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Kallunki, K. P. (Kari-Pekka). "Learning English in World of Warcraft:perspectives from the players." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201603111310.
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This thesis seeks to investigate how an online video game called ‘World of Warcraft’ facilitates learning English as a second language and provide a critical analysis of both advantages and disadvantages of this type of informal language learning. The relevance for this study stems from the fact that playing video games has risen in popularity since the beginning of 2000s, and approximately 35 percent of the playerbase in World of Warcraft, for example, are female players. This means that more and more people are learning English from video games. The data for this study has been gathered by conducting a survey for European World of Warcraft players, asking them to share their thoughts, opinions and experiences on learning English in World of Warcraft. The results of the survey are analysed from the perspective of formal English education in order to evaluate whether the language in video games pose a threat to the objectives of formal language education or if there is something that formal teaching could take from learning English in video games. The aims of formal language education have started to shift from native-like proficiency towards achieving communicational competency. Networked online video games are one of the most accessible ways to converse and interact with people from all over the world. Hampel (2006) and Furstenberg (1997) say that computer-assisted language learning provides the learners opportunities to actively participate and collaborate with their peers in language learning situations without the need for physical attendance. Sylvén and Sundqvist (2012) say that World of Warcraft provides its players authentic situations to hear and practice English. According to Gee (2003, 2007), video games inspire genuine motivation, which alongside authenticity is something that schools often have difficulties to reproduce. Gee (2007) also says that video games are an effective platform for learning because the learning in them becomes ‘situated’, meaning that the language in the game is constantly supported by the visual and auditory clues and actions from the player. Saarenkunnas (2006) notes that this is why children are quite adeptly able to play video games in English even at a young age. The results evoke mixed opinions. On one hand, playing World of Warcraft appears to be an immersive and effective way to learn new and even complex vocabulary. World of Warcraft also functions as a social platform for the players to collaborate, interact and communicate with each other. On the other hand, English is mostly spoken as an international language in the game, which means that a learner is exposed to various different Englishes that might not always conform to the basic rules of English spelling, syntax and grammar. Thus, World of Warcraft might not be the best place to learn to speak English correctly, and the level of social engagement and exposure to English language is rather dependent on the player’s own activity and preferences. Toxic language and behavior is often mentioned in the responses, which leads to the question if a game community like this can be considered to be socially encouraging. A question for future research would be how video games can be harnessed for the uses of formal language education while ensuring that only positive effects on learning English are transferredTämän Pro Gradu -tutkielman tavoitteena on tutkia, millä tavoin verkossa pelattava moninpeli World of Warcraft edesauttaa englannin oppimista vieraana kielenä. Samalla tavoitteena on kriittisesti arvioida pelaamisen kautta tapahtuvan kielenoppimisen hyötyjä ja haittoja. Videopelien pelaaminen on yleistynyt 2000-luvulta lähtien, ja esimerkiksi World of Warcraftin pelaajakunnasta noin 35 prosenttia on naispuolisia pelaajia. Videopeleillä on alati laajeneva kohderyhmä, ja englantia opitaan yhä enemmän pelien kautta, joten on aiheellista tutkia kielenoppimista peleissä kouluopetuksen näkökulmasta. Tämä tutkimus perustuukin eurooppalaisilla World of Warcraftin pelaajilla teetettyyn kyselyyn, jossa heitä pyydettiin kertomaan ajatuksiaan, mielipiteitään ja kokemuksiaan liittyen englannin oppimiseen World of Warcraftin kautta. Tutkimuksen eräänä tavoitteena on myös selvittää, onko videopelien avulla tapahtuvaa englannin oppimista syytä pitää uhkana koulujärjestelmän asettamien kielenoppimisen tavoitteiden kannalta vai voitaisiinko videopeleistä ottaa jopa vaikutteita kouluopetukseen. Verkossa pelattavat moninpelit ovatkin yksi kätevimmistä keinoista päästä harjoittelemaan englantia kansainvälisessä kontekstissa. Hampel (2006) ja Furstenberg (1997) sanovat, että tietokonepohjaisissa kielenoppimistilanteissa oppija pääsee toimimaan aktiivisena osallistujana ja saa tehdä yhteistyötä muiden oppijoiden kanssa. Sylvén ja Sundqvist (2012) jatkavat, että World of Warcraft tarjoaa pelaajilleen mahdollisuuksia käyttää englantia aidonkaltaisissa vuorovaikutustilanteissa. Gee (2003, 2007) puolestaan sanoo, että videopelit herättävät pelaajassa aitoa motivaatiota oppimista kohtaan. Gee (2007) myös perustelee videopelien tehokkuutta kielenoppimisen välineenä sanomalla, että kieli on peleissä vahvasti kontekstualisoitua. Pelissä suoritetut toiminnot ja pelin tarjoamat kuvalliset ja äänelliset vihjeet siis tukevat kielen ymmärtämistä ja helpottavat oppimista. Saarenkunnas (2006) toteaakin, että tästä syystä myös nuoret lapset kykenevät pelaamaan englanninkielisiä pelejä. Tutkimuksesta saadut tulokset kuitenkin antavat ristiriitaisen kuvan kielenoppimisesta World of Warcraftissa. Toisaalta pelaaminen on helppo ja mielenkiintoinen tapa oppia uutta ja monimutkaista sanastoa. World of Warcraft myös tarjoaa pelaajilleen sosiaalisen ympäristön, jossa harjoitella englannin puhumista autenttisissa kielenkäyttötilanteissa. Toisaalta taas pelaajien puhuman englannin taso vaihtelee puhujakohtaisesti, eikä pelissä puhuttu kieli noudata aina kaikkia englannin kielioppi- tai oikeinkirjoitussääntöjä. Pelissä myös törmää usein epäsoveliaaseen kielenkäyttöön ja käytökseen, joten pelin kannustavuus kielenoppimisympäristönä voidaan kyseenalaistaa. Kouluopetuksessa voitaisiin kuitenkin ottaa mallia videopelien tavasta luoda motivoivia ja autenttisia kielenkäyttötilanteita. Jatkotutkimuksessa voitaisiinkin selvittää, miten videopeleistä saadut kielenoppimisen hyödyt voitaisiin valjastaa kouluopetuksen käyttöön siten, että vain kielenoppimisen kannalta myönteiset vaikutukset siirtyvät pelistä oppijaan
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Lu, Wei-Lwun. "Learning to track and identify players from broadcast sports videos." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39956.
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Tracking and identifying players in sports videos filmed with a single pan-tilt-zoom camera has many applications, but it is also a challenging problem. This thesis introduces the first intelligent system that tackles this difficult task. The system possesses the ability to detect and track multiple players, estimates the homography between video frames and the court, and identifies the players. The tracking system is based on the tracking-by-detection philosophy. We first localize players using a player detector, categorize detections based on team colors, and then group them into tracks of specific players. Instead of using visual cues to distinguish between players, we instead rely on their short-term motion patterns. The homography estimation is solved by using a variant of the Iterated Closest Points (ICP). Unlike most existing algorithms that rely on matching robust feature points, we propose to match edge points in two images. In addition, we also introduce a technique to update the model online to accommodate logos and patterns in different stadiums. The identification system utilizes both visual and spatial cues, and exploits both temporal and mutual exclusion constraints in a Conditional Random Field. In addition, we propose a novel Linear Programming Relaxation algorithm for predicting the best player identification in a video clip. In order to reduce the number of labeled training data required to learn the identification system, we pioneer the use of weakly supervised learning with the assistance of play-by-play texts. Experiments show promising results in tracking, homography estimation, and identification. Moreover, weakly supervised learning with play-by-play texts greatly reduces the number of labeled training data required. Experiments show that we can use weakly supervised learning with merely 200 labels to achieve similar accuracies to a strongly supervised approach, which requires at least 20000 labels.
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Taylor, Angela Ruth. "Understanding older amateur keyboard players : music learning and mature adult musical identity." Thesis, UCL Institute of Education (IOE), 2009. http://eprints.ioe.ac.uk/20594/.
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Galvao, Afonso Celso Tanus. "Practice in orchestral life : an exploratory study of string players' learning processes." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269116.
