This document discusses a project examining intrinsic and extrinsic motivation for continued video game play over time, especially in an academic setting. The goal is to understand how teachers can impact students' intrinsic motivation to engage in games. It poses research questions about applying self-determination theory, specifically how teachers can influence intrinsic motivation through extrinsic factors. It describes a study of 18 students who met weekly for 3 months to play games with set guidelines. The document examines how psychological needs, presence, motivation, and learning are related, and how they may differ by a student's age.
The document discusses how incorporating elements of chance and uncertainty into classroom learning activities can increase student engagement by activating the brain's reward system in a similar way to playing games, highlighting research that found students preferred math questions where the chance of getting the correct answer was 50% compared to 100% or 0%; it also summarizes studies that found measuring skin conductivity responses found greater emotional engagement with learning tasks presented as games compared to non-game formats.
An exploratory analysis examined constructivist learning in the game Minecraft. The study involved 20 participants ages 14-16 playing Minecraft over a period of time. Constructivist learning theories posit that hands-on creative construction and exploration can foster learning. Minecraft allows open-ended creativity and building, aligning it with constructivist perspectives on learning through experience and active engagement.
What happens when we take video games to work or school? Are we as motivated to play these games? My dissertation asks about the forces of intrinsic motivation and learning when using the video game Minecraft in a learning environment. This proposal for my dissertation outlines the major problems, intended methods and data analysis procedures.
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
The past 15 years of social science research have seen an explosion in curiosity surrounding video games as a legitimate object of study – a medium that traces its roots back to at least the 1950s. While early research on games tended to quixotically focus on the anti-social effects of video games on users, emerging perspectives consider myriad uses and functions of video games as a psychological, communicative, and social tools. Much of this diversity can be attributed to a renewed focus on the player, with scholars working to understand the experience of the “squishy bits” behind the computer screen. Drawing from a variety of original studies, the presentation will translate player-focused media research to a diverse audience of designers, programmers and researchers. Topics covered include the mechanics of cognitive skill and game challenge, psychology of audience effects, habitual and (morally) intuitive decision-making, the social nature of player-avatar relationships, and the overall complexity of entertainment experiences as “more than just games.”
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
The document discusses how incorporating elements of chance and uncertainty into classroom learning activities can increase student engagement by activating the brain's reward system in a similar way to playing games, highlighting research that found students preferred math questions where the chance of getting the correct answer was 50% compared to 100% or 0%; it also summarizes studies that found measuring skin conductivity responses found greater emotional engagement with learning tasks presented as games compared to non-game formats.
An exploratory analysis examined constructivist learning in the game Minecraft. The study involved 20 participants ages 14-16 playing Minecraft over a period of time. Constructivist learning theories posit that hands-on creative construction and exploration can foster learning. Minecraft allows open-ended creativity and building, aligning it with constructivist perspectives on learning through experience and active engagement.
What happens when we take video games to work or school? Are we as motivated to play these games? My dissertation asks about the forces of intrinsic motivation and learning when using the video game Minecraft in a learning environment. This proposal for my dissertation outlines the major problems, intended methods and data analysis procedures.
Quest2Teach: The Impact of Immersive Games to Bridge Theory & Practice in Tea...Arizona State University
This is an overview of the theory, game-infused curricula, and research findings that drive Quest2Teach, an innovative and immersive teacher education program.
Quest2Teach is a series of game-infused 3D virtual learning curricula and socio-professional network, created from within a teachers college and designed for teacher education, to help bridge between educational theory and its application to classroom practice.
In Quest2Teach, students create a professional avatar, play out roles in 3D narratives as the protagonist, solve complex problems, fail safely, and see the impact of their decisions while gaining fluency in theories-in-action. Pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and network.
For more information visit www.quest2teach.org or email Dr. Anna Arici, the Director of Quest2Teach at annaarici@asu.edu.
The past 15 years of social science research have seen an explosion in curiosity surrounding video games as a legitimate object of study – a medium that traces its roots back to at least the 1950s. While early research on games tended to quixotically focus on the anti-social effects of video games on users, emerging perspectives consider myriad uses and functions of video games as a psychological, communicative, and social tools. Much of this diversity can be attributed to a renewed focus on the player, with scholars working to understand the experience of the “squishy bits” behind the computer screen. Drawing from a variety of original studies, the presentation will translate player-focused media research to a diverse audience of designers, programmers and researchers. Topics covered include the mechanics of cognitive skill and game challenge, psychology of audience effects, habitual and (morally) intuitive decision-making, the social nature of player-avatar relationships, and the overall complexity of entertainment experiences as “more than just games.”
