Relevant bibliographies by topics / Video gamers South Africa

Academic literature on the topic 'Video gamers South Africa'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Video gamers South Africa"

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Pietersen, André J., Jan K. Coetzee, Dominika Byczkowska-Owczarek, Florian Elliker, and Leane Ackermann. "Online Gamers, Lived Experiences, and Sense of Belonging: Students at the University of the Free State, Bloemfontein." Qualitative Sociology Review 14, no. 4 (January 8, 2019): 122–37. http://dx.doi.org/10.18778/1733-8077.14.4.08.

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Individuals who partake in video games are often regarded with prejudice. It is an activity that is perceived to be mainly related to senseless leisure and teenage entertainment. However, many diverse people make video games such an important part of their lives that they become passionately engaged in it. Video games and online video gaming offer the player immersive experiences unlike any other forms of media. A phenomenological and interpretive exploration is undertaken in order to gain a deeper understanding of the narratives of online gamers and their experiences of a sense of belonging to the associated online communities. Through the use of in-depth interviews, the article explores various aspects of the life stories of a group of eight South African university students. It attempts to show how online gaming has become a part of their lifeworlds. The aim of this article is to present the narratives of online gamers as rich and descriptive accounts that maintain the voices of the participants. Various aspects of the lifeworlds of online gamers are explored. Firstly, an exploration is undertaken to gain an understanding of what it means to be a gamer. It focuses on how a person can become involved with gaming and how it can evolve into something that a person is engaged with on a daily basis. Secondly, it explores how video games influence the perception of reality of gamers. Immersion in video games can transfer a player into an alternative reality and can take the focus away from the real world. This can lead to feelings of joy and excitement, but can also lead to escapism. Lastly, the article shifts attention towards how online video gamers experience online communities. Players can have positive experiences with random strangers online, but because of the anonymous nature of the online environment, it can also lead to negative and isolating experiences.
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Bayeck, Rebecca Y. "Exploring video games and learning in South Africa: An integrative review." Educational Technology Research and Development 68, no. 5 (April 8, 2020): 2775–95. http://dx.doi.org/10.1007/s11423-020-09764-7.

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Mamotheti, Makhasane, and Olawande Daramola. "Preferences of Grade R-12 learners in South Africa for Digital Game-based Learning." European Conference on e-Learning 21, no. 1 (October 21, 2022): 240–49. http://dx.doi.org/10.34190/ecel.21.1.909.

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Evidence from the literature suggests that Game-based Learning (GBL) can help students learn better. A gamified environment can provide a blend of serious learning and fun for students. Some researchers have observed that GBL could stimulate valuable educational outcomes and positively impact a child's life. However, evidence shows that students in poor communities in South Africa are performing poorly academically due to poor student engagement and lack of motivation. Although GBL platforms are being used widely in some developed countries, they have not been widely adopted in South African schools. This paper provides insight on the preferences of learners in South African schools with respect to GBL. We conducted a survey involving participants from four South African Schools (2 Primary schools and 2 Secondary schools) to determine the type and mode of GBL that Grade R-12 learners prefer. A total of 193 learners participated in the survey. The study found the learners' preferential order of type of games are puzzles, video games, simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and incentive appeal to most learners. At the same time, there is also a preference for games that involves a challenge, enable competition with peers, and promotes curiosity. Based on our findings, we argue that multiplayer game platforms that have rich social interaction features would suit learners in South African schools, while single-player game platforms that can stimulate logical thinking and reasoning will also be helpful to aid learners in identified difficult subjects like Mathematics, Mathematical Literacy, Pure Science, accounting, and Geography. The study provides a solid foundation for understanding the requirements for developing GBL solutions to support education in South Africa. Furthermore, the study's findings could guide government policy on the adoption of GBL and software developers in making design choices during the development of GBL platforms.
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Veblen, Kari K., Nathan B. Kruse, Stephen J. Messenger, and Meredith Letain. "Children’s clapping games on the virtual playground." International Journal of Music Education 36, no. 4 (May 14, 2018): 547–59. http://dx.doi.org/10.1177/0255761418772865.

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This study considers children’s informal musicking and online music teaching, learning, playing, and invention through an analysis of children’s clapping games on YouTube. We examined a body of 184 games from 103 separate YouTube postings drawn from North America, Central and South America, Europe, Africa, Asia, Australia, and New Zealand. Selected videos were analyzed according to video characteristics, participant attributes, purpose, and teaching and learning aspects. The results of this investigation indicated that pairs of little girls aged 3 to 12 constituted a majority of the participants in these videos, with other participant subcategories including mixed gender, teen, adult, and intergenerational examples. Seventy-one percent of the videos depicted playing episodes, and 40% were intended for pedagogical purposes; however, several categories overlapped. As of June 1, 2016, nearly 50 million individuals had viewed these YouTube postings.
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Ortiz, Luz, Héctor Tillerias, Christian Chimbo, and Veronica Toaza. "Impact on the video game industry during the COVID-19 pandemic." Athenea 1, no. 1 (September 25, 2020): 5–13. http://dx.doi.org/10.47460/athenea.v1i1.1.

