The effects of computer assisted interactive fiction on the development of reading comprehension in grade five students

This study was undertaken in order to determine the effects of playing computer based text adventure games on the reading comprehension gains of students. Forty-five grade five students from one elementary school were randomly assigned to experimental and control groups, and were tested with regard to ability, achievement and reading skills. An experimental treatment, consisting of playing computer based interactive fiction games of the student's choice for fifteen minutes each day over an eight-week period, was administered. A comparison treatment engaged the control group in sustained silent reading of materials of the student's choice for an equal period of time. Following the experimental period all students were post-tested with an alternate form of the pre-test in reading skills, and gain scores were analysed. It was found that there were no significant differences in the gain scores of the experimental and control groups for overall reading comprehenSion, but the experimental group showed greater gains than the control group in the structural analysis reading sub-skill. Extreme variance in the data made generalization very difficult, but the findings indicated a potential for computer based interactive fiction as a useful tool for developing reading sl

Reality status evaluations in mediated experiences /

This paper explores the cognitive functions of the Reality Status Evaluation (RSE) system in our experiences of narrative mediated messages (NMM) (fictional, narrative, audio-visual one-way input and moving picture messages), such as fictional TV programs and films. We regard reality in mediated experiences as a special mental and emotional construction and a multi-dimensional concept. We argue that viewers' reality sense in NMM is influenced by many factors with "real - on" as the default value. Some of these factors function as primary mental processes, including the content realism factors of those messages such as Factuality (F), Social Realism (SR), Life Relevance (LR), and Perceptual Realism - involvement (PR), which would have direct impacts on reality evaluations. Other factors, such as Narrative Meaning (NM), Emotional Responses, and personality trait Absorption (AB), will influence the reality evaluations directly or through the mediations of these main dimensions. I designed a questionnaire to study this theoretical construction. I developed items to form scales and sub-scales measuring viewers' subjective experiences of reality evaluations and these factors. Pertinent statistical techniques, such as internal consistency and factorial analysis, were employed to make revisions and improve the quality of the questionnaire. In the formal experiment, after viewing two short films, which were selected as high or low narrative structure messages from previous experiments, participants were required to answer the questionnaire, Absorption questionnaire, and SAM (Self-Assessment Manikin, measuring immediate emotional responses). Results were analyzed using the EQS, structural equation modeling (SEM), and discussed in terms oflatent relations among these subjective factors in mediated experience. The present results supported most of my theoretical hypotheses. In NMM, three main jactors, or dimensions, could be extracted in viewers' subjective reality evaluations: Social Realism (combining with Factuality), Life Relevance and Perceptual Realism. I designed two ways to assess viewers' understanding of na"ative meanings in mediated messages, questionnaire (NM-Q) and rating (NM-R) measurement, and its significant influences on reality evaluations was supported in the final EQS models. Particularly in high story stnlcture messages, the effect of Narrative Meaning (NM) can rarely be explained by only these dimensions of reality evaluations. Also, Empathy seems to playa more important role in RSE of low story structure messages. Also, I focused on two other factors that were pertinent to RSE in NMM, the personality trait Absorption, and Emotional Responses (including two dimensions: Valence and Intensity). Final model results partly supported my theoretical hypotheses about the relationships among Absorption (AB), Social Realism (SR) and Life Relevance (LR); and the immediate impact of Emotional Responses on Perceptual Realism cPR).