Quest2Teach is a series of game-infused 3D virtual learning curricula created for teacher education. These immersive experiences provide authentic and individualized practice for teachers, designed to help them make the leap from theory to practice. In Quest2Teach, pre-service and in-service teachers evolve their professional identity in a variety of narrative-based 3D role-playing scenarios, each with a particular theoretical focus, and embedded within a larger experience-based curricula and professional network.
In these immersive worlds, learners create their professional avatar, play out roles, solve authentic problems, fail safely, and see the impact of their individual decisions and trajectories, while gaining experience and fluency in these theories-in-action.
The first of its kind in teacher education, Q2T was created at ASU’s Mary Lou Fulton Teachers College through a unique collaboration between our Center for Games & Impact and partner game-design studio, E-Line Media. Contact anna.arici@asu.edu for guest accounts and more information.
Brief overview of some of the psychology behind educational gaming.rickg73
This document discusses using games and gamification in education. It argues that games can be both engaging and educational by tapping into psychology around balancing ambition/risk with delight/reward. The document provides an example study that found increasing physical activity in students through active video game stations. It also discusses potential issues like "gaming the game" and lack of teacher buy-in that need to be addressed. Overall, it advocates that applying gaming psychology principles to education can fundamentally change learning by creating genuine psychological connections between learning and reward.
Game sense approach_to_teaching_primary_pe_classes__presentationamarayasin
The document discusses the Game Sense approach to teaching primary physical education. Game Sense is a student-centered approach that engages students through questioning to think about tactical and technical game aspects. The teacher acts as a facilitator rather than direct instructor, and learning occurs through problem-solving in modified games. Key aspects of Game Sense include posing questions, feedback, critical thinking time, and student-led evaluation. Game Sense aims to develop intelligent, creative players who understand games on an intellectual level, not just skills.
Video games can be used as learning tools to develop reading comprehension and other skills. They incorporate decision trees and causal networks that represent formal spaces of possibility and the basis of causal analysis in discourse processing. Walkthroughs that explain how to play games can be examples of narrative composition. When readers have strong comprehension skills, they can use higher-level processes to support lower-level skills like decoding. Games can represent design elements found in research and curriculum and motivate sustained engagement through play.
What Research Tells Us about 3D Avatars, Storytelling & Serious Games for Learning
This decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors. We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational? This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning. You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. The presentation ends with a practical case study outlining how the research tips, techniques and practices can be applied in a real-life online learning situation. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
Game Sense is a student-centered, inquiry-based approach to teaching physical education and sports skills based on modified games. It emphasizes social interaction, achievement, and student autonomy. The teacher acts as a facilitator rather than director of learning, using questioning to stimulate critical thinking. Game Sense aligns with constructivist learning theories and the NSW PDHPE curriculum outcomes by developing movement skills, interpersonal skills, and lifelong participation in physical activity.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
The negative and positive impacts of video games2bradjgibbons
This document provides a literature review on the negative and positive impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, brain-based learning, and academic achievement when appropriately designed and integrated into the classroom. However, excessive video game play that replaces other activities can negatively impact student behavior through increased social isolation, dependency, or aggressiveness. The document concludes that video games have the most benefit when designed for the curriculum, student abilities are monitored by parents and teachers.
The negative and positive impacts of video gamesbradjgibbons
This document provides a literature review on the impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, and brain-based learning. When appropriately designed and integrated into the classroom, video games have been shown to increase student engagement, foster collaboration between students, and promote neuroplasticity which can lead to improved academic achievement. However, excessive video game play that replaces other activities can negatively impact students' behavior through increased social isolation or aggressiveness. The document concludes that video games can have a positive impact on students when designed properly, integrated into the curriculum, and with sufficient time and monitoring.
This document discusses game-based learning and the concept of "flow" in learning. It argues that games can engage students by providing clear goals, feedback, and an optimal balance of challenge and skills. When immersed in a game, students experience "flow", a state of focused concentration and enjoyment where their perception of time is altered. The document suggests educators should design learning environments that incorporate elements of games and flow to increase student engagement and learning outcomes.
