Isotropic was the common name for the online implementation of Dominion created by Doug Zongker (dougz) and located at dominion.isotropic.org. Before it was shut down on March 15, 2013 to make way for Goko, Isotropic was the dominant arena for online play of Dominion. On November 20, 2012 Isotropic hosted its 10,000,000th game.[1] At this point the site featured approximately 8,000 registered users and was averaging almost 20,000 games of Dominion per day. It now serves as a private playtesting site for new expansions.
Isotropic featured three lobbies for meeting and competing against other players. The first (Great Hall) was a public lobby, where one could either propose games with another player or check some options (preferred skill levels, veto mode, point counters) and then be automatically matched with another player. A second lobby, the Secret Chamber, was smaller and was specifically designed as a place for friends to meet and arrange games. The third lobby was created specifically for the Dominion World Master's Online Qualifier. It was similar to the Secret Chamber lobby, but it featured the option of being able to predesign turn order for players. An image of the Great Hall lobby can be seen here.
Index Of Games Iso
Download File: https://miimms.com/2vHAps
Starting on November 23, 2011, dougz introduced a significant change to the Isotropic leaderboard. While the leaderboard had previously considered all past games when determining a player's rank, the new system would only look at games played in the last 30 days.
Because Isotropic was entirely maintained by dougz on a server in his home, Isotropic would occasionally go down leaving users unable to play games. The problems were typically minor (such as loss of power[31] or temporary bugs), but they had to be addressed in person. These outages often led users to speculate on whether or not they had played their last game on Isotropic, as many users knew Isotropic would be taken down once Goko released.
Video games are now a widespread form of entertainment among pre-adolescent youth, but they can also become powerful tools for game-playing in the classroom and for improving the teaching-learning process. Video games facilitate learning in various fields of knowledge and benefit the development of multiple skills from the recreational and creative, but can also cause negative effects such as addiction, sedentarism, decreased academic performance or sociability problems. The aim of the research is to know the habits of consumption of video games in pre-adolescence and its socio-educational implications, depending on the gender of the participants. The sample is composed of 825 students from various public educational centers in Andalusia (Spain), aged between 9 and 14 years. The research is developed from a quantitative, descriptive, ex post facto, transversal and correlational methodological approach, using the instrument "Questionnaire on video game consumption habits" (López, 2012) for the collection of information. The results indicate a clear differentiation in the responses issued according to gender, indicating that boys are more interested in video games, know more about them and use them more frequently than girls. In addition, it is boys who demonstrate a more competitive attitude when playing video games.
In the last decade, and especially in the last five years, there has been an increase in the implementation of video games as an educational resource for the transmission of learning in non-university education. This interest has provided the scientific community with an enriching field of work for its analysis to make known the advantages that video games can provide to students and teachers in the teaching-learning process. The study aims to analyze the effect that the use of video games as an educational resource for learning development on students. To this end, a bibliographical review has been carried out of research carried out between 2015-2020 in Spain and Portugal, published in journals indexed in the WoS and Scopus databases, classified in Q1 and Q2, and with open access. Using the program Atlas.ti.9, the qualitative analysis has focused on two main blocks: a) the contents of the research (didactic video games, didactic approach, and methodology) and b) the research instruments used. The main finding is that there are multiple factors in which video games favor the development of student learning and, therefore, their implementation as an educational resource to be considered in formal education is positively valued.
This research analyzes the potential of war videogames to activate critical thinking of [he players, like cognitive process that allows them to explain war, recognize its nature and evaluate its consequences from an ethical perspective. The study analyzes the opinion of a sample of military video game users (N=2I3) about different aspects inherent to the dimensions that define it: cognitive, personal-attitudinal, ethical, argumentative logic and expressive-communicative. The methodology adopted is mixed: a) qualitative, focused on the design of the Critical Thinking WCV questionnaire (73 items), validated by Delphi method; and, b) quantitative, focused on the analysis of their opinions about the opportunities that these video games offer them to stimulate their critical thinking, taking into account the established dimensions. The results show that these games allow them to know the nature of warlike conflicts -especially historical-, their causes and consequences by showing them crudely. In addition, they invite you to reflect on the interests of the war and collateral damage. Audiovisual resources favor their immersion in the story, although they limit their freedom to make decisions in the game. Women are more critical of the representation and justification of war, they point out that these video games trivialize it by considering the violence necessary to defend themselves. They also denounce that they do not foster empathy with the victims and reinforce racial and gender stereotypes. In conclusion, these games enhance the cognitive, argumentative, and expressive-communicative dimensions inherent in critical thinking towards war, but not the personal-attitudinal and ethical.
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