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Wang, Xiaotian. „Chattahoochee Immersion“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/57.
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The Chattahoochee River begins in the Appalachian Mountains in northeast Georgia, flows through Atlanta, and then turns south to form the Georgia/Alabama state line. There are many dams along the river to help supply power, and many recreational areas. Most importantly, the Chattahoochee River provides 70% of metropolitan Atlanta’s drinking water. With all of these benefits, we should be protecting the river, but we are not. The water is polluted and gets more polluted the further south you go. In my photographs, I want to bring this to people’s attention. I used photographic negatives “damaged” in water to print my final photographs, hoping the resulting images would awaken viewers’ interest. I want to add my voice to that of other artists who work with water issues, such as Joe Cooks, Alex Kirkbride, and Yin Xiuzhen, and show how the shortage of clean water is not just a local problem for the city of Atlanta, but also a global problem.
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Fraser, Child Nancy. „Learning immersion, the multiple worlds of french immersion students“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35819.pdf.
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Daggett, Kristina Marie. „Immersion through technology“. [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476289.
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Bodén, Marcus. „Immersion och lärande“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4409.
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I denna uppsats försöker jag fastställa om immersion har någon effekt på lärande i serious games och i så fall vilken effekt det har. Många spelutvecklare och forskare säger att immersion hjälper lärande i spel. I min genomgång av fakta har jag inte kunnat hitta något som stödjer denna åsikt. Många artiklar hänvisar till ”tidigare forskning” men saknar sedan referenser till denna forskning. Det finns en viss grund för påståendena att immersion hjälper lärande i spel, men immersion är ett begrepp som kommit att användas på fel sätt inom spelindustrin och dess effekter har kraftigt missförståtts. De studier som har visat immersion effekter har aldrig rört vid hur immersion interagerar tillsammans med spel. Utvecklare har tagit forskningen ur sitt sammanhang och sedan direkt försökt applicera den på sina spel utan vidare studier
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Jia, Hongyi, und Hongyi Jia. „Chinese Immersion Language Education“. Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625885.
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In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary schools. I investigate three aspects: 1) teaching methods in Chinese immersion programs, 2) acquisition of grammatical patterns, and 3) computer assisted methods for character learning. I adopted a qualitative approach; the methods I employ include observation, interviews, questionnaires, and tests. Data were collected from two immersion programs and two non-immersion programs in a Southwestern city in the U.S.
The first study compares the teaching methods used in Chinese immersion and non-immersion programs. It is found that the two immersion programs adopted the functional approach with explicating in each class time, while the non-immersion programs used the analytical approach with practicing in context in most classes. The immersion students produced spontaneous speech in each class, while non-immersion language class students did not. The second study examines how immersion learners acquire the ba-construction and time phrases. We found that immersion students produced not many ba sentences but a large number of time phrases. However, in terms of accuracy, ba sentences were produced almost flawlessly, while time phrases were often placed incorrectly in a sentence. This result is quite different from what we find in adult learners who mostly acquire Chinese in a non-immersion setting. It shows that immersion learners’ acquisition differs from both L1 acquisition and L2 acquisition by adults. The third study investigates how computer-assisted methods help students learn Chinese characters. I compare immersion learners with heritage learners with respect to how they respond to computer-assisted methods. No difference is found between the two groups of learners in terms of their performance in character recognition, pronunciation and writing. It is also found that while computer assisted materials helped with character recognition, it did not help with character writing.
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Holm, Robin. „Spelarkitekturs inverkan på immersion“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8188.
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Arbetets syfte var att ta reda på hur spelare tenderar att reagera på onaturlig, eller ologisk spelarkitektur och hinder och om detta kan bryta en spelares immersion. För att ge en bakgrund till undersökningen tas begrepp så som immersion, level design, tematik och spelartyper upp.Undersökningen har genomförts i samarbete med Paradox South där två stycken nivåer till spelet The Showdown Effect skapades. För båda dessa nivåer skapades en version utan visuell representation och en med visuell representation.För undersökningen användes en kvalitativ metod med observation och enkät. Resultatet visade att spelare tenderar att inte reagera på onaturlig spelarkitektur. Detta beror på att deras tidigare erfarenhet av spel gjorde att de inte förväntade sig att nivåerna skulle presentera en verklighetstrogen och logisk spelvärld.Exempel på framtida arbete vore att undersöka om spelare reagerar annorlunda på onaturlig spelarkitektur när en 3D-spelvärld används istället för en 2,5D-värld.
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Enström, Hasse. „Nostalgi och ökad immersion“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18978.
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I denna rapport beskrivs det vad nostalgi är, och hur det kan påverka en persons uppfattning om olika händelser och upplevelser. Studien som gjorts går ut på att undersöka om en nostalgisk upplevelse, främst inom ljud, kan skapa en större känsla av immersion i ett spel.Två olika versioner av en artefakt skapades för att kunna genomföra undersökningen. Den ena artefakten hade ljud som ska återskapa känslan av ett ”retrospel”, medan den andra artefakten innehöll ljud som ska låta nutida.En undersökning med tolv personer i ålder mellan 20 och 30 genomfördes i form av enskilda speltester och intervjuer. Alla deltagare fick testa både versionerna av artefakten för sedan kunna svara på frågor, om de upplevde immersion, och vilken version de föredrog.