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This study explored the learning habits of string players in a professional symphony orchestra, how they practise, what influences their practice, and how it interacts with rehearsal. For this, four research questions were investigated: () how complementary are rehearsal and practice to the learning of orchestral music? (u) how is the practice of orchestral players approached in terms of methods, regularity, content and structure? (ii) how do such factors as conductor, musical preference, and loss of individuality affect motivation to practise? and (v) what are the strategies that conductors use to influence musicians' commitment to practise? A triangular methodological strategy was undertaken, comprising semi-structured interviews, questionnaire, observation, and case studies. These were preceded by a semantic field research exercise aiming at eliciting the vocabulary participants used in reference to the phenomena investigated. Forty South-American musicians completed a comprehensive mixed-format questionnaire; fifteen musicians and five conductors were interviewed at length; and Twenty-five rehearsals/concerts were observed. Finally, three case studies described musicians' learning processes for a contemporary composition and two traditional pieces of the symphonic repertoire. Results indicated that rehearsal and practice were highly complementary aspects of orchestral learning. In terms of practice habits, players displayed a large range of physical and mental techniques to solve musical problems swiftly, as well as considerable metacognitive capacity. Their practice processes included more general aspects such as planning, evaluation, setting up goals, and priorities; and specific strategies such as listening to and playing with records, speed alteration, use of the metronome, as well as relaxation exercises with and without the instrument. There was also a concern with balancing the practice of technical exercises, studies, solo and orchestral repertoire. However, motivation to learn was found to be affected by the conductor, repertoire and general working ethos, in that order of importance. Conductors were aware of their role as a motivational force behind players' practice, but assumed varying levels of responsibility for this. Implications for current and future research on practice and expertise, and for instrumental music teaching and learning were addressed.
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Vidlund, Anna. "English in video and online computer games : Potential enhancement of players’ vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28402.
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The aim of this essay is to distinguish whether the activity of playing video and online computer games as a leisure activity could be considered to be a learning situation. With the focus on vocabulary, this study investigates the possibility that gamers could improve their language proficiency while playing video and online computer games. The methodology is based on qualitative observations (Patel & Davidson 2011) and on interviews with seven players of five different games. The observations mainly considered the vocabulary used in the games and how the players used the English language while playing. The interviews are constructed with the methodology mentioned by Kylén (2004). The interview questions aimed to answer if the players had been noticing an improvement of their vocabulary. The data are mainly acquired from the observations and interviews. The background sections build on studies relating to computer-based language learning and on the previous research on ELF, primarily from Barbara Seidlhofer (2011). Even though the data acquired from the observations and interviews are limited, it is apparent that video and online computer games have a noticeable impact on language development, regarding vocabulary. The main conclusion of this study is that the games do not influence the players’ language proficiency as considerably as the engaging in the functions in conjunction with the games.
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Whetzel, Jonathan Hunt. "Developing intelligent agents for training systems that learn their strategies from expert players." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2662.
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Computer-based training systems have become a mainstay in military and
private institutions for training people how to perform certain complex tasks. As
these tasks expand in difficulty, intelligent agents will appear as virtual teammates
or tutors assisting a trainee in performing and learning the task. For developing
these agents, we must obtain the strategies from expert players and emulate their
behavior within the agent. Past researchers have shown the challenges in acquiring
this information from expert human players and translating it into the agent. A
solution for this problem involves using computer systems that assist in the human
expert knowledge elicitation process. In this thesis, we present an approach for
developing an agent for the game Revised Space Fortress, a game representative of
the complex tasks found in training systems. Using machine learning techniques,
the agent learns the strategy for the game by observing how a human expert plays.
We highlight the challenges encountered while designing and training the agent in
this real-time game environment, and our solutions toward handling these
problems. Afterward, we discuss our experiment that examines whether trainees
experience a difference in performance when training with a human or virtual
partner, and how expert agents that express distinctive behaviors affect the
learning of a human trainee. We show from our results that a partner agent that
learns its strategy from an expert player serves the same benefit as a training
partner compared to a programmed expert-level agent and a human partner of
equal intelligence to the trainee.
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Hill, Jimmy Matthew. "Extra-curricular activities on the field subcultural learning of in-game infractions among collegiate football players /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/hill.pdf.
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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
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Educational AdministrationEd.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses
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Llobet, Martí Bernat. "Analysis of the interactivity in a teaching and learning sequence with novice rugby players: the transfer of learning responsibility and control." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399791.
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This thesis is a compilation of 3 articles, and the main focus of attention is the learning transfer mechanism. The first article explains the Rugby Attack Assessment instrument, a tool that assesses game performance of rugby union during a 5v5 small-sided game, taking into account simple actions and more complex tactical behaviours. The second paper explores the use of the Integrated Technique-Tactical Model used during the teaching and learning sequence, and reports the learning outcomes of this sequence. Results at a macro-level show no significant improvements. Results at a micro-level show an increase of some tactical behaviours frequencies. The third article analyses the interactivity among participants and the transfer of learning responsibility from the coach to the players. The units of analysis are the segments of interactivity. Results show that this process is linked to a slight decrease of segmentation, and mainly to the transfer of reflection from specific segments of discussion to reflections done during the guided practiceAquesta tesi és una compilació de 3 articles, i l'objectiu principal és eñ mecanisme de traspàs de l'aprenentatge. El primer article explica el Rugby Attack Assessment Instrument, una eina que avalua el rendiment col·lectiuen el rugbi en una situació reduïda de 5x5, tenint en compte accions simples i comportaments tàctics més complexos. El segon article explica l'ús del Model Integrat Tècnic-Tàctic utilitzat durant la seqüència d'ensenyament i aprenentatge, i explica els resultats de l'aprenentatge d'aquesta seqüència. Els resultats en un nivell macro revelen que no hi ha millores significatives. Els resultats a nivell micro mostren un increment de la freqüència de determinats comportaments tàctics. El tercer article analitza la interactivitat entre els participants i el traspàs de la responsabilitat de l'aprenentatge de l'entrenador als jugadors. Les unitats d'anàlisi són els segments d'interactivitat. Els resultats mostren que aquest procés està lligat a un lleuger descens de la segmentació i principalment a un traspàs dels moments de reflexió des de segments específics de discussió cap a reflexions dutes a terme durant la pràctica guiada
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Millard, Lourens, and Ryan Raffan. "Impact of visual skills training on the visual ability of elite rugby players." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12692.
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The aim of this study was to investigate the effect of visual skills training on the visual ability of elite rugby players. This study utilized a quantitative approach; and it employed a true experimental study design, in particular a pre-test-post-test randomized-group design. A total number of 26 participants (that met the specified criteria) were selected from the Eastern Province Rugby Academy squad. Those that met the criteria were then divided randomly into two groups (13 per group), which comprised the experimental and control groups, respectively. The control and experimental groups were tested on six visual skills, namely: accommodation, saccadic eye movements, speed of recognition, hand-eye co-ordination, visual memory and peripheral awareness. An optometric assessment was also conducted as a pre-test to ensure that the participant had “normal vision”, followed by a six week intervention (visual skills-training). The sessions were performed for thirty minutes three times per week for six weeks, followed by a post-test. Descriptive statistics were employed, both numerically, such as the mean standard deviation, and graphically by means of histograms. Inferential statistics were also used in the form of t-tests and Cohen’s d calculations to determine the statistical and practical significance of the mean score differences between the experimental and control groups. The pre- to post-test results indicated both statistical and practical significant differences in each of the visual skills tested among the experimental group; accommodation (hart near far rock test, p<.0005, d=2.34), saccadic eye movements (saccadic eye movement test, p<.0005, d=2.08), hand-eye coordination and peripheral awareness (accumulator test, p<.0005, d=2.20), speed of recognition (evasion test, p<.0005, d=1.14) and visual memory (flash program test, p<.0005, d=1.20). However, there were no statistically significant differences (p>.05) found when comparing the pre- and post-tests for the control group. It was concluded that the visual skills training program used had a significant positive impact on the visual performance of the Eastern Province rugby academy players.
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Salameh, Rana. "THE RELATIONSHIP BETWEEN ENGAGMENT LEVELS AND PLAYERS’ INTENDED BEHAVIORS IN GAME-BASED TRAINING FOR CYBERSECURITY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1761.
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The purpose of this quantitative exploratory experimental design study was to examine the effects of end-user’s multi-dimension engagement (cognitive, affective, and behavioral) on their cybersecurity intended behaviors (coping and threat appraisals). Additionally, this study is an effort to understand how end-users’ engagement levels changed over multiple playing sessions. There were two research questions: (1) “Do engagement levels have a relationship with the players’ intended behaviors in a cybersecurity serious game?” and (2) “Does playing more sessions of cybersecurity serious game affect players’ engagement?” The protection motivation theory (PMT) was used to assess users’ intended behaviors for two factors: (a) coping appraisal, and (b) threat appraisal. While, the multi-dimension factors of engagement (MDFE) instrument was used to assess users’ multi-dimensions engagement levels (cognitive, affective, and behavior).A total of 122 participants fully completed the (a) pre_knowledge initial survey, (b) assigned training sessions, and (c) post-training surveys (MDFE and PMT). Descriptive analysis was used to assess participants’ background as age, gender, and pre-knowledge. A multiple linear regression analysis was conducted to determine whether a linear combination of the multi-dimensional engagement factors: cognitive, affective, and behavior (as predictors) could predict coping appraisal and threat appraisal as factors of intended behaviors. Also, an independent samples t-test was used to determine whether there would be statistically significant differences in the engagement levels (cognitive, affective, and behavior) between group A and group B that underwent three and five training sessions of gameplay, respectively.The result showed cognitive engagement (i.e., challenge, graphics, and attainable goals) was as significant predictor for end-users’ intended behaviors for both coping and threat appraisals. However, affective and behavioral engagement were not significant predictors for end-users’ intended behaviors (for both coping and threat appraisals). Moreover, the analysis showed that end-users’ engagement levels changed over multiple playing sessions. Group B, who underwent more training sessions, showed more engagement levels. These results have implications on cybersecurity serious game design to include cognitive activities (i.e., challenge, graphics, attainable goals) to assure participants’ engagement levels remain high. Similarly, incorporate activities to enhance players’ confidence and autonomy to assure participants are affectively engaged. And finally, multiple-players game design is recommended to achieve social engagement. Also, findings would be helpful in implementing how often to prescribe the training session. Finally, several implications have been suggested to serious games designers.