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This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic. Keywords: Video game, pandemic, online games, confinement. References [1]M. Olff, Screening for consequences of trauma–an update on the global collaboration on traumatic stress.European Journal of Psychotraumatology, 2020. [2]Z. Li, China’s Digital Content Publishing Industry: The 2019 Annual Report on Investment Insights and Market Trends. Publishing Research Quarterly, 2020. [3]R. Agis, An event-driven behavior trees extension to facilitate non-player multi-agent coordination in video games, Expert Systems with Applications, 2020. [4]O. Wulansari, Video games and their correlation to empathy: How to teach and experience empathic emotion. Advances in Intelligent Systems and Computing, 2020. [5]C. Bachen, Simulating real lives: Promoting Global Empathy and Interest in Learning Through SimulationGames. Sage Journal, 2012. [6]S. Fowler, Intercultural simulation games: A review (of the united states and beyond). Sage Journals, 2010. [7]G. Chursin, Learning game development with Unity3D engine and Arduino microcontroller. Journal ofPhysics: Conference Series, 2019. [8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020. [9]R. Bayeck, Exploring video games and learning in South Africa: An integrative review. Educational TechnologyResearch and Development, 2020. [10]K. Hewett, The 21st-Century Classroom Gamer. Games and Culture, 2021.
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Al-Imam, Ahmed, Marek A. Motyka, and Mariusz Z. Jędrzejko. "Conflicting opinions in connection with digital superintelligence." IAES International Journal of Artificial Intelligence (IJ-AI) 9, no. 2 (June 1, 2020): 336. http://dx.doi.org/10.11591/ijai.v9.i2.pp336-348.

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<p>In 1964, Nikolai Kardashev proposed the Kardashev scale, a system for measuring the extent of technological advancement of a civilization based on the magnitude of energy consumption. We are approaching an inevitable type-1 civilization, and artificial superintelligence superior to that of humans can concur with a higher-hierarchy Kardashev civilization. We aim to survey public opinions, specifically video gamers, worldwide compared to those in Poland, concerning artificial general intelligence and superintelligence. We implemented an amalgam of cross-sectional and longitudinal analyses of the database of literature and Google search engine. The geographic mapping of surface web users who are interested in artificial superintelligence revealed the top ten contributing countries: Iran, Mexico, Colombia, Brazil, India, Peru, South Africa, Romania, Switzerland, and Chile. Developing countries accounted for 54.84% of the total map. Polish people were less enthusiastic about artificial general intelligence and superintelligence compared with the rest of the world. Futuristic technological innovations imply an acceleration in artificial intelligence and superintelligence. This scenario can be pessimistic, as superintelligence can render human-based activities obsolete. However, integrating artificial intelligence with humans, via brain-computer interface technologies, can be protective. Nonetheless, legislation in connection with information technologies is mandatory to regulate upcoming digital knowledge and superintelligence.</p>
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de Jager, Nic. "Reading gamefully: videogamification as multimodal pedagogy for high school setworks." Image & Text, no. 36 (June 21, 2022): 1–41. http://dx.doi.org/10.17159/2617-3255/2022/n36a8.

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This paper draws from multiple publications in the Literacy Studies, Game Studies and Multimodal fields to foreground the affordances of using modern video game aesthetics - particularly their user interfaces or screens - as learning scaffolds in the under-resourced English classroom context. Though this may be seen as a well-worn terrain for research today (nearly 30 years after the advent of Game Studies), it is argued that video games remain somewhat underrepresented in literacy education, with the Covid-19 pandemic and recurrent lockdowns even further cementing games technologies from learners' home domains as the new frontier in teaching and learning. The benefits of importing such technologies into the classroom is nothing new to the field. Yet, this study innovates by optimising the most accessible of graphological media (pencils, pens, paints and paper) during participants' transmodalisations of prescribed English literature - particularly Shakespeare's plays - into a range of video game screenshots, including character menus, maps, and heads-up-displays. The research site is a public high school in Johannesburg, South Africa, with five Grade 10-12 learners drawing the screenshots in response to an extracurricular, multimodal enrichment programme. The author contends that this programme (or similar pedagogies) may encourage future groups to delve further into the complexities of their school setworks, which may then be connected meaningfully to their own, increasingly digital life-worlds. Recognising game-making as an extraordinarily complex undertaking, the researcher then offers a fine-grained analysis of each participant's text-to-game re-genrefication. In this way, the powerful representational properties of the video game medium can come to light, reaffirming its importance as a semiotic resource and pedagogic tool.
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Loliwe, Thando. "How to Design Accounting Video Lectures to Recover Lost Time." Issues in Informing Science and Information Technology 15 (2018): 207–47. http://dx.doi.org/10.28945/4046.

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Aim/Purpose: The objective of this study is to understand how video lectures of the same length and content as the current face-to-face lectures can be designed and implemented to have a positive effect on student performance, particularly when there is a campus shutdown. Background: In a number of South African universities protests by the students are on the increase. Often, they lead to the cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design was used on two video lectures to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures, (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos, and (3) determine the factors that influence the effectiveness of the video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance, the factors associated to the effectiveness of such lectures, and the complexity or simplicity of the two video lectures used, and by providing possible solutions to the challenges identified in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watch the video lectures, as compared to those who did not watch the video lectures. It is also found that the student performance on the topics with video lectures is significantly associated to the students’ commitment, prior performance, the quality of the content, and the design of the videos. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures should not be used. Recommendation for Researchers: Researchers should replicate this study by using short length videos of better quality and appropriate length, which incorporate current issues, games, are interactive, and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selecting treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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Zavyalova, Natalya, Evgenia Evgenevna Frolova, Vitaliy Vasilievich Bezbakh, Ekaterina Petrovna Rusakova, and Mihail Nikolaevich Dudin. "BRICS Message From South Africa." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 529–44. http://dx.doi.org/10.34069/ai/2020.26.02.60.

