Android Based Application: “Chear Bear Puzzle”
Snehal B. Jagtap1
, Dr.Bhatambarekar S.S2
, Mrs. Manisha Patare3
Department of Computer Science,
Modern College of Arts, Science and Commerce, Ganeshkhind, Pune-16.
Savitribai Phule Pune University, Maharashtra, India

This research paper presents the
overview of Chear Bear Puzzle (CB Puzzle)
modification. Now-a-days people have forgotten
to play puzzles. They have long known that
puzzles have many benefits for their children.
Youngsters have lost interest in playing puzzles
or other games. As today’s generation and kids
also addicted to smart phones I have created the
CB Puzzle for them that they can play the
puzzle game anytime and anywhere.
Solving a puzzle is like solving a research
problem. Both require the right cleverness to see
the problem from the right angle, and then the
careful execution of that idea until you find a
solution. (The main difference is that the puzzle
usually guarantees that the puzzle is solvable.)
Puzzles also lead to re-search problems which
form a sort of puzzle: to analyze a family of
puzzles and their solutions algorithmically.
Solutions to these puzzles in turn influence
puzzle design, often leading to interesting
puzzles that can be appreciated without
mathematics.




Experimental Studies of Android APP
Development for Smart Chess Board System
By
Srujan Gopu
August 2013



Technology has changed a lot of things around us and the way we play games is one
of the many. We can now play a lot of games virtually with the help of different gaming
devices and more recently with the advancement in the technology of mobile apps. Chess
has always been one of the most interesting games from the pristine ages. It appeals to a
wide variety of enthusiasts. Undoubtedly, chess was one of the first games to be played
on the computer with artificial intelligence; it is a very ancient game and can be played
with minimum requirements online, as it doesn't require any extra sensory devices. It is
also a well-known fact that playing chess improves intelligence. Although playing chess
requires two players, it can be played on a computer with the help of artificial
intelligence.
With the advancements in technology, chess has been taken to a whole different
level by making the game more interesting and accessible on devices such as mobile
phones and tablets. Chess players across the globe can have a quick game by virtually
sitting across the table with the devices in their hand. Given the choice, however,
most chess players would pick playing a real game over playing a virtual game. The
feeling and pleasure are more real when playing face down with the opponent sitting
across from you. Also, understanding the different patterns of moves which lead to
eventual win or loss of the game are important if one wants to understand the game in
depth and master it. Recently, with advancements in technology and increased access to
social media, many applications have been created for chess games. All these
applications follow the same genre and they do not possess the capability of displaying
the leading and losing probabilities effectively. There is no technology currently in place
which reads the moves from real chess board and maps it on the mobile device.



The Benefits of Playing Video Games
Isabela Granic, Adam Lobel, and Rutger C. M. E. Engels
Radboud University Nijmegen

Video games are a ubiquitous part of almost all children’s
and adolescents’ lives, with 97% playing for at least one
hour per day in the United States. The vast majority of
research by psychologists on the effects of “gaming” has
been on its negative impact: the potential harm related to
violence, addiction, and depression. We recognize the
value of that research; however, we argue that a more
balanced perspective is needed, one that considers not only
the possible negative effects but also the benefits of playing
these games. Considering these potential benefits is important,
in part, because the nature of these games has
changed dramatically in the last decade, becoming increasingly
complex, diverse, realistic, and social in nature.
A small but significant body of research has begun to
emerge, mostly in the last five years, documenting these
benefits. In this article, we summarize the research on the
positive effects of playing video games, focusing on four
main domains: cognitive, motivational, emotional, and social.
By integrating insights from developmental, positive,
and social psychology, as well as media psychology, we
propose some candidate mechanisms by which playing
video games may foster real-world psychosocial benefits.
Our aim is to provide strong enough evidence and a theoretical
rationale to inspire new programs of research on
the largely unexplored mental health benefits of gaming.
Finally, we end with a call to intervention researchers and
practitioners to test the positive uses of video games, and
we suggest several promising directions for doing so.