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Byun, JaeHwan. "EFFECTS OF CHARACTER VOICE-OVER ON PLAYERS' ENGAGEMENT IN A DIGITAL ROLE-PLAYING GAME ENVIRONMENT." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/595.
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Learner engagement has been considered one of the keys that can lead learners to successful learning in a multimedia learning environment such as digital game-based learning. Regarding this point, game-based learning advocates (e.g., Gee, 2003; Prensky, 2001) have asserted that digital games have great potential to engage learners. Nonetheless, there have been only a small number of empirical research studies of players' engagement, and there is little consensus on which elements of digital games critically engage people in play (Garris, Ahlers, & Driskell, 2002). Furthermore, despite the possibility that sensory stimuli can be factors influencing digital game players' engagement, there have been very few attempts to examine empirically the relationship between engagement and sensory stimuli. This study examined the effects of game characters' voice-over in digital games on players' engagement, by using a short digital role-playing game modified from Neverwinter Nights 2. A randomized control-group post-test only design was used to collect data from 74 participants (22 female, 52 male); engagement was measured by a modification of the Game Engagement Questionnaire (Brockmyer et al., 2009). Data analysis revealed that the GEQ mean scores of the participants who played the game with voice-over was much higher than that of the participants who played without voice-over. The difference of the mean scores between the two groups was statistically significant (t = 2.45, df = 72 p = .02), and the effect size, Cohen's d, was .58 (moderately significant). The results of this study will guide educational practitioners to the identification of more effective ways of adopting, developing, and modifying digital games for educational purposes, as well as furthering the research and guiding the practice in instructional multimedia design and development.
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Besson, Lilian. "Multi-Players Bandit Algorithms for Internet of Things Networks." Thesis, CentraleSupélec, 2019. http://www.theses.fr/2019CSUP0005.
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Dans cette thèse de doctorat, nous étudions les réseaux sans fil et les appareils reconfigurables qui peuvent accéder à des réseaux de type radio intelligente, dans des bandes non licenciées et sans supervision centrale. Nous considérons notamment des réseaux actuels ou futurs de l’Internet des Objets (IoT), avec l’objectif d’augmenter la durée de vie de la batterie des appareils, en les équipant d’algorithmes d’apprentissage machine peu coûteux mais efficaces, qui leur permettent d’améliorer automatiquement l’efficacité de leurs communications sans fil. Nous proposons deux modèles de réseaux IoT, et nous montrons empiriquement, par des simulations numériques et une validation expérimentale réaliste, le gain que peuvent apporter nos méthodes, qui se reposent sur l’apprentissage par renforcement. Les différents problèmes d’accès au réseau sont modélisés avec des Bandits Multi-Bras (MAB), mais l’analyse de la convergence d’un grand nombre d’appareils jouant à un jeu collaboratif sans communication ni aucune coordination reste délicate, lorsque les appareils suivent tous un modèle d’activation aléatoire. Le reste de ce manuscrit étudie donc deux modèles restreints, d’abord des banditsmulti-joueurs dans des problèmes stationnaires, puis des bandits mono-joueur non stationnaires. Nous détaillons également une autre contribution, la bibliothèque Python open-source SMPyBandits, qui permet des simulations numériques de problèmes MAB, qui couvre les modèles étudiés et d’autresIn this PhD thesis, we study wireless networks and reconfigurable end-devices that can access Cognitive Radio networks, in unlicensed bands and without central control. We focus on Internet of Things networks (IoT), with the objective of extending the devices’ battery life, by equipping them with low-cost but efficient machine learning algorithms, in order to let them automatically improve the efficiency of their wireless communications. We propose different models of IoT networks, and we show empirically on both numerical simulations and real-world validation the possible gain of our methods, that use Reinforcement Learning. The different network access problems are modeled as Multi-Armed Bandits (MAB), but we found that analyzing the realistic models was intractable, because proving the convergence of many IoT devices playing a collaborative game, without communication nor coordination is hard, when they all follow random activation patterns. The rest of this manuscript thus studies two restricted models, first multi-players bandits in stationary problems, then non-stationary single-player bandits. We also detail another contribution, SMPyBandits, our open-source Python library for numerical MAB simulations, that covers all the studied models and more
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Rifenburg, James Michael Sidler Michelle. "Pens, paper and football plays a case study of student athlete literacy /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1656.
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Mackenzie, Robert J. "An in-situ exploration of the reflection and experience-based learning of professional football players and coaches." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/18117.
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The aim of the current thesis was to critically examine the reflection and experience-based learning of professional football players and coaches at a football club. Specific attention was paid to the influence that the social environment had on players and coaches experiences and the extent to which they influenced each others experience-based learning and reflective practice. A case study approach using semi-structured interviews and ethnography including participant observation, informal interviews and audio/video recordings informed the current research. Schön's (1983) experience-based theory of learning and reflective practice was used to represent coaches and players reflective practice prior to the application of Foucault (1972, 1979, 1988, 1991a) as social theory. It was found that an institutionally reproduced discourse, which emphasized the importance of winning, governed both coaches and players experience-based learning at the club. Positive discourses of reflection were introduced by coaches and embodied by willing and docile players due to the added legitimacy that was associated with their knowledge. Players reflective practice represented a technology of power as it was dominated by their coaches presence and resulted in players interpretations being normalised to the extent that they became self-surveillant. Players compliance contributed to the construction and reproduction of an overarching disciplinary culture of surveillance that was initially introduced by the club s coaches and made possible through the constant assimilation of data and different forms of performance monitoring (i.e. GPS, video-based PA, physical testing).
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Hansen, Jared Capener. "Why Can't Zelda Save Herself? How the Damsel in Distress Trope Affects Video Game Players." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7304.
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Research has unearthed an abundance of objectification and hypersexualization of female characters within video games. However, the recurring element of the damsel in distress trope is also harmful to the medium. This cliché of a helpless princess in need of a man to save her is a recurring element of The Legend of Zelda series. This experimental design tested the effects of a prototypical <&hyphen>œsave the princess<&hyphen> mission on players<'> agreement to sexist statements on gender roles, objectification, and female dependency, and examined the factors of self-efficacy and gamer status as potential mediators. Participants played a modified version of a classic Legend of Zelda game, where the genders of the hero protagonist and damsel are manipulated. This 2 x 2 study included male and female heroes rescuing male and female victims in the four different cells. Immediately following the experiment, participants then took a post-test survey to gauge if there was any difference on their agreement to sexist statements. These results were also compared to their previous responses on their self-efficacy scores and their gamer status.
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Koning, Sander. "Increasing perceived competence in beginning tennis players the effects of a task-oriented motivational climate and adaptive learning strategies /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211390688/.
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Thesis (M.S.) -- Clemson University, 2008.Title from first page of PDF file. Document formatted into pages; contains viii, 103 p. ; also includes graphics (some col.). Contains additional supplemental file.
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Nemechek, Traci 1962. "Navajo hoops and higher learning: A study of female high school basketball players and their post-secondary academic success." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/291912.
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This study identifies, describes, and analyzes female Navajo participation in high school basketball and that participation's impact on the students' post-secondary academic experience. Two major hypotheses were formulated: (1) female Navajo participation in high school basketball does contribute to future post-secondary academic success (2) the basketball players' support group played a significant role in the students' future academic or athletic success. The total sample of 18 included former basketball players, former non-athletes, family members, and high school teachers and staff. My findings were: (1) the support group contributed significantly to the students' future academic and athletic success (2) the importance of Navajo cultural values and philosophy significantly impacted the students' post-secondary academic success (3) participation in basketball began as fun, but transformed into a positive learning experience that reinforced and provided structure for previously learned values from Navajo culture, family, and/or significant mentors and role models.
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Vik, Jon. "Not All Goals Are Created Equal : Evaluating Hockey Players in the NHL Using Q-Learning with a Contextual Reward Function." Thesis, Linköpings universitet, Databas och informationsteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175149.
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Not all goals in the game of ice hockey are created equal: some goals increase the chances of winning more than others. This thesis investigates the result of constructing and using a reward function that takes this fact into consideration, instead of the common binary reward function. The two reward functions are used in a Markov Game model with value iteration. The data used to evaluate the hockey players is play-by-play data from the 2013-2014 season of the National Hockey League (NHL). Furthermore, overtime events, goalkeepers, and playoff games are excluded from the dataset. This study finds that the constructed reward, in general, is less correlated than the binary reward to the metrics: points, time on ice and, star points. However, an increased correlation was found between the evaluated impact and time on ice for center players. Much of the discussion is devoted to the difficulty of validating the results from a player evaluation due to the lack of ground truth. One conclusion from this discussion is that future efforts must be made to establish consensus regarding how the success of a hockey player should be defined.
