• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.669-673
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• 1998

This paper makes a study of the Shapley value in cooperative fuzzy games, games with fuzzy coalitions, which enable the representation of players' participation degree to each coalition. The Shapley value has so far been introduced only in an class of fuzzy games where a coalition value is not monotone with respect to each player's participation degree. We consider a more natural class of fuzzy games such that a coalition value is monotone with regard to each player's participation degree. The properties of fuzzy games in this class are investigated. Four axioms of Shapley functions are described and a Shapley function of a fuzzy fame in the class is given.

• The Journal of the Korea Contents Association
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• v.8 no.10
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• pp.381-390
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• 2008

As computer technology is in progress and many educational methods have been emerged, web-based cooperative learning and educational games have gained a lot of interests. Some cooperative learning systems and game-based educational systems have been suggested, but few cooperative learning systems use games. This paper builds a new web-based cooperative learning system using games that enables learners to actively participate and have high interests in learning. In our system, cooperation study is performed in each group and a group member competes with other group members using games. A crossword puzzle game is adopted because of ease to use and fit with cooperative learning scenarios. Our suggested system is implemented and used by two classes of high school students to evaluate this system. The experimental results show that our system effectively improve students' learning interests and increase their academic achievement.

• Journal of the Korean Mathematical Society
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• v.34 no.2
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• pp.469-481
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• 1997

In this paper we consider TU-cooperative games in the form of characteristic function. We notice that if one uses the necessary and sufficient condition for the core to be not empty in a dual form, it may be used for selecting the final outcome in the core. Using the linear programming approach for constructing the subcore, which is a subset of the core, we represent it in a simple form. We consider reduced games due to Davis-Mashler, Moulin and Funaki and formulate the sufficient conditions for the subcore to be S-consistent.

• Research in Mathematical Education
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• v.11 no.2
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• pp.101-126
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• 2007

We analyze the possibilities of using Information and Communication Technologies as a resource in the teaching/learning of Mathematics and we show the results of concrete experiments carried out with the games: "Adibu", "La ciudad perdida" and "Drood en el planeta siete", with fourteen students and two primary school teachers in a school in Santa Cruz de Tenerife (Spain). Our analysis of the games is made within a global framework in which individual, cooperative and collaborative learning are considered, taking as reference the theoretical frameworks set out by Piaget, Vygotsky, and the principles of collaborative learning (Computer Supported Collaborative Learning).

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.41-51
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• 2021

This paper is to study whether cooperative learning applying group games becomes a teaching method that can increase interest and participation in class in calculus and the effect of the number of students. To increase interest and participation in class, the researcher conducted cooperative learning by applying smartphones and various game tools to group games. The consequences of the study confirmed that students' interest and participation in the class increased regardless of their mathematics basics. Therefore, it is expected that the calculus which is difficult for students to understand will be more easily approached by cooperative learning applying group games in the future.

• Journal of the Korean Data and Information Science Society
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• v.22 no.6
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• pp.1275-1281
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• 2011

Many authors studied cooperative games that arise from variants of dominating set games on graphs. In wireless networks, the connected dominating set is used to reduce routing table size and communication cost. In this paper, we introduce a connected dominating set game to model the cost allocation problem arising from a connected dominating set on a given graph and study its core. In addition, we give a polynomial time algorithm for determining the balancedness of the game on a tree, for finding a element of the core.

• International Journal of Contents
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• v.7 no.4
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• pp.10-18
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• 2011

Cooperative Group Games (CGG) emphasize participation, challenges and fun by cooperation among group members rather than competition. CGGs have been proven to be an efficient education method that teaches the value of cultivating cooperation skills, discipline, and sense of public order for tackling problems together through various types of interactions. When integrated with computer game technology, the general classic CGG can be reborn with new educational and entertaining aspects. To combine the joy of physical movement of group games and the richness of computer game contents, a motion based arcade CGG has been developed in this study, based on the original ideas and structures of classic off-line CGGs. While implementing the classic game concepts in arcade environment, various design attributes have been considered and applied, which were supposed to promote cooperative game play. Overall, the process of the implementation and test results of our four CGGs suggest several design strategies for effective arcade CGGs.

• Journal for History of Mathematics
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• v.18 no.2
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• pp.55-74
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• 2005

This research studied loaming model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative teaming, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative teaming and traditional small group learning. This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative loaming which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative loaming, JIGSAW II cooperative teaming, JIGSAW III cooperative teaming, STAD(Student Team-Achievement division) cooperative learning, and TGT (Teams - Games - Tournament).

• Journal of Korea Game Society
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• v.15 no.5
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• pp.153-162
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• 2015

This study explores the social sides of games by investigating the relationship between cooperative games and psychological factors determining social relationships (i.e., self-disclosure, intimacy) and how such psycosocial factors influence offline social participations. Utilizing both online and offline surveys, the results indicated that the amount of time spending on cooperative games have a positive impact on self-disclosure and intimacy. The results also showed that users' self-disclosure and intimacy influence offline social participation.

• Journal of Korea Game Society
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• v.12 no.4
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• pp.3-12
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• 2012

This study discusses how players make the mutually cooperative mechanism in Social Games. In SNG, many players exchange helps each other. That mechanism is not only one-off but also repetitive process. In the perspective of reciprocity in Evolutionary psychology and Mythology, this study analyzes mutual cooperation in several game texts most well known in the SNG field. According to the field study results, four cooperative mechanisms were extracted. These 4 principles apply to every digital game design for emerging of cooperative storytelling among players.