Games, Gamification and the Need for Engaging LearnersKarl Kapp
Explore how games provide engaging learning opportunities as we discuss a broad scientific overview of what we know from research about the effectiveness of game-related techniques for engaging learners. This session shows you how to use the existing research literature in your own design and delivery of engaging online learning. You will be provided with tips and techniques for matching research findings to your own e-learning design
Houston, ASTD: What Research Tells Us about Games, Gamification and LearningKarl Kapp
his decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors through games.
We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational?
This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning.
You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
This document discusses using computer games in special education. It notes that traditional education focuses more on memorization than creativity and collaboration. Video games can increase motivation, attention and help apply concepts to real life. Educational video games should prioritize designing experiences over content. They can engage students more than classrooms and help students think critically. However, games must be designed correctly for special education, considering each student's cognitive abilities and disabilities. Guidelines for design include identifying student profiles, structuring objectives to fit them, offering feedback, and gradually increasing difficulty levels. Video games show potential to teach essential life skills to those with disabilities in novel ways compared to traditional methods.
Video Games: Positive Agents Of SocializaitonYurij Bryndzia
This document argues that video games can have positive effects on socialization by teaching positive social behaviors. It discusses concepts like the "magic circle" of immersion in games, "procedural rhetoric" of rule-based interactions, and the "half-real" balance of rules and fiction in games. Recent studies on prosocial games and environmental priming are cited as evidence that games can subtly influence players' social responses. When the magic circle, procedural rhetoric, and half-real occur simultaneously in a game, it allows players to internalize positive social behaviors from the emotions games generate.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
The document discusses factors that contribute to successful learning games. It examines how functionality, or affordances, of learning games can motivate and engage players to learn. Specifically, it discusses four dimensions that influence learning games: coming along-going away, giving-receiving, meaningfulness-self expression, and effectiveness-failure. It argues that successful learning games provide joinability, shareability, ownership, and successfulness. These affordances create an immersive experience for players that is tempting, open, owned, and essential, addicting them to learn. The document outlines this framework and proposes examining existing learning games and features important for developing new learning games as research tasks.
Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer...Women&Technologies
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Cristina Conati (University of British Columbia, Vancouver), intitolato "Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer".
This document provides information about an online Psychology of Play course, including the course description, materials, objectives, outcomes, connection to degree programs, research component, topics covered, learning activities, grade weights, strategies for success, and rubrics. The 3-sentence course aims to explore how psychology values play and its role in brain development, creativity, and goal achievement. Students will learn about play theories and apply concepts through discussions, assignments, and interactive sessions to understand play's personal and professional benefits. Assessment includes assignments, discussions, checks, and a research project to articulate play's value and impact in various settings.
This document discusses the importance of play for child development. It argues that play is not merely a way to pass time, but allows for higher levels of thinking and learning skills like self-regulation, social competence, language skills and independent learning. The document outlines developmental stages of play, discusses cultural influences on play, and presents a framework for play based on theorists like Vygotsky. It addresses challenges to play like standardized testing and lack of outdoor play. Research summaries show links between play and self-regulation abilities. The conclusion argues that play is integral to holistic child development and our education system should value it more.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Brief overview of some of the psychology behind educational gaming.rickg73
This document discusses using games and gamification in education. It argues that games can be both engaging and educational by tapping into psychology around balancing ambition/risk with delight/reward. The document provides an example study that found increasing physical activity in students through active video game stations. It also discusses potential issues like "gaming the game" and lack of teacher buy-in that need to be addressed. Overall, it advocates that applying gaming psychology principles to education can fundamentally change learning by creating genuine psychological connections between learning and reward.
Game sense approach_to_teaching_primary_pe_classes__presentationamarayasin
The document discusses the Game Sense approach to teaching primary physical education. Game Sense is a student-centered approach that engages students through questioning to think about tactical and technical game aspects. The teacher acts as a facilitator rather than direct instructor, and learning occurs through problem-solving in modified games. Key aspects of Game Sense include posing questions, feedback, critical thinking time, and student-led evaluation. Game Sense aims to develop intelligent, creative players who understand games on an intellectual level, not just skills.
Video games can be used as learning tools to develop reading comprehension and other skills. They incorporate decision trees and causal networks that represent formal spaces of possibility and the basis of causal analysis in discourse processing. Walkthroughs that explain how to play games can be examples of narrative composition. When readers have strong comprehension skills, they can use higher-level processes to support lower-level skills like decoding. Games can represent design elements found in research and curriculum and motivate sustained engagement through play.