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The paper features the data obtained from the analysis of a video strip with the help of ELAN 5.4, the free software developed by the experts from Max Planck Institute for Psycholinguistics, the Language Archive, Nijmegen, the Netherlands. The software enables to annotate video and audio strips, describing pauses, the duration of utterances, gestures, pronunciation and other linguistic and extralinguistic factors. The speaker in the video – South African President Cyril Ramaphosa – delivers his official address to the leaders of the 10th BRICS leadership summit in Sandton, Johannesburg on July 26, 2018. BRICS is a powerful link of a global financial architecture. Its main targets are to mobilize resources for sustainable development projects of BRICS and to facilitate the global growth of multilateral and regional financial, educational and industrial institutions. The material and the speaker for the analysis belong to the domain of BRICS top level politics. South Africa was the main host of the leadership summit in 2018. South African President Cyril Ramaphosa in his speech stressed the significance of the fourth industrial revolution highlighted by Professor Klaus Schawb at the World Economic Forum in Davos in 2016. The notion of the revolution appeared in the South African leader's address 7 times. Nevertheless, the authors of the paper see more messages hidden between the lines of the South African President's address. In the paper it is argued that BRICS architecture has a right to be interpreted as an attempt of keeping the world away from further plunging into environmental degradation, the development of critical thinking and innovation among BRICS citizens. The purpose of the paper is to demonstrate the method of pauses analysis to reveal a more complex mixture of speakers' visions. Long pauses are meaningful and extremely informative for discourse analysis. The data may be relevant for discourse analysis experts, political journalists, educators and copywriters.
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Nienaber, LN. "Video laryngoscopy in paediatric anaesthesia in South Africa." Southern African Journal of Anaesthesia and Analgesia 17, no. 6 (January 2011): 363–68. http://dx.doi.org/10.1080/22201173.2011.10872807.

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Dissertations / Theses on the topic "Video gamers South Africa"

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Wannenburg, EM, Jager J. de, and T. Drotsky. "Gamers’ perceptions of the service quality in the gaming areas of selected casinos in South Africa." African Journal of Business Management, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001255.

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Research was done on gamers’ perceptions of the service quality in the gaming areas of selected casinos in South Africa. 2 casinos with 700 and more slot machines and 2 casinos with fewer than 700 slot machines were used in this research project to obtain a summary of the target population. 440 gamers at the 4 selected casinos were interviewed, with the help of trained fieldworkers. A structured questionnaire was used to collect the final data for the research. All variables related to the questionnaire were statistically analysed. The results of the research indicated that there were no significant differences between the male and female gamers’ perceptions of the service quality in gaming areas.
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Cain, Julia. "Understanding film and video as tools for change : applying participatory video and video advocacy in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1431.

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Thesis (DPhil (Drama))--Stellenbosch University, 2009.
The purpose of this study is to examine critically the phenomenon of participatory video and to situate within this the participatory video project that was initiated as part of this study in the informal settlement area of Kayamandi, South Africa. The overall objective of the dissertation is to consider the potential of participatory video within current-day South Africa towards enabling marginalised groups to represent themselves and achieve social change. As will be shown, the term ‘participatory video’ has been used broadly and applied to many different types of video products and processes. For the preliminary purposes of this dissertation, participatory video is defined as any video (or film) process dedicated to achieving change through which the subject(s) has been an integral part of the planning and/or production, as well as a primary end-user or target audience. The two key elements that distinguish participatory video are thus (1) understanding video (or film) as a tool for social change; and (2) understanding participation by the subject as integral to the video process. An historical analysis thus considers various filmmaking developments that fed into the emergence of participatory video. These include various film practices that used film as a tool for change -- from soviet agitprop through to the documentary movement of the 1930s, as well as various types of filmmaking in the 1960s that opened up questions of participation. The Fogo process, developed in the late 1960s, marked the start of participatory video and video advocacy and provided guiding principles for the Kayamandi project initiated as part of this dissertation. Practitioners of the Fogo process helped initiate participatory video practice in South Africa when they brought the process to South African anti-apartheid activists in the early 1970s. The Kayamandi Participatory Video Project draws on this background and context in its planned methodology and its implementation. Out of this, various theoretical issues arising from participatory video practice contextualise a reflection and an analysis of the Kayamandi project. Lastly, this study draws conclusions and recommendations on participatory video practice in South Africa.
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Adam, Jameel. "Video annotation wiki for South African sign language." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1540_1304499135.

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The SASL project at the University of the Western Cape aims at developing a fully automated translation system between English and South African Sign Language (SASL). Three important aspects of this system require SASL documentation and knowledge. These are: recognition of SASL from a video sequence, linguistic translation between SASL and English and the rendering of SASL. Unfortunately, SASL documentation is a scarce resource and no official or complete documentation exists. This research focuses on creating an online collaborative video annotation knowledge management system for SASL where various members of the community can upload SASL videos to and annotate them in any of the sign language notation systems, SignWriting, HamNoSys and/or Stokoe. As such, knowledge about SASL structure is pooled into a central and freely accessible knowledge base that can be used as required. The usability and performance of the system were evaluated. The usability of the system was graded by users on a rating scale from one to five for a specific set of tasks. The system was found to have an overall usability of 3.1, slightly better than average. The performance evaluation included load and stress tests which measured the system response time for a number of users for a specific set of tasks. It was found that the system is stable and can scale up to cater for an increasing user base by improving the underlying hardware.