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O, Donnell Francis. "COED ADOLESCENT SOCCER PLAYERS IN A COMPETITIVE LEARNING MILIEU: AN ETHNOGRAPHIC ASSESSMENT OF GENDER ATTITUDES, PERCEPTIONS AND SPORT SPECIFIC COMPONENT TESTING." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4411.
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The history of association soccer dates back to the 1800's, and all indications are that prospects for the female athlete was scarce in all sports. The researcher has arranged an environment where young females can train with males in a soccer setting that has all the necessary elements for the athletes to learn, improve and compete with their own gender as well as opposite gender. The female group has been noticeable underachievers in this sport and is not aware of their potential. The research methodology is ethnographic in nature and study could easily be related to a traditional way to learn and develop in this sport. The method stresses the importance of reproducing procedures that were taught to the researcher. The employment of this method was to provide motivation and additional teaching resources to assist and enhance development of the research participant's potential. This was an ethnographic endeavor that accumulated several sources of data on 13 elite male and female athletes. Based on the data collected interpretations were made regarding their perceptions of the opposite gender. Ethnography was combined with descriptive statistics and employed to elicit and compile the data in the soccer specific testing components and the interviews. Merging techniques of observation (participant observation), field notes, video analysis, individual and group interviews were the sources of rich information for the researcher. This was a practical approach to bring out or discover any overt or covert trends, and to determine what possible barriers to learning would limit and reduce participation in the sport of soccer. The theoretical nature of the research, formal sociology is very much related to observational methods, choosing to gather data in a controlled and organized approach. The researcher's decision to tape the interview process and his preference to videotape events would thereby collect a complete and accurate account of the training progression subject matter. The results in the soccer specific testing indicated that the males were generally faster on sprint runs and had more endurance on the distance runs. However, a few of the females did better some of the males' scores in the aerobic and anaerobic events. The technical and tactical data indicated a slight improvement for the females when comparing pre and posttest results. Once more, the males were more advanced than the females. The psychological data showed the females progressed on the posttest scores. However, there was no overall male domination on the 20 categories. There are different areas on the inventory where females scored higher and other areas where the males would top the females. The interviews provided some enlightening information that confirmed aspects of male domination exist in sport and the feminist's role in sport as bringing attention to many gender issues, the positive and negative aspects of education and sport, the goals and motivation to participate in sport. Finally, the contrasting viewpoints between the American adolescent in this study and the English adolescent in Flintoff's (1993) dissertation and Flintoff and Scraton's (2001) study on physical education and gender issues. The most important finding was that learning had occurred in the training milieu. Learning was accomplished through the males' ability to facilitate the dynamics of attention and discipline required throughout the training sessions that were offered. The soccer specific test results indicated a much more motivated female group and the females' spring season was very successful; the team went undefeated in all competitions. The males in the study began to shed the superior attitude to one of more respect and tolerance of their female counterparts. The female differs emotionally from the male as the interview data illustrated and the co-education environment was both positive and productive, but there are limits to the inclusion of the female gender in the male training sessions. More planning would be necessary to assure that both groups develop. The study not only provided training and testing, but also made the participants more aware of many gender issues and how the research attempted to bridge the gap in sport between the sexes. If adopted, the psychological data could mean major benefits for the player who wants to know exactly what their strengths and weaknesses are; and when actions of strength are required and the capacity to work on weaknesses.Ph.D.
Curriculum and Instruction
Education
Curriculum and Instruction
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Sullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center
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Garnett, Daniel. "The relationship between reported coaching behaviours and learning resources on youth rugby players' attitudes towards injury prevention and performance in the tackle." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29662.
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Background: Involvement in sports has numerous well-documented physiological and psychological benefits but also carries a risk of injury. Due to the contact nature of Rugby, involvement in the game carries a greater risk of injury compared to other sports. The tackle phase of the game has resulted in the most number of injuries in all levels of the game. Coaches are key elements in developing players and implementing injury prevention programmes. Certain coach behaviours may influence a player’s attitude, in turn the player’s behaviours, when implementing tackle techniques during training sessions and matches. Player behaviour has previously been identified as a risk factor for sustaining, or causing, an injury during a tackle. Objective: To examine the relationship between reported coaching behaviours and learning resources on players’ attitudes and behaviours towards injury prevention and performance in the rugby tackle. Methods: This cross-sectional survey used a questionnaire comprising a 5-point Likert scale to assess junior rugby players’ (n=164) attitudes (importance) and behaviours (frequency and quantity). The main outcome measurements were the relationships between reported tackle coaching methods and the players' tackle training attitudes and behaviours using the χ² test and Cramer's V. Results: Player-rated importance of injury prevention was positively correlated with verbal instruction from the coach to the individual player (29% somewhat important - very important, χ² (16)=30.41, p<0.05, Cramer's V=0.22, moderate) and to the entire team (34% somewhat important-very important, χ² (16)=34.05, p<0.01, Cramer's V=0.23, moderate). The more time spent by the coaches on teaching proper techniques to prevent injuries, the higher players rated the importance of injury prevention (28% somewhat important-very important, χ² (16)=29.13, p<0.05, Cramer's V=0.21, moderate). Training books as a learning resource was positively associated with how important players rated tackle injury prevention (27% somewhat important-very important/much-very much, χ² (16)=28.67, p<0.05, Cramer’s V=0.21, moderate) and performance (32% somewhat important-very important/much-very much, χ² (16)=27.22, p<0.05, Cramer’s V=0.21, moderate). Training videos, as a learning resource, was also positively associated with the importance of tackle performance (32% somewhat important-very important/much-very much, χ² (16)=27.22, p<0.05, Cramer’s V=0.21, moderate) but not injury prevention (39% somewhat important-very important/much-very much, χ² (16)=21.50, p<0.05, Cramer’s V=0.18, weak) Conclusions: This research reports on the association between reported coaching behaviours and learning resources on players’ attitudes and behaviours towards injury prevention and performance in the tackle in rugby. Reported coaching behaviours, which incorporated individual and team verbal instructions when teaching tackle techniques to prevent injuries, resulted in more risk adverse player attitudes towards injury prevention when performing the tackle skill in training and matches. When the goal was to improve tackle performance, more importance is given to training proper technique in the tackle when compared to the goal of preventing injury. Players identified training videos and training books as the most preferential learning resources for improving tackle performance. Training books were also identified as an important learning resource with regards to tackle-related injury prevention attitudes and should be explored further.
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Gredin, Viktor. "Skill acquisition in youth novice soccer players : An intervention study of repetitive-part and dual-task training strategies for acquisition of dribbling technique and decision making." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2915.
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Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players. Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part group underwent four weeks of part-task training (isolated dribbling-technique training) which were followed by four weeks of dual-task training (simultaneous training of dribbling technique and decision making). The dual-task group underwent eight weeks of dual-task training. The outcome in acquisition of dribbling technique and decision making was examined after four (mid test) and eight (post test) weeks of training. Both training regimes were followed by four weeks of non-training and thereafter a test (retention test) of the retention effects was carried out. Effect sizes (d) of the acquisition within each group and of the difference in performance and acquisition between the two groups were evaluated based on Cohen's effect size criteria (|d| > 0.2, small effect; |d| > 0.5, moderate effect; |d| > 0.8, large effect). Results: Between the pre and mid test, both groups showed large improvements in dribbling technique. The corresponding improvement was small in the repetitive-part group and moderate in the dual-task group between the mid and post test. There were large differences between the groups' decision-making performances at the mid, post, and retention test where the dual-task group was superior to the repetitive-part group. The dual task group showed large improvements of decision making between the pre and mid test. Between the mid and post test, the corresponding effect was large within the repetitive-part group and moderate in the dual-task group. The improvement of the dual-task group's decision making between the pre and mid test was greater than the corresponding improvement showed by the repetitive-part group, between the mid and post test. This difference produced a moderate effect size. Conclusions: These findings challenge conventional repetitive-part training regimes and, with references to previous research, emphasize the importance of dual-task training for skill acquisition in prepubescent novice soccer players.
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Filsecker, Wagner Michael Karlheinz [Verfasser], Michael [Akademischer Betreuer] Kerres, and Dominique [Akademischer Betreuer] Petko. "Engagement in educational games : An exploration of the interaction between game features, players’ perceptions and learning / Michael Karlheinz Filsecker Wagner. Gutachter: Dominique Petko. Betreuer: Michael Kerres." Duisburg, 2014. http://d-nb.info/1052417485/34.
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Moritz, Felipe Arthur. "Composição musical : processos de aprendizagem de instrumentistas de sopro." Universidade do Estado de Santa Catarina, 2015. http://tede.udesc.br/handle/handle/1559.