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Perroud, Benoit. „Immersion visuelle réaliste : proposition d'un modèle d'évaluation“. Thesis, Paris, ENSAM, 2018. http://www.theses.fr/2018ENAM0060/document.
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La thèse « Immersion visuelle hyper-réaliste et multi-sensorielle 3D » a été réalisée dans le cadre d’un contrat CIFRE établi entre les Arts et Métiers d’une part et Renault SAS d’autre part. Elle propose un modèle de score permettant d’évaluer objectivement de la capacité d’un système d’affichage immersif à reproduire le bon niveau de stimulation sensorielle pour un utilisateur, par rapport à ce qu’il recevrait dans la réalité et à la modélisation du système visuel humain.Dans un premier temps nous nous sommes intéressé à poser les bases du modèle : celui-ci est composé de douze critères, répartis équitablement en une somme d’indices de vision et d’indices d’immersion. Chaque critère se voit attribuer, dans la mesure du possible, une note de 0 à 100. La note de 0 représente l’incapacité du système visuel à percevoir ou à utiliser les informations visuelles, tandis que la note de 100 incarne la capacité maximale.Une note de 80 est également assignée pour la performance standard. Chaque critère se voit assigner une pondération en fonction de la tâche réalisée en environnement virtuel. Nous réalisons dans un second temps une série d’expérimentations afin de compléter les informations disponibles dans la littérature, pour l’établissement des critères. On s’intéresse plus particulièrement au contraste et à la latence. La première expérimentation consiste en la transposition et la validation d’un modèle de performance visuelle en Réalité Virtuelle. Dans la seconde, on compare les effets de la latence sur une tâche donnée, entre un simulateur de type CAVE et un casque de Réalité Virtuelle.La thèse propose un certain nombre de résultats tant théoriques et méthodologiques qu’expérimentaux. En condition d’immersion virtuelle, les critères de contraste et de luminance sont importants pour la perception visuelle. Les expériences réalisées montrent qu’un modèle adapté aux conditions d’immersion virtuelle est nécessaire. Par ailleurs, on montre que des seuils d’influence de la latence sur la performance semblent exister. On vérifie également la pertinence de corrélations entre performance, présence et mal du simulateur, en fonction de la latence et du système immersifThe thesis "Hyper-realistic and multi-sensorial 3D visual immersion" was carried out within the framework of a CIFRE contract established between Arts et Métiers on the one hand and Renault SAS on the other. It proposes a score model to objectively evaluate the ability of an immersive display system to reproduce the right level of sensory stimulation for a user, compared to what he would receive in reality and to the modeling of the human visual system.First, we were interested in laying the foundations of the model: it is composed of twelve criteria, equitably divided into a sum of vision indices and immersion indices. Each criterion is given, as far as possible, a score from 0 to 100. A score of 0 represents the visual system’s inability to perceive or use visual information, while a score of 100 represents maximum capacity. A score of 80 is also assigned for standard performance. Each criterion is assigned a weight according to the task performed in the virtual environment.We then carry out a series of experiments to complete the information available in the literature, to establish the criteria. Contrast and latency are of particular interest. The first experiment consists in the transposition and validation of a visual performance model in Virtual Reality. In the second, we compare the effects of latency on a given task, between a CAVE simulator and a HMD.The thesis proposes a number of theoretical, methodological and experimental results. In virtual immersion conditions, contrast and luminance criteria are important for visual perception. Experiments show that a model adapted to virtual immersion conditions is necessary. Furthermore, we show that thresholds of latency influence on performance seem to exist. The relevance of correlations between simulator performance, presence and cyber-sickness is also checked, depending on the latency and the immersive system
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Andersson, Tom, und Hampus Strömsholm. „Immersion, Make and Break the Game - a Study on the Impact of Immersion“. Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20496.
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Att en spelare lever sig in i ett spel kan ses som en av de viktigaste delarna av ett bra spel och spelare vill ständigt ha spel där dom känner mer och mer inlevelse. Tidigare forskning visar på att inlevelse i digitala spel inte är ett enkelt område och för att kunna forska på det så krävs det att man delar upp det i mindre, mer hanterbara, delområden som kan undersökas både som enskilda områden och i relation till andra. Denna uppsats bryter ut tre delområden som alla bidrar till inlevelse i spel för att utforska, testa och utvärdera. De valda delområdena används för att skapa en artefakt i form av ett spel där delområdena är implementerade och kan testas. De resultat som presenteras i detta arbete visar på att olika delområden inom inlevelse påverkar inlevelsen i ett spel olika mycket. Vidare visar även denna uppsats på hur vissa av dessa delområden relaterar till varandra och hur de tillsammans påverkar inlevelsen i ett spel som helhet.Immersion can be considered as an essential part in digital games and developers are constantly challenged when trying to create immersive game experiences to an ever growing demand. However, as previous work suggests, immersion is not an easy concept to grasp and the area must be divided into smaller sub-areas. The sub-areas can then be investigated both individually and in relation to one another. This thesis breaks out three sub-areas (immersive features), that contribute to the overall feeling of immersion, to explore and test. The immersive features are used to create an artifact in the form of a game where all features can be tested. The data presented in this thesis shows that the three features have different amounts of impact on immersion. Furthermore, this thesis shows how the selected features relate to each other and how they together affect the overall game.
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Bernulf, Carl-William, und Valdemar Helander. „Immersiva ljudlösningar : Vilken betydelse har placeringen av lyssnaren i relation till immersion i tredjepersonsspel?“ Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20506.