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Ramuhaheli, Tshifhiwa. "Gesture based interface for asynchronous video communication for deaf people in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14623.

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Includes bibliographical references (p. 123-128).
The preferred method of communication amongst Deaf people is that of sign language. There are problems with the video quality when using the real-time video communication available on mobile phones. The alternative is to use text-based communication on mobile phones, however findings from other research studies show that Deaf people prefer using sign language to communicate with each other rather than text. This dissertation looks at implementing a gesture-based interface for an asynchronous video communication for Deaf people. The gesture interface was implemented on a store and forward video architecture since this preserves the video quality even when there is low bandwidth.
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Scadden, David. "The road to heaven." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8271.

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Includes bibliographical references (p. 74-82).
Growing up, I used to have a book called The Unexplained, and inside it was a picture of the Garden of Earthly Delights by Hieronymus Bosch. Bosch's paintings were full of weird and wonderful animals coupled with hundreds of naked men and women in what looked like a garden party of the most exotic kind. To imagine such a place was arousing; to imagine a place full of fruit and naked people should turn everyone on, regardless of sexual preference.
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Ndafenongo, Gerhard. "An investigation into how cell phones can be used in the teaching of mathematics using VITALmaths video clips: a case study of 2 schools in Grahamstown, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003478.

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Cell phones have become a ubiquitous part of daily life for both teachers and learners alike. The educational potential afforded by cell phones is diverse. The challenge for teachers is to capitalise on this ubiquity and make use of cell phones for educational purposes. This study investigates how cell phones can be used in the teaching of Mathematics using VITALmaths video clips. Five VITALmaths video clips were uploaded onto cell phones which were used in the classroom to explore the Theorem of Pythagoras in a visually appealing way that supported a conceptual understanding of the basis of the theorem. The study was conducted in two high schools in Grahamstown, South Africa. It involved two teachers from each school and a total number of 47 Grade 10 Mathematics students. The participating teachers were chosen from a group of Mathematics teachers taking part in the Mathematics Teacher Enrichment Programme (MTEP) of the FirstRand Foundation Mathematics Education Chair hosted by Rhodes University. This study is framed as a case study and is grounded within the interpretive paradigm. The study captures teachers’ and learners’ experiences in using cell phones as instructional aids within the pedagogical context of the classroom. This research suggests that cell phones can be a useful resource to support teaching and learning in the classroom, particularly in under-resourced schools. The use of VITALmaths video clips as mathematical content, and cell phones as a vehicle of delivery, enhanced active participation and concentration, sped up lessons, encouraged collaboration as well as interaction and hands-on exploration, and promoted both student autonomy as well as teacher enrichment.
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Carr, Isabelle. "Baited remote underwater video survey of macro-invertebrate distribution and abundance across False Bay, South Africa." Bachelor's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12728.

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Assessing invertebrate species diversity and distribution based on environmental predictors is essential for conservation planning. South Africa need to understand ecological patterns to better plan for species conservation. South Africa’s unique coastline requires additional protection, but the design of areas is reliant on evidence based research. South Africa has a distinctive marine environment and is host to tropical, subtropical and temperate invertebrate species. False Bay in the Western Cape province of South Africa is a biodiversity hotspot with high species richness due to the overlap of two bioregions. This project reports on the first comprehensive camera survey of False Bay’s invertebrate population and assesses diversity across more habitat types and a greater depth range than previous dredge studies. 154 sites were sampled across summer and winter, reef and sand and three depth categories: shallow (5-15 m), intermediate (16-30 m) and deep (31-50 m). A total of 67 species from 8 phyla were recorded in this study. Winter samples showed a greater diversity than those sampled in summer (p=0.004). Intermediate depths (Shannon-H=1.184) and reef substrate (Shannon-H=1.403) support a greater diversity of invertebrate species. Habitat emerged as the most significant predictor of species distribution in the bay (p=0.01). Depth (p=0.01) and season (p=0.03) were also of influence, but to a lesser extent. Reef sites were separated from sand sites by the presence of Jasus lalandii and Comanthus wahlbergi on the former and Bullia laevissima, Marthasterias glacialis and Ovalipes trimaculates on the latter. Reef species J. lalandii and Tropiometra carinata and sand species B. laevissima and M. glacialis had the greatest contribution to dissimilarity between winter and summer samples. Complex granite reefs should be a main priority in invertebrate conservation as they host the greatest species diversity and abundance of all habitats sampled. BRUVs have provided a non-invasive, non-destructive method of sampling invertebrate species on all habitat types and are recommended for use in future studies of invertebrate species composition.
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Hyde, Janet Catherine. "An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003500.

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This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
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Wong, Ilene Yi-Zhen. "The development & assessment of an innovative video to introduce concepts of adherence in Soweto, South Africa /." [New Haven, Conn. : s.n.], 2004. http://ymtdl.med.yale.edu/theses/available/etd-08202004-175255/.

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Malindi, Phumzile. "Methods for providing rural telemedicine with quality video transmission." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1197.

