4 pages
APA
SOURCES:3
By the beginning of the 1960s the United States had been indirectly engaged in Vietnam for some time. However, American involvement had been extremely limited. In 1964, with the Gulf of Tonkin resolution, the United States formally began to ramp up its commitment of troops. Even as the decision was being made there were doubts about whether this was the right choice for our country, and these doubts grew over time.
In an essay of 1000 to 1500 words compare and contrast the key arguments in these documents for and against American intervention in Vietnam. Overall, which side do you think presents a better case?
Please note that these documents are the primary sources you will use in constructing your essay. You may use brief quotes from the documents below to support your assertions, but be sure that your essay is primarily in your own words.
RESD 600 Introduction to Research Methods
Dr. Ling Wang
Quantitative Study Review Worksheet
1. Citation:
2. Research question:
3. Sample and sampling method:
4. Independent variable(s):
5. Dependent variable:
6. Measurement of variables:
7. Procedure:
8. Design:
9. Statistical analysis:
10. Results:
11. Conclusions:
12. Limitations/Treats (Internal and External Validity):
13. Contribution to the Literature:
Interacting with Videogames in Adolescence: Effects
of Graphic Visualization on Perceived Presence
and Visuospatial Competences
Luca Milani(✉), Stefano Ambrosioni, and Paola Di Blasio
Centre for Research on Developmental and Educational Dynamics (C.Ri.d.e.e.), Department of
Psychology, Catholic University of Milan, Largo Gemelli 1, 20123 Milan, Italy
{luca.milani,paola.diblasio}@unicatt.it,
[email protected]
Abstract. The study here described had the aim of studying the effects of the
interaction with videogames characterized by different modalities of graphic
visualization (two-dimensional vs. three-dimensional) on presence and visuo‐
spatial competences. Participants were 129 adolescents (74 M and 55 F) aged 14–
18 years old (mean of age = 16.11; SD = 1.31), recruited in a high school in
Northern Italy. Participants were instructed to use for a week on their home PC
a specific videogame and were divided in five experimental conditions: 2D Tetris,
3D Tetris, 2D Adventure, 3D Adventure, control. Videogames provided to partic‐
ipants were chosen so to have a continuum in terms of complexity of graphics,
complexity of interaction possibilities and degree of immersivity. At the end of
the week of playing with the given videogame, participants were administered
specific checklists for measuring the degree of presence experimented during the
interaction with the videogame and their visuo-spatial performance. This results
show that there is a strong and direct correlation between the degree of
complexity, immersivity and cognitive demands of videogames and the level of
presence conveyed. Results also show that some of the visuo-spatial abilities are
progressive ...
EXPLORING THE POTENTIAL USE OF GAME WALKTHROUGH IN EDUCATION: COMPARISON OF V...IJITE
The advantages of using serious games for education have already been proven in many studies, especially
narrative VR games, which allow players to remember more information. On the other hand, game
walkthrough can compensate for the disadvantages of gaming, such as pervasiveness and convenience.
This study investigates whether game walkthrough of serious games can have the same learning effect as
serious games. Use game creation (samples) and questionnaires, this study will compare the information
that viewers remember from game walkthrough and actual game play, analyze their strengths and
weaknesses, and examine the impact of the VR format on the results. The results proved that while game
walkthrough allows subjects to follow the experiences of actual game players with a certain degree of
empathy, they have limitations when it comes to compare with actual gameplay, especially when it comes
to topics that require subjects to think for themselves. Meanwhile game walkthrough of VR game is not a
medium suitable for making the receiver memorize information. For prevalence and convenience, however,
serious games walkthrough is a viable educational option outside the classroom.
Social media versus gaming associations with typical and recent dreamsjgackenb
Gackenbach, J.I. & Boyes, A. (2014, April). Social Media versus Gaming Associations with Typical and Recent Dreams. Poster presented at Towards a Science of Consciousness, Tucson, AZ.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Literature review on the use of video games in humanities educationMax Lieberman
A small-scale literature review on the use of video games in humanities education, conducted with an eye to identifying best practices for the classroom use of games technology. Includes suggestions for future research.
The Rogue in the Lovely Black Dress: Intimacy in World of WarcraftTyler Pace
In this paper we present a critical analysis of player accounts of intimacy and intimate experiences in the massively multiplayer online role-playing game World of Warcraft (WoW). Our analysis explores four characteristics that players articulated about their virtual intimate experiences: the permeability of intimacy across virtual and real worlds, the mundane as the origin of intimacy, the significance of reciprocity and exchange, and the formative role of temporality in shaping understandings and recollections of intimate experiences. We also consider the manifest ways that WoW’s software features support and encourage these characteristics.
EXPLORING THE POTENTIAL USE OF GAME WALKTHROUGH IN EDUCATION: COMPARISON OF V...IJITE
The advantages of using serious games for education have already been proven in many studies, especially
narrative VR games, which allow players to remember more information. On the other hand, game
walkthrough can compensate for the disadvantages of gaming, such as pervasiveness and convenience.
This study investigates whether game walkthrough of serious games can have the same learning effect as
serious games. Use game creation (samples) and questionnaires, this study will compare the information
that viewers remember from game walkthrough and actual game play, analyze their strengths and
weaknesses, and examine the impact of the VR format on the results. The results proved that while game
walkthrough allows subjects to follow the experiences of actual game players with a certain degree of
empathy, they have limitations when it comes to compare with actual gameplay, especially when it comes
to topics that require subjects to think for themselves. Meanwhile game walkthrough of VR game is not a
medium suitable for making the receiver memorize information. For prevalence and convenience, however,
serious games walkthrough is a viable educational option outside the classroom.
Social media versus gaming associations with typical and recent dreamsjgackenb
Gackenbach, J.I. & Boyes, A. (2014, April). Social Media versus Gaming Associations with Typical and Recent Dreams. Poster presented at Towards a Science of Consciousness, Tucson, AZ.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
Literature review on the use of video games in humanities educationMax Lieberman
A small-scale literature review on the use of video games in humanities education, conducted with an eye to identifying best practices for the classroom use of games technology. Includes suggestions for future research.
The Rogue in the Lovely Black Dress: Intimacy in World of WarcraftTyler Pace
In this paper we present a critical analysis of player accounts of intimacy and intimate experiences in the massively multiplayer online role-playing game World of Warcraft (WoW). Our analysis explores four characteristics that players articulated about their virtual intimate experiences: the permeability of intimacy across virtual and real worlds, the mundane as the origin of intimacy, the significance of reciprocity and exchange, and the formative role of temporality in shaping understandings and recollections of intimate experiences. We also consider the manifest ways that WoW’s software features support and encourage these characteristics.
Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
The information explosion makes it easier to ignore information that requires social attention, and news
games can make that information stand out. There is also considerable research that shows that people are
more likely to remember narrative content. Virtual environments can also increase the amount of
information a person can recall. If these elements are blended together, it may help people remember
important information. This research aims to provide directional results for researchers interested in
combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot
prompts in news games. It also provides hints for the use of virtual environments as learning platforms in
news games. The research method is to first derive a theoretical derivation, then create a sample of news
games, and then compare the experimental data of the sample to prove the theory. The research compares
the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the
story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game
that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the
experiment. The results of the experiment show that among the four groups, the means that can make
subjects remember the most information is a VR news game with a storyline. And there is a positive
correlation between subjects' experience and confidence in recognizing memories, and empathy is
positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and
"presenting a story from text or video" on the percentage of correct answers differed depending on the type
of question.
Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
The information explosion makes it easier to ignore information that requires social attention, and news
games can make that information stand out. There is also considerable research that shows that people are
more likely to remember narrative content. Virtual environments can also increase the amount of
information a person can recall. If these elements are blended together, it may help people remember
important information. This research aims to provide directional results for researchers interested in
combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot
prompts in news games. It also provides hints for the use of virtual environments as learning platforms in
news games. The research method is to first derive a theoretical derivation, then create a sample of news
games, and then compare the experimental data of the sample to prove the theory. The research compares
the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the
story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game
that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the
experiment. The results of the experiment show that among the four groups, the means that can make
subjects remember the most information is a VR news game with a storyline. And there is a positive
correlation between subjects' experience and confidence in recognizing memories, and empathy is
positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and
"presenting a story from text or video" on the percentage of correct answers differed depending on the type
of question
Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
The information explosion makes it easier to ignore information that requires social attention, and news games can make that information stand out. There is also considerable research that shows that people are more likely to remember narrative content. Virtual environments can also increase the amount of information a person can recall. If these elements are blended together, it may help people remember important information. This research aims to provide directional results for researchers interested in combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot prompts in news games. It also provides hints for the use of virtual environments as learning platforms in news games. The research method is to first derive a theoretical derivation, then create a sample of news games, and then compare the experimental data of the sample to prove the theory. The research compares the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the experiment. The results of the experiment show that among the four groups, the means that can make subjects remember the most information is a VR news game with a storyline. And there is a positive correlation between subjects' experience and confidence in recognizing memories, and empathy is positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and "presenting a story from text or video" on the percentage of correct answers differed depending on the type of question.
COMBINING OF NARRATIVE NEWS AND VR GAMES: COMPARISON OF VARIOUS FORMS OF NEWS...sipij
The information explosion makes it easier to ignore information that requires social attention, and news games can make that information stand out. There is also considerable research that shows that people are more likely to remember narrative content. Virtual environments can also increase the amount of information a person can recall. If these elements are blended together, it may help people remember important information. This research aims to provide directional results for researchers interested in combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot prompts in news games. It also provides hints for the use of virtual environments as learning platforms in news games. The research method is to first derive a theoretical derivation, then create a sample of news games, and then compare the experimental data of the sample to prove the theory. The research compares the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the experiment. The results of the experiment show that among the four groups, the means that can make subjects remember the most information is a VR news game with a storyline. And there is a positive correlation between subjects' experience and confidence in recognizing memories, and empathy is positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and "presenting a story from text or video" on the percentage of correct answers differed depending on the type of question.
Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
The information explosion makes it easier to ignore information that requires social attention, and news
games can make that information stand out. There is also considerable research that shows that people are
more likely to remember narrative content. Virtual environments can also increase the amount of
information a person can recall. If these elements are blended together, it may help people remember
important information. This research aims to provide directional results for researchers interested in
combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot
prompts in news games. It also provides hints for the use of virtual environments as learning platforms in
news games. The research method is to first derive a theoretical derivation, then create a sample of news
games, and then compare the experimental data of the sample to prove the theory. The research compares
the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the
story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game
that presents the story in text (Group NVRIT) will be compared and analyzed. This paper describes the
experiment. The results of the experiment show that among the four groups, the means that can make
subjects remember the most information is a VR news game with a storyline. And there is a positive
correlation between subjects' experience and confidence in recognizing memories, and empathy is
positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and
"presenting a story from text or video" on the percentage of correct answers differed depending on the type
of question.