What Research Tells Us about 3D Avatars, Storytelling & Serious Games for Learning
This decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors. We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational? This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning. You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. The presentation ends with a practical case study outlining how the research tips, techniques and practices can be applied in a real-life online learning situation. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
Game Sense is a student-centered, inquiry-based approach to teaching physical education and sports skills based on modified games. It emphasizes social interaction, achievement, and student autonomy. The teacher acts as a facilitator rather than director of learning, using questioning to stimulate critical thinking. Game Sense aligns with constructivist learning theories and the NSW PDHPE curriculum outcomes by developing movement skills, interpersonal skills, and lifelong participation in physical activity.
The role of educational and learning pc games1Andris Vališins
The document discusses the role of educational PC games in developing children with disabilities. It defines key concepts like play, games, and disability. Educational games can help children develop skills but must be integrated properly into the curriculum. Both benefits and disadvantages are discussed, such as educational games being fun but possibly overused or replacing human interaction. The document also considers how games versus play may impact children with disabilities differently.
The negative and positive impacts of video games2bradjgibbons
This document provides a literature review on the negative and positive impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, brain-based learning, and academic achievement when appropriately designed and integrated into the classroom. However, excessive video game play that replaces other activities can negatively impact student behavior through increased social isolation, dependency, or aggressiveness. The document concludes that video games have the most benefit when designed for the curriculum, student abilities are monitored by parents and teachers.
The negative and positive impacts of video gamesbradjgibbons
This document provides a literature review on the impacts of video games on student development. It discusses how video games can positively impact student motivation, collaboration, and brain-based learning. When appropriately designed and integrated into the classroom, video games have been shown to increase student engagement, foster collaboration between students, and promote neuroplasticity which can lead to improved academic achievement. However, excessive video game play that replaces other activities can negatively impact students' behavior through increased social isolation or aggressiveness. The document concludes that video games can have a positive impact on students when designed properly, integrated into the curriculum, and with sufficient time and monitoring.
This document discusses game-based learning and the concept of "flow" in learning. It argues that games can engage students by providing clear goals, feedback, and an optimal balance of challenge and skills. When immersed in a game, students experience "flow", a state of focused concentration and enjoyment where their perception of time is altered. The document suggests educators should design learning environments that incorporate elements of games and flow to increase student engagement and learning outcomes.
Games, Gamification and the Need for Engaging LearnersKarl Kapp
Explore how games provide engaging learning opportunities as we discuss a broad scientific overview of what we know from research about the effectiveness of game-related techniques for engaging learners. This session shows you how to use the existing research literature in your own design and delivery of engaging online learning. You will be provided with tips and techniques for matching research findings to your own e-learning design
Houston, ASTD: What Research Tells Us about Games, Gamification and LearningKarl Kapp
his decidedly unacademic presentation provides a broad scientific overview of what we know from research about the effectiveness today’s technology for changing learner behaviors through games.
We will discuss the use of 3D avatars to change learner behaviors; we will consider how playing a video game changes a person’s behavior and how storytelling helps learners memorize facts. We’ll answer questions like: Are two avatars better in an e-learning module than one? Does the appearance of an avatar impact the person when they’ve finished working with the avatar? Do serious games have to be entertaining to be educational?
This engaging, exciting session shows you how to use the existing research literature in your own design and delivery of online learning.
You will be provided with tips and techniques for matching research findings to your own e-learning design. We’ll move the concepts from research-to-practice. Discover how research-based practices really fit in with today's fast-paced need for quick, effective instruction online instruction.
This document discusses using computer games in special education. It notes that traditional education focuses more on memorization than creativity and collaboration. Video games can increase motivation, attention and help apply concepts to real life. Educational video games should prioritize designing experiences over content. They can engage students more than classrooms and help students think critically. However, games must be designed correctly for special education, considering each student's cognitive abilities and disabilities. Guidelines for design include identifying student profiles, structuring objectives to fit them, offering feedback, and gradually increasing difficulty levels. Video games show potential to teach essential life skills to those with disabilities in novel ways compared to traditional methods.
Video Games: Positive Agents Of SocializaitonYurij Bryndzia
This document argues that video games can have positive effects on socialization by teaching positive social behaviors. It discusses concepts like the "magic circle" of immersion in games, "procedural rhetoric" of rule-based interactions, and the "half-real" balance of rules and fiction in games. Recent studies on prosocial games and environmental priming are cited as evidence that games can subtly influence players' social responses. When the magic circle, procedural rhetoric, and half-real occur simultaneously in a game, it allows players to internalize positive social behaviors from the emotions games generate.