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Thesis (DTech (Electrical engineering))--Cape Peninsula University of Technology, Cape Town, 2007
Telemedicine has been identified as a tool to distnllUte medical expertise to medically underserved rural community. However, due to the underdeveloped or non-existent telecommunication infrastructure, which is needed as the platform for telemedicine, the full benefits of telemedicine are yet to be realized in most parts of South Africa and Africa as a whole. This study aims to explore ways on how to provide lP-based lCI system that can be used as a communication platform for telemedicine in rural areas. In order to emulate the onsite face-to-face consultation experience, the rural telemedicine system must be able to provide quality video transmission. Quality video is also important in order for the physician at the distant end to be able to make correct diagnosis. Hence the main focus of this study is on ways ofproviding quality video over lP-based multiservice network. A conceptual model of a rural area network that can be used for rural telemedicine has been deVeloped, and different access technologies that can be used for rural areas are presented. Techniques for compesating IP best effort datagram delivery are provided. Factors that can affect the quality of video transmission on an lP-based packet network are identified, and a holistic approach to mitigate them is proposed. That includes adopting coding techniques that will provide coding efficiency, high quality video that is consistent at high and low bit rates, resilience to transmission errors, scalability, and network friendliness, which will result in perceived quality improvement, highcompression efficiency, and possibility of transportation over different networks. Secondly, it also includes mechanisms to compensate for packet networks idiosyncrasy, especially JP best-effort debilities, in order to meet the latency and jitter requirements of real-time video traffic. For video coding, H.264 is proposed as it meets most of the encoding requirements listed above, and for prioritising and protecting.video traffic from JP network's best-effort debilities a combination of differential services (DiflServ) and multi-protocol label switching (MPLS) have been adopted, where DiflServ is used for traffic classification and MPLS is used for traffic engineering and fast-rerouting in the event of route failure. To verify and validate the proposed solutions, modelling and simulation has been used, where the Network Simulator (NS-2.93) has been used to simulate network functions, and PSNR, VQM score and double stimulus impairment scale (DSIS) have been used for evaluating video quality.
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Books on the topic "Video gamers South Africa"

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National Film, Video, and Sound Archives (South Africa). Gids op rolprente in die Nasionale Film-, Video-, en Klankargief =. Pretoria: Staatsargiefdiens, 1993.

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National Film, Video, and Sound Archives (South Africa). Gids op grammofoonplate in die Nasionale Film-, Video- en Klankargief: Staatsargiefdiens = Guide to gramophone records in the National Film, Video, and Sound Archives. Pretoria: Staatsargiefdiens, 1992.

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National Film, Video, and Sound Archives (South Africa). Gids op klankkassette in die Nasionale Film-, Video- en Klankargief =: Guide to sound cassettes in the National Film, Video and Sound Archives. Pretoria: Nasionale Argief van Suid-Afrika, 1997.

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National Film, Video, and Sound Archives (South Africa). Gids op kompakskywe in die Nasionale Film-, Video- en Klankargief =: Guide to compact discs in the National Film, Video, and Sound Archives / National Archives of South Africa. Pretoria: Nasionale Argief van Suid-Afrika, 1997.

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Lange, J. H. De. The Anglo-Boer War, 1899-1902, on film. Pretoria: State Archives Service, 1991.

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Performing South Africa's Truth Commission: Stages of transition. Bloomington: Indiana University Press, 2010.

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Jenny, Morgan, ed. Film researcher's handbook: A guide to sources in North America, South America, Asia, Australasia and Africa. London: Routledge, 1996.

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Marcella, Beccaria, and Castello di Rivoli (Museum : Rivoli, Italy), eds. Candice Breitz. Milano: Skira, 2005.

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Suzanne, Cotter, Swain Miria, Modern Art Oxford, and Firstsite, eds. Candice Breitz: Re-animations. Oxford: Modern Art Oxford, 2003.

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Planet, Lonely. Lonely Planet South Africa & Lesotho video (Videos). Lonely Planet Publications, 1999.

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Book chapters on the topic "Video gamers South Africa"

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Venter, Anja. "Video Game Culture in Cape Town, South Africa." In Encyclopedia of Computer Graphics and Games, 1–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-08234-9_390-1.

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van der Merwe, Rachel Lara. "From Global to National: Mapping the Trajectory of the South African Video Game Industry." In Re-imagining Communication in Africa and the Caribbean, 137–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54169-9_8.

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Pitchford, Nicola. "Customised E-Learning Platforms." In Introduction to Development Engineering, 269–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_11.

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AbstractMore than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
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González-Ruibal, Alfredo. "Ruins of the South." In Contemporary Archaeology and the City. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803607.003.0016.

