telecommunications, and finance; policy recommendations. Potential impact on the Olympic Summer Games in Sydney.

AbstractPeople are uncertain about the role of excessive electronic game-playing on children's academic performance. It is on this premise that this study examines the effects of excessive electronic game-playing on children's academic performance in Port Harcourt. The study use survey and quasi-experiment to sample 371 students of Junior Secondary school 1-3 who are within the age brackets of 10-12. Based on the problem and objectives of the study, research questions were formulated. Research question one to know the extent of excessive game-playing among the children, while research question two sought ascertain the relationship between excessive game-playing and the academic performance of children. A null hypothesis was also formulated and tested with the Pearson Product Moment Correlation Coefficient with the level of significance tested at 0.5 level of significance. The findings showed that a proportion of the sampled population met the criterion of addiction and the majority of the children were still non-frequent gamers. The result also showed that there is a negative correlation between excessive game-playing and academic performance as the majority of the very high scorers in tests administered on the children were from the category labelled as non-frequent and low frequent gamers. The null hypothesis that said 'there is no significant relationship between extent of excessive play and academic performance was rejected, as the r-value was -0.27. Based on these findings, it was recommended that parents should monitor their children's gaming habits and that governments should control the importation of entertainment games and encourage more of educational games.

The article explores the limitations of the current scholarly game studies (GS) field. Its central presuppositions are (1) that there are certain attributes broadly understood as "GS" by those writing in or adjacent to the field; (2) that those attributes are historically rooted in an attempt to disassociate videogames from other types of electronic (and later - digital) media; and that (3) the preconditions that have led to this split are currently moot. In the first section of this article, I elaborate on these presuppositions through reading GS as a historically rooted field, centred around the videogame artefact. Following, by examining the notion of being 'against' something in academic work, I move to my central claim for the article: that maintaining this conception of GS is counterproductive to the state of contemporary videogames scholarship and that adopting a post-dualistic and post-humanities stance will greatly contribute to the broadening of the field. I break down this claim into three separate threads. Ontologically, I show that videogames are much closer to non-videogames than they used to be. Methodologically, I point out how re-integrating methodologies from outside the field is crucial to address the complex phenomena evolved in and around gaming. Politically, I highlight the importance of games in contemporary digital culture and show how boundary-work and gatekeeping might harm the attempt to make game scholarship engage with larger political issues. The article concludes with suggestions for a more inclusive and intermingled vision for the field, focusing on the notion of play rather than games.