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Undersökningen i det här arbetet har som syfte att besvara vilken betydelse placeringen av ett lyssnarobjekt i en spelmotor har för upplevelsen av ljud i ett dataspel i ett tredjepersonsperspektiv samt dess relevans för upplevelsen av vad som generellt kallas immersion. Definitionen av immersion har tagits från författaren Paul Cairns och omfattar en benämnd upplevelse av bland annat individens förlorade uppfattning av tid och deras omgivning. Det vill säga ett omfattade fokus på en given aktivitet. Med hjälp av en spelprototyp framtagen i spelmotorn Unity samt en ljudbild utformad och programmerad med programmet FMOD genomfördes ett antal speltester följt av intervjuer. Sammanlagt fyra olika varianter av spelprototypen användes i speltestet där respektive prototyp använde en av fyra placeringar av lyssnarobjektet som ofta används i tredjepersonspel; på kameran (P1), på spelkaraktären (P2), mellan kameran och spelkaraktären (P3) samt på kameran med panorering baserat på kamerans rörelser (P4). Deltagarna i speltestet fick sedan spendera en kort stund i varje prototyp och sedan svara på ett antal frågor kring deras upplevelse. Slutsatserna som dras efter undersökningen är att lösningen där spelaren själv har möjlighet att flytta kameran och förändra hur ljudbilden uppfattas, likt att röra sitt eget huvud, gav bäst respons samt upphov till immersion.
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Little, Merry Joan McLean. „Intrapartum water immersion, the relationship between timing of immersion and the incidence of dystocia“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0013/MQ34072.pdf.
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Dawson, John David. „A discussion of immersion in human computer interaction : the immersion model of user experience“. Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3685.
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This document is a discussion of Immersion in Human-Computer Interaction which has been developed from observing and recording the experiences of participant’s in studies exploring the use of, and engagement with, technology. Within this Thesis, I present a model of User-Experience derived from my research which is termed the Immersion Model of User-Experience. I then explore how this model can be used to identify and foster the optimal form of User-Experience known as Flow. In addition, this Thesis includes an exploration of the prominent literature in Immersion and Flow, as well presenting a series of studies that were used to draw the conclusions of the Thesis. Starting with an exploration of the topic of Immersion in Human Computer Interaction, I examine the common terms, descriptions and uses of Immersion across a variety of fields. I use this body of work to provide background and understanding to what it means to be immersed in activities. I then discuss how Flow experience can be identified as the optimal experience in an activity. I then present how this can be mapped to User-Experience by presenting the Immersion Model of User-Experience. In detail of this model I explore how different elements of an experience change the type of experience an individual has when engaged in an activity. Finally, I discuss how an antithesis to Flow can occur, the pessimal experience known as Boredom.
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Wilson, Krista. „Human urbanism immersion into place /“. This title; PDF viewer required. Home page for entire collection, 2010. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
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Löwgren, Martin. „Immersion in Location-Based Games“. Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5119.
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This thesis focuses on how location-based games can be used to experience places of cultural heritage in new ways. A prototype game was created in which players follow a day in the life of a sergeant while walking to different locations at Karlsborg fortress and unravel a plot about the plan to steal Sweden’s gold reserve. To analyze how well a location-based game worked in this setting gameflow theory was used to measure the player experience, focusing on how concentration and immersion was handled. Since players will switch their focus a lot between the game and their surroundings it is important that the game helps them know what to concentrate on and stay immersed during the game. A small testing session was conducted at Karlsborg fortress which showed an indication that players were able to stay immersed while playing the game and that the social interaction between players played an important role in their experience.
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Xu, Fei. „Lightweight Immersion Techniques for Acumen“. Thesis, Högskolan i Halmstad, Akademin för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-28371.
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Modeling and simulation have always been essential steps in innovation, the processesof developing new products. This is especially the case for cyber-physical systems, whichare complex systems of networked physical and computational components. Modelingplays a key role in model-based design. Immersion techniques speed up the modelingprocess by presenting the design more intuitively. This thesis investigates the possibilityof improving support of immersion in Acumen, a free and open source software platformfor modeling and simulation of cyber-physical systems. To be consistent with theopen and free nature of Acumen, we investigate immersion options that would not entailadded cost to users.This thesis shows that it is possible to allow users to interact with an Acumen model, simulateand animate them simultaneously, and synchronize the simulation with real worldtime. The results show that the immersion techniques can be easily used without degradingthe performance of Acumen simulation, and help users understand and developAcumen models. Finally, we show why it is important to build a hardware independent3D visualization for Acumen, namely, that it allows users to use Acumen without acumbersome set-up process.iii
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Granström, David. „Immersion : Spatialisering av elektronisk musik“. Thesis, Kungl. Musikhögskolan, Institutionen för komposition, dirigering och musikteori, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1693.
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Afaneh, Ibrahim Abdullah. „Immersion frying of potato products“. Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343110.
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Young, Sigmund Max. „Dynamics of low immersion milling“. College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8343.
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Thesis (M.S.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Mechanical Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Häger, Ellen. „Enhanced Immersion in Augmented Reality Applications“. Thesis, Linköpings universitet, Institutionen för systemteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-145217.