Where's Albania? : staking out the politics of the real and reality in documentary cinema

This thesis, entitled, "Where's Albania? Staking Out the Politics of the Real and Reality in Documentary Cinema," charts the documentary tradition's path from its first incarnations, as filmed travelogue or ethnographic study, for example, right through to its development as a form acting as an objective observer, reflexive commentator, and finally, as a postmodern hybrid. This thesis begins by locating the documentary tradition's origins in realism. Foregrounding documentary cinema as a realist style is important in that it is a contention that spans this entire study. After working through the numerous modes of documentary as outlined by Bill Nichols, I suggest the documentary is often best understood as a hybrid form drawing on numerous modes and conventions. This argument permits my study to make a shift into postmodern theory, wherein I examine postmodernism's relationship to the documentary both as being influenced by it, but also as subsequently forcing documentary cinema to look back at itself and reevaluate the claims it has made in the past, and how postmodernism has drawn these claims to the surface of debate. My thesis concludes with a study of the mockumentary. This analysis confirms the link between postmodernism and documentary, but perhaps more importantly, this analysis investigates postmodemism's critique of the image and representation in general, two elements historically linked to documentary cinema's success as "truth teller."

The interpretation of environmental sustainability (ES) by the IOC/Olympic Games 1994-2008

The purpose of this qualitative multi-case study was to examine the interpretation of environmental sustainability (ES) within the Olympic 11 Movement. Two research questions guided the inquiry - first, how has the concept of ES been defined by the International Olympic Committee (lOC), and second, how has the concept of ES been defined and enacted by the Organizing Committees ofthe Olympic Games (OCOGs)? During the past two decades, the International Olympic Committee (lOC) established several policies and programs related to ES. Its actions reflect a broader trend of environmentalism within economic and social spheres around the world (Milton-Smith, 2002). Despite the numerous initiatives, the Olympic Games continue to cause significant environmental damage. Frey, et al. (2007) argued that the Olympic Movement contradicts the fundamental premises of ES because the Games are hosted in a two week time period, are situated in a confined area, and accumulate operating and infrastructure costs in the billions of dollars. Further, Etzion (2007) stated "there is positive and significant correlation between firm siz~ and environmental performance" (p. 642) and in the context of the Olympics the sizeimpact relation is striking. Since 1972, the year the UN launched its international environmental awareness efforts, the Summer Olympics grew to 201 nations (39% increase), 10,500 athletes (32% increase), 28 sports (30% increase), and 302 events (43% increase) (Johnson, 2004; Girginov & Parry, 2005; Upegui, 2008). The proliferation of Games activities counters the ES principles that exist within many of the IOC declarations, policies and programs.

Organizational capacity and knowledge transfer : a qualitative case study of the 2007 Canada Winter Games host society

Understanding and managing the knowledge transfer process in sport organizations is an essential component to enhance organizational capacity. Very little research on either capacity or knowledge transfer within a sport organization exists. Consequently, the purpos e of this qualitative case study was to, examine the transfer of knowledge process within a major games host society. Specifically, two research goals guided the study: 1) To develop a model to explain a knowledge t r ans f e r process in a non-profit ma jor games hos t organization and 2) To examine the relevance of the model to a Canada Games Hos t Society. Data we r e collected from interviews with middle and senior level volunteers as well as senior s t a f f members (n= 27), document s and observations. The findings indicated three barriers to knowledge transfer: structural, systemic, and cultural. As a result of the findings a revised model for knowledge transfer wa s proposed that included modifications related to the direction of knowledge flow, timing of the knowledge transfer process, and group inter-relations. Implications identified the importance of intuition managers, time and organizational levels for successful knowledge transfer. Recommendations for future host societies and the Canada Games Council are presented.

A Temporal Analysis of Emotions in Girls' Secondary School Physical Education Games and Fitness Classes

Female enthusiasm towards engaging in physical education (PE) significantly decreases with age as it provides females with positive and negative emotional experiences. This study examined emotions within four grade nine female PE soccer and fitness classes (N = 67). Emotional patterns were studied over time and across two units of instruction and in relation to student grades. A mixed-method approach was utilized assessing the state emotions of shame, enjoyment, anxiety, and social physique anxiety (SPA). Results revealed unsatisfactory internal consistency for shame and thus it was removed. Statistical analysis revealed no significant changes in emotions over time, whereas qualitative analysis found that state emotions were inconsistent. Statistical analysis indicated that students in the fitness classes reported significantly higher levels of anxiety and SPA on the final class (p < .01). Qualitative analysis signaled different origins and themes of students‟ emotions. No predictive relationship between emotion and students‟ grade was found.

