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Everyone has fears. A fear of the dark, a fear of heights, or even a fear of the unknown can make leading an otherwise normal life difficult. But what if you were afraid not of the dark or of heights-but of other people? What if you were overcome with paralyzing terror and even pushed to the brink of sickness each time you talked with another person-even though you wanted more than anything to be with and enjoy the company of that person? In Learning to Play the Game: My Journey through Silence, author Jonathan Kohlmeier shares a coming-of-age memoir of his young life living with selective mutism-an extreme form of social anxiety. At first as a child being so afraid that he could barely speak outside of the home, Jon's story of struggle turns triumph as he is eventually able to join the debate team in high school. From the start of his journey in kindergarten to his high school graduation, Jon chronicles his desire to be "normal"-whatever that means. 2018 Next Generation Indie Book Awards Finalist
For use in schools and libraries only. When he and his high-school basketball teammates steal from a fraternity house in their small Indiana town, Nate contends with his guilt, his loyalty to his friends, and his desire to help his older brother who comes under suspicion for the crime.
Definitive account of Buddy Holly's life and career published to coincide with 60th anniversary of his death.
There is a growing recognition in the learning sciences that video games can no longer be seen as impediments to education, but rather, they can be developed to enhance learning. Educational and developmental psychologists, education researchers, media psychologists, and cognitive psychologists are now joining game designers and developers in seeking out new ways to use video game play in the classroom. In Learning by Playing, a diverse group of contributors provide perspectives on the most current thinking concerning the ramifications of leisure video game play for academic classroom learning. The first section of the text provides foundational understanding of the cognitive skills and content knowledge that children and adolescents acquire and refine during video game play. The second section explores game features that captivate and promote skills development among game players. The subsequent sections discuss children and adolescents' learning in the context of different types of games and the factors that contribute to transfer of learning from video game play to the classroom. These chapters then form the basis for the concluding section of the text: a specification of the most appropriate research agenda to investigate the academic potential of video game play, particularly using those games that child and adolescent players find most compelling. Contributors include researchers in education, learning sciences, and cognitive and developmental psychology, as well as instructional design researchers.
A comprehensive introduction to the latest research and theory on learning and instruction with computer games. This book offers a comprehensive introduction to the latest research on learning and instruction with computer games. Unlike other books on the topic, which emphasize game development or best practices, Handbook of Game-Based Learning is based on empirical findings and grounded in psychological and learning sciences theory. The contributors, all leading researchers in the field, offer a range of perspectives, including cognitive, motivational, affective, and sociocultural. They explore research on whether (and how) computer games can help students learn educational content and academic skills; which game features (including feedback, incentives, adaptivity, narrative theme, and game mechanics) can improve the instructional effectiveness of these games; and applications, including games for learning in STEM disciplines, for training cognitive skills, for workforce learning, and for assessment. The Handbook offers an indispensable reference both for readers with practical interests in designing or selecting effective game-based learning environments and for scholars who conduct or evaluate research in the field. It can also be used in courses related to play, cognition, motivation, affect, instruction, and technology. Contributors Roger Azevedo, Ryan S. Baker, Daphne Bavelier, Amanda E. Bradbury, Ruth C. Clark, Michele D. Dickey, Hamadi Henderson, Bruce D. Homer, Fengfeng Ke, Younsu Kim, Charles E. Kinzer, Eric Klopfer, James C. Lester, Kristina Loderer, Richard E. Mayer, Bradford W. Mott, Nicholas V. Mudrick, Brian Nelson, Frank Nguyen, V. Elizabeth Owen, Shashank Pawar, Reinhard Pekrun, Jan L. Plass, Charles Raffale, Jonathon Reinhardt, C. Scott Rigby, Jonathan P. Rowe, Richard M. Ryan, Ruth N. Schwartz, Quinnipiac Valerie J. Shute, Randall D. Spain, Constance Steinkuehler, Frankie Tam, Michelle Taub, Meredith Thompson, Steven L. Thorne, A. M. Tsaasan