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Esta pesquisa investiga os processos de aprendizagem, no que se refere à composição musical, de três instrumentistas de sopro catarinenses, procurando evidenciar como esta prática contribui na aprendizagem musical destes músicos. Para isso, realizou-se um estudo multicaso, dentro de uma abordagem qualitativa, com instrumentistas profissionais, membros de uma banda de música catarinense. Como técnica de pesquisa, optou-se pela utilização de três modelos agregados: a entrevista semiestruturada, o Grupo Focal e o Portfólio. Os referenciais teóricos que nortearam este trabalho foram: Wilkins (2006), que embasa os processos de ensino e aprendizagem da composição musical; e Illeris (2013), que traz suporte à aprendizagem humana, através de uma visão contemporânea. As categorias de análise centraram-se em cinco modalidades: a) os músicos participantes, sua formação e experiências musicais; b) as influências das bandas na formação musical dos participantes da pesquisa; c) a tomada de decisões composicionais; d) a análise das composições; e) as percepções dos músicos sobre os processos de aprendizagem da composição. Os resultados descrevem o cenário de aprendizagem, as tomadas de decisões composicionais e os processos de aprendizagem da composição de três instrumentistas pesquisados. As considerações finais trazem reflexões acerca do processo de pesquisa, dos dados recolhidos, e também apresentam sugestões para pesquisas futuras.
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Blohm, Joel, Alexander Edman, and Sasha Foroudinzhad. "En kvalitativ intervjustudie om innebandyspelares perspektiv på lärandemiljö och välbefinnande." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45595.
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Innebandy är idag en av Sveriges största sporter vilket gör det intressant att veta mer om vad som påverkar lärandemiljön och välbefinnandet inom innebandyn. Lärandemiljön är allt som kan påverka lärandet vilket innebär att det är ett brett område med många faktorer som påverkar. Komplexiteten i att skapa en god lärandemiljö gör att det krävs ett ständigt arbete som berör både ledare och spelare inom olika innebandylag. Syftet med studien var att ur aktiva innebandyspelares perspektiv, belysa lärandemiljön och välbefinnandet inom idrott. Studiens teoretiska grund bygger på sociokulturellt perspektiv och Känslan av sammanhang (KASAM). Insamlingsmetod för materialet i studien består av semistrukturerade intervjuer som sedan analyserades genom en kvalitativ innehållsanalys. I resultatet framkom det att det är många aspekter som påverkar lärandemiljön där en trygg och öppen lärandemiljö tillsammans med olika dimensioner av ledarskapet i laget belystes som viktiga. Även gemenskap och lärande ansågs vara av betydelse för lärandemiljö. Då det är många aspekter som spelar in i en god lärandemiljö är det något som borde finnas i åtanke hos alla som är involverade inom och runt om laget för att synliggöra om det är något som behöver förändras.Floorball is today one of Sweden's biggest sports, which makes it interesting to know more about what affects the learning environment and well-being in floorball. The learning environment is everything that can affect learning, which means that it is a broad area with many factors that affect. The complexity of creating a good learning environment means that constant work is required that affects both leaders and players within floorball teams. The purpose of the study was to, from the perspective of active floorball players, shed light on the learning environment and well-being in sports. The theoretical basis of the study is based on a socio-cultural perspective and Sense of Coherence (SOC). The collection method for the material in the study consists of semi-structured interviews which were then analyzed through a qualitative content analysis. The results showed that there are many aspects that affect the learning environment where a safe and open learning environment together with different dimensions of the leadership in the team were highlighted as important. Community and learning were also considered important for the learning environment. As there are many aspects that come into play in a good learning environment, it is something that should be kept in mind by everyone involved within and around the team to make it visible if there is something that needs to be changed.
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Цимбал, Олександр Геннадійович. "Методи підвищення ефективності ігрової економіки." Магістерська робота, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19476.
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Дипломну магістерську роботу присвячено дослідженню теоретичних основ розвитку ігрової індустрії в умовах діджиталізації та пандемії COVID-19. Проведено комплексний аналіз ринку ігрової індустрії в Україні та визначено передумови для залучення міжнародними компаніями ІТ-фахівців у сфері геймдеву завдяки наявності відповідного рівня вмінь та навичок. Досліджено особливості діяльності Murka Games як конкурентоспроможної компанії на ринку ігрових продуктів. Запропоновано основні напрями щодо оптимізації ігрових продуктів Murka Games. Представлено напрями вдосконалення маркетингової стратегії Murka Games завдяки використанню сучасних інструментів цифрового маркетингу. Проведено сегментування гравців нового продукту компанії, що дозволяє на основі виокремлених груп створювати відповідні сюжети та розміщувати тематичний контент. Проаналізовано потреби гравців за допомогою A/B-тестування.Дипломная магистерская работа посвящена исследованию теоретических основ развития игровой индустрии в условиях диджитализации и пандемии COVID-19. Проведен комплексный анализ рынка игровой индустрии в Украине и определены предпосылки для привлечения международными компаниями ИТ-специалистов в сфере геймдева благодаря соответствующему уровню умений и навыков. Исследованы особенности деятельности Murka Games как конкурентоспособной компании на рынке игровых продуктов. Предложены основные направления оптимизации игровых продуктов Murka Games. Представлены направления усовершенствования маркетинговой стратегии Murka Games благодаря использованию современных инструментов цифрового маркетинга. Произведено сегментирование игроков нового продукта компании, позволяющее на основе выделенных групп создавать соответствующие сюжеты и размещать тематический контент. Проанализированы потребности игроков с помощью A/B тестирования.
The master's thesis is devoted to the study of the theoretical foundations of the gaming industry in the context of digitalization and the COVID-19 pandemic. A comprehensive analysis of the gaming industry market in Ukraine has been conducted and the preconditions for attracting IT specialists in the field of game development due to the availability of the appropriate level of skills have been identified. The peculiarities of Murka Games' activity as a competitive company in the market of gaming products are studied. The main directions of optimization of Murka Games game products are offered. The directions of improving Murka Games' marketing strategy through the use of modern digital marketing tools are presented. The players of the company's new product have been segmented, which allows them to create relevant stories and post thematic content on the basis of selected groups. The needs of players were analyzed using A / B testing.
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Bergsten, John, and Konrad Öhman. "Player Analysis in Computer Games Using Artificial Neural Networks." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14812.
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Star Vault AB is a video game development company that has developed the video game Mortal Online. The company has stated that they believe that players new to the game repeatedly find themselves being lost in the game. The objective of this study is to evaluate whether or not an Artificial Neural Network can be used to evaluate when a player is lost in the game Mortal Online. This is done using the free open source library Fast Artifical Neural Network Library. People are invited to a data collection event where they play a tweaked version of the game to facilitate data collection. Players specify whether they are lost or not and the data collected is flagged accordingly. The collected data is then prepared with different parameters to be used when training multiple Artificial Neural Networks. When creating an Artificial Neural Network there exists several parameters which have an impact on its performance. Performance is defined as the balance of high prediction accuracy against low false positive rate. These parameters vary depending on the purpose of the Artificial Neural Network. A quantitative approach is followed where these parameters are varied to investigate which values result in the Artificial Neural Network which best identifies when a player is lost. The parameters are grouped into stages where all combinations of parameter values within each stage are evaluated to reduce the amount of Artificial Neural Networks which have to be trained, with the best performing parameters of each stage being used in subsequent stages. The result is a set of values for the parameters that are considered as ideal as possible. These parameter values are then altered one at a time to verify that they are ideal. The results show that a set of parameters exist which can optimize the Artificial Neural Network model to identify when a player is lost, however not with the high performance that was hoped for. It is theorized that the ambiguity of the word "lost" and the complexity of the game are critical to the low performance.
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Guinebert, Mathieu. "Détection automatique des interactions entre apprenants dans les jeux sérieux multi-joueurs dédiés à l'apprentissage." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS130.