Video games is a fast growing industry all over the world. Amount of time and money spent on the games industry cannot stay without our attention. Video games have interest and attention of school aged youth. Which make us think of the possibility of using video games in learning process, particularly in educational institutions.I discuss influence of video games and concentrate on learning through video games and its main learning principles. My essay is mainly based on J.P. Gee works.
The document discusses factors that contribute to successful learning games. It examines how functionality, or affordances, of learning games can motivate and engage players to learn. Specifically, it discusses four dimensions that influence learning games: coming along-going away, giving-receiving, meaningfulness-self expression, and effectiveness-failure. It argues that successful learning games provide joinability, shareability, ownership, and successfulness. These affordances create an immersive experience for players that is tempting, open, owned, and essential, addicting them to learn. The document outlines this framework and proposes examining existing learning games and features important for developing new learning games as research tasks.
Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer...Women&Technologies
Women&Technologies: Research and Innovation. Nell'ambito del prestigioso WCC, (World Computer Congress), una conferenza nella conferenza dedicata alle donne e alle tecnologie, con un particolare focus su ricerca e innovazione. Presentazione per l'intervento a distanza di Cristina Conati (University of British Columbia, Vancouver), intitolato "Modellazione affettiva sull’utente per migliorare l’interazione uomo-computer".
This document provides information about an online Psychology of Play course, including the course description, materials, objectives, outcomes, connection to degree programs, research component, topics covered, learning activities, grade weights, strategies for success, and rubrics. The 3-sentence course aims to explore how psychology values play and its role in brain development, creativity, and goal achievement. Students will learn about play theories and apply concepts through discussions, assignments, and interactive sessions to understand play's personal and professional benefits. Assessment includes assignments, discussions, checks, and a research project to articulate play's value and impact in various settings.
This document discusses the importance of play for child development. It argues that play is not merely a way to pass time, but allows for higher levels of thinking and learning skills like self-regulation, social competence, language skills and independent learning. The document outlines developmental stages of play, discusses cultural influences on play, and presents a framework for play based on theorists like Vygotsky. It addresses challenges to play like standardized testing and lack of outdoor play. Research summaries show links between play and self-regulation abilities. The conclusion argues that play is integral to holistic child development and our education system should value it more.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
Imagine a world where software fuzzing, the process of mutating bytes in test seeds to uncover hidden and erroneous program behaviors, becomes faster and more effective. A lot depends on the initial seeds, which can significantly dictate the trajectory of a fuzzing campaign, particularly in terms of how long it takes to uncover interesting behaviour in your code. We introduce DIAR, a technique designed to speedup fuzzing campaigns by pinpointing and eliminating those uninteresting bytes in the seeds. Picture this: instead of wasting valuable resources on meaningless mutations in large, bloated seeds, DIAR removes the unnecessary bytes, streamlining the entire process.
In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?Speck&Tech
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
AI-Powered Food Delivery Transforming App Development in Saudi Arabia.pdfTechgropse Pvt.Ltd.
In this blog post, we'll delve into the intersection of AI and app development in Saudi Arabia, focusing on the food delivery sector. We'll explore how AI is revolutionizing the way Saudi consumers order food, how restaurants manage their operations, and how delivery partners navigate the bustling streets of cities like Riyadh, Jeddah, and Dammam. Through real-world case studies, we'll showcase how leading Saudi food delivery apps are leveraging AI to redefine convenience, personalization, and efficiency.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
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Motivation to Mine
1. An examination of the “lifespan” of play
Temple University, Philadelphia, PA, USA
Presentation to the International Communication Association
Game Studies Interest Group
2.
3.
4. The goal of this project is to understand the
drive (i.e., the motivation) to continually
engage in video game play over time,
particularly when continued play is in an
academic setting, and the role that teachers
or facilitators could play in that experience.
5. Intrinsic
Motivation
• Doing something
because it is inherently
fun, and not as a result of
external input or stimuli.
Extrinsic
Motivation
• Doing something
because it has some
external or separable
outcome.
9.
RQ1: How does Self Determination Theory (SDT), specifically Cognitive
Evaluation Theory (CET), apply in the context of a virtual learning
environment?
RQ2: When video game play is embedded in a classroom setting, how
can a teacher or facilitator (a source of extrinsic motivation) have an
impact intrinsic motivation to engage in the game, and if so, how?
RQ3: What is the nature of the relationship between presence,
motivation, and learning, and how might it be complicated by the age of
an individual?