Summary Deep Learning and the Game of Go teaches you how to apply the power of deep learning to complex reasoning tasks by building a Go-playing AI. After exposing you to the foundations of machine and deep learning, you'll use Python to build a bot and then teach it the rules of the game. Foreword by Thore Graepel, DeepMind Purchase of the print book includes a free eBook in PDF, Kindle, and ePub formats from Manning Publications. About the Technology The ancient strategy game of Go is an incredible case study for AI. In 2016, a deep learning-based system shocked the Go world by defeating a world champion. Shortly after that, the upgraded AlphaGo Zero crushed the original bot by using deep reinforcement learning to master the game. Now, you can learn those same deep learning techniques by building your own Go bot! About the Book Deep Learning and the Game of Go introduces deep learning by teaching you to build a Go-winning bot. As you progress, you'll apply increasingly complex training techniques and strategies using the Python deep learning library Keras. You'll enjoy watching your bot master the game of Go, and along the way, you'll discover how to apply your new deep learning skills to a wide range of other scenarios! What's inside Build and teach a self-improving game AI Enhance classical game AI systems with deep learning Implement neural networks for deep learning About the Reader All you need are basic Python skills and high school-level math. No deep learning experience required. About the Author Max Pumperla and Kevin Ferguson are experienced deep learning specialists skilled in distributed systems and data science. Together, Max and Kevin built the open source bot BetaGo. Table of Contents PART 1 - FOUNDATIONS Toward deep learning: a machine-learning introduction Go as a machine-learning problem Implementing your first Go bot PART 2 - MACHINE LEARNING AND GAME AI Playing games with tree search Getting started with neural networks Designing a neural network for Go data Learning from data: a deep-learning bot Deploying bots in the wild Learning by practice: reinforcement learning Reinforcement learning with policy gradients Reinforcement learning with value methods Reinforcement learning with actor-critic methods PART 3 - GREATER THAN THE SUM OF ITS PARTS AlphaGo: Bringing it all together AlphaGo Zero: Integrating tree search with reinforcement learning
Matthew Farber's Game-Based Learning in Action: How an Expert Affinity Group Teaches with Games showcases how one affinity group of K12 educators--known as "The Tribe"--teaches with games.
Start your chess journey with "Chess for Beginners A Step-by-Step Guide to Learning the Game." This accessible guide is designed for newcomers, offering a clear introduction to chess basics and essential game rules. Discover effective tactics and beginner strategies that will help you build a solid foundation in chess. With easy-to-follow instructions and practical examples, this book is perfect for anyone looking to learn chess and develop their skills on the board.
A comprehensive introduction to the latest research and theory on learning and instruction with computer games. This book offers a comprehensive introduction to the latest research on learning and instruction with computer games. Unlike other books on the topic, which emphasize game development or best practices, Handbook of Game-Based Learning is based on empirical findings and grounded in psychological and learning sciences theory. The contributors, all leading researchers in the field, offer a range of perspectives, including cognitive, motivational, affective, and sociocultural. They explore research on whether (and how) computer games can help students learn educational content and academic skills; which game features (including feedback, incentives, adaptivity, narrative theme, and game mechanics) can improve the instructional effectiveness of these games; and applications, including games for learning in STEM disciplines, for training cognitive skills, for workforce learning, and for assessment. The Handbook offers an indispensable reference both for readers with practical interests in designing or selecting effective game-based learning environments and for scholars who conduct or evaluate research in the field. It can also be used in courses related to play, cognition, motivation, affect, instruction, and technology. Contributors Roger Azevedo, Ryan S. Baker, Daphne Bavelier, Amanda E. Bradbury, Ruth C. Clark, Michele D. Dickey, Hamadi Henderson, Bruce D. Homer, Fengfeng Ke, Younsu Kim, Charles E. Kinzer, Eric Klopfer, James C. Lester, Kristina Loderer, Richard E. Mayer, Bradford W. Mott, Nicholas V. Mudrick, Brian Nelson, Frank Nguyen, V. Elizabeth Owen, Shashank Pawar, Reinhard Pekrun, Jan L. Plass, Charles Raffale, Jonathon Reinhardt, C. Scott Rigby, Jonathan P. Rowe, Richard M. Ryan, Ruth N. Schwartz, Quinnipiac Valerie J. Shute, Randall D. Spain, Constance Steinkuehler, Frankie Tam, Michelle Taub, Meredith Thompson, Steven L. Thorne, A. M. Tsaasan
The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.