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Cette thèse, encadrée par Mathieu Muratet et Amel Yessad, est dirigée par Vanda Luengo. L'objectif de ce travail est de permettre la détection automatique des interactions entre pairs pouvant émerger d'un scénario de jeux sérieux multi-joueurs en amont de toute utilisation de celui-ci. Les interactions entre pairs participent à la motivation et à l’engagement des apprenants dans leur processus d’apprentissage. Le travail engagé dans cette thèse propose des modèles et des outils d'analyse pour permettre aux concepteurs d'un jeu d'obtenir des informations sur les interactions entre pairs pouvant émerger au sein du jeu et ce sans requérir aux traces des joueurs. Les concepteurs pourraient alors s'appuyer sur ces informations pour modifier leur scénario afin qu'il corresponde au mieux à leurs attentes en terme d'interactions. Afin de satisfaire cet objectif nous avons apporté trois contributions principales. La première contribution est une ontologie grâce à laquelle il devient possible de modéliser des scénarios de jeux sérieux multi-joueurs avec différents niveaux de granularité. Les interactions ayant souvent des définitions abstraites, la deuxième contribution vise à aider leur formalisation à l'aide de propriétés de bas niveau. Les interactions ainsi formalisées deviennent détectables automatiquement. La troisième contribution est un ensemble d'algorithmes d’analyse du scénario modélisé pour détecter les différentes interactions pouvant émerger de celui-ci. L'ontologie a été testée sur différents scénarios de jeux sérieux. Les deux autres contributions sont mises à l’épreuve à travers une expérimentation menée sur un jeu créé dans le cadre de cette thèseThis thesis is supervised by Mathieu Muratet, Amel Yessad and Vanda Luengo (thesis director). The goal of this work is to allow the automatic detection of peer interactions that could emerge from a multi-player learning game scenario before any use of it. The peer interactions contribute to the motivation and involvement of learners in their learning process. The work undertaken in this thesis propose models and analysis tools to allow game designers to obtain information on the peer interactions that could emerge from their game without requiring players’ traces. Thus, the designers could rely on that information to modify their scenarios to match with their needs towards peer interactions. In order to fulfill this goal, we brought three main contributions. The first contribution is an ontology thanks to which it becomes possible to model multi-player learning games scenarios with various granularity levels. The interactions are often abstractly defined; the second contribution aims to help their formalization thanks to low-level features. Interactions formalized in a such a way become automatically detectable. The third contribution is a set of algorithm dedicated to the analysis of the modeled scenario in order to detect the various interactions that could emerge from it. The ontology has been tested on various serious games scenarios. The two other contributions have been put to the test through an experimentation carried out on a game created in the scope of this thesis
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Mealing, Richard Andrew. "Dynamic opponent modelling in two-player games." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/dynamic-opponent-modelling-in-twoplayer-games(def6e187-156e-4bc9-9c56-9a896b9f2a42).html.
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This thesis investigates decision-making in two-player imperfect information games against opponents whose actions can affect our rewards, and whose strategies may be based on memories of interaction, or may be changing, or both. The focus is on modelling these dynamic opponents, and using the models to learn high-reward strategies. The main contributions of this work are: 1. An approach to learn high-reward strategies in small simultaneous-move games against these opponents. This is done by using a model of the opponent learnt from sequence prediction, with (possibly discounted) rewards learnt from reinforcement learning, to lookahead using explicit tree search. Empirical results show that this gains higher average rewards per game than state-of-the-art reinforcement learning agents in three simultaneous-move games. They also show that several sequence prediction methods model these opponents effectively, supporting the idea of using them from areas such as data compression and string matching; 2. An online expectation-maximisation algorithm that infers an agent's hidden information based on its behaviour in imperfect information games; 3. An approach to learn high-reward strategies in medium-size sequential-move poker games against these opponents. This is done by using a model of the opponent learnt from sequence prediction, which needs its hidden information (inferred by the online expectation-maximisation algorithm), to train a state-of-the-art no-regret learning algorithm by simulating games between the algorithm and the model. Empirical results show that this improves the no-regret learning algorithm's rewards when playing against popular and state-of-the-art algorithms in two simplified poker games; 4. Demonstrating that several change detection methods can effectively model changing categorical distributions with experimental results comparing their accuracies to empirical distributions. These results also show that their models can be used to outperform state-of-the-art reinforcement learning agents in two simultaneous-move games. This supports the idea of modelling changing opponent strategies with change detection methods; 5. Experimental results for the self-play convergence to mixed strategy Nash equilibria of the empirical distributions of plays of sequence prediction and change detection methods. The results show that they converge faster, and in more cases for change detection, than fictitious play.
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Nistala, Akhil. "Using deep learning to understand patterns of player movement in basketball." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119728.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (page 85).
National Basketball Association (NBA) coaches spend a great deal of time analyzing the effectiveness of various strategies. Typically, this entails countless hours pouring over videos of games, and trying to derive generalizable conclusions from hundreds of thousands of examples. In this thesis, we present a methodology for quantitatively approaching this task. We start from player tracking data that records the position on the court of each player 25 times per second. We use an unsupervised machine learning pipeline to learn a low-dimensional encoding for each player's movement, over one possession on offense. Each encoding captures the semantics of a single player's movement, such as locations of the endpoints, screen actions, court coverage, and other spatial features. We generate 3 million such trajectory-embeddings from 3 seasons of data. These can be clustered to reveal trends in player movement between sets of games. Our framework can be used to answer such questions as "How did Klay Thompson's movements change between wins and losses during the 2016 NBA Finals?" (18% of his trajectories in wins were movements between the sidelines and corners, compared to 3.5% in losses) and "How much more frequently did Andre Drummond establish position on the right block than the left block during the 2015-2016 regular season?" (Almost 40% of his trajectories from 2015-2016 were right of the basket, compared to less than 15% to the left)..
by Akhil Nistala.
M. Eng.
32
Ljung, Dennis. "Using Reinforcement Learning to Evaluate Player Pair Performance in Ice Hockey." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-175928.
Full textAbstract:
A recent study using reinforcement learning with a Q-functions to quantify the impact of individual player actions in ice hockey has shown promising results. The model takes into account the context of the actions and captures internal dynamic features of the play which simple common metrics e.g., counting goals or assists, do not. It also performs look ahead which is important in a low scoring game like ice hockey. However, it does not capture the chemistry between the players i.e., how well the players play together which is important in a team sport like ice hockey. In this paper, we, therefore, extend this earlier work on individual player performance with new metrics on player pairs impact when on ice together. Our resulting top pairings are compared to NHL’s official statistics and extended analysis is performed that investigate the relationship with time on ice which provides insights that could be of relevance to coaches.
33
Pavlas, Davin. "A model of flow and play in game-based learning the impact of game characteristics, player traits, and player states." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4513.
Full textAbstract:
In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2's 77 participants, the proposed model of flow in games was revised slightly.; Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.ID: 029051055; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 163-184).
Ph.D.
Doctorate
Department of Psychology
Sciences
Applied Experimental and Human Factors
34
Bradley, Jay. "Reinforcement learning for qualitative group behaviours applied to non-player computer game characters." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/4784.
Full textAbstract:
This thesis investigates how to train the increasingly large cast of characters in modern commercial computer games. Modern computer games can contain hundreds or sometimes thousands of non-player characters that each should act coherently in complex dynamic worlds, and engage appropriately with other non-player characters and human players. Too often, it is obvious that computer controlled characters are brainless zombies portraying the same repetitive hand-coded behaviour. Commercial computer games would seem a natural domain for reinforcement learning and, as the trend for selling games based on better graphics is peaking with the saturation of game shelves with excellent graphics, it seems that better artificial intelligence is the next big thing. The main contribution of this thesis is a novel style of utility function, group utility functions, for reinforcement learning that could provide automated behaviour specification for large numbers of computer game characters. Group utility functions allow arbitrary functions of the characters’ performance to represent relationships between characters and groups of characters. These qualitative relationships are learned alongside the main quantitative goal of the characters. Group utility functions can be considered a multi-agent extension of the existing programming by reward method and, an extension of the team utility function to be more generic by replacing the sum function with potentially any other function. Hierarchical group utility functions, which are group utility functions arranged in a tree structure, allow character group relationships to be learned. For illustration, the empirical work shown uses the negative standard deviation function to create balanced (or equal performance) behaviours. This balanced behaviour can be learned between characters, groups and also, between groups and single characters. Empirical experiments show that a balancing group utility function can be used to engender an equal performance between characters, groups, and groups and single characters. It is shown that it is possible to trade some amount of quantitatively measured performance for some qualitative behaviour using group utility functions. Further experiments show how the results degrade as expected when the number of characters and groups is increased. Further experimentation shows that using function approximation to approximate the learners’ value functions is one possible way to overcome the issues of scale. All the experiments are undertaken in a commercially available computer game engine. In summary, this thesis contributes a novel type of utility function potentially suitable for training many computer game characters and, empirical work on reinforcement learning used in a modern computer game engine.
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Ó, Súilleabháin Gearóid. "Learning transfer as “Preparedness” : a phenomenological study of computer and video game player." Thesis, Lancaster University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658015.
Full textAbstract:
Learning transfer has been the subject of research and debate since the time at least of the publication of seminal articles by Thorndike and Woodworth (1901) with regard to the specificity of its effects. Over the intervening period there have been many reconstructions and reinterpretations of the concept, as well as calls to abandon it entirely as a way to study the influence of prior learning in new learning contexts. Against this background a research question is posed which deliberately does not begin with the concept of learning transfer but asks rather: how do prior learning and experience interplay with or support new learning efforts in the negotiation of novel learning or performance challenges? The influence of prior learning and experience is, after Brallsford and Schwartz (1999), operationalised as "preparedness for future learning" in a phenomenological study of computer and video game players (n=9) of varying levels of past experience as they make their way through a series of novel game-based challenges. The key data gathering methods are those of concurrent think aloud and retrospective stimulated recall. Analysis culminates in a model of transfer as preparedness based around the interplay of four constructs - those of performance, preparedness, new learning, and felt experience. Preparedness emerges from this model as something which, at its deepest core, provides the extensive non explicit background without which even the "unsuccessful" meeting of any performance or learning challenge would not be possible. Preparedness, however, it also suggested, does not bring the learner "all the way" in terms of manifest acts of transfer or performance without some kind of active negotiation with other elements of the model. A final chapter offers discussion with regard to the differences between this model and the original work of Bransford and Schwartz (1999), as well as some reflections on the validity and limitations of the study findings and their implications for practice, policy and future research.
