Playing against complexity: Board games as social strategy in Bronze Age Cyprus

Crist, Walter

doi:10.1016/j.jaa.2019.101078

Cited by 13 publications

(13 citation statements)

References 34 publications

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“…Someone likes games for several reasons. The researchers found in a survey of 169 adults that while playing respondents liked the opportunity to fantasize and relive unusual moments and be entertained by playing board games (Crist, 2019). Other researchers found that many educational games are useful for learning knowledge and improving group work skills, able to improve decision-making abilities and create an environment psychologically healthy in the classroom, during the lesson (Cheng et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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Section: Discussionmentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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“…In cultural anthropology, the main theoretical idea that has extended to abstract games is that by Roberts et al (1959) who hypothesized that “simple societies” should not play strategic games—a Eurocentric claim that was rather broadly defined and, therefore, includes most if not all board games—and should resist borrowing them. This work was later extended by Chick (1998) but criticized especially by those studying board games (see Crist, 2019; de Voogt, 2017b; Townshend, 1980) to the extent that the main hypothesis is no longer tenable (Chick, 2017; de Voogt, 2017a). Instead, theories developed in archaeology have been successfully applied to abstract board games addressing questions of cultural transmission (de Voogt et al, 2013; Hall & Forsyth, 2011), liminality (Crist, de Voogt, & Dunn-Vaturi, 2016), and social complexity (Crist, 2016, 2019; Rogersdotter, 2011).…”

Section: The Category Of Abstract Board Gamesmentioning

confidence: 99%

“…This work was later extended by Chick (1998) but criticized especially by those studying board games (see Crist, 2019;de Voogt, 2017b;Townshend, 1980) to the extent that the main hypothesis is no longer tenable (Chick, 2017;de Voogt, 2017a). Instead, theories developed in archaeology have been successfully applied to abstract board games addressing questions of cultural transmission (de Voogt et al, 2013;Hall & Forsyth, 2011), liminality , and social complexity (Crist, 2016(Crist, , 2019Rogersdotter, 2011).…”

Section: The Category Of Abstract Board Gamesmentioning

confidence: 99%

Making Sense of Abstract Board Games: Toward a Cross-Ludic Theory

Danilovic

Voogt

2020

Games and Culture

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The frequent absence of culturally specific, figurative, or decorative markings in abstract board games has challenged theorizations that assume a meaningful representation in the study of games. In accepting this challenge, this article theorizes the historical phenomenon of abstract board games whose nonrepresentational board design and formal rules have transmitted with little change over millennia and across vast expanse. A theoretical framework is outlined for understanding abstract board games—a modular ontology of abstract board games and a typology of player meaning-making in abstract board games. It is argued that the reproducibility and transferability of abstract board games as self-sufficient and reliable formal systems that players share independently from culturally specific meanings and materials may contribute to their dispersal. It is in this interaction between the cross-cultural/reliable and local/variable semantic structures of abstract board games that game studies from a historical or archaeological perspective may meet literary and social science perspectives.

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“…1). The discovery of game boards in well-documented archaeological contexts can not only attest to the presence of games in a location or culture, but can also provide information on the places where people played (Crist, 2019), and with whom they were playing. All of these factors are crucial to understanding the ways in which games influence and travel between cultures.…”

Section: Historical Context Of Gamesmentioning

confidence: 99%

Report on the Digital Ludeme Project

Soemers

Crist

Browne

2019

ICG

Self Cite

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This report summarises the discussions and conclusions of a recent Dagstuhl research meeting, in which the foundations of the new research field of Digital Archaeoludology were established. Starting with the ERC-funded Digital Ludeme Project, research in this field aims to use techniques from the field of Artificial Intelligence (AI), and other computational and data-driven techniques, to study traditional games. The primary goals include gaining improved insight into the ways games may have been played throughout history, and how they influenced and transferred between different civilisations. Additional expected contributions of the Digital Ludeme Project include advances in General Game Playing and related areas of research in AI.

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Playing against complexity: Board games as social strategy in Bronze Age Cyprus

Cited by 13 publications

References 34 publications

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Making Sense of Abstract Board Games: Toward a Cross-Ludic Theory

Report on the Digital Ludeme Project

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