10. 18 (3 female) participants (11-12 year olds) in a
large urban (public) school district located
Northeastern/Mid-Atlantic United States.
Met for 1.5 hours every Iek for 12Ieks; afterschool.
Participant Observation and Semi-structured
Interview: (taking cues from ethnographic
methods) (see Boellstorf , et al., 2012)
11.
No “griefing”; or willfully destroying others’
creations.
Creative mode only.
School- appropriate language in chat.
No modification capabilities or server rights.
The data presented here was collected during a twelve week afterschool program in which I examined participants’ motivation to play the video game, Minecraft in a school-based context. Minecraft is a sandbox style game environment that has proven wildly popular among all audiences, and as a result a whole culture of modifying and creating new layers to the game have ensued. The goal of the game is to thrive and survive inside the game world, either as a single player, or *much more popularly* on servers with multiple players. The game’s intrigue is based on the creative drives of it’s players—who have build entire worlds (such as the landscape of the Hunger games orWesterosfrom Game of Thrones). What is unprecedented for most video games is that educators are embracing the game almost at the same pace as gamers. In 2011, an “edu” version of the game was released to add specific instructor tools so that the game can be more easily utilized as an instructor tool—which evidences a growing desire to incorporate Minecraft into the physical learning environment. This project will focus on engagement with Minecraftbecause (a) the game world contains an open structure that make it unique and flexible enough for use as virtual learning environment; (b) its incredible popularity (Duncan, 2011) suggests that the environment is intrinsically motivating; and (c) many schools and youth organizations are already utilizing Minecraft as a learning space in order to harness these motivational aspects (Dolasia, 2013; “About”, n.d.), thus it is important to understand what this virtual learning environment may offer students and instructors.Here are some clips of the participants work inside the game.
In prior years, games that are dedicated to explicit educational ends such as Math Blaster, or Carmen Sandiego,have been said to be ineffective in achieving learning outcomes because they rely on extrinsic motivation, or activities for which rewards are external (e.g., pleasing your teacher)and poor game design, which failed to integrate the more complex game play that characterizes popular video games (such as World of Warcraft, or even Minecraft). In 1999, Bruckman railed against these games, calling them “chocolate-covered broccoli”.In contrast, Rigby and Ryan (2011) claim that players engage in more complex tasks when playing commercially popular video games (e.g., Halo or World of Warcraft) not just because they are Ill-designed games, but because they recruit the player's intrinsic motivation, or activities for which the activity itself is a reward.
The inspiration and drive to accomplish incredibly difficult tasks is where this project begins. If video game players are continually engaged in game play—what is the drive behind that game play? And what factors contribute to that drive?What’s most important: if I bring that game play into the physical learning environment for learning purposes, how long will that experience drive skill and knowledge acquisition? Aside from just being “fun” or “novel”, for how long does the drive to “learn” from video games last? And what is the teacher or facilitators’ role in that experience?
Intrinsic motivation, as defined by Deci and Ryan, is operationalized in experimental research as the “free choice measure”. In an experimental setting, a researcher would measure intrinsic motivation in the following classic way: The researcher has the participant do a task for a reward, and then ends the experiment. The participant is left in the room with the initial experimental task as Ill as other “detractor” tasks. If the individual chooses the target task, even when having the choice of other tasks, and no extrinsic motivation to complete it, then the task is seen as intrinsically motivating. Extrinsic motivation can be self-regulated, but the outcome is normally externalized from the individual. For example, a student may do his or her homework to avoid penalty from a parent or teacher. Or, they may see the completion of their work as related to professional goals. Although the goals may be related to the person themselves, if the locus of drive is external, then it is intrinsically motivating. Researchers are aware that fostering intrinsic motivation leads to high achievement and interest among students, and in many ways, is a crucial component to deep and long-lasting learning outcomes, where extrinsic motivation (which most classrooms rely on), can often result in a failure to internalize or be psychologically satiated by the learning experience.
In 1985,Deci and Ryan posited a sub theory to the macro theory of human motivation known as Self-determination theory. Their sub theory, cognitive evaluation theory, states that a task can be seen as intrinsically motivated if it satisfies ones needs for competence, coupled with a degree of autonomy, and the opportunity for social praise via connectedness and relationships. An experience facilitates intrinsic motivation if it provides “optimal challenges, effectively promoting feedback, and freedom from demeaning evaluations”.