Benefits of Using Target Activities to Assist in Improvement of Striking in Striking and Fielding Games for Individuals with Autism: A Comparative Case Study

The purpose of the research study was to increase understanding about the potential benefits of combining target activities with striking-fielding games for individuals with high functioning autism spectrum disorder. A comparative case study was conducted to understand if target activities can assist in improving the skills of striking and throwing, aid the learning of tactics and add to current understanding of how certain teaching skills might be linked to the transfer between target and striking-fielding games. Data was collected through observations, student journals and interviews and were analyzed using both inductive and deductive methods. Results show an appearance of improvement in throwing, striking, bowling and badminton for overall skill levels. In regards to teaching skills, appropriate and effective teaching techniques, appropriate and effective equipment, dynamic of participants and student-instructors and consistency of attendance are vital. Future research should further look at the transferability to outdoor settings and interview the participants.

Discourses of Masculinity and Femininity in The Hunger Games: "Scarred," "Bloody," and "Stunning"

This article explores how characters in The Hunger Games trilogy are portrayed relative to Connell's gendered discourses of hegemonic masculinity, marginal masculinity, and emphasized femininity. We briefly review the plot of The Hunger Games trilogy and then discuss the ways in which three of the characters are represented with respect to societal gendered discourses, heteronormativity, and the use of violence. We argue that the ways in which these aspects are portrayed relate to the main characters' performance of discourses of hegemonic masculinity (Gale), marginalized masculinity (Peeta), and a complex amalgamation of the two that also draws somewhat on emphasized femininity (Katniss). Finally, we conclude that, while the trilogy could be read as taking a feminist stance with a strong female protagonist, it nonetheless also constrains Katniss in heteronormative ways.

Ontario Winter Games records, 1984-1985.

The Ontario Winter Games began in 1970. This four day sporting event features amateur athletes from across the province, with the majority of the athletes being between the ages of 14-18. The event is held every two years and averages 3,500 participants, including athletes, coaches and officials. It provides an opportunity for young athletes to showcase and develop their skills, often preparing them for sports competitions at the national and international level. The 1985 Ontario Winter Games were held in St. Catharines, Ontario, from March 14-17.

Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement

Mobile augmented reality applications are increasingly utilized as a medium for enhancing learning and engagement in history education. Although these digital devices facilitate learning through immersive and appealing experiences, their design should be driven by theories of learning and instruction. We provide an overview of an evidence-based approach to optimize the development of mobile augmented reality applications that teaches students about history. Our research aims to evaluate and model the impacts of design parameters towards learning and engagement. The research program is interdisciplinary in that we apply techniques derived from design-based experiments and educational data mining. We outline the methodological and analytical techniques as well as discuss the implications of the anticipated findings.

Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement

Mobile augmented reality applications are increasingly utilized as a medium for enhancing learning and engagement in history education. Although these digital devices facilitate learning through immersive and appealing experiences, their design should be driven by theories of learning and instruction. We provide an overview of an evidence-based approach to optimize the development of mobile augmented reality applications that teaches students about history. Our research aims to evaluate and model the impacts of design parameters towards learning and engagement. The research program is interdisciplinary in that we apply techniques derived from design-based experiments and educational data mining. We outline the methodological and analytical techniques as well as discuss the implications of the anticipated findings.

A Case Study of Disengaged Students' Experiences with Teaching Games for Understanding

The purpose of this research study was to determine if the instructional model, Teaching Games for Understanding (TGfU), would allow for the successful teaching of sport to disengaged female students in Physical Education (PE) classes. An instrumental case study research design was used to determine grade nine female students’ experiences with TGfU, the factors of TGfU that facilitated their engagement, and the ways in which these students resisted engaging in TGfU. Data was collected through a pre and post TGfU unit focus group, participant observation, in-depth interviews, and researcher reflections. Results showed that TGfU caused an increase in the participants’ engagement in PE physically, mentally, and socially/emotionally. Future researchers could structure their entire study holistically and should examine TGfU’s impact on student engagement over the course of an entire semester. Subsequent studies should moreover examine the presence of disengagement within physically skilled students in PE.