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This thesis will examine and evaluate different mechanics that could be used in games using augmented reality. Augmented reality, the technology used to integrate computer-generated images with the real world environment, allows developers to enhance a user's gaming experience.The different mechanics will focus on immersion and on user engagement and examine which of the two is more important in games. This is examined by implementing the different mechanics in an application for a Google Tango tablet. Immersion is created by letting the environment act on virtual objects, via occlusion culling. The virtual agent interacts with the real world to generate engagement. The different methods are surveyed online, and user tests performed with the application. The results showed how the concept of combining the surveyed methods of generating immersion and engagement using augmented reality was successful.
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Chen, Shou-Mian. „Plasma immersion ion implantation of silicon“. Thesis, University of Surrey, 1997. http://epubs.surrey.ac.uk/842893/.
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Plasma Immersion Ion Implantation has several unique advantages over conventional implantation, such as low cost, large area capability, non-line-of-sight features and high dose rate implantation. However, it is still far from use in routine production because of problems such as the ability to control the ion depth profile in targets, the ion dose and contamination. In this thesis, a PIII system has been systematically calibrated, and a computer simulation code for PIII has been developed in order to understand more clearly the physics of the PIII process and to optimise the experimental conditions. In the second part of this thesis, a new application of PIII has been explored, where the PIII technique has been used as a high dose-rate implant treatment to form amorphous silicon nitride/oxide films on both crystalline and amorphous silicon substrates. The electrical properties of these films have been characterized. It shows that low dose nitrogen/oxygen implantation leads to the modification of Schottky barrier heights or the introduction of charged defects in the materials. As the ion dose is increased, alloying effects take over, forming silicon nitride/oxide alloys. The a-SiNx:H films synthesized via PIII have electrical characteristics similar to those grown by PECVD, but a-SiOx:H has different electrical properties from a-SiNx:H.
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Wasch, Christina Eleanor. „Immersion in water, steam, and light“. Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/70682.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1994.Includes bibliographical references (p. 83-85).
The built environment impacts and impresses itself upon the body and spirit. Our senses reveal and interpret these experiences. I am interested in the experiencing of architecture at a point where the material and permanent collide and cooperate with the immaterial and impermanent. Through the design and transformation of a Russian bath in an urban American context this thesis investigates how the elements of building react to and shape the natural elements. Haw together they are assembled and manipulated into an architecture of form and texture, light and dark, scale and rhythm, and sound and silence; thus recreating and reinforcing the body, its senses and rituals, within our environment.
by Christina Eleanor Wasch.
M.Arch.
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Kent, J. „Sound received : immersion, listening and anthropology“. Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4049/.
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Immerse yourself in a world of sound and approximations. This practice-led research is concerned with critically examining the roots and contemporary significance of immersion within sonic art and everyday life. This body of work has resulted from research into key issues repositioning the term immersion outside the normal parameters of art investigating the intertwining relationship between immersion, listening and anthrophony. The research has been informed by the working methods of selected contemporary artists using field recordings within various interior environments. Rigorous listening to works has also influenced and driven this research forward to search for definitions of immersion. The author analyses the sonic works produced by reflecting on his own practice, with the thesis focused on the works produced rather than any alternative historical notion of sonic arts. The thesis critically examines a collection of works perceived as immersive in nature and secondly explores the interaction with personal sonorous environments. This thesis presents a series of informative and illuminating original interviews that have reinforced expanded elements of immersion presented in the examination of the practice-led aspects of the work. These primary source interviews give a wide spectrum of opinions and experiences enabling the term and practices of immersion to be viewed outside the commonly viewed perceptions and practices that immersion evokes with artists’, audiences and individuals. Thirteen interviews with international artists’, curators and contemporary writers reflect on their personal experiences of immersion in art and critical methodological influences and practices. The interviews also discuss the contested adjectives that the term immersion evokes and the wider reaching impacts of the term beyond popular usages of the term. These essential interviewees include: Alan Dunn (multidisciplinary artist), BJ Nilsen (field recordist and sound artist), Budhaditya Chattopadhyay (researcher and sound artist), Chris Watson (field recordist and artist), Christine Sun Kim (sound artist), Daniela Cascella (curator, researcher and contemporary writer), David Hendy (researcher and contemporary writer), Francisco Lopez (sound artist), Hildegard Westerkamp (composer and sound ecologist), Markus Soukup (film and sound artist) Matthew Herbert (electronic musician), Ross Dalziel (Local Curator) and Sebastiane Hegarty (visual and sound artist). This primary research brings together, for the first time, a broad spectrum of experiences, opinions and views on immersion in sonic art and everyday life and re-considers the challenges presented when examining this theme. An accompanying collection of artistic recordings using three distinct methods is also presented as an integrated part of the thesis. First, using mobile phones to record the author’s everyday travels, conversations and movements. Secondly, it utilises the habituated environments and the in/significance of each reverberation by presenting recordings using delicate contact microphones. The third method utilises the phenomenological and abstract memories from the author’s autobiographical past, reconstructing the distant but real recollections. These methods illuminate the author’s immersive resonating capsule of isolated existence including and portraying the fragmented and often distorted everyday sonorous experience. Sound Received: Immersion, Listening and Anthrophony generates alternative and renewed thinking on immersion, re-definitions illuminating historical moments that have shaped much of the research. The unique collection of interviews and sonic recordings contributes to the expanding area of sonic discourse and offers a unique contribution to the field.
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Curry, Kevin Michael. „Supporting Collaborative Awareness in Tele-immersion“. Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/34088.
