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1
Chisholm, Joseph Donald. "Reduced attentional capture in action video game players." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/12578.
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Over the past 30 years, video games have become a more accepted and increasingly popular form of entertainment. Due to this increase in public interest as well as the increasing complexity of modern video games, researchers have begun to study whether extensive video game experience can affect cognitive and perceptual skills. Of particular interest is whether video game experience affects aspects of visual attention. Recent studies indicate that playing action video games improves performance on a number of visual attention-based tasks. However, it remains unclear whether action video game experience primarily affects endogenous or exogenous forms of spatial orienting. To examine this issue, action video game players and non-action video game players performed an attentional capture task. Results showed that action video game players responded quicker than non-action video game players both when a target appeared in isolation and when a salient, task-irrelevant distractor was present in the display. Action video game players additionally showed a smaller capture effect than non-action video game players. When coupled with the findings of previous studies, the collective evidence indicates that extensive experience with action video games may enhance players’ top-down attentional control which in turn can modulate the negative effects of bottom-up attentional capture. Collectively, this work also adds to the literature suggesting that video games can provide a novel form of rehabilitation for individuals living with various cognitive or visual deficits.
2
Reynolds, Katherine J. "Narrative, Body and gaze; Representations of Action Heroines in Console Video Games and Gamer Subjectivity." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363616108.
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3
Blacker, Kara J. "The Effects of Action Video Game Training on Visual Short-term Memory." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/225466.
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PsychologyPh.D.
The ability to hold visual information in mind over a brief delay is critical for acquiring information and navigating a complex visual world. Despite the ubiquitous nature of visual short-term memory (VSTM) in our everyday lives, this system is fundamentally limited in capacity. Therefore, the potential to improve VSTM through training is a growing area of research. An emerging body of literature suggests that extensive experience playing action video games yields a myriad of perceptual and attentional benefits. Several lines of converging work provide evidence that action video game play influences VSTM as well. The current study utilized a training paradigm to examine whether action video games cause improvements to the quantity and/or the quality of information stored in VSTM and whether these VSTM advantages extend visual working memory (VWM). The results suggest that VSTM capacity is increased after action video game training, as compared to training on a control game, and that some limited improvement to VSTM precision occurs with action game training as well. The VSTM improvements seen in individuals trained on an action video game are not better accounted for by differences in motivation or engagement, differential expectations, or baseline differences in demographics as compared to the control group used. However, these findings do not appear to extend to measures of VWM, nor to verbal working memory. In sum, action video game training represents a potentially unique and engaging platform by which this severely capacity-limited VSTM system might be enhanced.
Temple University--Theses
4
Chisholm, Joseph D. "Individual differences in oculomotor control : the case of action video game players." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/49997.
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A growing field of research has highlighted that experience with action video games, characterized by being particularly fast paced and attentionally demanding, yields performance improvements across a host of cognitive paradigms. The prevailing account is that extensive action video game experience gives rise to improvements in the control of selective attention. By recording eye movements in a series of experiments where participants completed an oculomotor capture task, the present dissertation aims to use a more direct measure of the spatial allocation of attention to further examine the basis for the improvements demonstrated by action video game players (AVGPs) relative to non-video game players (NVGPs). Chapter 2 examines the basis for AVGPs’ reported resistance to distracting information. In addition to demonstrating that the AVGP advantage extends to overt attention, the results reveal that AVGPs are better able to avoid distraction by making fewer shifts of attention to salient task-irrelevant information. Chapter 3 examines whether the AVGPs’ resistance to distraction is a result of improvements in selection and/or response-based processes. Evidence is provided to suggest that AVGPs’ performance is enhanced via benefits to both processes. Independent of video game experience, Chapter 4 examines the influence that distractor awareness has on oculomotor control and reveals that it can benefit performance. This knowledge was applied in Chapter 5 to assess whether distractor awareness interacts with AVGP and NVGP performance. Results demonstrate that distractor awareness can eliminate the AVGP advantage. Chapter 6 examined whether AVGP would outperform NVGPs when biologically relevant stimuli was added to search displays. Results reveal that AVGP benefits generalize to more complex stimuli. Chapter 7 provides a test of the recently proposed learning to learn account of AVGP performance benefits and disconfirms this explanation. Collectively, the dissertation demonstrates how improved attentional control can be manifested in AVGPs to reduce distraction from salient visual information. Importantly, the conclusions drawn from this body of work are consistent with the notion that AVGPs experience more efficient processing of sensory information than NVGPs, providing a possible mechanism subserving the general AVGP advantage observed across a variety of cognitive tasks.Arts, Faculty of
Psychology, Department of
Graduate
5
Russell, Robert Bruce. "Probabilistic Inference as a Mechanism for Action-Video-Game Induced Visuospatial Skill Improvement." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1153.