Players and Avatars: The Connections between Player Personality, Avatar Personality, and Behavior in Video Games

The increasing variety and complexity of video games allows players to choose how to behave and represent themselves within these virtual environments. The focus of this dissertation was to examine the connections between the personality traits (specifically, HEXACO traits and psychopathic traits) of video game players and player-created and controlled game-characters (i.e., avatars), and the link between traits and behavior in video games. In Study 1 (n = 198), the connections between player personality traits and behavior in a Massively Multiplayer Online Roleplaying Game (World of Warcraft) were examined. Six behavior components were found (i.e., Player-versus-Player, Social Player-versus-Environment, Working, Helping, Immersion, and Core Content), and each was related to relevant personality traits. For example, Player-versus-Player behaviors were negatively related to Honesty-Humility and positively related to psychopathic traits, and Immersion behaviors (i.e., exploring, role-playing) were positively related to Openness to Experience. In Study 2 (n = 219), the connections between player personality traits and in-game behavior in video games were examined in university students. Four behavior components were found (i.e., Aggressing, Winning, Creating, and Helping), and each was related to at least one personality trait. For example, Aggressing was negatively related to Honesty-Humility and positively related to psychopathic traits. In Study 3 (n = 90), the connections between player personality traits and avatar personality traits were examined in World of Warcraft. Positive player-avatar correlations were observed for all personality traits except Extraversion. Significant mean differences between players and avatars were observed for all traits except Conscientiousness; avatars had higher mean scores on Extraversion and psychopathic traits, but lower mean scores on the remaining traits. In Study 4, the connections between player personality traits, avatar traits, and observed behaviors in a life-simulation video game (The Sims 3) were examined in university students (n = 93). Participants created two avatars and used these avatars to play The Sims 3. Results showed that the selection of certain avatar traits was related to relevant player personality traits (e.g., participants who chose the Friendly avatar trait were higher in Honesty-Humility, Emotionality, and Agreeableness, and lower in psychopathic traits). Selection of certain character-interaction behaviors was related to relevant player personality traits (e.g., participants with higher levels of psychopathic traits used more Mean and fewer Friendly interactions). Together, the results of the four studies suggest that individuals generally behave and represent themselves in video games in ways that are consistent with their real-world tendencies.

The Demonstration Effect of Hosting a Major Games: A Case Study of Figure Skating and the Vancouver 2010 Olympic Winter Games

Developed by Hindson, Gidlow, and Peebles (1994), the trickle-down effect and more specifically, the demonstration effect, are based on the idea that performances of a host nation’s athletes will inspire the population to become active in sport. The Vancouver 2010 Olympic Winter Games presented an opportunity for Canadian sport organizations to promote sport participation. The purpose of this study was to determine if the demonstration effect occurred in Canada, and determine the reasons why or why not. The sport of figure skating was selected. Quantitative data were collected from Skate Canada on club membership rates from 2003 to 2013. Results showed small increases in participation, however there was little change following the Vancouver 2010 Olympic Winter Games. Qualitative data showed that already active sport participants became more active, following these Games. The findings demonstrate that the demonstration effect occurred, however only for a select group of individuals.

Efficiency in Uncertain Cooperative Games

A contingent contract in a transferable utility game under uncertainty specifies an outcome for each possible state. It is assumed that coalitions evaluate these contracts by considering the minimal possible excesses. A main question of the paper concerns the existence and characterization of efficient contracts. It is shown that they exist if and only if the set of possible coalitions contains a balanced subset. Moreover, a characterization of values that result in efficient contracts in the case of minimally balanced collections is provided.