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The goal of this thesis is to present the virtual environments research community with a thorough investigation of collaborative awareness in Tele- immersion and related immersive virtual environments. Tele-immersion was originally defined in 1996 by Tom Defanti of the Electronic Visualization Laboratory (EVL), is "the union of networked VR and video in the context of significant computing and data mining" [Leigh, et. al., 1997]. Since then, research on Tele-immersion has outgrown most of its system and performance-related issues and now focuses supporting collaborative interaction and usability. Tele-immersion now deals with the "[creation of persistent virtual environments] enabling multiple, globally situated participants to collaborate over high-speed and high-bandwidth networks connected to heterogeneous supercomputing resources and large data stores" [Leigh, et. al., 1997, p. 1 of 9].
In the early stages of Tele- immersion there were two main factors driving the research: the significant processing load of real-time and simulated computational steering, and the sheer bulk of the data sets being generated for scientific visual analysis [Leigh, et. al., 1997]. Now the growing number of immersive VR sites is motivating a need to support human-to-human interaction and work over wide networks of immersive virtual environments. This research focuses heavily on issues of collaborative awareness in these networked, immersive virtual environments. Collaborative awareness, in this context, is a concept that encompasses the caveats of one's knowledge about the CVE and its occupants. As a result of this study, software has been designed to provide support not only for collaborative awareness, but also for several other dimensions of collaboration.Master of Science
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Coleman, Donnie Steve. „Technological Immersion Learning: A Grounded Theory“. Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/75155.
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The Technological Immersion Learning Theory (TILT) was developed through a classic grounded theory study in the seminal tradition of Glaser and Strauss (1967) and Glaser (1978, 1992, 1998, 2001, 2007). The purpose of the study was to investigate an exemplary case of self-determined technology enthusiasts in the hopes of generating a substantive grounded theory that conceptualizes their experiences and concerns. Twelve unstructured interviews of amateur radio enthusiasts from the eastern United States provided the initial / primary data for this study. Experimenting and self-teaching in technological activities was highlighted as the main concern of the participants. The basic social process (BSP) of technological immersion learning (TIL) emerged as a theoretical construct and core variable that illuminates the experiences of individuals immersed in a community of practice, where hands-on engagement with technology is a primary activity. Adventuring, Affirmation, Doing Technology, Experimenting, Overcoming Challenge, Self-teaching, and Social Networking were properties of technological immersion learning that interact dialectically in an amplifying causal loop, with Problem solving and Designing as active sub processes in response to unmet challenges. TIL occurs cyclically in three stages, beginning with Induction, a credentialing stage wherein the neophyte is prepared with the necessary knowledge and skill to become a novice participant in an activity. The transition from Induction into the Immersion phase is a status passage whereby the novice is absorbed into the technical culture of the group and commences autonomous active participation in hands-on experimenting. Hands-on experiences with experimenting, problem solving and social interactions provide diverse learning and affirmation for the doer and multiple sources of feedback that promote sustained engagement. The transition into the Maturation phase proceeds gradually over time, with prolonged engagement and cumulative gains in knowledge, skill, and experience. Maturation is a quasi-stable state that remains responsive to new contexts as a random-walk process, wherein trigger events can initiate new cycles of technological immersion learning in a perpetually evolving process of personal development. Engagement, Empowerment, and Self-Actualization are underlying dimensions of the TIL basic social process that provide the impetus for continued persistence and personal development.Ph. D.
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El, Ghazouani Anas. „Spatial Immersion Dimensions in 360º Videos“. Thesis, Södertörns högskola, Medieteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32972.
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360º videos have emerged as a technology that providesnew possibilities for filmmakers and users alike. Thisresearch study will look at 360º videos and the level ofspatial immersion that users can achieve while viewingthem in different contexts. A number of studies havelooked at immersion in virtual environment. However, thesame does not apply to 360º videos. The paper willintroduce related work in the areas of 360º as well asimmersion and spatial immersion in virtual realityenvironments in order to provide a background for theresearch question. The process of answering this researchquestion is conducted through showing test subjects fivedifferent videos in set in different locations andinterviewing them as well as asking them to take part in aquestionnaire. The study analyses the findings that emergefrom the interviews and questionnaire in relation to thespatial immersion dimensions that are presented in background literature. Among the study's findings is that the potential movements and actions that users feel theycan perform in the virtual environment is a significantfactor when it comes to achieving spatial immersion. Thestudy also concludes that movement is another factor thathelp users achieve spatial immersion.
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Williams, Bryon. „Immersion and wildness : Thoreau's mythological mind /“. May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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Norrman, Alex. „User Interface's Impact on Player's Immersion“. Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170644.
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With the success of technology, computers and digital games have become a new, more advanced, medium for storytelling. What sets digital games apart from more traditional forms is that the player must engage and interact with a game world and the characters on a whole new level. Immersion is a term that is described as the experience of feeling deeply engaged within another reality. So how does a player become immersed in the game? In order to enable the necessary interactions between the player and the game, a user interface is required. User interface elements can be designed in a variety of ways. Some elements are part of the game’s geometric world and its narrative, so-called diegetic elements. Then there is the opposite, nondiegetic elements, which have no connection to the game story at all and only fulfill the purpose of conveying information to the player. The aim of this thesis was to investigate how the user interface affects the players’ immersion. The study consisted of a theoretical literary section and two empirical investigations in the field of user tests and online surveys. What was investigated in this thesis was how non-diegetic user interface elements affect immersion as well as whether immersion increases by integrating the user interface into the gaming world. Determining a statistical significance difference in immersion seems difficult. But with the help of interviews and online surveys, the player’s preferences have shown that minimizing non-diegetic elements can increase immersion and that integrating the user interface into the game world is a very good and preferred solution for conveying the necessary information to the player. However, the data collected indicate that failure to convey the necessary information can lead to the opposite, reduced immersion.