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The ruins of modernity are inevitably the ruins of the North. Actual or imagined ruined cities (the real Detroit or a post-apocalyptic London) are always Euro-American industrial or post-industrial metropolises (Vergara 1999; Woodward 2002; Edensor 2005; Jorgensen and Keenan 2012). These ruins are receiving growing attention by researchers, who often see them as metaphors of a diverse kind—including of our cultural anxieties and fears, of colonialism, capitalism, of the end of master narratives (Hell and Schönle 2010; Dillon 2011; Stoler 2013). They are also scrutinized by cultural heritage managers and politicians who try to transform them into spaces of memory, of leisure and consumption, or both. The post-industrial ruins of the South have received much less attention in recent debates on ruination, decay, recovery, and gentrification, although there are a few significant exceptions, most notably the work of Gordillo (2009, 2014) in Argentina and also Rodríguez Torrent et al. (2011, 2012) and Vilches (et al. 2008, 2011) in Chile. This is due to several reasons: one of them is the fact that southern urbanization and industrialization are usually perceived as a recent process. They are too young to have generated ruins: after all, none of the diverse southern ‘miracles’ of which economists speak (South-east Asian, Brazilian, African, and so on) dates from before the 1960s. It is well known that when companies do outsourcing, it is the so-called emerging economies that benefit from it: new factories for the South, new ruins for the North. Another reason is that the long-term process of modernity is still very much associated with Euro-American history. The rest of the globe is seen as having a later, incomplete, or surrogate modernity, as post-colonial historians have abundantly criticized (Chakrabarty 2000). In addition, the cultural and political conditions of the North have enabled the emergence of popular engagements with ruins, such as urban exploring or video games, that have made their processes of metropolitan ruination more conspicuous at a global level (Garrett 2013; Pétursdóttir and Olsen 2014: 4).
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Cooke, Paul. "The South African Soft Power Narrative, Cinema and Participatory Video." In Cinema and Soft Power, 169–89. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474456272.003.0009.

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This chapter explores the gap between the way South Africa is experienced internally by some parts of the nation and the continued power of the story of the nation’s transition to democracy under Mandela internationally, a story which remains a remarkably resilient factor in the nation’s soft power offering. The chapter focuses on the less frequently explored internal dimension of soft power narratives and how they can be used to construct an imagined (national) community. It looks in particular at how community-level filmmaking has been used to contest the national soft-power narrative of the inclusive “rainbow nation”
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Ethel Khuzwayo, Mamsi. "Towards the Development of the Decolonized Pedagogy for Higher Education in South Africa: A Students’ Perspective." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.101287.

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This chapter presents views, opinions, and perceptions about the curriculum theories that propagate educational perspectives of social injustice, cultural exclusion, supremacy, socio-economic inequality, and inequity. The data collection method was question and answer and deductive reasoning conducted in small groups in education studies classes. Pieces of information recorded in video clips during the COVID-19 lockdown were analysed through qualitative procedures, transcribing verbal data, and sorting coded categories of data. First, the frequencies of statements indicating trends in thoughts form themes classified as convergent and divergent perspectives. The interpretation of themes identified during data analysis seeks to address the problem statement in this chapter, which is the paradigm shift for a conceptualised decolonised curriculum in South Africa. Thus, the research question asked in the study is “what principles should underpin pedagogical content knowledge (PCK) of pre-service teacher education and training?” The source of data was interviews and document analysis. The synthesis of the results drawn from the raw data was based on the theoretical and conceptual framework established from the works of scholarship researchers on decolonised education. The interpretation of the findings addressing the problem statement and the research question was presented through convergent and divergent perspectives that characterise the beliefs and thoughts of students about curriculums for decolonised education in South Africa. The study highlights uncertainties about the concepts, divergent conceptual stances on decolonised education, and the lack of uniformity in the perceptions of philosophical principles or foundations of perspectives on decolonised education.
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Nel, Benita P. "Noticing through Self-reflection by Mathematics Teachers using Video Stimulated Recall." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 367–72. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.069.

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Continuous professional development should be navigated in a teacher’s own context, addressing their particular needs where timeous feedback can be of great benefit. However, the major teachers’ union in South Africa hindered government officials to enter the classroom, limiting support. Most professional development (PD) initiatives are thus off-site and not always customised to the needs of the individual teacher. In this study, the use of Video-stimulated recall (VSR) was used as a PD tool where self-reflection is foregrounded, reporting on one teacher. The research question was: What did the teachers notice and act upon when VSR was incorporated as a PD amongst mathematics teachers? Through Mason’s discipline of noticing the teacher’s noticing was investigated. Key Words: Video-stimulated recall, Mathematics education; continuous professional development; teacher noticing; in-house setting
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Shekau, Abubakar. "Declaration of War Against Christians and Western Education." In The Boko Haram Reader, 215–20. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190908300.003.0026.

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(c. JULY 2010) [Trans.: Abdulbasit Kassim] Available at: https://www.youtube.com/watch?v=Okrm2ZryK90 This video is undated, but judging from its quality of production and contents, restating some of the themes in texts 7 and 14, the extra-judicial killing of Boko Haram members, allegation of the collaboration between the Izala scholars and the government—a common early theme in the aftermath of the 2009 conflict—and mentioning the arrests of Muslims because of the World Cup event (which presumably is the 2010 FIFA World Cup in South Africa), it should be dated to July 2010. In this video, Shekau reiterated the ideology of the group and its declaration of war against the Christians, Western education and secular constitution as well as the goal of establishing...
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Emberly, Andrea, and Mudzunga Junniah Davhula. "Dancing Domba." In Transforming Ethnomusicology Volume II, 148–63. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517550.003.0010.