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Roots, Lindsey. "Learning to trust : experimental evidence of social learning in a real-world social network of player A's in a trust game." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/5704.
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Zuo, Hongming. "A SELF-LEARNING AUDIO PLAYER THAT USES A ROUGH SET AND NEURAL NET HYBRID APPROACH." Thesis, Laurentian University of Sudbury, 2013. https://zone.biblio.laurentian.ca/dspace/handle/10219/2117.
Full textAbstract:
A
self-‐learning
Audio
Player
was
built
to
learn
users
habits
by
analyzing
operations
the
user
does
when
listening
to
music.
The
self-‐learning
component
is
intended
to
provide
a
better
music
experience
for
the
user
by
generating
a
special
playlist
based
on
the
prediction
of
users
favorite
songs.
The
rough
set
core
characteristics
are
used
throughout
the
learning
process
to
capture
the
dynamics
of
changing
user
interactions
with
the
audio
player.
The
engine
is
evaluated
by
simulation
data.
The
simulation
process
ensures
the
data
contain
specific
predetermined
patterns.
Evaluation
results
show
the
predictive
power
and
stability
of
the
hybrid
engine
for
learning
a
users
habits
and
the
increased
intelligence
achieved
by
combining
rough
sets
and
NN
when
compared
with
using
NN
by
itself.
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Stephanos, Dembe. "Machine Learning Approaches to Dribble Hand-off Action Classification with SportVU NBA Player Coordinate Data." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3908.
Full textAbstract:
Recently, strategies of National Basketball Association teams have evolved with the skillsets of players and the emergence of advanced analytics. One of the most effective actions in dynamic offensive strategies in basketball is the dribble hand-off (DHO). This thesis proposes an architecture for a classification pipeline for detecting DHOs in an accurate and automated manner. This pipeline consists of a combination of player tracking data and event labels, a rule set to identify candidate actions, manually reviewing game recordings to label the candidates, and embedding player trajectories into hexbin cell paths before passing the completed training set to the classification models. This resulting training set is examined using the information gain from extracted and engineered features and the effectiveness of various machine learning algorithms. Finally, we provide a comprehensive accuracy evaluation of the classification models to compare various machine learning algorithms and highlight their subtle differences in this problem domain.
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Ghisays, Valentina. "Exploring the Role of the DEK Oncogene as a Novel Player in Learning and Memory." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1505205454357126.
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Gilbertson, Kathryn Marie. "Cinematic intermedia theatre and science plays: a fusion for learning." Thesis, Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/gilbertson/GilbertsonK0512.pdf.
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The field of science is shrouded in mystery and science communication with the public is often dense impenetrable. One medium where science becomes less opaque is through narrative theatre plays. These plays explore the life of scientists or engage in actual scientific content, thus adding a context to science theories and scientists. However, these science plays are not the best method for science communication because they lack the dynamic visuals necessary to effectively communicate scientific concepts. I propose fusing science plays with film or video into "cinematic intermedia theatre." To asses the validity of my argument, I synthesize the analysis of: intermedia scholars, theatre scholars, educational experts, and neuroscientists. This scholarship verifies that cinematic intermedia theatre offers an emotionally and visually engaging method for science education.
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Tsiotas, Giorgio. "Deep learning models for the automatic analysis of volleyball plays." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24789/.
Full textAbstract:
Collecting and analysing data is an important element in any field of human activity and research. Even in sports, collecting and analyzing statistical data is attracting a growing interest. Some exemplar use cases are: improvement of technical/tactical aspects for team coaches, definition of game strategies based on the opposite team play or evaluation of the performance of players.
Other advantages are related to taking more precise and impartial judgment in referee decisions: a wrong decision can change the outcomes of important matches. Finally, it can be useful to provide better representations and graphic effects that make the game more engaging for the audience during the match.
Nowadays it is possible to delegate this type of task to automatic software systems that can use cameras or even hardware sensors to collect images or data and process them. One of the most efficient methods to collect data is to process the video images of the sporting event through mixed techniques concerning machine learning applied to computer vision. As in other domains in which computer vision can be applied, the main tasks in sports are related to object detection, player tracking, and to the pose estimation of athletes.
The goal of the present thesis is to apply different models of CNNs to analyze volleyball matches. Starting from video frames of a volleyball match, we reproduce a bird's eye view of the playing court where all the players are projected, reporting also for each player the type of action she/he is performing.
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Shelley, Elanca. "The role that courage plays in an experiential learning process." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12995.
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Includes bibliographical references.Experiential learning is a well-known learning theory that underpins management development. This study presents a causal theory that is based on experiential learning and explains why some students experience a transformational learning experience that increases their management effectiveness and others do not. This theory was developed within a critical realist ontology and it used a constructivist grounded theory methodology to emerge the key variables that formed the theory. Prior to the grounded theory study, a pilot study was conducted to develop the conceptual framework for the research. This pilot study included approximately 240 research participants from within the classrooms in my work context. The conceptual framework facilitated the development of the key research question: How do engaged, learning ready students, who can manage their own learning process, undergo transformational learning experiences that increase management effectiveness?
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Ibrahim, Karim Hesham Shaker. "The Interplay of Languaging and Gameplay: Player-Game Interactions as Ecologies for Languaging and Situated L2 Development." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612888.
Full textAbstract:
The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.
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Saini, Simardeep S. "Mimicking human player strategies in fighting games using game artificial intelligence techniques." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16380.
Full textAbstract:
Fighting videogames (also known as fighting games) are ever growing in popularity and accessibility. The isolated console experiences of 20th century gaming has been replaced by online gaming services that allow gamers to play from almost anywhere in the world with one another. This gives rise to competitive gaming on a global scale enabling them to experience fresh play styles and challenges by playing someone new. Fighting games can typically be played either as a single player experience, or against another human player, whether it is via a network or a traditional multiplayer experience. However, there are two issues with these approaches. First, the single player offering in many fighting games is regarded as being simplistic in design, making the moves by the computer predictable. Secondly, while playing against other human players can be more varied and challenging, this may not always be achievable due to the logistics involved in setting up such a bout. Game Artificial Intelligence could provide a solution to both of these issues, allowing a human player s strategy to be learned and then mimicked by the AI fighter. In this thesis, game AI techniques have been researched to provide a means of mimicking human player strategies in strategic fighting games with multiple parameters. Various techniques and their current usages are surveyed, informing the design of two separate solutions to this problem. The first solution relies solely on leveraging k nearest neighbour classification to identify which move should be executed based on the in-game parameters, resulting in decisions being made at the operational level and being fed from the bottom-up to the strategic level. The second solution utilises a number of existing Artificial Intelligence techniques, including data driven finite state machines, hierarchical clustering and k nearest neighbour classification, in an architecture that makes decisions at the strategic level and feeds them from the top-down to the operational level, resulting in the execution of moves. This design is underpinned by a novel algorithm to aid the mimicking process, which is used to identify patterns and strategies within data collated during bouts between two human players. Both solutions are evaluated quantitatively and qualitatively. A conclusion summarising the findings, as well as future work, is provided. The conclusions highlight the fact that both solutions are proficient in mimicking human strategies, but each has its own strengths depending on the type of strategy played out by the human. More structured, methodical strategies are better mimicked by the data driven finite state machine hybrid architecture, whereas the k nearest neighbour approach is better suited to tactical approaches, or even random button bashing that does not always conform to a pre-defined strategy.
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Biddle, M. "Learning and teaching for change, and the plays of Edward Bond." Thesis, University of York, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373310.
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Borges, Simone de Sousa. "Gamification design in computer-supported collaborative learning: towards an approach for tailoring influence principles to player roles." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-30012018-165553/.