Digital Space as Semi - Permeable Membranesalex bal
AoIR2011 digital natives presentation
October,12, 2011
Alexandra Bal
(EdgeLab, Ryerson University)
Yukari Seko
(EdgeLab, York and Ryerson Universities)
Jason Nolan
(Edge Lab,Ryerson University)
This presentation highlights preliminary findings from our sshrc project Voice from digital natives.
Avatar design types and user engagement in digital educational games during ...IJECEIAES
Avatar design types can range from human representations to abstract representations. In digital educational games (DEGs), avatars are frequently used to encourage users to play the game. However, the role of avatar design types and their engagement in digital games are still unclear and empirically under research. Therefore, a bespoke digital educational game in geography was developed and validated by six expert users. Then forty-five users participated in the evaluation phase to investigate engagement and avatar types on digital educational games using the user engagement scale (UES). The results reported aesthetics and satisfaction factors somehow influenced the avatar design types, but none of the UES subscales was influenced by preferred avatar design types. Moreover, the human-cartoon avatar, which was not entirely human and cartoonish, was the most popular avatar design type among young adults. Other issues discussed for future developers and research included incorporating more avatar design selections into the study, integrating social interaction features into the game, using the same drawing style for avatars and provide easy access to the bespoke game during data collection.
Graphics, playability and social interaction, the greatest motivations for pl...Beatriz Marcano Lárez
Abstract (http://naerjournal.ua.es/article/view/v3n1-5)
War videogames raise a lot of controversy in the educational field and are by far the most played videogames worldwide. This study explores the factors that encouraged gamers to choose war videogames with a sample of 387 Call of Duty players. The motivational factors were pinpointed using a non-experimental descriptive exploratory study through an online Likert-type survey that was valid and reliable (Cronbach’s α = 0.897, Kaiser-Meyer-Olkin coefficient, KMO: 0.903). A factor analysis with varimax rotation was applied, which yielded 7 dimensions: graphics/playability; social interaction; learning; challenge/overcoming; fantasy; fun; and competition. Considering the score obtained for each dimension, it can be concluded that the most influential motivational factors were game graphics/playability game and the social interaction allowed by its multiplayer online status, both of them being factors determined by game design elements. These aspects should be considered in the design of educational activities so as to make them impactful and motivational.
ADVENTURE AND QUIZ LEARNING GAME BASED ON A VIRTUAL TOUR OF A VIDEO GAME MUSEUMijseajournal
With the digital age influenced by the COVID-19 pandemic, more education and communication has
moved to online environments. This may limit the amount of impactful experience necessary for successful
learning. In this paper, we describe the design of an educational game implemented for an online course
on video game history. The learning game we developed takes place inside a virtual tour made from a realworld video game history museum. Thus, we first analyze the context of an educational experience a real
museum provides. The designed game mainly mimics multiple-choice tests from the course. Based on these,
we performed a study in the pilot run of the course, in which participants solved the tests and played the
game in two groups. The course participants filled out two questionnaires for self-assessing their
motivation and giving qualitative feedback on both the tests and the game. In this paper, we provide the
results collected for the time it takes to complete, the received score, estimated motivation, and a
qualitative feedback analysis regarding doing the tests versus playing the created learning game.
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
What made you choose this career path?
What advice do you have for those hoping to enter this career path?
What were some obstacles you faced upon graduating from college?
Does your career require graduate school? What programs would be acceptable?
Is there anything you wish you would have done differently?
Is it difficult to find a job in this area?
What is a typical work week like?
Etcetera, depending on the field and what you’re interested in.
.
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The information explosion makes it easier to ignore information that requires social attention, and news
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more likely to remember narrative content. Virtual environments can also increase the amount of
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experiment. The results of the experiment show that among the four groups, the means that can make
subjects remember the most information is a VR news game with a storyline. And there is a positive
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positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and
"presenting a story from text or video" on the percentage of correct answers differed depending on the type
of question.
Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
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games can make that information stand out. There is also considerable research that shows that people are
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combining VR and narrative, enumerating the advantages and limitations of using text or non-text plot
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news games. The research method is to first derive a theoretical derivation, then create a sample of news
games, and then compare the experimental data of the sample to prove the theory. The research compares
the survey data of a VR game that presents a story in non-text format (Group VR), a game that presents the
story in non-text format (Group NVR), a VR game that presents the story in text (Group VRIT), and a game
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experiment. The results of the experiment show that among the four groups, the means that can make
subjects remember the most information is a VR news game with a storyline. And there is a positive
correlation between subjects' experience and confidence in recognizing memories, and empathy is
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"presenting a story from text or video" on the percentage of correct answers differed depending on the type
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Combining of Narrative News and VR Games: Comparison of Various Forms of News...sipij
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The information explosion makes it easier to ignore information that requires social attention, and news
games can make that information stand out. There is also considerable research that shows that people are
more likely to remember narrative content. Virtual environments can also increase the amount of
information a person can recall. If these elements are blended together, it may help people remember
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games, and then compare the experimental data of the sample to prove the theory. The research compares
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subjects remember the most information is a VR news game with a storyline. And there is a positive
correlation between subjects' experience and confidence in recognizing memories, and empathy is
positively correlated with the correctness of memories. In addition, the effects of "VR," "experience," and
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Alexandra Bal
(EdgeLab, Ryerson University)
Yukari Seko
(EdgeLab, York and Ryerson Universities)
Jason Nolan
(Edge Lab,Ryerson University)
This presentation highlights preliminary findings from our sshrc project Voice from digital natives.
Avatar design types and user engagement in digital educational games during ...IJECEIAES
Avatar design types can range from human representations to abstract representations. In digital educational games (DEGs), avatars are frequently used to encourage users to play the game. However, the role of avatar design types and their engagement in digital games are still unclear and empirically under research. Therefore, a bespoke digital educational game in geography was developed and validated by six expert users. Then forty-five users participated in the evaluation phase to investigate engagement and avatar types on digital educational games using the user engagement scale (UES). The results reported aesthetics and satisfaction factors somehow influenced the avatar design types, but none of the UES subscales was influenced by preferred avatar design types. Moreover, the human-cartoon avatar, which was not entirely human and cartoonish, was the most popular avatar design type among young adults. Other issues discussed for future developers and research included incorporating more avatar design selections into the study, integrating social interaction features into the game, using the same drawing style for avatars and provide easy access to the bespoke game during data collection.
Graphics, playability and social interaction, the greatest motivations for pl...Beatriz Marcano Lárez
Abstract (http://naerjournal.ua.es/article/view/v3n1-5)
War videogames raise a lot of controversy in the educational field and are by far the most played videogames worldwide. This study explores the factors that encouraged gamers to choose war videogames with a sample of 387 Call of Duty players. The motivational factors were pinpointed using a non-experimental descriptive exploratory study through an online Likert-type survey that was valid and reliable (Cronbach’s α = 0.897, Kaiser-Meyer-Olkin coefficient, KMO: 0.903). A factor analysis with varimax rotation was applied, which yielded 7 dimensions: graphics/playability; social interaction; learning; challenge/overcoming; fantasy; fun; and competition. Considering the score obtained for each dimension, it can be concluded that the most influential motivational factors were game graphics/playability game and the social interaction allowed by its multiplayer online status, both of them being factors determined by game design elements. These aspects should be considered in the design of educational activities so as to make them impactful and motivational.
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With the digital age influenced by the COVID-19 pandemic, more education and communication has
moved to online environments. This may limit the amount of impactful experience necessary for successful
learning. In this paper, we describe the design of an educational game implemented for an online course
on video game history. The learning game we developed takes place inside a virtual tour made from a realworld video game history museum. Thus, we first analyze the context of an educational experience a real
museum provides. The designed game mainly mimics multiple-choice tests from the course. Based on these,
we performed a study in the pilot run of the course, in which participants solved the tests and played the
game in two groups. The course participants filled out two questionnaires for self-assessing their
motivation and giving qualitative feedback on both the tests and the game. In this paper, we provide the
results collected for the time it takes to complete, the received score, estimated motivation, and a
qualitative feedback analysis regarding doing the tests versus playing the created learning game.
(No Plagiarism) Explain the statement Although many leading organi.docxtamicawaysmith
(No Plagiarism) Explain the statement: "Although many leading organizations have invested significant resources in developing the culture and routines for this innovation processes, most organizations continue to rely on the efforts of a handful of people and chance. An innovative organization is one that can perfect these routines in addition to creating an innovation culture in the organization that engages people. Five key routines can facilitate its management of the innovation process” (Dooley & O'Sullivan, 2003).
.
What made you choose this career path What advice do you hav.docxtamicawaysmith
What made you choose this career path?
What advice do you have for those hoping to enter this career path?
What were some obstacles you faced upon graduating from college?
Does your career require graduate school? What programs would be acceptable?
Is there anything you wish you would have done differently?
Is it difficult to find a job in this area?
What is a typical work week like?
Etcetera, depending on the field and what you’re interested in.
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Solution
: The student will set the stage for proposing the best solution to the clinical problem by using appropriate evidence-based data and integrating data from peer-reviewed journal articles. In this paper, the student will: i. Propose a clear solution to the clinical problem that is supported by a minimum of three scholarly, peer-reviewed journal articles.ii. Expand on the ethical considerations when developing the plan.
.
Dr. Paul Murray Bessie Coleman Jean-Bapiste Bell.docxtamicawaysmith
Dr. Paul Murray
Bessie Coleman
Jean-Bapiste Belley
Harriet Elizabeth Brown
Monte Irvin
Shirley Graham Dubois
Vernon Dahmer
Hale Woodruff
Jo Ann Robinson
Eugene "Pineapple" Jackson
Dr. Francis Cress Welsing
Dr. Kenneth Clark
Amy Jacques Garvey
Ophelia DeVore
Augusta Fells Savage
Eugene Jacques Bullard
Bobby Timmons
Clyde Kennard
Madison Washington
Joseph Winters
Sam Sharpe
Joseph Rainey
Bessie Stringfield
DJ Kool Herc
Lonnie Clayton
Mrs. Mamie Lang Kirkland
Lucius Septimius Bassianus
Carolyn Gudger
Jasmine Twitty
Daisy Bates
Ella Jenkins
Lewis Henry Douglass
Cynthia Robinson
Sylvester Magee
Mabel Fairbanks
Cathay Williams
Clara Belle Williams
John Baxter Taylor Jr.