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Fogelberg, Dan. „Immersion och Tidsbegränsade Dialogval i Dataspel“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9765.
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Arbetet undersöker hur tidsbegränsning på dialogval i spel påverkar spels förmåga att skapa immersion. Immersionsbegreppet gås igenom och flertalet saker pekar på att tidsbegränsningen kan ha en effekt på spelarens immersionsnivå. Brown och Cairns (2004) beskriver exempelvis både uppmärksamhet och tid som centrala för immersion och en tidsbegränsning kan mycket väl tänkas påverka båda dessa faktorer. Douglas och Hargardon (2001) skriver också hur en tung bok generellt ger lägre immersion då läsaren måste stanna upp och tänka. En tidsbegränsning kan hindra spelaren från att stanna upp och tänka och därmed påverka immersionen. Två grupper om fem testpersoner var spelade var sin av två versioner av ett dialogbaserat spel. Den ena versionen hade tidsbegränsning på dialogvalen. Immersionsnivåerna mättes med en enkät framtagen av Jennet m.fl. (2008). Resultaten sammanställs och analyseras men ingen slutsats kan dras. Undersökningen visar dock att testpersonerna som spelat versionen med tidsbegränsning tog markant längre tid på sig.
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Trout, Cheryl Lynn. „Assessing contextual factors for immersion programs“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.
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Semb, Oscar. „Pros and Cons in Immersion : - A Study of a Swedish and Italian Exchange Project Focused on Immersion“. Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21679.
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Abstract This study examines the Comenius exchange project between Da Vinci, Kattegattgymnasiet in Sweden and Liceo Scientifico F. Vercelli in Asti, Italy from both a qualitative and a quantitative angle. This exchange project was working with immersion. The purpose of this essay is to investigate to what extent second language learning is achieved in an immersion project. The essay aims to answer the following thesis questions: What are the learning outcomes of this exchange project, focused on immersion? What are the advantages, and disadvantages of an exchange project, focused on immersion? To undertake this study, I travelled to Asti and distributed a quantitative questionnaire to the students in this project. Qualitative interviews were conducted with the two main teachers and the students, as well. The data was then processed and analyzed, along with my theoretical framework: second language acquisition theory and immersion. The results show that the Swedish students were better at speaking; the Italian teacher focused more on grammar, that the objectives sometimes were unclear and that language development occurred. The study also provides the data that tells us that there might be challenges with your colleagues and that it is time-consuming. For further research I suggest a focus on why language development features in a project like this. It would also be interesting to analyze a project like this by observations of the linguistic content of the lessons and the specific differences between Italy and Sweden. Key words: Immersion, Second language acquisition, input, exchange project, language instruction
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Liang, Liu. „Test Immersion in DomeTheater using Tracking device“. Thesis, Linköpings universitet, Medie- och Informationsteknik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69280.
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Head tracking is an important way to interact with virtual objects in virtual world. The viewercan move or rotate his head to observe the 3D scene in dierent view. Normally head tracking isused in a cave or just on a at screen.Dome theater has a half sphere screen with multiple projectors together for showing the wholescene onto the big screen. The dome screen could give the viewer a very strong immersion feelingwhen head tracking inside dome theater and that is why we want to implement head tracking indome theater. The half sphere dome screen is so big that multiple projectors should be used forshooting the whole scene onto the big screen. Hence a cluster system is used for manipulating allthe projectors working smoothly. The display system of dome theater has no place for the headtracking part.This thesis tries to introduce a method to do head tracking in dome theater. The mainproblem is how to add head tracking in the display system in dome theater. Frame buer object(FBO) is used as the solution for this problem. The viewer's viewing frustum is created in framebuer object in order to render the 3D scene depending on the viewer's head position. The FBOtexture will then be attached onto a 3D sphere which simulates the dome sphere in virtual world.Since the viewing frustum is always created depending on the viewer's head position, the FBOtextures on the 3D sphere always can represent the 3D scene rendered depending on the viewer'shead position. Using the projectors to shoot the 3D scenes which is the 3D sphere attached by theFBO textures onto the dome screen. That is the main part of how to implement head tracking indome theater.This thesis forcus on rendering the 3D scene onto the dome screen depending on the viewer'shead position. The tracking device controlling part is out of this thesis's scope. VR Juggler (VRJ) is used as the framework in this project. Viewer's position setting and cluster setting are allsetted in the conguration file.
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Limire, Bruno. „Cold water immersion after exercise-induced hyperthermia“. Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27703.
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Cold water immersion (CWI) is the most effective known cooling treatment against exercise-induced hyperthermia. However, sex differences related to body composition (i.e. body fat, muscle mass, surface area, etc.) may affect core cooling rates in hyperthermic males and females.
Purpose. To determine sex related differences in core cooling rates during CWI after exercise-induced hyperthermia.