So, the point made here is that video games offer an incredibly intrinsically motivating task. They are an educational dream in so far as they inspire hours of dedication, and if it can be said that people learn important skills from video games, Ill then I’ve solved an educational crisis. While some scholars (Bartle, Yee) have looked at the design of games, or player personality to understand their intrinsically motivating qualities, others, such as Przybylski (SHEBELSKEE), Rigby, Ryan and Deci, have used the framework of CET to understand how good video games offer a complex balance of autonomy, social connectedness, and opportunities for competence. These authors challenge the idea that content delivery or just plain old FUN drives interest in video games, but rather that video games fulfill complex psychological needs that enhance the intrinsic motivation to play them.
Shebelskee, Rigby and Ryan have also suggested that the concept of telepresence (hereafter; ‘presence’) may play a role the motivation to play video games.In their analyses they found that as intrinsic motivation levels rose, so too did reported levels of presence-based experience. Although their research utilizes the concepts put forth by Lombard and Ditton in 1997, they redefined presence for their own scale development, which seemed to gloss over a great deal of research about the concept itself. Also, we were interested in the development of presence during childhood/adolescence. There has been little understanding, to date, about the experience of presence as it relates to age.
Taking into account the wealth of research on video games as learning stimuli, optimal classroom design, intrinsic motivation and presence, this project looks at the role of video games in the physical learning environment.Again, I’d like to stress that this research project is ONLY THE beginning. This is a pilot study that just BEGINS to get at the complex elements of motivation, learning and presence in the context of video games in the classroom.
The study was conducted in an afterschool program at a K-8 school in a large urban district in the Mid-Atlantic portion of the United States. There Ire 18 participants, ages 11 to 13 years old (males; n=15 and females; n=3). The participant population reflected the school's population in terms of racial and ethnic diversity (a relatively diverse population), but I did not officially tabulate these demographic variables. The participants Ire recruited on the basis of forming a Minecraftafterschool club, where students in 5 through 8th grade Ire invited to play the game on a communal server (monitored and maintained remotely by the research team). There Ire no official curricular goals for the club, rather, I Ire interested in offering a space where students could both physically and virtually collaborate on a project inside the game world. I did, hoIver, dedicate our club's playtime to building structures inside the game, rather than surviving inside the game. The rationale for this choice was to make the club more akin to the way Minecraft might be used during the official school day.
On the very first day of the club, I had a discussion with the participants about the rules that would govern the club. Part of our research interest was to see whether these rules had any affect on the intrinsic motivation to remain a part of the club (membership was completely voluntary). GRIEIFING: I asked that club members to refrain from participating in "griefing", or the active destruction of others' creative works in the game. When an individual participates in "griefing" in Minecraft, he or she uses lava or TNT materials to destroy what another has built in the game. Many times, players will grief other players out of sheer boredom or trouble making, but sometimes, in survival mode, griefing can be a vital part of “winning” where a player will grief another’s supplies or protective structure so that person will die.CREATIVE MODE: As stated earlier, Minecraft can be played in different modes, namely, creative and survival mode. In creative mode, individuals cannot perish, but in survival mode, they can be killed by other players or devoured by creatures at night (e.g., zombies, or "creepers"). I asked club members to only play in creative mode so that there would be no threat to their creations or their game avatars. While this may seem reasonable, it represented certain restrictions on their preferred mode of playing.Again, I rationalized this choice because I wanted game play to be dedicated to creation, not destruction. I assumed this choice would make the results more akin to the way an educator might use Minecraft in the classroom. CHAT: One of the major components of group play in Minecraft is the ability to "talk" or chat with other players (via text) in the game world. The chat is displayed on the loIr left corner of the screen. Every ten to tIlve lines are displayed, and then the chat clears. One of the members of the research team (who remotely maintained the server) monitored the language/behavior used on the chat.I didn't permit any of the club members to have advanced server rights. This restricted them from downloading modifications to the game that give them more options in the game. In particular, many students asked if I could give them "world edit" rights, which is a type of editor that allows the player to control the landscape. On a positive note, world edit would allow the club members to quickly manipulate the landscape for their needs (e.g., build the Thames river in one command rather than mining the water). However, allowing them "world edit" rights would also give them the ability to massively destroy others' creations. As I've reiterated, these capabilities are available to the participants when they play on their own time. I restricted their capabilities because I wanted to create a quasi-classroom culture, and I also wanted to see what these restrictions on their game play would do to their intrinsic motivation to remain in the club. THE FOLLOWING SLIDES DESCRIBE SOME OF THE RELEVANT THEMES THAT EMERGED AS A RESULT OF THE STUDY
Our participants see playing Minecraft as a fulfillment of their psychological need for autonomy.I assumed that the rules I put on game play would result in the waning of intrinsic motivation to play because I put restrictions on that autonomy. In particular, I assumed that the restriction of TNT and lava would have an adverse affect on their intrinsic motivation to play the game, because it limited the participant's autonomy. However, the rules of our club didn't seem impinge upon the participants' desire to return to the club. One of the ways this was evidenced by our membership. Of the initial 20 students who came to the club, 18 returned every week. The only students who didn't return were two eighth grade males. In our interviews, I asked students about the reasons why they returned to club, even though I put restrictions on their options in the game world. A reoccurring theme that I saw was that although the school-based game environment contained restriction, it also offered protection. Participants expressed that the club offered them to opportunity to play the game with their friends without being subjected to the wild world of internet servers, where any maligned player could destroy their creations. So here, we see sort of a shift—there is still intrinsic motivation to play, but the definition of autonomy shifts in the context of the learning environment. It becomes less about the autonomy to make meaningful choices about what to create, but more so autonomy to make those choices, without the threat of others’ destroying those creations.
