It discusses their possible applications, philosophical problems, as well as their potential and the level of interest they enjoy at different educational levels. It begins with a synthesis of the most important probability interpretations throughout history: intuitive, classical, frequentist, subjective, logical propensity and axiomatic views. This book summarizes the vast amount of research related to teaching and learning probability that has been conducted for more than 50 years in a variety of disciplines. We hope that its introduction will lead to both practitioner-oriented and fundamental research on the nature of novelty and its impacts on AI gameplaying. Specifically, GNOME evaluates the ability of these agents to detect and react to novelty that is potentially unanticipated by agent developers, and is one of the first gameplaying simulators to treat novelty as a first-class citizen. In this article, we describe a simulation platform called GNOME (Generating Novelty in Open-World Multi-agent Environments) that was developed to support the development, training and evaluation of AI agents designed to play the strategic four-player board game of Monopoly.
Novelty may be operationally described as the states or situations that violate (implicit or explicit) assumptions about agents, the environment, and agent-agent and agent-environment interactions. Students' responses to the media are visualized in a wordcloud with the most comments: easy to understand, fun, and to train memory on the Light and Optical Instruments material.ĭespite impressive advances in Artificial Intelligence (AI)-based gameplaying in recent years, many such systems still lack the capability of robustly dealing with novelty in a sufficiently rich environment. The media developed is considered very valid in all three aspects of assessment (material, media, and practicality). Qualitative analysis was conducted on all responses to the media. Quantitative analysis was carried out on the acquisition of validation scores given by experts, users, and students. The data obtained were analyzed quantitatively and qualitatively. The research subjects involved 2 material experts, 2 media experts, 2 teachers as users, and 33 students from one junior high school in Bondowoso district, East Java. This study implemented the 4D research and development model proposed by Thiagarajan (define, design, develop, and disseminate) where the dissemination stage was not carried out. This paper aims to describe (1) the feasibility and (2) students' responses to the results of the media development. Monoicado (The Science Monopoly Game on Light and Optical Instruments) is an educational game based on a monopoly game developed with the aim of helping students understand the material, encouraging students to be more active, and providing a fun atmosphere in learning science subjects on the material of Light and Optical Instruments at the junior high school level. Based on interviews, the science teacher at MTSN 2 Bondowoso strongly supports the development of game learning media because it can stimulate students to be more active in learning. This monopoly learning media was chosen compared to other media because it has several advantages, including: monopoly game is familiar among children so it is not difficult to integrate learning materials into it (Rosdiana et al., 2017) as a game, monopoly supports healthy competition because every player has an equal chance to win and prosper Monopoly game content can be repeated so as to strengthen memory (Yunarti et al., 2019) monopoly games keep all players actively involved the monopoly game trains self-confidence (Indriani et al., 2019) Monopoly games facilitate all three learning styles (visual, auditory, and kinesthetic) (Agustin, 2014) monopoly games improve communication (AYUN & PRASETYA, 2020 Safitri, 2019) and negotiation skills (Yasumura et al., 2001) monopoly games train the ability to take advantage of opportunities and dare to take risks (Gazdula & Farr, 2020) and monopoly games increase interest and motivation to learn (Chusniyah, et al, 2016 Suprapto, 2013).