Playing With Fire
- How do computer games affect the player?
By Simon Egenfeldt-Nielsen
 and Jonas Heide Smith


As a medium, the computer game is currently in a period of rapid development. From a
design point of view, video games are becoming more complex and they are rapidly
spreading to new platforms such as mobile phones, pocket computers, and websites.
From a cultural point of view, they are becoming more visible and more difficult to write
off as merely a youth phenomenon. From an economic point of view, games are
attracting increasing interest, with the industry showing rapid growth rates and global
turnover of approximately $17 billion p.a. (ELSPA, 2002).
This report looks at games from what might be termed the effects perspective - in other
words, it focuses on the potential negative effects of computer games1
 on the player. The
question we pose to the extant literature is this: Do computer games have negative
effects on their players?
The question of whether a particular medium has negative effect on its users is a
notoriously difficult one to answer; it has been the subject of a great deal of debate for
decades. It should be said by way of introduction, then, that as far as computer games
are concerned, there is no clear and unequivocal answer to that question and in fact, a
variety of different, often conflicting answers have been proposed. This report
summarizes the research already conducted on the subject and places it in a theoretical
context. This is necessary in order to make understandable research results that might
appear contradictory at first glance.
When the issue of potential negative effects of computer games is raised in public
debate, it often happens in relation to the possible connection between violent games
and aggressive behaviour on the part of the player. For this reason, much of the research
into the effects of video games has revolved around that particular subject. This report,
however, will also touch on other aspects of the negative effects of computer games,
such as anxiety and the deterioration of social relationships.
This report divides the research into two main areas, which are dealt with separately and
then summarized.





The feasibility of computer games in learning theory
based subjects
Yuan Gao
Zhuo Diao
2014


Faculty of Engineering and Sustainable Development
 University of Gävle
 S-801 76 Gävle, Sweden



Since 1970, over forty years ago, when educational games first came into classroom
education applications, many argue they work very well and have a place among other
educational teaching methods, while as others have voiced more critical reservations
about game-based learning, and are advocating the return to more traditional teaching
methods. The developments of educational media have promoted the advancement of
digital education. This situation contributes to the interest of educators and developers.
Our research question is about whether digital games can be used to assist students in
learning history and culture of different places, or whether other teaching methods are
preferred, and we will also discuss how the digital education can become a more
useful educational tool. In this study, we have created a digital game about Chinese
currency and its history, and we have also conducted post-production and tests, in
order to allow users to evaluate our game and give feedback and opinions on it, to
determine how they like it as a way of learning, and what aspects they like or dislike
about the game as a way of learning.




A Study on the Source Translator for Generating the Android Game
Source from the WIPI Game Source
YangSun Lee1
and YunSik Son2*
1Dept. of Computer Engineering, Seokyeong University
16-1 Jungneung-Dong, Sungbuk-Ku, Seoul 136-704, KOREA
2Dept. of Computer Engineering, Dongguk University
26 3-Ga Phil-Dong, Jung-Gu, Seoul 100-715, KOREA

In the mobile market, the appearance of various smart phone platforms such as Android,
iOS(iPhone), Bada and Window Phone has led to game developers to repeatedly develop
game contents to suit the different mobile communication companies' platforms in order to
service mobile game contents. Furthermore, to use each of the game contents developed on
the existing feature phone platform, they need to be recreated based on the smart phone
platform. Consequently, large amounts of time and expenses are being used to analyze and
convert the sources and resources of the mobile game contents for use on the smart phone
platform. Rather than creating new game content, developers are investing twice the amount of time and money required to develop a game for one platform in making existing game
content available on other platforms [1-8].
This research aims to solve these problems by inventing a resource translator for the WIPIto-Android
mobile game contents automatic converter which automatically converts game
contents from the existing feature phone platform WIPI to the smart phone platform Android.
The WIPI-to-Android game converter consists of a content analyzer, resource converter,
source translator, and platform mapping engine. The source translator receives the WIPI
Java source code produced by the content analyzer and translates it into Android Java
source code that is semantically equivalent and fulfils the same function on the Android
platform.
By automatically converting the existing mobile game con-tents used in the WIPI Java
feature phone platform to game contents for use in the Android platform, existing game
contents can be transplanted into a different platform within a short period of time. As a result,
the reusability will be increased, while the labor, time and costs involved in servicing same
contents to different mobile communications companies will be saved. A wider range of
contents provision to users can be expected as well.