Methods. Ten male (M) and nine female (F) participants matched for body surface area to mass ratio took part in this study. Participants exercised at 65% V˙O2max at an ambient temperature of 40°C until rectal temperature (Tre) increased to 39.5°C. Following exercise, subjects were immersed in a 2°C circulated water bath until Tre decreased to 37.5°C.
Results. Females had a significantly greater core cooling rate compared to males. This was paralleled by a lower skin temperature and a shorter time to reach the exit criterion.
Conclusion. We conclude that previously hyperthermic females have a 1.7 times greater Tre cooling rate compared to males. We attribute this difference to a smaller lean body mass (expressed by the body-surface-area-to-lean-body-mass ratio) in females compared to males.
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Chinta, Ruthvik. „Measurement of Game Immersion through Subjective Approach“. Thesis, Blekinge Tekniska Högskola, Institutionen för datalogi och datorsystemteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14825.
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Context. People in recent times are getting engaged more often in playing video games. Few play for enjoyment, few play for stress relaxation and so on. Generally, the degree of involvement of a player with the game is described as game immersion. People when immersed into playing a game doesn't realize that they are getting dissociated with the outside world and are losing track of time. Objectives. In this research, the main objective is to explore the relationship between the game immersion and game experience using the five factors of game immersion. In addition, the study also involves exploring different methods that can be used to measure game immersion. Methods. In this research, initially literature review has been conducted to explore the meaning of game immersion and also different methods that can be used to measure it and next user studies in the form an experiment was conducted to measure game immersion. After the experiment was conducted regression analysis was performed on the data obtained from the results to describe the relation between game immersion and game experience. Results. After the experiment participants were asked to answer the IEQ questionnaire and the answers obtained from the questionnaire are analyzed using regression analysis. An inverse linear regression was observed between game immersion and game experience. Conclusions. After analyzing the data, from the observed inverse linear regression, it is concluded that game immersion levels decrease with the increase in the game experience.
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Bridges, Susan Margaret, und n/a. „English Language Immersion: Theorising from Stakeholders' Accounts“. Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.
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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.
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Froc, Myra. „Holistic scoring, french immersion teachers experiencing change“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ30472.pdf.
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Robichaud, Jacinthe. „Changing landscapes of literacy in French immersion“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38406.pdf.
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Hudson, Diana Stark. „Immersion- and recreationalboating related injuries in Alaska /“. Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-454-6/.
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Ballinger, Susan. „Oral language use in dual immersion classrooms“. Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.
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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.
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Calka, Michelle. „Beyond newbie : immersion in virtual game worlds“. Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1337190.
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The purpose of this thesis is to explore the following research question: How does immersion occur in a virtual game environment? Specifically, this study will focus on the Massively Multiplayer Online Role Playing Game (MMORPG) World of Warcraft. Approaching the question using a grounded theory methodology, the study finds that immersion takes place in two primary areas: Environmental and Social. Environmental immersion concerns technical aspects of the game including aesthetic detail, sensory stimulation, and narratives. Social immersion evolves as a paradigmatic opposition of cooperation and intimidation. Players are not fully immersed in the world until they have accepted cooperation as their dominant paradigm for play.Department of Telecommunications
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Dahl, Leif Alan. „NPSNET : aural cues for virtual world immersion“. Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23731.
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Chao, David Ph D. Massachusetts Institute of Technology. „Development of an immersion maskless lithography system“. Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34371.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.Includes bibliographical references (p. 85-87).
As lithography quickly approaches its limits with current technologies, a host of new ideas is being proposed in hopes of pushing lithography to new levels of performance. The work presented in this thesis explores the use of an immersion scheme to improve the performance of a maskless lithographic technique known as Zone-Plate-Array Lithography (ZPAL). This is believed to be the first implementation of an immersion scheme in a maskless lithography system. This thesis provides a complete description of the Immersion Zone-Plate-Array Lithography (iZPAL) system. Since the zone plate component of the system is largely responsible for its lithographic performance, a thorough analysis of zone plate theory, design, and fabrication is also presented. The focusing performance of an immersion zone plate is then characterized through the experimental reconstruction of its point spread function. Finally, lithography results obtained with the iZPAL system are compared to those obtained with the non-immersion ZPAL system, demonstrating the improvement in resolution, exposure latitude, and depth-of-focus achieved with the immersion scheme.
by David Chao.
S.M.
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Clague, Marie Pauline. „The developing Manx of immersion educated children“. Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709835.
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Stenmark, Joakim. „Interaktiv musik och dess effekt på immersion“. Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14070.
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Denna studie har ämnat att undersöka skillnaden i den upplevda immersionen mellan interaktiv musik och linjär musik inom spel. Bakgrundskapitlet redogör för litteratur och forskning angående musikens funktion i spel, linjär och interaktiv musik, immersion, och hur immersion kan mätas. En artefakt skapades i form av ett spel i två utföranden, ett som hade interaktiv musik och en som hade linjär musik inför en kvalitativ undersökning. Analysen antydde att med obetydlig skillnad så var den interaktiva musiken mer immersiv trots brister i den interaktiva musikens design. Den interaktiva musiken har haft en mekanisk påverkan medan den linjära musiken haft en mer emotionell påverkan. Mer forskning i frågan, bland annat ett extra kontrolltest och mer deltagare, behövs för att få ett tydligare svar.
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Reed, Julian. „Promoting collaborative dialogue in the immersion classroom“. Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.