Anna J. Cooper
The Black Seminoles
Dr. Daniel Hale Williams
Matthew Williams
Phillipa Schuyler
Yarrow Mamout
Mamie "Peanut" Johnson
Frank E. Petersen
"Miss Maggie" Walker
Paul Robeson
Olivia J. Hooker
Dr. Henry T Sampson
Lovie Yancy
Willie James Howard
Toni Stone (Marcenia Lyle Alberga)
Lucien Victor Alexis
Mevinia Sheilds
Dr. Lonnie Smith
Rosewood
Miss Jane Pittman
Lucy Terry
Abraham Galloway
Thomas Jennings
Irene Morgan
Paul Lawrence Dunbar
Jean Toomer
Doris Payne
Ann Petry
Madam C.J. Walker
Dr. May Edward Chinn
Greenwood, Tulsa, OK
Karen Bass
Dr. Dorothy Height
Dr. Geneva Smitherman
Michaëlle Jean
Robin Kelly
Mary Macleod Bethune
Jane Bolin
Donna Edwards
Dame Eugenia Charles
Dr. Thomas Elkins
Wilma Rudolph
Annie Malone
Ann Lowe
Black Wall Street
Cathy Hughes
Kamala Harris
Fannie Lou Hamer
Sarah Rector
Ruth Simmons
Claudette Colvin
MC Lyte
Benajin Banneker
Benjamin O. Davis, Jr.
Thurgood Marshall
Doris "Dorie" Miller
Cecil Noble
WC Handy
Dorothy Counts
Bayard Rustin
Dr. Eliza Ann Grier
Matthew Henson
Jesse Owens
Nina Simone
Wendell Scott
Adam Clayton Powell
Percy Julian
Dr. Charles Drew
Thomas "Fats" Waller
Satchel Paige
Bass Reeves
Marian Anderson
Josephine Baker
Joe Louis
Walter White
William Hastie
Elijah McCoy
Jan Matzelger
Lewis Latimer
Granville T. Woods
Fred Jones
Nella Larsen
Lloyd Hall
A. Philip Randolph
Althea Gibson
Barbara C. Jordon
Marcus Garvey
Malcolm X
James Meridith
Guy Buford
Hazel Scott
Stokely Carmichal
Denmark Vessey
Alex Haley
Virginia Hamilton
Ishmael Reed
Nalo Hopkinson
George Schuyler
Patricia Roberts Harris
John Lewis
Les McCann
Martin Delany
Derek Walcott
Carter Godwin Woodson
Alvin Ailey
Debbie Allen
Ralph Abernathy
Arthur Ashe
Crispus Attucks
Amiri Baraka
Seko.
In depth analysis of your physical fitness progress Term p.docxtamicawaysmith
In depth analysis of your physical fitness progress
Term paper should include details of:
▪ What worked and why (include all documentation)
▪ What didn’t and why
▪ Are your physical fitness results in alignment with your health continuum goals (include documentation)
▪ What are your current goals
▪ What are your future goals
▪ Develop a road map to get achieve those goals Due no later than November 30, 2020.
samples
Physical fitness benchmark assessments
Fitness assessment data sheet
Exercise charts
Personal physical fitness progress chart
Self assessment: Individual Health Continuum
.
Information systems infrastructure evolution and trends Str.docxtamicawaysmith
Information systems infrastructure: evolution and trends
Strategic importance of cloud computing in business organizations
Big data and its business impacts
Managerial issues of a networked organization
Emerging enterprise network applications
Mobile computing and its business implications
Instructions:
9- 10 pages (does not include Title page and references )
can Include images (not more than two)
Minimum six (6) sources – at least two (2) from peer reviewed journals
Include an abstract, introduction, and conclusion
.
⦁One to two paragraph brief summary of the book. ⦁Who is the.docxtamicawaysmith
⦁One to two paragraph brief summary of the book.
⦁Who is the author and his/her background?
⦁Does the author have any particular ideological viewpoint that he or she is trying to advance or do you consider the author to have been neutral and presented both sides of controversial issues? (You will find asking this same question will help you in other courses and your future career.)
⦁When was this book written? Does the author reflect the views (biases) of the time when the book was written? Why or why not?
⦁What did you find most interesting in the book? Least interesting?
⦁What additional topics should the author have included in the book? Why?
⦁How had people before the age of the telegraph attempted to communicate faster over distances?
⦁How did the telegraph reflect scientific and technological developments, both in the United States and other countries?
⦁Why did the telegraph represent such a revolutionary development and not just an incremental improvement in communication?
⦁How did the telegraph impact politics, journalism, business, military strategy and society in general?
⦁How were the American and European experiences similar or different in developing the telegraph? Did the telegraph have a similar impact in the United States and Europe?
⦁What do you think of the author’s title? Is the Victorian-era telegraph really the equivalent of today’s internet in terms of its impact or is that an exaggeration? Why or why not?
⦁Do you think the author makes the material interesting, understandable and relevant to the general public? Why or why not?
⦁If you were the editor in the publishing company, what changes would you make to the author’s draft?
⦁Did the book increase your interest in a particular issue that you would like to learn more about?
⦁Do you think it is worthwhile learn about the historical impact of scientific and technological developments?
⦁Would you recommend this book to a friend? Why or why not?
⦁Would you recommend that I continue to use this book in this course with future students?
.
100.0 Criteria10.0 Part 1 PLAAFP The PLAAFP thoroughly an.docxtamicawaysmith
100.0 %Criteria
10.0 %Part 1: PLAAFP
The PLAAFP thoroughly and adeptly incorporates student's academic strengths, evaluations, performance in classes, and any other relevant issues.
10.0 %Part 2: Present Levels for Transition COE 3.8 [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); MC2, MC3, MC4, MC5]
Preferential learning environment, strengths and interests relating to the transition, and areas in need of improvement for transition are substantially described.
15.0 %Part 2: Transition Plan COE: 3.10 [CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); MC1, MC2, MC4, MC5]
The transition plan demonstrates best practices in identifying proficient, measureable transition plan goals that are aligned with student's interests and present levels. Also includes quality aligned activities/services, persons/agency involved and realistic expected dates of achievement.
10.0 %Part 3: Rationale - Justification COE: 5.1 [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); MC2, MC3, MC4]
Rationale skillfully justifies content and decisions displayed in PLAAFP, annual goals, and transition plan, convincingly demonstrating how they meet the needs of the student. Claims are fully grounded in CEC Code of Ethics.
15.0 %Part 4: Rationale - Confidentiality COE: 5.8 [CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); MC1, MC2, MC4, MC5]
The rationale thoroughly defends the legal, ethical, and quality requirements related to the management of confidential student information.
10.0 %Reflection COE: 5.4 [CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); MC1, MC2, MC4; COE 5.4]
Reflection convincingly relates how foundational knowledge developed relating to providing professional, ethical and legal educational services will be used in future professional practice.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
10.0 %Organization
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropria.
102120151De-Myth-tifying Grading in Sp.docxtamicawaysmith
10/21/2015
1
De-Myth-tifying Grading
in Special Education
1980 2015
10/21/2015
2
Primary Purpose
• “the primary purpose of…grades…
(is) to communicate student
achievement to students, parents,
school administrators,
post-secondary institutions and
employers.” and
• To provide teachers with information
for instructional planning.
Taken from “Reporting Achievement at the Secondary School Level: What and How?”, in Communicating Student
Learning: ASCD Yearbook 1996, p. 120.
What makes grading so
hard?
• Teacher preparation programs seldom include course work or
even discussions of recommended practices for grading
students in general, much less for students who may be
struggling learners. As a result, teachers at all grade levels
grapple with issues of fairness in grading.
• Despite the magnitude of this problem, few recommendations
for grading struggling learners can be found in the research
literature or in education policy.
• Urban Grading Legends
10/21/2015
3
Urban Legends:
Bigfoot/Sasquatch
Urban Legends
• I can’t fail a special education
student.
• I give all my Life Skills students an
85.
• The report card grade does not really
mean anything.
10/21/2015
4
Urban Legends
• The grade on the report card can’t be less
than the IEP mastery level (default 70%)
• I teach a lot in my classroom, but I can
only grade the things that are on the IEP.
• I don’t do the grades for my special
education students in my classroom, the
special education teacher does that for
me.
What’s the
problem??
• Some students are not getting REAL
grades.
• Multiple court cases regarding failing
students who are not receiving
appropriate specially designed instruction
or students only get “A’s” and it doesn’t
truly reflect how he/she really performs in
relation to the curriculum
10/21/2015
5
What does the law really
say?
• Neither the Individuals with Disabilities Education Act
(IDEA) nor any other federal education laws contain
requirements for grading. Therefore, each state has
discretion on the issue.
• The TEC is the set of state laws our state legislators have
passed that relate to education. ARD committees do not
have the authority to override state laws. The Texas
Administrative Code (TAC) is the set of rules that the State
Legislature has authorized Texas Education Agency (TEA)
or the State Board to write. ARD committees must also
follow these rules.
• The state statutes apply to all public school students in
Texas regardless of special education eligibility.
Local Grading Policies
TEC §28.0216
(1) “must require a classroom teacher to assign a grade that
reflects the students’ relative mastery of an assignment;
[and]
(2) may not require a classroom teacher to assign a
minimum grade for an assignment without regard to the
student’s quality of work.”
(3) may allow a student a reasonable opportunity to make up
or redo a class .
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
100 words agree or disagree to eac questions Q 1.As her .docxtamicawaysmith
100 words agree or disagree to eac questions
Q 1.
As her defense attorney, I will argue that the officer did not only not read Sally's Miranda rights; he also did not respect her right to consul. After Sally made her allegedly verbal utterance, the Officer should have known to read Sally her rights. I will bring up that during New Jersey v. James P. Kucinski, Oct 26, 2016, the defendant was arrested for the bludgeoning death of his brother. The defendant was taken to police headquarters for questioning after the defendant was advised of his Miranda rights; he requested an attorney. The law enforcement officers terminated the interrogation, spoked with their supervisor, and approximately eight minutes later, the officers returned into the room and advised the defendant that he was being charged with murder. The scare tactic worked, and the defendant asked to speak with the officers. The defendant reluctantly answered a series of questions. Before trial, the defendant moved for suppression motion because the officers did not honor his request for counsel. The court denied the motion, during further questioning the defendant claimed to have acted in self-defense, the defense counsel moved for a mistrial. The trial court denied the motion for mistrial but instructed the jury that the defendant's right to remain silent should be limited to assessing his credibility. The defendant was charged with first-degree murder and third-degree possession of a weapon for unlawful purposes The Appellate Division reversed the defendant's conviction and motion for a new trial due to the prosecutor's question doing cross-examination was improper. The panel concluded that the defendant invoked his right to remain silent by telling law enforcement officers that he did not want to talk or answer questions. The Appellate Division found that the trial court instructions to the jury were flaws, and the supreme court agreed and affirmed. The officers should have stopped all questioning and contacted the defendant's attorney.