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The domba school of girls’ initiation is recognizable to many ethnomusicologists from John Blacking’s historic work in Venda communities in South Africa in the 1950s. Blacking’s study illuminated the central role of music in children’s lives in Venda communities. However, at present, domba and the unique songs and stories of Venda childhood are highly endangered, with significant ramifications for contemporary children’s education, cultural practices, and well-being in Venda communities. This chapter explores collaborative research that aims to draw together ethnomusicological methodologies such as audio and video documentation with community-driven efforts to embed the teaching and learning from domba into the school curriculum. Because children have historically been viewed as research objects, rather than participants, this collaborative effort highlights the significance of including children and young people in the research process. By connecting music to a broader cultural context, our research explores the emotional, physical, and socio-cultural transition from childhood to adulthood that is embodied musically in initiation schools and through the transmission of traditional Venda children’s musical arts practices (song, dance, instrumental performance). Our research aims to contribute to knowledge about critical issues, including the connection of well-being to arts education and the sustainability of intangible cultural heritage through unique and collaborative methodologies that prioritize the engagement of children and young people.
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Sharma, Sushil K. "Gender Inequalities for Use and Access of ICTs in Developing Countries." In Information Communication Technologies, 488–95. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch033.

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Internet, wireless, mobile, multi-media (voice, video, 3D), broadband, and other information and communication technologies (ICTs) are rapidly consolidating global communication networks and international trade with implications for people in developing countries. Extensive literature suggests that use of ICTs have a great impact on society for improving their economic means and life styles. However, various studies conducted in different regions of the world indicate that the advantages of ICTs have not reached all sections of society, particularly rural communities, and women. Women face many obstacles before they can harness the benefits of ICTs (Accascina, 2001; Alloo, 1998; The Commonwealth of Learning, 1998, 1999, 2000, 2001). Information and technology development, adoption, and access are far from adequate in developing countries. Large scale illiteracy and disabling environments, including uncompetitive markets, restrict opportunities to harness ICTs. For example; in India only 0.6% of the population uses the Internet and the penetration rate of the personal computer is only 1.2% (Hafkin & Taggart, 2001; Nath, 2001; World Bank Report, 2002). Information chasms follow socioeconomic divisions, particularly income and education disparities, separating well-connected elites from the less privileged who remain detached from information access and use. Most women within developing countries are on the lowest side of the divide, further removed from the information age as compared to the men whose poverty they share (Accascina, 2001; Nath, 2001; Tandon, 1998, The Commonwealth of Learning, 1998, 1999, 2000, 2001). If access and use of these technologies is directly linked to social and economic development, then it is imperative that women in developing countries be taken into consideration while developing ICT diffusion strategies. ICTs can be an important tool in meeting women’s basic needs and can provide the access to resources to involve women as equal partners in socio-economic development (Cole et al., 1994). Addressing gender issues in the ICTs sector has shown significant results where women have been made a part of ICT use and access. For example, women have benefited greatly from South Korea’s push to make higher education available online. In corporate South Korea, more than 35% of high-level IT positions are now held by women. In Africa, 70% of agricultural produce is handled by women (World Bank Report, 2002). By using farm radios, women farmers can obtain information in local languages on markets, agricultural inputs, food preservation, and storage without traveling far, or being dependent on a middleman. ICTs use and access by women can offer significant opportunities for them in developing countries, including poor women living in rural areas. However, their ability to take advantage of these opportunities is contingent upon conducive policies, an enabling environment to extend communications infrastructure to where women live, and increasing educational levels. It is now, particularly appropriate to ensure the inclusion of gender concerns in national IT policy, as most developing countries are either in the process of or about to start elaborating these policies (Accascina, 2001; Marcelle, 2000; Ponniah & Reardon, 1999; The Commonwealth of Learning, 1998, 1999, 2000, 2001). Women face considerably higher barriers in terms of literacy, access to education and information, productive and financial resources, and time. Many of the obstacles women face in accessing and using technology are entrenched in behavioral, cultural, and religious practices. Unless explicit measures are taken to address these divides, there is a risk that ICT will increase gender disparities and that the impact of ICTs will not be maximized. Integrating gender considerations into ICT strategies and policies will enable policy-makers and implementers to address these differences, which in turn will lead to remove gender inequalities for ICTs use and access (The Commonwealth of Learning, 1998, 1999, 2000, 2001).
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Conference papers on the topic "Video gamers South Africa"

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Marques, Bradley R. C., Stephen P. Levitt, and Ken J. Nixon. "Software visualisation through video games." In the South African Institute for Computer Scientists and Information Technologists Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2389836.2389861.

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"How to Design Accounting Video Lectures to Recover Lost Time." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3985.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The objective of this study is to understand how the video lectures of the same length and content as the face-to-face lectures can be designed and implemented to have a positive effect on student performance; probably when the campus are shutdown. Background: In a number of South African universities protests by students are on the increase. Often, they lead to cancellation of academic activities such as face-to-face classes and examinations. Methodology: A quasi-experimental design with multiple baseline is used on two video lectures, to (1) compare the performance of the students who did not watch the video lectures and those who watched the video lectures; and (2) compare the performance of each student who watched the video lectures on the test topics covered in the videos and the test topics not covered in the videos; and (3) determine the factors that influence the effectiveness of the concerned video lectures. Contribution: This study contributes to the literature by investigating the effectiveness of video lectures in improving student performance; and the factors associated to the effectiveness of such lectures; and complexity or straightness of the two video lectures used; and by providing possible solutions to the challenges identified, in relation to designing video lectures. Findings: In terms of student performance, there is no significant advantage arising from watching the video lectures for the students who watched the video lectures. It is also found that the student performance is significantly associated to the student's commitment, prior performance, the quality of the content, and the organisation or design of the video lectures. Recommendations for Practitioners: This study recommends how the accounting video lectures can be designed, and highlights the environments in which the video lectures of the same length and content as the face-to-face lectures may not be used. Recommendation for Researchers: Other researchers may replicate this study using short length videos of better quality and appropriate length, which may incorporate current issues, games, be interactive and so forth. Impact on Society: This study examines the use of educational video lectures in order to minimise the impact of disruptions at university level. Future Research: Future studies may use randomly selected treatment and control groups. They may consider a nationwide research or using qualitative interviews in examining the use of educational video lectures.
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Schumann, Carina, Hugh G. P. Hunt, Jesse Tasman, Haydn Fensham, Ken J. Nixon, Tom A. Warner, and Marcelo M. F. Saba. "High-speed video observation of lightning flashes over Johannesburg, South Africa 2017 - 2018." In 2018 34th International Conference on Lightning Protection (ICLP). IEEE, 2018. http://dx.doi.org/10.1109/iclp.2018.8503429.