Mobile Applications: Games that Transform Education
Edward Y. Zhang
Lorie Loeb


When Sesame Street first came out in the late 60’s, people didn’t believe that you could
teach through a non-traditional medium like television. They said that the experience couldn’t
be tailored well enough; that television was the opposite of education – a mind numbing
activity made by the people in Hollywood. But, the advantages and possibility that existed in
what could come of a successful educational television show were too great. The reach was the
foremost boon – the capacity to suddenly teach children in every household with a television in
America at the flip of a switch. Ultimately as we know, Sesame Street became a paradigmshifting
foray that changed education forever; so much so that even today, over 40 years since
Sesame Street first aired, it’s still one of the most successful and impactful shows ever aired.
There are many parallels to be drawn from the era of Sesame Street and today. The late
60’s and 70’s were a period of tremendous innovation and technological development – and
many areas of study just couldn’t keep up with developments in the world. Education today is
much the same as it was in the 60’s and 70’s – stagnant despite leaps and bounds in innovation
in everything from personal computers to energy. Beyond these advances, however, I believe,
is the advent of mobile smartphone technology.
2
As elaborated on later, the widespread penetration of smartphones globally offers
tremendous opportunity and synergy with classical understanding of education. In addition, in
today’s world we know what addicts people to technology; what makes them check
smartphones ten times during dinner. In 2011 Angry Birds was the first software application of
any kind to reach 1 billion downloads. (Heriksen, 2012) Angry Birds reached a billion devices.
By comparison, the total number of televisions in American homes in 1960 numbered just 52
million. (Lefky, 2007)
In light of the current state of education and technology, my thesis revolves around an
attempt to develop a mainstream, high-graphical-quality mobile game that tries to teach SAT I
Math using the state-of-the-art knowledge in educational psychology and game theory.




Introduction to Using Games in Education: A
Guide for Teachers and Parents
8/15/06 (first release); 2/3/07 (references checked; many copy editing changes made)
Dave Moursund
Teacher Education, College of Education
University of Oregon 97403


Consider the following two statements:
• Education has many goals. Few people would list “to be fun” as one of the main goals of
education. Instead, people tend to say “no pain, no gain.”
• Many games are used as a form of play. Games are for fun.
Now, think back to your childhood. I’ll bet that you can think of games that you played that
were fun and made significant contributions to your learning. A personal example that comes to
mind is the game of Monopoly. I probably spent hundreds of hours playing this game.
Indeed, as a child I enjoyed playing many different card games, board games that involved
dice or spinners, and board games such as Checkers, Chess, and Go that do not depend on
randomness. As a young adult I learned to play Bridge, and in more recent years have learned to
play a wide variety of computer games.
Games have contributed significantly to my informal and formal learning. Playing games that
involved two or more people was an important component of my social development and social
life. Game playing was such an important part of my childhood that I made sure it was a part of
my children’s childhoods.
In recent years, computers have made possible some new types of games. In addition,
computers have made many older games more accessible.
As you read this book, I want you to think outside of the box. Suspend some of your
suspicions and beliefs about educational and other values of games. Open your mind to new
possibilities. For example, as a child I enjoyed interacting with a small group of people playing
Monopoly and other board games. Now, there are computer-based games in which tens of
thousands of people simultaneously play in a combination of cooperative and completive
manners. This is made possible by the Internet and by the development of games designed to accommodate huge numbers of simultaneous players. Whether it is just a few people, or a few
thousand people playing a computer-based game, they are learning to communicate and interact
in a computer-supported environment. What can education learn from such games?
Think outside the box! Our children are growing up in a world in which it is common for
teams of people, with members located throughout the world, to work together on complex
problems and tasks. You have undoubtedly heard the African proverb, “It takes a whole village
to raise a child.” Combine this idea with that of global village and you can see that nowadays,
the whole world is involved in raising and educating our children. Our children need an
education that prepares them to be effective participants in this global village.