New Jersey v. Kucinski (2017). https://law.justia.com/cases/new-jersey/supreme-court/2017/a-58-15.html
Q 2.
My last name begins with a K. so I am answering in the role of prosecutor. Sally was originally pulled over because she had shown probable cause of drunk driving. Upon her traffic stop, Sally was then searched after being arrested and the handgun and drugs were found on her body. The police asked about the two items but did not “interrogate” her. Sally voluntarily answered the arresting officers’ questions and in doing so piled new charges onto her initial arrest charge. I believe that the judge will deny the request to suppress the admission of Sally’s statements. Sally does have rights under the Fifth Amendment, but her statements to the police officers were not coerced out of her. The Cornell Law School website states that the Fifth Amendment, under the self-incrimination clause, if an individual makes a spo.
101118, 4(36 PMCollection – MSA 603 Strategic Planning for t.docxtamicawaysmith
10/11/18, 4(36 PMCollection – MSA 603 Strategic Planning for the Admin ...
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reading. A Collection must be created to tag posts. More Help
Thread: dis 4
Post: dis 4
Author:
Posted Date: October 9, 2018 8:50 PM
Status: Published
Overall Rating:
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(Post is Read)
Brian Mcleod
I would say that for them to move the work and still be ethical defensible are work conditions,
respect for labor laws of the parent company, and job opportunities for the long-term
employees.
To expand on this would be the work conditions. The conditions that the workers have to work
under should be the same conditions that workers in the US have to work under. This involves
safety and environmental protection for the workers.
Labor laws of the host country and “most” of the internally recognized laws must be observed.
Overtime and child labor are a couple of items.
The long-term employees should be given the opportunity to move to another US based plant if
possible or to the new country.
Sometimes because of the state of the industry companies do have to make these decisions or
face possible bankruptcy. This alternative may not be the perfect solution but better than
bankrupting a company that still has operation in the US.
← OK
�
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Thread: DB4
Post: DB4
Author:
Posted Date: October 10, 2018 8:51 PM
Status: Published
Overall Rating:
Tags: None
(Post is Read)
Christina Lacroix
It is ethically defensible to outsource production when the outcome of not outsourcing
would negatively impact stakeholders. Organizations define their most important
stakeholders, often the shareholders, as they invested capital. While some risk is
assumed by shareholders as a fiduciary managers have an obligation to the
shareholders to protect their interest when possible. A company risks shareholder
investment (access to capital) and jeopardizes all other stakeholders such as
employees, suppliers, and creditors. An organization cannot risk itself and the other
stakeholders depending upon in order to save employees.
The organization should do its due diligence in securing its outso.
100 words per question, no references needed or quotations. Only a g.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
.
100A 2
2 4 4
5
1A 1034 5
1B 1000 10
1C 1100 1
1D 1123 20
1E 1210 5
20 10 10
7
1A 2180 20
1B 1283 20
1C 3629 5
1D 3649 3
1E 4051 15
1F 4211 1
1G 5318 5
100B 1
2 4 1
3
1A 2180 10
1B 1283 10
1C 3629 5
100C 2
0 0 0
3
1A 6774 5
1B 6869 5
1C 6879 2
0 0 0
4
1A 6774 2
1B 6869 5
1C 6879 1
1D 7555 10
100D 1
10 5 3
3
1A 2180 5
1B 3649 2
1C 4211 3
Self-care and Residency Reflection Paper Scoring Rubric -
Content
80 Points
Points Earned
Additional Comments:
All key elements of the assignment are covered in a substantive way.
Write a 700- to 1,050-word paper to reflect on your residency experience and outline your plan for self-care. Please use the self-care and residency reflection paper template posted in Student Materials for this assignment.
Consider the following questions when writing your reflection:
a) What have you learned about yourself during residency?
b) What have you learned about yourself as a counselor-in-training during residency?
c) What are aspects of residency that you enjoyed? Why did you enjoy these aspects?
d) What aspects of residency did you not enjoy? Why did you not enjoy these aspects?
e) What is counselor self-care? Why is it important? Include two separate in-text and end of work references.
f) What strategies for maintaining self-care did you try throughout this program? How can you implement these strategies?
g) How will you know when you are experiencing burnout? What can you do to prevent this?
The content is comprehensive, accurate, and /or persuasive.
The paper links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly. This refers to the use of literary references. Generally you will need one separate literary reference for each main point (objective) of your paper.
Major points are stated clearly and are supported by specific details, examples, or analysis.
Organization / Development
35 Points
Points Earned
Additional Comments:
The paper has a structure that is clear, logical, and easy to follow.
The paper develops a central theme or idea, directed toward the appropriate audience.
The introduction provides sufficient background on the topic and previews major points.
The conclusion is logical, flows from the body of the paper, and reviews the major points.
Transitions between sentences/ paragraphs/sections aid in maintaining the flow of thought.
The tone is appropriate to the content and assignment.
Mechanics
35 Points
Points Earned
Additional Comments:
The paper, including the title page, reference page, tables, and appendices follow APA guidelines for format.
Citations of original works within the body of the paper follow APA guidelines.
The paper is laid out with effective use of headings, font styles, and white space.
Rules of grammar, usage, and punctuation are followed.
Sentences are complete, clear, concise, and varied.
Spelling is correct.
.
10122018Week 5 Required Reading and Supplementary Materials - .docxtamicawaysmith
10/12/2018
Week 5 Required Reading and Supplementary Materials - MGMT 670 9042 Strategic Management Capstone (2188)
https://learn.umuc.edu/d2l/le/content/333174/viewContent/13406413/View
/2
Required Readings:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Porter's Five-Forces model. (2009). In Encyclopedia of management (6th Ed., pp. 714-717).
From Other websites:
Evaluating the industry. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-03-evaluating-the-industry.html
The impact of external and internal factors on strategy. (2016, 31 May). In Boundless Management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/strategic-management/
Mapping strategic groups. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-04-mapping-strategic-groups.html
The PESTEL and SCP frameworks. (2016, 26 May). In Boundless management. Retrieved from https://courses.lumenlearning.com/boundless-management/chapter/external-inputs-to-strategy/
The relationship between an organization and its environment. (2012). In Mastering strategic management. Washington, DC: Saylor Academy. Retrieved from https://saylordotorg.github.io/text_mastering-strategic-management/s07-01-the-relationship-between-an- or.html
Strategic group mapping. (2010, October 5). MBA lectures. Retrieved from http://mba-lectures.com/management/strategic- management/1000/strategic-group-mapping.html
Supplementary Materials:
From the UMUC library: (Note: You must search for these articles in the UMUC library. In the case of video links in the UMUC library, exact directions are given on how to find the video.)
Anand, B. N. (2006). Crafting business strategy and environmental scanning [Video]. Harvard Business School Faculty Seminar Series.
Follow these steps to find this video:
Go to http://sites.umuc.edu/library/index.cfm
Type in the entire name of the article: "Crafting business strategy and environmental scanning," into the search box and click on "search."
Click on "multimedia" in the upper left hand corner of the webpage (under "Ask a Librarian.)
Type in the entire name of the article: "Crafting business strategy and environmental scanning," in the box at the top of the page to the left of the word, "Search."
Make sure only "Business Videos" and "Find all my search term" are the only boxes that are checked. Uncheck both "Image Collection" and "Apply equivalent
subjects"
Click on "Search" at the bottom right hand corner of the webpage. It is a small word in a box. The next page shows the article. Click on the article.
Dahab, S. (2008). Five forces. In S. R. Clegg & J. R. Bailey (Eds.), International en.
101416 526 PMAfter September 11 Our State of Exception by .docxtamicawaysmith
10/14/16 5:26 PMAfter September 11: Our State of Exception by Mark Danner | The New York Review of Books
Page 1 of 11http://www.nybooks.com/articles/2011/10/13/after-september-11-our-state-exception/?printpage=true
After September 11: Our State of Exception
Mark Danner OCTOBER 13, 2011 ISSUE
We are in a fight for our principles, and our first responsibility is to live by them.
—George W. Bush, September 20, 2001
1.
We are living in the State of Exception. We don’t know when it will end, as we don’t know when the War on Terror will
end. But we all know when it began. We can no longer quite “remember” that moment, for the images have long since
been refitted into a present-day fable of innocence and apocalypse: the perfect blue of that late summer sky stained by acrid
black smoke. The jetliner appearing, tilting, then disappearing into the skin of the second tower, to emerge on the other
side as a great eruption of red and yellow flame. The showers of debris, the falling bodies, and then that great blossoming
flower of white dust, roiling and churning upward, enveloping and consuming the mighty skyscraper as it collapses into the
whirlwind.
To Americans, those terrible moments stand as a brightly lit portal through which we were all compelled to step, together,
into a different world. Since that day ten years ago we have lived in a subtly different country, and though we have grown
accustomed to these changes and think little of them now, certain words still appear often enough in the news—
Guantánamo, indefinite detention, torture—to remind us that ours remains a strange America. The contours of this
strangeness are not unknown in our history—the country has lived through broadly similar periods, at least half a dozen or
so, depending on how you count; but we have no proper name for them. State of siege? Martial law? State of emergency?
None of these expressions, familiar as they may be to other peoples, falls naturally from American lips.
What are we to call this subtly altered America? Clinton Rossiter, the great American scholar of “crisis government,”
writing in the shadow of World War II, called such times “constitutional dictatorship.” Others, more recently, have spoken
of a “9/11 Constitution” or an “Emergency Constitution.” Vivid terms all; and yet perhaps too narrowly drawn, placing as
they do the definitional weight entirely on law when this state of ours seems to have as much, or more, to do with politics
—with how we live now and who we are as a polity. This is in part why I prefer “the state of exception,” an umbrella term
that gathers beneath it those emergency categories while emphasizing that this state has as its defining characteristic that it
transcends the borders of the strictly legal—that it occupies, in the words of the philosopher Giorgio Agamben, “a position
at the limit between politics and law…an ambiguous, uncertain, borderline fringe, at the intersection of the legal and the
political.”