CET posits that an activity will inspire intrinsic motivation if it fulfills the psychological need for competence, and represents what the individual views as “an optimal challenge” (or something that is just familiar and foreign enough to be intriguing). In our club, many participants told us that playing Minecraft in survival mode was one of the ways that that they felt competent. For example, they repeatedly asked us: "Can I play PVP?" This meant that they wanted to battle to the death by fighting one another (i.e. player versus player), or stealing resources from each other so that they could starve out their opponents. Another way that our participants demonstrated their competence in survival mode was to tell us stories of how they created buildings or found resources all while being under the threat of death (from creepers or zombies).One participant said basically said that when he found a diamond in survival mode, he felt like he had earned it because he found it while facing the threat of death, darkness or starvation. He explained that when in creative mode, these threats aren't present, so it isn't as much of a challenge. A female participant came to the club with her iPad in tow, showing us a building she built in survival mode the night before, "I built this by myself in survival mode" she said, "as you can see, I'm very good at Minecraft".The constraints on our participants did two major things: (1) Because they didn’t have the “short cuts” of modifications to the game, they felt more competent in their creations because they had to build them “brick by brick” So, in other words, I forced them into a new type of competence.(2) They began to see the researchers as a source of extrinsic motivation. They liked to show us their creation and skills. This was demonstrative of competence but for more external purposes.
There did seem to be differing experiences between younger students (e.g., 11 year olds) and slightly older students (e.g. 13 year olds). I think this example from one of the older participants evidences the difference. Isought out one of the eighth graders who decided that the club wasn’t for him, and I asked him why. He suggested something that I did witness, since most participants in the group Ire younger, they had more limitations placed on gameplay. Our club offered them the bonus of an extra hour of gameplay. But he suggested something even more interesting that I intend to investigate further, and that had to do with the concept of presence AND a developing sense of presence. This participant suggested that younger participants “don’t see themselves in their skins”. When prompted to further explain, the participant explained that he feels connected to his “”skin” in Minecraft more than younger kids. He often plays in creative mode because he doesn’t like to destroy or have his creations destroyed by others. He and his friends play together remotely because it is a way for them to be “with each other”. I found evidence of his thoughts with our younger participants. While many play with their friends, they play with them physically in the room. When I asked them, do you like being with your friends in Minecraft? They seemed to interpret that as one’s physical presence in the room (not a sense of telepresence), and they seemed to be less concerned about creating continuity in the game. Many of them just liked to be in the same room together playing around in the Minecraft environment, or killing each other in player versus player mode. While other scholars have suggested that motivation is a predictor of presence based experiences, we found evidence that childhood development complicates one’s sense of presence. This student suggests something that is intriguing: do younger participants experience presence in the same way that older ones do? And if they do not, what is their experience of presence? And how does it motivate them?
This pilot project demonstrated that even when placed in the context of the school culture, the game remains intrinsically and extrinsically motivating for different reasons. This could be because of the incredibly open nature of the game. Or, it could be because our afterschool program didn’t impose enough constraints.I’ll continue to investigate that further in my dissertation project, where I’ll explore the use of Minecraft during the school day for curricular purposes.In future study, I’ll look at presence from a multi-faceted approach, and consider the age variable. Does one develop a sense of presence over their childhood—and how does that influenced by the motivation to play?