LEVERAGING SANDBOX IMMERSIVE 3D VIRTUAL WORLDS TO DEVELOP DO-IT- YOURSELF TEACHING GAMES: IMPLEMENTATION TO MARKETING CASE STUDY TEACHING IN SECOND LIFE

Games are powerful and engaging. On average, one billion people spend at least 1 hour a day playing computer and videogames. This is even more true with the younger generations. Our students have become the < digital natives >, the < gamers >, the < virtual generation >. Research shows that those who are most at risk for failure in the traditional classroom setting, also spend more time than their counterparts, using video games. They might strive, given a different learning environment. Educators have the responsibility to align their teaching style to these younger generation learning styles. However, many academics resist the use of computer-assisted learning that has been "created elsewhere". This can be extrapolated to game-based teaching: even if educational games were more widely authored, their adoption would still be limited to the educators who feel a match between the authored games and their own beliefs and practices. Consequently, game-based teaching would be much more widespread if teachers could develop their own games, or at least customize them. Yet, the development and customization of teaching games are complex and costly. This research uses a design science methodology, leveraging gamification techniques, active and cooperative learning theories, as well as immersive sandbox 3D virtual worlds, to develop a method which allows management instructors to transform any off-the-shelf case study into an engaging collaborative gamified experience. This method is applied to marketing case studies, and uses the sandbox virtual world of Second Life. -- Les jeux sont puissants et motivants, En moyenne, un milliard de personnes passent au moins 1 heure par jour jouer à des jeux vidéo sur ordinateur. Ceci se vérifie encore plus avec les jeunes générations, Nos étudiants sont nés à l'ère du numérique, certains les appellent des < gamers >, d'autres la < génération virtuelle >. Les études montrent que les élèves qui se trouvent en échec scolaire dans les salles de classes traditionnelles, passent aussi plus de temps que leurs homologues à jouer à des jeux vidéo. lls pourraient potentiellement briller, si on leur proposait un autre environnement d'apprentissage. Les enseignants ont la responsabilité d'adapter leur style d'enseignement aux styles d'apprentissage de ces jeunes générations. Toutefois, de nombreux professeurs résistent lorsqu'il s'agit d'utiliser des contenus d'apprentissage assisté par ordinateur, développés par d'autres. Ceci peut être extrapolé à l'enseignement par les jeux : même si un plus grand nombre de jeux éducatifs était créé, leur adoption se limiterait tout de même aux éducateurs qui perçoivent une bonne adéquation entre ces jeux et leurs propres convictions et pratiques. Par conséquent, I'enseignement par les jeux serait bien plus répandu si les enseignants pouvaient développer leurs propres jeux, ou au moins les customiser. Mais le développement de jeux pédagogiques est complexe et coûteux. Cette recherche utilise une méthodologie Design Science pour développer, en s'appuyant sur des techniques de ludification, sur les théories de pédagogie active et d'apprentissage coopératif, ainsi que sur les mondes virtuels immersifs < bac à sable > en 3D, une méthode qui permet aux enseignants et formateurs de management, de transformer n'importe quelle étude de cas, provenant par exemple d'une centrale de cas, en une expérience ludique, collaborative et motivante. Cette méthode est appliquée aux études de cas Marketing dans le monde virtuel de Second Life.

F-1 Food Assistance Program State Summary, January 2012

The Food Assistance Monthly Participation Report is a monthly summary of Food Assistance program participation, statewide and for each Iowa county. Breakouts are reported for participants also in the FIP program, those only receiving Food Assistance, and those that are receiving economic assistance under other programs (primarily Medicaid). This report may also be known as the F-1 Report.

Begging food provisioning and nestling competition in great tit broods infested with ectoparasites

Ectoparasites are a ubiquitous environmental component of breeding birds, and it has repeatedly been shown that hematophagous ectoparasites such as fleas and mites reduce the quality and number of offspring of bird hosts, thereby lowering the value of a current brood. Selection acting on the hosts will favor physiological and behavioral responses that will reduce the parasites' impact. However, the results of the few bird studies that addressed the question of whether parasitism leads to a higher rate of food provisioning are equivocal, and the begging response to infestation has rarely been quantified. A change in begging activity and parental rate of food provisioning could be predicted in either direction: parents could reduce their investment in the brood in order to invest more in future broods, or they could increase their investment in order to compensate for the parasites' effect on the current brood. Since the nestlings are weakened by the ectoparasites they may beg less, but on the other hand they may beg more in order to obtain more food. In this study we show experimentally that (1) hen fleas (Ceratophyllus gallinae) reduce the body mass and size of great tit (Parus major) nestlings, (2) nestlings of parasitized broods more than double their begging rate, (3) the male parents increase the frequency of feeding trips by over 50%, (4) the females do not adjust feeding rate to the lowered nutritional state of nestlings, and (5) food competition among siblings of parasitized broods is increased. Ultimately the difference in the parental feeding response may be understood as the result of a sex-related difference in the trade-off of investing in current versus future broods.

F-1 Food Assistance Program State Summary, February 2012

The Food Assistance Monthly Participation Report is a monthly summary of Food Assistance program participation, statewide and for each Iowa county. Breakouts are reported for participants also in the FIP program, those only receiving Food Assistance, and those that are receiving economic assistance under other programs (primarily Medicaid). This report may also be known as the F-1 Report.

F-1 Food Assistance Program State Summary, March 2012

The Food Assistance Monthly Participation Report is a monthly summary of Food Assistance program participation, statewide and for each Iowa county. Breakouts are reported for participants also in the FIP program, those only receiving Food Assistance, and those that are receiving economic assistance under other programs (primarily Medicaid). This report may also be known as the F-1 Report.

F-1 Food Assistance Program State Summary, May 2012

The Food Assistance Monthly Participation Report is a monthly summary of Food Assistance program participation, statewide and for each Iowa county. Breakouts are reported for participants also in the FIP program, those only receiving Food Assistance, and those that are receiving economic assistance under other programs (primarily Medicaid). This report may also be known as the F-1 Report.

F-1 Food Assistance Program State Summary, June 2012

The Food Assistance Monthly Participation Report is a monthly summary of Food Assistance program participation, statewide and for each Iowa county. Breakouts are reported for participants also in the FIP program, those only receiving Food Assistance, and those that are receiving economic assistance under other programs (primarily Medicaid). This report may also be known as the F-1 Report.