Call it, then, the s.
100 words per question, no references needed or quotations. Only.docxtamicawaysmith
100 words per question, no references needed or quotations. Only a general idea or opinion.
A.
· Compare and contrast two works from the Italian Baroque period with two works from the Renaissance. Be sure to note the appearance in the works of the defining characteristics from each period.
· Discuss why artistic expression shifted from the restrained stoicism of the Renaissance to that of the heightened emotion in the religious and other works of the Baroque.
B. From video
Goya -
The Third of May
- If you cannot see this video, click here -
https://youtu.be/e7piV4ocukg
Respond in writing to the following questions after reading Chapter 12, watching the video, and exploring the sites above.
1. Heroism, nationalism, and passion are themes associated with Romanticism. Which
three
landmarks of the nineteenth century are most representative of these themes? You can discuss art, philosophy, or literature.
2. Compare Neoclassicism and Romanticism as styles and sensibilities. What do their differences reflect about patronage, popular taste, and historical change? Provide specific examples from the chapters.
C.
1. From the arts of West Africa, what are some characteristics of African cultural heritage?
2. How did their religious beliefs influence their art and music.
D.
Watch video below
Manet -
Déjeuner
sur
l’herbe -
If you cannot see this video, click
https://youtu.be/3xBGF8H3bQ4
1. Viewers of Manet’s
Déjeuner sur l’herbe
initially responded to its public display by attacking the canvas with their umbrellas. Why?
2. What kind of art has evoked a comparable response in our own time? Do some research online. Find a recent work of art that caused controversy. Summarize the reasons for the controversy and your reaction to it. Try not post the same article as someone else. (This board is not POST FIRST, so you will be able to see what others have posted right away.) If you can, attach a picture of the image you are describing to your posting.
E.
Watch the video below. If you cannot see the video, click here:
https://youtu.be/XyLNPumMMTs
George Braque, Violin and Pitcher, (1909)
•
Pablo Picasso, Guernica, (1937)
•
Marcel Duchamp, Nude Descending a Staircase, (1912)
Respond in writing to the following question after reading Chapter 14 in your text, watching the video above, viewing the Web Assignments, and the sites above.
1. Describe how they three have departed from styles such as symbolism and impressionism of the late nineteenth century.
F.
Take some time to reflect on all we have covered in this course. Then, respond in writing to the following question.
1. After your experience in this course, describe why you feel the humanities are important.
Edit question's body
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4 pagesAPASOURCES3By the beginning of the 1960s the United .docx
1. 4 pages
APA
SOURCES:3
By the beginning of the 1960s the United States had been
indirectly engaged in Vietnam for some time. However,
American involvement had been extremely limited. In 1964,
with the Gulf of Tonkin resolution, the United States formally
began to ramp up its commitment of troops. Even as the
decision was being made there were doubts about whether this
was the right choice for our country, and these doubts grew over
time.
In an essay of 1000 to 1500 words compare and contrast the key
arguments in these documents for and against American
intervention in Vietnam. Overall, which side do you think
presents a better case?
Please note that these documents are the primary sources you
will use in constructing your essay. You may use brief quotes
from the documents below to support your assertions, but be
sure that your essay is primarily in your own words.
RESD 600 Introduction to Research Methods
Dr. Ling Wang
Quantitative Study Review Worksheet
1. Citation:
2. Research question:
3. Sample and sampling method:
2. 4. Independent variable(s):
5. Dependent variable:
6. Measurement of variables:
7. Procedure:
8. Design:
9. Statistical analysis:
10. Results:
11. Conclusions:
12. Limitations/Treats (Internal and External Validity):
13. Contribution to the Literature:
Interacting with Videogames in Adolescence: Effects
of Graphic Visualization on Perceived Presence
and Visuospatial Competences
Luca Milani(✉), Stefano Ambrosioni, and Paola Di Blasio
Centre for Research on Developmental and Educational
Dynamics (C.Ri.d.e.e.), Department of
Psychology, Catholic University of Milan, Largo Gemelli 1,
20123 Milan, Italy
{luca.milani,paola.diblasio}@unicatt.it,
3. [email protected]
Abstract. The study here described had the aim of studying the
effects of the
interaction with videogames characterized by different
modalities of graphic
visualization (two-dimensional vs. three-dimensional) on
presence and visuo‐
spatial competences. Participants were 129 adolescents (74 M
and 55 F) aged 14–
18 years old (mean of age = 16.11; SD = 1.31), recruited in a
high school in
Northern Italy. Participants were instructed to use for a week on
their home PC
a specific videogame and were divided in five experimental
conditions: 2D Tetris,
3D Tetris, 2D Adventure, 3D Adventure, control. Videogames
provided to partic‐
ipants were chosen so to have a continuum in terms of
complexity of graphics,
complexity of interaction possibilities and degree of
immersivity. At the end of
the week of playing with the given videogame, participants were
administered
specific checklists for measuring the degree of presence
experimented during the
interaction with the videogame and their visuo-spatial
performance. This results
show that there is a strong and direct correlation between the
degree of
complexity, immersivity and cognitive demands of videogames
and the level of
presence conveyed. Results also show that some of the visuo-
spatial abilities are
progressively and positively improved as the complexity of the
graphic environ‐
ment increases.
5. directly interact with the virtual
environment. The virtual environment allows the participant to
project his cognitive,
perceptive and motor abilities in a simulated environment, and
the feeling of presence
is the consequence of a seamless and successful performing of
an action in that envi‐
ronment [4, 5].
The similarity between the feedback to an action in the virtual
environment and the
real feedback to the same action in the real world is crucial in
fostering a sense of
presence. From a perceptual and cognitive point of view, the
subject implicitly evaluates
the contents of virtual environments in terms of opportunities
and affordances: as the
formers increase, the sense of presence is more likely to occur.
The result of the increase
in the sense of presence is a sort of paradoxical “invisibility” of
the medium [6] and a
sense of inseparability between the self and the virtual
environment [7]. Presence has
also a clear effect on emotions, in a “circular” path of mutual
influence [8].
More recently, one of the most intriguing applications of virtual
reality is the world
of videogaming: modern videogames often can boast among the
most sophisticated and
complex virtual environments in the consumer market. The
illusion of being in a synthe‐
sized virtual environment is maximised in the top productions,
both from an aural and
a visual point of view [9]. Modern videogames are generally
characterized by very
6. complex virtual environments in which the players can interact
in many ways, and
conceived to let the player have the impression that there are no
boundaries and no limits
to their exploration (e.g. the so-called “free roaming games”).
Videogames are also one of the most widespread forms of
entertainment among
children and adolescents, and often represent the first mean of
approach with the infor‐
mation technologies for the new generations. In the
developmental psychology litera‐
ture, videogames have been linked with potential negative
effects such as increased
aggression due to violent contents [10], addiction [11] and
seizures [12]. The literature
has also clearly pointed out that videogame play can exert
significant positive effects in
terms of cognitive processes, such as visuospatial abilities [13],
problem-solving skills
and inductive reasoning [14].
Given these findings, it appears of interest to link the study of
presence to the strong
literature on the effects of videogame use. A few researches
studied the degree of graph‐
ical complexity of videogames in relation with the sense of
presence. Ivory and Kalya‐
naraman [15] found that the improvement in terms of graphics
between mid-1990s and
2003 games led to stronger sensations of presence in their
participants. Bracken and
Skalski [16] found similar results: undergraduates that played a
high definition (HD)
version of a modern videogame felt a stronger sense of presence
than controls who
7. played a standard definition (SD) version of the same
videogame.
1.1 Aims of the Research
Moving from these results, the present study has the aim of
deepening the knowledge
about the effect of visualization on both the sense of presence
conveyed by videogames
and the visuo-spatial competences. Given the paradigmatic shift
seen in the last 20 years
184 L. Milani et al.
in the videogame industry (i.e. the introduction of complex and
real-time three-
dimensional graphics), assessing the effects of the different
types of visualization it is
of some importance. This holds even truer when thinking about
the learning potential
embedded in videogames: choosing the “right” balance between
immersion, presence
and conveying of contents to be learned could be crucial in
order to design videogames
for learning purposes.
2 Materials and Methods
2.1 Participants
Participants were 129 students, aged 14–18 (mean = 16.11; SD
= 1.31), recruited in a
high school in Northern Italy. 74 (57.4%) participants were
male and 55 (42.6%) female.
8. No gender differences in terms of mean age were found at t test
for independent samples
(t = .88 ns).
2.2 Procedure
The research was approved by school managers and was
proposed to students during
curricular activities in their classrooms. Parents of the
participants signed a written
consent to allow their children to take part in the study.
Participants were randomly
assigned to five experimental conditions: 2D Tetris, 3D Tetris,
2D Adventure, 3D
Adventure and control condition. No age differences were found
between the five exper‐
imental conditions at ANOVA (F = .01 ns).
Participants were tested for visuospatial abilities with five
subscales of the “Kit of
Factor Referenced Cognitive Tests” [17], before they were
given a CD-ROM containing
a specific videogame (described below) and were asked to play
with the provided video‐
game for a week on their home PCs. Participants were overtly
asked to refrain from
using other videogames during the week.
Videogames provided to participants were chosen so to have a
continuum in terms
of complexity of graphics, complexity of interaction
possibilities and degree of immer‐
sivity, starting from 2D Tetris (the simplest) to 3D Adventure
(the most complex):
• 2D Tetris: two-dimensional version of the classic Pazhitnov’s
9. 1984 puzzle game.
• 3D Tetris: three-dimensional version of Tetris, with a rotation
of shapes in the three
axes instead of one.
• 2D Adventure: for both the adventure conditions, the game
“The Secret of Monkey
Island” was chosen. Being an adventure videogame, the player
need to solve puzzles
in order to progress with the plot. The player interacts with the
videogame via a two-
dimensional interface, controlling a character and pointing with
the mouse over
various objects and characters and performing on them a fixed
set of actions.
• 3D Adventure: participants assigned to this condition played
with the fourth episode
of the “Monkey Island” series. This episode shares the same
adventure structure of
the first episode but is displayed via a real time three-
dimensional environment. The
Interacting with Videogames in Adolescence 185
player controls the character and performs actions via a
combination of mouse and
keyboard inputs.