Full textAbstract:
Gamification is a term that refers to the use of game design elements in contexts other than video games. In these contexts, the primary goal of gamification is not playful, but rather to motivate users to perform tasks or change behaviors. It is also the goal of gamification, captivate users and influence them to persist in the use of the gamified system. In recent years, we have witnessed a growing interest in gamification and its application in learning environments, especially online. In learning contexts, motivating students to follow up on teaching tasks is an important role for teachers and intelligent educational systems. However, ill-designed gamification interventions can become a distraction capable of interfering on the teaching-learning process. Despite this, most studies in the area remain focused on the potential benefits of gamification and less on investigating systematized solutions to achieve these benefits. Our contribution to the solution of the problem is based on the use of persuasion profiles that take into account the students player roles. We conduct systematic mappings of the literature to gather information about gamification in education, and how group formation in collaborative learning environments. As a result, we created two conceptual frameworks. One framework to help understand and classify group formation in the context of computer-supported collaborative learning, and other to support the definition of player roles in collaborative learning environments. Also, in a preliminary study (N = 481), we adapted and validated for Brazilian Portuguese speakers a scale to measure users susceptibility to persuasion. In another study (N = 149) we developed a theoretical model to map persuasive strategies and different roles of players to support the elaboration of persuasion profiles. Finally, to verify the feasibility of our model, in another study (N = 18) we elaborated prototypes of user interfaces and analyzed the perceived persuasiveness of the interfaces for different players roles and their susceptibility to persuasion. Results show that less motivated students were more likely to accept the suggestions of the prototypes, whereas users with above-average motivation (among observed students) reacted negatively to influence attempts by showing low agreement rates for the requirements of the prototypes. We also observed in the three studies (N = 648) that the number of individuals susceptible to the principle of authority were the lowest, compared to the other influence principles. Few research initiatives have been investigating the development of tailored gamified. One of the reasons for such deficiency is the difficulty of creating computational models based on learners psychological traits (e.g., psychological needs, susceptibility to persuasion, and learner and player roles). However, more worrisome than the ineffectiveness of gamification models based on one-size-fits-all is the risk of designing counterproductive models that could backfire, since the appropriate strategy to motivate an individual may end up discouraging others. Thus, evidence suggest that gamification design could benefit of influence principles, although tailored solutions should be designed to minimize the risks of selecting counter-tailored and ill-defined persuasive strategies.Gamificação é um termo que se refere ao uso de elementos do projeto de jogos em contextos que não são jogos. Nestes contextos, o objetivo primário da gamificação não é lúdico, mas sim o de motivar os usuários a realizarem tarefas ou alterarem comportamentos. Também é objetivo da gamificação, cativar usuários e influenciá-los a persistirem na utilização do sistema gamificado. Nos últimos anos, testemunhamos um crescente interesse em gamificação e sua aplicação em ambientes de aprendizagem, especialmente online. No contexto da aprendizagem, motivar os estudantes a dar seguimento as tarefas pedagógicas é um papel importante dos professores e dos ambientes educacionais inteligentes. Por essa razão, as tecnologias persuasivas como a gamificação têm sido usadas também em ambientes de aprendizagem colaborativa para aumentar o engajamento dos estudantes e para reduzir o sentimento de obrigação na execução de tarefas pedagógicas. Contudo, quando mal utilizada, a gamificação pode se tornar uma distração capaz de interferir no processo de ensino-aprendizagem. Entretanto, a maioria dos estudos na área continuam focados nos potenciais benefícios da gamificação e menos em investigar soluções sistematizadas para se atingir os benefícios. Nossa contribuição para a solução do problema é baseada no uso de perfis de persuasão que levam em consideração o papel de jogador do estudante. Nós conduzimos mapeamentos sistemáticos da literatura para obter informação sobre gamificação em educação e como são formados grupos de estudantes em ambientes de aprendizagem colaborativa. Como resultado nós criamos dois arcabouços conceituais. Um arcabouço para ajudar a compreender e classificar a formação de grupos no contexto da aprendizagem colaborativa com suporte computacional, e outro para apoiar a definição de papéis de jogadores em ambientes colaborativos. Em um estudo preliminar (N=481), adaptamos e validamos para o português brasileiro uma escala para medir a susceptibilidade à persuasão dos usuários. Em outro estudo (N=149) desenvolvemos um modelo teórico para mapear estratégias persuasivas e diferentes papéis de jogadores para apoiar a elaboração de perfis de persuasão. Para verificar a viabilidade de nosso modelo, em outro estudo (N=18) elaboramos protótipos de interfaces do usuário. Analisamos a capacidade de influenciar das interfaces comparando papéis de jogadores e susceptibilidade a princípios de influência. Os resultados mostram que os estudantes menos motivados eram mais susceptíveis a aceitar as sugestões do protótipo, enquanto usuários com índices de motivação acima da média (dentre estudantes observados), tendiam a reagir negativamente às tentativas de influenciá-los, apresentando índices menores de concordância para com as solicitações do protótipo gamificado. Observamos ainda nos três estudos conduzidos (N=648), comparado aos outros princípios de influência, o número de indivíduos suscetíveis ao princípio de autoridade eram os menores. Poucas iniciativas de pesquisa vêm investigando como desenvolver sistemas de gamificados que se adaptam aos papéis de jogadores. Parte desta deficiência pode ser explicada devido à complexidade no projeto e desenvolvimento destes sistemas. Entretanto como evidenciado, além da ineficácia dos modelos de gamificação baseados em uma solução para todos, o maior risco observado está no uso de modelos contraproducentes, uma vez que a estratégia apropriada para motivar um indivíduo, pode acabar desmotivando outros (backfire effect).
47
Crickard, Travis. "Examining Coach Pathways and Learning Situations: High-Performance Head Hockey Coaches who Played Goal." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26200.
Full textAbstract:
Using archival analysis and interviews this study examined the career pathways, learning experiences, and athletic experiences of 11 high-performance head hockey coaches who played goal in ice hockey. Guided by the learning situations discussed in Wright, Trudel, and Culver (2007) the interviews revealed four important learning experiences common to all the coaches: coach interactions, books and videotapes, coach clinics and academic education, and experiences related to playing and coaching. Like Werthner and Trudel (2009) the results indicated that certain similarities aside, each coach’s career pathway is idiosyncratic with elite athletic experience being an important, but not imperative, aspect of high-performance coaches’ career development. The findings provide insight into how these individuals acquired their coaching knowledge and provide a more complete picture of the developmental pathways associated with becoming a high-performance head hockey coach.
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Shiau, Wen-Sheng, and 蕭文勝. "Difference of Learning Styles on Critical Thinkingamong Baseball Players." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72173623781698210485.
Full textAbstract:
碩士臺北巿立體育學院
運動技術研究所
98
Abstract The purpose of the current study was to investigate differences of learning styles on critical thinking among high school baseball players. In addition, the study was to understand how critical thinking of high school baseball players predicted competitive performance. Participants were from high school baseball teams in Taipei City, Taipei County, and Taoyuan Country that 240 athletes completed the questionnaires, and 208 questionnaires were valid. High School Baseball Athlete Learner Style, Critical Thinking Test-I, and Baseball Achievement Survey were used for the study. One-way ANOVA, MANOVA, and Multiple Regression were used for data analysis with α set at .05. Results revealed a significant difference on critical thinking among high school baseball players with different learning styles. A significant difference was found on critical thinking among high school baseball players with different defensive positions. However, no significant interaction on critical thinking was found between learning styles and different position. Competition achievement had significantly positive relationships with induction, deduction, and explanation of the players, but not related to hypothesis and evaluation. Deduction of the baseball players could effectively predict baseball competitive performance. Furthermore, results were analyzed by the researcher, and opinions for practical training and suggestions for future study were also provided. Keywords: high school baseball players, baseball achievement, defensive position
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Fernandes, Gonçalves Carlos Manuel Ribeiro Lopes. "As Big tech como players do Sistema Financeiro." Master's thesis, 2020. http://hdl.handle.net/10400.26/34109.
Full textAbstract:
Na presente dissertação pretendemos realizar uma revisão de literatura sobre as Big Tech, dando ênfase especial ao seu potencial papel como agente financeiro da comunidade digital.
Empresas de base tecnológicas como Alibaba, Amazon, Facebook, Google e Tencent, surgiram e evoluíram de modo exponencial nas últimas duas décadas. Os seus modelos de negócios destas empresas, também conhecidas como “big tech” baseiam-se na oferta de interconetividade entre um grande número de utilizadores, negócios e geografias.
Como sucedâneo relevante da sua atividade é o grande volume de dados dos utilizadores dos seus serviços. Isto deve-se a um contexto de elevadas capacidades de processamento e de armazenagem de software que tende a oferecer gamas de serviços relacionais que provocam efeitos trabalho em rede promovendo ciclos virtuosos.
A entrada de grandes empresas de base tecnologia ("big techs”) em serviços financeiros sugerem ganhos de eficiência, eficácia, inclusão financeira, e, naturalmente, inclusão social.
Contudo os reguladores necessitam de garantir um conjunto de pressupostos que ofereçam iguais oportunidades de responsabilidades entre grandes tecnologias e bancos incumbentes, levando em conta a ampla base de clientes das grandes tecnologias, o acesso a dados, e consequente garantia de confidencialidade e de concorrência a diferentes modelos emergentes de negócios.
A entrada das grandes tecnologias apresenta novas e complexas trocas entre estabilidade financeira, concorrência e proteção de dados.
50
Matthews, Glenn F. "Using temporal difference learning to train players of nondeterministic board games." 2006. http://purl.galileo.usg.edu/uga%5Fetd/matthews%5Fglenn%5Ff%5F200612%5Fms.
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