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Burke, Michael. "Image ranking in video sequences using pairwise image comparisons and temporal smoothing." In 2016 Pattern Recognition Association of South Africa (PRASA) and Robotics and Mechatronics International Conference (RobMech). IEEE, 2016. http://dx.doi.org/10.1109/robomech.2016.7813166.

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Gcaleka, Azile, and David Tatenda Risinamhodzi. "Investigating the feasibility of using Video Lecture Capturing as a teaching and learning tool: A case of a rural university in the Eastern Cape, South Africa." In 2020 IEEE Learning with MOOCS (LWMOOCS). IEEE, 2020. http://dx.doi.org/10.1109/lwmoocs50143.2020.9234315.

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Letuka, Mokete, and Paseka Patric Mollo. "STUDENT TEACHERS’ PERCEPTIONS OF THE ASSESSMENT OF VIDEO-RECORDED LESSONS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end011.

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"Lecturers have not been able to go to schools where student teachers were placed for teaching practice, to physically sit in classrooms to observe and assess their lessons. This is due to Covid-19 lockdown regulations in South Africa. For this reason, students were instructed to video-record their lessons, and submit them to lecturers for observation and assessment of their teaching competence. As a result of this unprecedented venture, the researchers sought to determine student teachers’ perceptions of the video-recorded lessons, and the assessment thereof. A qualitative research approach was employed to carry out this study because the researchers intended to understand in-depth, the student teachers’ views and perceptions regarding their video-assessed lessons. Individual interviews were conducted among a sample of 40 third-year students, which were purposefully selected. Collected data were analyzed by means of identification of patterns and themes. Findings revealed that most student teachers preferred video-recording their lessons and sending them to lecturers for assessment. They felt less nervous and anxious, and thus made fewer mistakes when it was just them and the learners in the classroom, as opposed to when the lecturer or mentor teacher sits in and observes them as they conduct lessons. However, they preferred mentor teacher/lecturer feedback over feedback from their peers. The study highlighted the need for a shift, from lecturers being physically present in the classroom to observe and assess student teachers’ teaching competence, to assessing video-recorded lessons and providing students with feedback."
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Perry, Brandon J., Sara B. Heltzel, and Robert S. Salzar. "The Use of Dermestidae in Documenting Underbody Blast Injuries to Foot-Ankle-Leg Complex." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70413.

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Conflicts in the Gulf have exposed warfighters to injury by means of improvised explosive device (IED) detonation beneath armored military vehicles, commonly referred to as underbody blast (UBB). Together with the pelvis, injuries to the foot-ankle-leg number among those most commonly sustained by warfighters in the event of a UBB. Multiple biomechanical tests are currently being conducted in order to develop injury thresholds and risk functions for warfighters subjected to these vertical loads. In a previous study of 38 foot-ankle-leg complexes tested under automotive and UBB load rates, a distribution of injuries was produced. High-speed x-ray video and post-test CT, Statscan (Lodox, Johannesburg, South Africa), and dissection were performed to document injuries. It is, however, difficult to thoroughly remove soft tissue and cartilage from the calcaneus and talus without inducing damage that could be mistaken as a test-induced injury. For this test series, Dermestidae macerated 31 tali and 18 calcanei revealing 12 and 4 injuries, respectively, that were previously undiagnosed through more traditional techniques. Logistic regressions were produced to quantify the significance of the findings. The pre- and post-maceration regressions predicted a 50% injury risk of 6626N and 4228N, respectively, or a 44% difference in mean.
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Reports on the topic "Video gamers South Africa"

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Heyns,, Christof, Rachel Jewkes,, Sandra Liebenberg,, and Christopher Mbazira,. The Hidden Crisis: Mental Health on Times of Covid-19. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2019/0066.

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[This Report links with the video "The policy & practice of drug, alcohol & tobacco use during Covid-19" http://hdl.handle.net/20.500.11911/171 ]. The COVID-19 pandemic is most notably a physical health crisis, but it strongly affects mental health as well. Social isolation, job and financial losses, uncertainty about the real impact of the crisis, and fear for physical well-being affect the mental health of many people worldwide. These stressors can increase emotional distress and lead to depression and anxiety disorders. At the same time, there are enormous challenges on the health care side. People in need of mental health support have been increasingly confronted with limitations and interruptions of mental health services in many countries. In May 2020, the United Nations already warned that the COVID-19 pandemic has the seeds of a major mental health crisis if action is not taken. The panel discussed and analysed mental health in times of the COVID-19 pandemic with reference to South Africa, Nigeria, Germany and Spain.
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