The videogames were chosen in order to avoid any possible
violent content and for
their ease of play. Thus, there were two distinct features of
variation in experimental
10. conditions:
1. depth of interaction: Tetris provided limited interactive
affordances, giving the
repetitiveness of action, whereas the Adventure provided more
complex problem-
solving puzzles and a degree of free exploration;
2. visualization: 2D isometric representation of shapes and
environments vs. 3D real
time reconstruction of shapes and landscapes.
At the end of the week of training with the videogame,
participants were re-assessed
for visuo-spatial abilities and were administered the Italian
version of the ITC-SOPI
questionnaire [18] in order to assess the degree of presence
experimented during the
videogame play. Questionnaires were administered the day after
the end of the one-week
training with videogames, in order to make sure they had still a
vivid recall of their
gaming activity. Participants were also asked to state their
previous experience with
videogames in terms of mean of hours per week spent
videogaming.
2.3 Measures
Visuo-spatial abilities were assessed prior and after the training
with videogames by
using five subscales of “Kit of Factor Referenced Cognitive
Tests” [17]. The subscales
administered were:
• Matrix of points (CF-3).
11. • Recognition of identical figures (P-3).
• Reconstruction of images (CS-1).
• Rotation of figures (S-1).
• Rotation of cubes (S-2).
Cronbach’s alpha was .88.
In order to assess the degree of presence experimented by using
the videogames
provided, participants were administered a specific measure, the
ITC-SOPI by Lessiter
et al. [18]. The instrument specifically focuses upon the
subjective experience when
interacting with a medium, is comprised of 42 items on a 5-
point likert scale.
The instrument provides four subscales, each measuring a
distinct feature of pres‐
ence:
• SP (physical space): measures the feeling of being physically
placed in a virtual
environment. This is related also to a personal evaluation of the
sense of “being
there”.
• ENGAGE (engagement): measures the degree of subjective
psychological engage‐
ment in the virtual experience.
• ECO (ecological validity): this subscale measures the overall
appeal and believability
of the environment and its content, and to perceive them as
lifelike and real.
186 L. Milani et al.
12. • NEG (negative effects): this subscale refers to potentially
negative feedbacks from
the interaction with the medium, such as dizziness, headaches,
nausea.
Cronbach’s Alpha of the ITC-SOPI was .97.
3 Results
We performed a MANOVA to compare the visuo-spatial
performance before and after
the experience with videogames, and the degree of presence
conveyed by the different
experimental condition. In order to precisely pinpoint the
specific contribution of the
experimental conditions on both visuospatial abilities and
presence, we splitted the two
facets of the experimental condition and inserted them as fixed
factors: “visualization”
(i.e. 2D vs. 3D), and “interaction” (i.e. high interaction,
Adventure vs. low interaction,
Tetris). To control for prior experience with videogames, we
inserted the hours per week
of videogames use as covariate. We found two significant main
effects: one of visuali‐
zation (Wilks’ Λ = .315, F = 7.74, p < .001, multivariate η2 =
.685) and one of inter‐
action (Wilks’ Λ = .135, F = 22.76, p < .001, multivariate η2 =
.865). Interestingly,
we found no significance for the combined effect visualization *
interaction. As can be
seen from Table 1 (only significant scores reported), follow-up
ANOVAs indicate a
13. clear and significant trend among the main facets of
experimental conditions (interaction
and visualization) as regards presence: the degree of presence
steadily increased from
the least immersive and interactive condition (2D Tetris) to the
most immersive and
interactive condition (3D Adventure). The experimental
condition also has an effect on
some of the visuospatial competences: CF-3 and S-1 subscales
showed a clear increase
from pre- to post-test, and the more complex and immersive the
environment, the more
increment was found. These results hold true regardless habitual
experience with video‐
games (weekly hours were controlled as covariates).
Table 1. Differences between experimental conditions in terms
of presence and visuo-spatial
abilities.
Experimental condition mean scores Variable F η p
2D Tetris 3D Tetris 2D Adv. 3D Adv. Control
1.80 2.11 2.62 3.23 – SP 76.38 .761 .001
2.59 2.86 3.54 3.83 – ENGAGEMENT 44.66 .650 .001
1.47 2.18 2.35 3.02 – ECO 80.07 .769 .001
1.50 1.35 1.54 1.59 – NEG 2.82 .105 .05
20.26 21.42 20.23 22.11 20.47 CF-3 (pre-test) 2.72 .036 ns.
23.73 23.89 23.66 27.05 22.78 CF-3 (post-test) 4.10 .054 .05
43.36 44.36 38.71 48.00 40.96 S-1 (pre-test) 3.18 .042 ns.
47.73 49.36 44.42 53.61 45.54 S-1 (post-test) 4.08 .054 .05
Interacting with Videogames in Adolescence 187
14. 4 Discussion
The aims of the research were to verify if the graphic
visualization of the videogame
could be related to the degree of presence experimented by the
player and to an increase
in visuospatial competences. Data show that participants who
played the three-dimen‐
sional versions of the games felt a higher degree of presence
than participants who played
the two-dimensional versions.
Of more interest is that – regardless of graphic complexity –
participants who played
the adventure obtained higher scores in terms of presence than
participants who played
the puzzle game. This clearly calls into play the level of
cognitive challenge and cogni‐
tive complexity of tasks as a key factor in the fostering of
presence. Put in other words,
the level of graphic complexity is only a part of the picture: it
seems that the level of
challenge in terms of cognitive skills is just as important as the
formal properties of the
graphics.
Nonetheless, the level of realism in terms of virtual
environments is also a key factor,
at least for the impression of being physically placed in a
virtual environment. The more
detailed and lifelike the graphics are, the more the subject gains
the feeling of “being
there”. In our sample, this is clearly shown by the ICT-SOPI
“SP” subscale: mean scores
of the 3D Adventure experimental condition almost double
15. those of 2D Tetris condition
and are roughly the 20% higher than even the 2D Adventure
condition. Regarding the
“ENGAGE” subscale we can detect the same trend: players
enjoyed the more detailed
and vivid experience of both the Adventure experimental
conditions over the more
simple and less interactive gameplay of Tetris. If we consider
the “ECO” subscale, data
suggest that players felt the Adventure environments as more
ecologically credible than
the Tetris ones. This comes quite obvious since both Tetris are
puzzle games whose
objectives are not to recreate a fictional world. Finally,
regarding the “NEG” subscale,
none of the experimental conditions conveyed substantial
uneasiness in the participants.
Only the 3D Adventure causes a marginal discomfort, probably
due to the difficulty to
detect the “hotspots” (the areas where the player could interact
with objects) in the
environment. No instances of motion sickness were reported by
participants.
Also, our results show that the level of presence and complexity
of the videogame
could have some effects also on the increase of visuo-spatial
abilities. Our participants
shown better performances in the task of completing matrices of
points (CF-3) and
mentally rotate shapes (S-1) after the training with videogames.
The more complex the
environment of the game (i.e. 3D Adventure), the more increase
was found.
These results as a whole have significant spin-offs in terms of
16. implications for
educational software development. If we think at the growing
educational potentiality
of videogames in formal and informal education, being able to
identify the optimal level
of presence of an educational videogame could be crucial for
adjusting the level of
interaction to the appropriate learning goals.
On a second instance, assuming that the habitual experience
with videogames is
irrelevant in terms of presence could encourage to produce
learning games without
having to worry much about the steepness of the learning curve.
Put in other words:
provided the game is challenging both in terms of appearance
and content, the cognitive
feedback will be the roughly same regardless of the
videogaming habits of the user.
188 L. Milani et al.
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Interacting with Videogames in Adolescence 189
http://www8.informatik.umu.se/%7ejwworth/Riva-
Waterworth.htm
http://www8.informatik.umu.se/%7ejwworth/Riva-
Waterworth.htm
http://citeseer.nj.nec.com/did/61357Interacting with
Videogames in Adolescence: Effects of Graphic Visualization
on Perceived Presence a ...Abstract1 Introduction1.1 Aims of
the Research2 Materials and Methods2.1 Participants2.2
Procedure2.3 Measures3 Results4 DiscussionReferences
CYBERPSYCHOLOGY & BEHAVIOR
Volume 3, Number 2, 2000
Mary Ann Liebert, Inc.
Does Internet and Computer “Addiction” Exist?
Some Case Study Evidence
MARK GRIFFITHS, Ph.D.
ABSTRACT
It has been alleged that social pathologies are beginning to
20. surface in cyberspace (i.e., tech-
nological addictions). To date, there is very little empirical
evidence that computing activi-
ties (i.e., internet use, hacking, programming) are addictive.
Anecdotal evidence indicates that
the typical “addict” is a teenager, usually male, with little or no
social life, and little or no
self-confidence. This article concentrates on five case studies of
excessive computer usage. It
is argued that of the five cases, only two of them describe
“addicted” subjects. Addiction com-
ponents criteria were used in the assessment. The excessive
usage in the majority of cases
was purely symptomatic and was highlighted how the subjects
used the Internet/computer
to counteract other deficiencies.
211
INTRODUCTION
IT HAS BEEN ALLEGED that social pathologies arebeginning
to surface in cyberspace (i.e., tech-
nological addictions).1,2 Technological addic-
tions are operationally defined as nonchemical
(behavioural) addictions that involve human–
machine interaction. They can either be pas-
sive (e.g., television) or active (e.g., computer
games) and usually contain inducing and rein-
forcing features that may contribute to the pro-
motion of addictive tendencies.3–5 This author’s
view is that technological addictions are a sub-
set of behaviourial addictions6 and that behav-
iourial addictions feature the core components
of addiction (i.e., salience, mood modification,
tolerance, withdrawal, conflict and relapse).7
21. These core components are expanded upon.
Salience
This occurs when the particular activity be-
comes the most important activity in the per-
son’s life and dominates his or her thinking
(preoccupations and cognitive distortions),
feelings (cravings), and behaviour (deteriora-
tion of socialized behaviour). For instance, even
if the person is not actually engaged in the be-
haviour, he or she will be thinking about the
next opportunity to do so.
Mood modification
This refers to the subjective experiences
that people report as a consequence of en-
gaging in the particular activity and can be
seen as a coping strategy (i.e., they experience
an arousing “buzz” or a “high” or paradoxi-
cally tranquilizing feel of “escape” or “numb-
ing”).
Tolerance
This is the process whereby increasing
amounts of the particular activity are required
to achieve the former effects. For instance, a
Psychology Division, Nottingham Trent University,
Nottingham, United Kingdom.
22. gambler may have to gradually have to in-
crease the size of the bet to experience a eu-
phoric effect that was initially obtained by a
much smaller bet.