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Ferreira, Adrienne. „City of Rapture - Affective Immersion in Florence“. Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21935.
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Stendhal syndrome is the psychosomatic reaction of tremendous disorientation some tourists experience when they encounter objects of great beauty. The term was first applied to visitors of Florence, where for centuries the city’s high concentration of art has regularly overwhelmed people, causing dizzy spells, palpitations, hallucinations and temporary loss of identity. Despite ongoing reports of Stendhal syndrome, systematic clinical studies have never been conducted and the phenomenon is not well understood. This collection of short stories, set in contemporary Florence, investigates the link between art and rapture through the concept of Stendhal syndrome, drawing on theories of the sublime. It takes a modern look at an ancient city and its artistic offerings through a psychological and philosophical lens, and considers how emotional states and past traumas can engender embodied responses to awe. Exploring art’s power (and failure) to alter one’s state of mind and challenge identity, these stories look at some modern forms of tourism and pilgrimage – how cultural and spiritual expectation work to influence the traveller’s sense of self. Through an array of characters with different levels of attachment to the city, the stories illustrate ways in which residents of a museum city like Florence are impacted by mass tourism, and whether daily exposure to extraordinary objects can inoculate against transcendence. By demonstrating how art encountered in immersive and unstructured ways can make us more vulnerable to disturbance and open to transformation, this creative work aims to expand public understanding of the usefulness of art, and encourage a more purposeful and personal engagement with art in general.
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Shearing, David Richard. „Audience immersion and the experience of scenography“. Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/9467/.
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This study sits at the intersection of two fields of academic enquiry into performance practice: audience reception of scenography and the rise of ‘immersive’ theatre. Using my own scenographic practice as a tool, I illuminate the understanding of audience experience of scenography in environmental performance and question how scenography might act as an agent for audience immersion. I examine the nature of sensory and imaginative engagement in the context of performance installations in black-box studio spaces where audiences are central to the composition. This practice-based study is composed of two parts: the presentation and development of a series of three performance installations (VOID/ROOM, If anyone wonders why rocks breakdown, and it all comes down to this…) and this supporting written thesis. In this thesis I present an original model of audience immersion that elucidates how audiences might become entwined with the scenography of performance. My three-part model of audience immersion consists of interlinking concepts expressed as Immersion as Landscape, Immersion as Weather and Immersion as Journey. The main theoretical perspectives have been developed through my readings of Maurice Merleau-Ponty, Drew Leder and Tim Ingold. As part of my findings, I explain how ‘mindfulness/awareness’ developed through Ellen Langer, Eleanor Rosch, Evan Thompson and Francisco Varela can act as a mode of audience engagement that might afford deeper relational encounters between the participant and design material.
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Bridges, Susan Margaret. „English Language Immersion: Theorising from Stakeholders' Accounts“. Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.
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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Kanamgotov, Aslan. „A framework for immersion in virtual reality“. Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622482.
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The purpose of this research is the creation of the framework for immersive Virtual Worlds (VW) development and evaluation of factors affecting user’s immersion experience in 3D virtual worlds. Three experiments have been conducted to evaluate different aspects of the immersion experience in virtual reality. The first experiment aimed to explore the influence of communication on users whilst performing certain activities in a virtual world. The second experiment evaluated how the real-world environment affects users in a virtual world. The third experiment examined the aspect of mobility as a main contributor to a user’s distraction. The fourth experiment partly confirmed previous findings and added new factors, affecting immersion experience. The results of all experiments formed a framework, containing factors which users considered as affecting them during their activities in virtual worlds. During the experimentation phase of this research a combination of qualitative and quantitative methods was used. The Grounded Theory (GT) methodology was applied for data analysis in qualitative part. The major contribution of this research is the framework of factors for building immersive 3D virtual environments. Another contribution is the evaluation of factors affecting users in such an environment.
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Winklmann, Sven. „Krümmungsabschätzungen für stabile Extremalen parametrischer Funktionale“. [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=97079228X.
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Jennett, Charlene Ianthe. „Is game immersion just another form of selective attention? : an empirical investigation of real world dissociation in computer game immersion“. Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/20225/.
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When your daughter is playing video-games and you call her to dinner but she fails to respond, do you assume she heard you and ignored you? Everyday descriptions of game immersion suggest that the real world dissociation experienced by gamers could be an extreme form of selective attention. If this were the case, this would mean that your daughter really did not hear you call, due to the complexity of the game environment and a lack of available cognitive resources. This thesis describes a grounded theory that suggests that immersion is a result of self-motivated attention which is enhanced through feedback from the game. Five experimental studies are then described. The experimental studies show that the extent to which a player thinks they are doing well in the game significantly affects their level of immersion, as measured via the Immersive Experience Questionnaire; and has objective effects on their awareness of other things in the environment, namely recall of auditory distracters and reaction time to a visual distracter. Together the evidence suggests that immersion cannot be accounted for solely by selective attention: much of the real world is attenuated during game-play due primarily to the gamer’s motivation to continue the immersive experience. Interestingly, the auditory items that do get through the attenuation filter and are heard by the gamer are those that are personal in some way; so if you used your daughter’s name when you called her, and she did not respond, then based on our findings one might suggest that she chose to ignore you in order to keep her sense of immersion. Additionally, the final experiment shows a dissociation between immersion and cognitive load. This suggests that the differences in immersion were not a result of increased sensory features or task demands, but purely due to motivation.