Withdrawal symptoms
These are the unpleasant feeling states
and/or physical effects that occur when the
particular activity is discontinued or suddenly
reduced (e.g., the shakes, moodiness, irritabil-
ity, etc.).
Conflict
This refers to the conflicts between the ad-
dict and those around them (interpersonal con-
flict) or from within the individuals themselves
(intrapsychic conflict) that are concerned with
the particular activity.
Relapse
This is the tendency for repeated reversions
to earlier patterns of the particular activity to
recur and for even the most extreme patterns
typical of the height of the addiction to be
quickly restored after many years of abstinence
or control.
To date, there is very little empirical evidence
that computing activities (i.e., internet use,
hacking, programming) are addictive. Anecdo-
tal evidence indicates that the typical “addict”
is a teenager, usually male, with little or no so-
23. cial life and little or no self-confidence.8 How-
ever, recent work suggests there are individu-
als who do not fit this stereotype.9 This article
concentrates on five case studies of excessive
computer usage collected by the author over a
period of 6 months. Each of the outlined cases
has been given a pseudonym and a demo-
graphic description (i.e., age, gender, national-
ity, status). Information is also given about the
origin and source of the case study. Each case
is also followed by a brief commentary.
GARY
Demographic profile: 15-year-old British
male (at school); source of account: author con-
tacted by subject’s mother who heard about au-
thor’s research on a national radio programme;
and origin of data: written correspondence.
Gary is an only child and spends many hours
on his home computer, averaging at least 3–4
hours a day in school term, with up to 5 or 6
hours or more a day at weekends. During the
school holidays it increases even more, espe-
cially because he is on his own in the house
whilst his parents are at work. Gary’s mother de-
scribes him as “extremely good technically, very
bright and very good at computer program-
ming.” His mother claims “he is computer mad,
but not for computer games, rather for serious
computing—programming etc.” His General
Certificate of Secondary Education homework
has been increasingly suffering because of the
time he spends on his computer. When he is not
24. working on his computer, he watches television.
Gary suffers from neurofibromotosis, a con-
dition that can produce severe behavioural
problems to varying degrees. According to his
mother, Gary has always had problems so-
cially. He has had difficulty in making friends,
difficulty in coping with teasing and minor bul-
lying (usually of a verbal nature). His parents
feel he views his computer as a “friend” and,
therefore, tends to spend much of his time on
the machine. Gary also suffers from an inferi-
ority complex and lack of confidence when
dealing with his peers. As a consequence, he
gets very depressed. This condition worsened
when he got his own computer. At the same
time, his general behaviour worsened. He re-
fused to do his normal household chores when
requested, was generally awkward and diffi-
cult, and provoked confrontational situations
between himself and other members of the
family.
He spends time with the computer to the ex-
clusion of family and friends. His parents had
his general practitioner refer him to a psychia-
trist for counselling and help. Whilst Gary
viewed this as a possible “quick fix” for his
problems, it was very slow progress. He is still
getting the help of the local psychological ser-
vices. His mother feels that much of his lack of
confidence stems from the fact that he is con-
tent to spend his time in his room to the ex-
clusion of others in his own world. She sees the
problem as “a self-induced Catch 22 situation”
in that he will never make friends whilst he
25. GRIFFITHS212
spends time alone, but the action of spending
time alone reduces his ability to deal with other
people. Gary’s own view is that he does not
have a problem with his computer use and that
he does not spend too much time on the com-
puter. There is no doubt that this appears to be
an unusual case and that Gary’s excessive time
spent on the computer appears to be sympto-
matic of other underlying problems.
Commentary
Gary appears to fit the stereotype of a com-
puter addict in that he is a male teenager who
appears to have little or no social life and little
or no self-confidence. He appears to use the
machine as an “electronic friend”—a behaviour
that has been reported with other technologi-
cal products such as video games10 and slot
machines.3–5 He appears to display all the core
components of addiction and like many ad-
dicts, denies he has any kind of problem. His
primary motivation for excessive use of his
computer appears to be some sort of escapism
into his own world where he can counteract his
depression and forget about his social isolation
and his medical condition (neurofibromotosis).
JAMIE
Demographic profile: 16-year-old British
26. male (at college); source of account: Subject ap-
peared on television programme (about Inter-
net addiction) with author and continued cor-
respondence; origin of data: face-to-face
interview and written correspondence via the
Internet.
Jamie is an only child and lives alone with
his mother. There appears to be few problems
in Jamie’s family life although his mother di-
vorced his father when Jamie was 3 years old.
Jamie has no physical problems although he
is very overweight. Jamie spends approxi-
mately 70 hours a week on his computer in-
cluding 40 hours on the Internet. This in-
cludes two 12-hour sessions at the weekend.
Only 3 hours a week is spent on work-related
activities. Jamie’s usual pattern is to log on
between 2 p.m. and 4 p.m. in the afternoon
and log off between 1 a.m. and 5 a.m. in the
morning. He describes himself as “sci-fi mad”
and spends “hours and hours” taking part in
Usenet discussion groups about the television
programme Star Trek (and its spin-offs). Al-
though he had played computer games when
he was younger, Jamie first used a computer
properly when he was 14 years of age. He
used the Internet for about 10 months before
getting a modem. As a consequence of his ex-
cessive Internet use, the house telephone bills
are large.
Jamie claims the Internet is the most impor-
tant things in his life, and that he thinks about
it even when he is not using it. He claims the
27. Internet can change his mood—either calming
him or exciting him. He gets withdrawal symp-
toms if he cannot get Internet access. When try-
ing to cut down or quit, he finds the lure of cy-
berspace too strong to resist (“I get very
irritable and I start to shake”). However, he
does not view himself as an “addict.”
Jamie says he has difficulty limiting or con-
trolling the time both on and offline. Over a 2-
year period he has upgraded his computer 11
times. He says “I log on literally until I am
physically unplugged by someone else . . . I
can’t work or live without it—my social and in-
tellectual life are linked directly to it.” If he’s
not connected—even for a short length of time,
he worries he no longer knows “what is going
on.” Jamie’s use of the Internet causes irregu-
lar sleeping patterns. It doesn’t bother him that
he has become nocturnal in order to use the In-
ternet when the telephone charges are low. Oc-
casionally he oversleeps and misses college be-
cause of his computer usage. He has tried to
quit the internet—once giving up for 3 days—
but the pressure to log back on proved too
great.
If Jamie was not online, he feels he would
not use that time to meet people in real life (“I
tend not to socialise much”). He has no friends
outside of those he meets on Internet Relay
Chat (IRC) and has no desire to make any.
Jamie uses the Internet for a variety of differ-
ent chat methods (e.g., IRC, Westwood Chat,
as well as the Web and newgroups). Jamie
claims he uses these services “to meet lots of
28. people.” He feels that the Internet has im-
proved his level of knowledge and intends to
enter an Internet-related field of employment.
EXISTENCE OF INTERNET ADDICTION 213
Commentary
Jamie—like the case of Gary above—appears
to fit the stereotype of an internet addict in that
he is a male teenager who appears to have lit-
tle or no social life, little or no self-confidence,
displays all the core components of addiction,
and denies he has any kind of problem. How-
ever, Jamie claims to have “friends” although
all of these are “net friendships.” His passion
for science-fiction echoes research carried out
by Wolfson11 who found that obsessive fans of
the television programme Star Trek use the In-
ternet extensively. Jamie’s primary motivation
for using the Internet excessively is to socialise
with other Internet users. It may be the case
that Jamie feels comfortable in the text-based
(non–face-to-face) world of the Internet be-
cause of his obesity.
PANOS
Demographic profile: 20-year old Greek male
(at university); source of account: subject con-
tacted author via an Internet discussion group;
origin of data: Written correspondence via the
Internet.
29. Panos has played on computer games since
he was a small child. As an only child he got
almost anything he wanted when he was
younger, including all forms of electronic tech-
nology. He recalls that as a child he had a small
computer on which he used to play games but
used the computer for nothing else. Panos
claims that at that particular time in his life, he
had become “addicted” to the games he used
to play. He played the games to the neglect of
everything else in his life. He now believes that
people can become addicted to computers as
well and that the escapism he felt as a young
boy is now being recreated via his use of the
Internet—particularly through the playing of
fantasy role-playing games (such as Dungeons
and Dragons) and through the use of chat
rooms. As Panos says:
I was 100% sure that you could only become
addicted to a computer by playing games. I
thought that it was impossible to become ad-
dicted to a computer by using it for profes-
sional purposes. Many years later I came to
England to study chemistry and I soon I real-
ized that I couldn’t do without computers. But
this time it was not playing games. Gradually,
I discovered the huge world of Internet and its
many uses and applications. I used to go to the
computer only to word process and print but
now I am spending many hours every day ex-
ploring Internet, in addition to sending nu-
merous E-mails and doing stuff that in fact (for
entertainment) and to my opinion can ruin
somebody’s life.”
30. Panos feels his whole life revolves around
computers and that he feels comfortable being
in this country when he is on the Internet. He
claims that using the Internet excessively helps
him cope with every day life as a university
student. He spends an average 40–50 hours a
week on the Internet but has no financial prob-
lems because he accesses the Internet for free
from his university. His studies have suffered
considerably as he spends so much time on the
Internet, which leaves him little time to get on
with his degree work.
Commentary
Panos, to some extent, appears to fit the
stereotype of an internet addict in that he is a
young male who appears to have little or no
social life and little or no self-confidence. How-
ever, he appears to display only some the core
components of addiction (salience, conflict,
mood modification, and possibly tolerance),
and, unlike the previous two cases, he does not
deny he has a problem surrounding his Inter-
net usage. The primary motivation for exces-
sive Internet usage is to cope with the fact that
he is in a foreign country in which he has very
few friends. Panos very much uses the Internet
for escapism and socializing.
It is interesting to note that Panos claimed he
was once “addicted” to computer games. There
have been a number of models putting forward
a developmental account of person–machine
relationships.12,13 It is perhaps unsurprising
31. that a former computer game “addict” should
use the Internet most excessively for the fan-
tasy role-playing games. A fairly recent study
of fantasy game players found that that the
time spent on such games was “considerable”
and that they were more introverted and more
GRIFFITHS214
likely to “play with computers” and be com-
puter game players than controls.14
JODIE
Demographic profile: 35-year-old Canadian
female (unemployed); source of account: sub-
ject contacted author via an Internet discussion
group; origin of data: written correspondence
via the Internet.
Jodie spends at least 40 hours a week on the
Internet. Her excessive usage is totally con-
fined to IRC services. Jodie describes herself as
“disabled, overweight and not at all attrac-
tive.” She says that this makes no difference
on the Internet because she gets to know oth-
ers first in the Internet environment and that
then when she meets them in “real life” later
it does not matter. She says “I have met well
over a dozen people in real life that I first met
on IRC or in some other way through the In-
ternet.” She does not view her use of the In-
ternet as an addiction although she does see it
as a way of life.
32. Almost all of Jodie’s relationships are Inter-
net-based. The following extract is her account
of the typical cycle of an Internet relationship.
I meet men through IRC and we start out the
same as anyone else just chatting—where are
you from? How old? Any kids? And then it
evolves into exchanging pictures, phone calls
and then an overwhelming desire to meet in
real life. When I meet a guy, I usually decide
to meet “as friends” and if there is more then
that is fine. Even if there is nothing romantic
I usually have a good time.
Jodie is now married to someone she met on
the Internet but sees him very little because she
lives in Alberta (Canada) and he lives in North
Carolina (United States). They met on a camp-
ing holiday with other people she had met
through the Internet. Jodie only meets with her
husband at traditional vacation times (e.g.,
Christmas) and suffers verbal abuse from her
mother about her marriage. Her mother thinks
her daughter has lost her mind and is crazy for
wanting to marry someone she feels that her
daughter does not really know. Jodie says of
her relationship:
Granted, our actual real life together time
hasn’t been much—however, I feel our time
on the net (we speak for 3–4 hours every night)
has given us MORE of a chance to really get
to know each other . . . all we do is talk about
our feelings, wants and needs, future desires
etc.
33. Jodie feels her excessive Internet use is
purely a function of the relationships in which
she is involved and that it is no different from
other people’s use of the telephone. The emo-
tional “highs” that she gains from using the In-
ternet come from the social interaction rather
than the Internet herself. She claims that she
gets depressed and moody when she is not on
IRC but again she says this is because it means
she is on her own without it.
Commentary
Although Jodie appears to display some of
the components of addiction (salience, mood
modification, and withdrawal) she does not fit
the young male stereotype. Similar to Jamie,
she is very overweight and is explicit in ex-
plaining that she likes the Internet because no
face-to-face communication takes place. Her
primary motivation for using the Internet ex-
cessively was to socialise (also exacerbated by
the fact that she is disabled) although this has
now changed into the most accessible (cheap-
est) way to stay in touch with her partner. Jodie
does not feel she has a problem in any way and
feels that the excessiveness she displays on the
Internet is totally vindicated by the situation
she is in.
DAVE
Demographic profile: 32-year-old British
male (employed); source of account: author
contacted by subject’s wife after reading an ar-
34. ticle about author’s research on Internet addic-
tion in a national newspaper; origin of data:
written correspondence.
Dave (“a loveable happy man”) had been
married to his wife for 3 years and had lived
with her for 7 years. They had a beautiful
house, Dave had an excellent job, and they
were both very happy—until the Internet en-
EXISTENCE OF INTERNET ADDICTION 215
tered Dave’s life. The problem began when
Dave changed jobs and had to spend more time
at home—alone. As a result of this, Dave
quickly became depressed and slightly with-
drawn. As a result, he began spending time on
the IRC whilst his wife was at work.
Within a couple of months of being at home,
he became worse, could not sleep, and used
the Internet long into the early hours of the
morning. His wife claimed that Dave got “an
incredible thrill from using (the Internet), as
though filling a need within.” He became an-
gry and anxious, with “his whole body be-
coming twitchy when he was not on the In-
ternet.” He also suffered a loss of concentration
and turned into someone that his wife did not
know. Within 3 months of being at home,
Dave’s wife found out that he was using the
Internet to live in a fantasy world—mainly
with people in the United States. His wife
claims “he became totally obsessed by it—not
35. leaving his office for up to 5 days at a time, ex-
cept to eat and sleep.” The cost of Dave’s In-
ternet use was kept hidden from his wife but
she found out that the “other woman” lived in
Boston and that Dave would call her five or six
times a day and talk to her for 3–4 hours on
IRC.
Within 3 months of “working” from home,
Dave had left his wife and walked out without
a word. His wife did not know where Dave had
gone until she found out he had gone to the
United States to meet a woman who “under-
stands” his fantasy world through the Internet.
Dave proposed marriage to the American
woman before he left the United Kingdom—
even though he had never met her. His wife
says that the Internet caused the destruction of
their marriage, the loss of their house, and the
loss of her husband.
Dave briefly returned home for 10 days but
has now gone back to America “to live out his
fantasy.” As far as his wife knows, he is not
now using the Internet. Dave now admits that
his fantasy was not quite what he wanted, and
that he is depressed and has begun to realise
the damage of losing his job, his wife, and
walking out on his family. Dave’s wife specu-
lates that men can emotionally communicate
better through a computer than verbal com-
munication. She says, “It seems to be so wide-
spread now that people need to escape from
every day life and intimacy via Internet.”
36. Commentary
Although Dave is a male, he does not fit the
Internet addict stereotype in that he is not a
teenager or young. However, he does appear
to fulfill most of the addiction components (at
least while he was having his virtual affair) al-
though the whole of his behaviour appears
symptomatic and was completely motivated by
his desire to interact constantly with a new
“partner.” Although there is no direct evi-
dence, it appears that his Internet usage has
now declined significantly or stopped now that
he has finally met up with the woman with
whom he was having a virtual affair.
GENERAL DISCUSSION
It is quite obvious that of the five cases, pos-
sibly only two of them (Gary and Jamie) were
addicted according to the addiction compo-
nents criteria. The excessive usage in the ma-
jority of cases was purely symptomatic and was
where the Internet/computer was used to
counteract other deficiencies (e.g., relation-
ships, lack of friends, physical appearance, dis-
ability, coping, etc.). However, it is interesting
that all of the case studies used the computer
for social contact, with four of them using it for
IRC services and the fifth one using the com-
puter as an “electronic friend.” As these cases
show, text-based relationships can obviously
be rewarding for some people and is an area
for future research. It is perhaps also refresh-
ing that in some circumstances, online rela-
tionships could be deemed to be psychologi-
37. cally healthy because they break down
prejudices and that intimate relationships are
not based on people’s physical appearance.
The three young males were all only children
who appeared socially isolated and had few so-
cial skills. These factors may or may not have
had an influence in excessive computer use.
However, the psychotherapist Rawlins15 has
specifically reported some positive attributes
through intensive Internet use. Rawlins sees
many children who fit the criteria for Pervasive
Developmental Delay or Atypical Autism. She
GRIFFITHS216
reports that these children often “fit in hand
and glove” with computer technology. They al-
ready have poor social relatedness and are
rather isolated individuals. She argues that net
use may actually augment and help their social
interaction.
Another question to consider is whether the
social pathologies in cyberspace are inevitable.
Ajayi16 has reported that, where the Internet is
concerned, what we are seeing is merely the
continuation of a decades-long trend of people
spending increasingly more time with technol-
ogy than with humans. He argues that the shift
away from family and peers to mass media
technology as the primary socialization agents
can be traced to the advent of radio in the 1930s,
followed by television in the 1950s, and com-
38. puter networks today. Ajayi further argues
that, for many people, going online is a way of
dealing with a society where people are be-
coming increasingly more isolated from one
another.
One of the objectives of any future research
should be to determine the object of the “ad-
diction.” Is it the process of typing? The
medium of communication? Aspects of its spe-
cific style (no face-to-face, etc.)? The informa-
tion that can be obtained (e.g., pornography)?
Playing games? Talking to others (in chat
rooms or on Internet Relay Chat)? Could it be
that the Internet provides a medium for the
“addiction” to flow to its object of unhealthy
attachment (i.e., a secondary addiction to more
pervasive primary problems)? The Internet
could easily be the focus of obsessive and/or
compulsive behaviours. One thing that may in-
tensify this focus are the vast resources avail-
able on the Internet to feed or fuel other ad-
dictions or compulsions. For example, to a sex
addict, the Internet could be a very dangerous
medium. There is also the problem that the In-
ternet consists of many different types of ac-
tivity (e.g., E-mailing, information browsing,
file transferring, socialising, role-game playing,
etc.), and it could be the case (and probably is
the case) that some of these activities (such as
IRC or role-playing games) are more addictive
than some other net activities.
Future research should establish why the in-
ternet is highly reinforcing for some people.
Hammersly17 has speculated on a number of
39. reasons that appear to fit with the case studies
outlined in this article:
� It allows correspondence with people who
share mutual interests.
� It puts people in touch with other people
who they would otherwise never meet.
� The costs of communicating is low.
� There is a substantial “puzzle” element to
using the internet, and many people find
puzzling tasks reinforcing.
� People can download software toys, some
of which are reinforcing.
� People can keep in touch with friends with
minimal time and financial costs.
� It gives people feelings of status and
modernity, which may bolster self-esteem.
These are all commonplace reinforcers for
humans.
� It allows people to be taken seriously and
listened to.
� It allows people to present a “well-man-
aged” persona, which may deviate in sig-
nificant ways from one’s every-day, face-
to-face persona.
� It allows people to be boring about one’s
40. favourite hobby horse.
Finally, it is perhaps worth nothing that Grif-
fiths5 speculated that the structural character-
istics of the software might promote addictive
tendencies. Structural characteristics (i.e., fea-
tures that manufacturers design into their
products) promote interactivity and, to some
extent, define alternative realities for the user
and allow them feelings of anonymity in fea-
tures that may be very psychologically re-
warding. For instance, determinants of the de-
cision to engage in a particular activity not only
include the person’s biological and psycholog-
ical constitution and the situational variables,
but also the structural characteristics of the ac-
tivity itself. As Griffiths18 points out, the struc-
tural characteristics of particular activities are
responsible for reinforcement and may satisfy
users’ needs and may actually facilitate exces-
siveness. By identifying particular structural
characteristics, it may be possible to see how
(a) needs are identified, (b) information about
the Internet is presented (or perhaps misrepre-
sented), and (c) cognitions are influenced and
EXISTENCE OF INTERNET ADDICTION 217
distorted. (See Griffiths18 for an overview on
structural characteristics.)
There is no doubt that Internet usage among
the general population will start to increase
over the next few years. If social pathologies do
41. exist, than psychologists may well be the peo-
ple who have to deal with the aftermath. This
is certainly an area for development that
should be of interest and concern to all those
involved in clinical health issues.
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Address reprint requests to:
Dr. Mark Griffiths
Psychology Division
Nottingham Trent University
Burton Street
Nottingham, NG1 4BU
E-mail: [email protected]
GRIFFITHS218