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Playing action video games leads to improvements in a number of sensory, perceptual, and attentional abilities and skills (e.g. Green & Bavelier, 2003). Improvements occur in basic visuospatial capacities while also leading to improvements in more complex spatial tasks such as mental rotation (Spence & Feng, 2010), indicating that the improvements gained from action video game play generalizes beyond the video game setting. While these improvements have been well documented, the underlying mechanism for these changes is not as well understood. Recent research has suggested an improvement in ability to make probabilistic inferences as a potential mechanism for these improvements (Green, Pouget, & Bavelier, 2010). The current study sought to replicate earlier findings between action video games and visuospatial skills, and to investigate the probabilistic inference hypothesis through use of a statistical learning task. Within the task, participants were shown a series of visual stimuli whose locations were determined by a set of statistical contingencies. These contingencies were implicitly learned through prolonged experience with the task. Results indicated that reaction times during the statistical learning task differed as a function both self-reported action video game play and by performance on an action video game task. These findings implicate the role of action video games in how quickly and proficiently one can come to utilize their own sensory information, and provide support for the improved probabilistic inference hypothesis.
6
Whitlock, Katherine Lynne. "Theatre and the video game beauty and the beast /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086119742.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains ix, 264 p.; also includes grafics (some col.). Includes abstract and vita. Advisor: Lesley K. Ferris, Dept. of Theatre. Includes bibliographical references (p. 246-264).
7
Borghetti, Lorraine. "Closing the Gender Gap: Action Video Game Training, Cognitive Improvement, and Related Self-Efficacy." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1418101534.
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8
Fent, Andrew Thomas. "The Effect of Action Video Game Play on the Distribution and Resolution of Visuospatial Attention." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright1503943019166304.
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9
Vance, Brittany Nicole. ""This Action Will Have Consequences": How the Video Game Life Is Strange Balances Entertainment with Empathy." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8707.
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This paper examines how the video game Life Is Strange balances the aims of an entertainment game with themes that are more typically found in serious games. Drawing from scholars like Belman, Flanagan and Bogost, the paper explores the capability for entertainment games to foster empathy within players. Finally, the paper attempts to reinforce frameworks for analyzing entertainment games.
10
Schmidt, Anne [Verfasser], and Stefan [Gutachter] Pollmann. "Spatial contextual cueing in handball players and action video game players / Anne Schmidt ; Gutachter: Stefan Pollmann." Magdeburg : Universitätsbibliothek Otto-von-Guericke-Universität, 2019. http://d-nb.info/1219965812/34.
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11
Dapra, Charles. "Action Video Game Skill Level Predicts Performance on Target Detection and Identification in a Simulated Combat Environment." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1214.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
12
Burke, Benjamin M. S., James M. Ph D. Duncan, Nick Ph D. Frye, and Mallory Ph D. LMFT CFLE Lucier-Greer. "Sense of (Online) Community? The Social Organization Theory of Action and Change and Adult Video Game Players." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/45.
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Much investigation has explored the potential effects of video games in adolescence. However, limited research has been conducted on the effects of social video game play and individual and relational well-being in adults. The Social Organization Theory of Action and Change (SOAC) may be a helpful way to examine social behaviors (like gaming) and how they relate to well-being. This exploratory study will utilize the SOAC to examine social gaming behaviors in adults, and examine the relationships between these behaviors and adult individual and relational outcomes (e.g., loneliness, relationship satisfaction). Descriptive statistics and correlations are provided. Regression analyses will be performed. Results will be used to discuss the viability of applying the SOAC to online, social gaming contexts. Implications for social video game play in adults will be provided.
13
Rzicznek, Zachary J. "Competitive and explicit video game content: Frustration as a premeditative factor in aggressive feelings, communication, and action." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1624261234278133.
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14
Meyer, Svetlana. "Conception et évaluation d'Evasion, un logiciel éducatif d'entraînement des capacités d'attention visuelle impliquées en lecture." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAS002/document.
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Apprendre à lire est une activité complexe qui s'appuie sur différentes capacités cognitives, dont l'attention visuelle. Absente des programmes scolaires, le rôle de l'attention visuelle pour l'apprentissage de la lecture est pourtant largement documenté dans la littérature scientifique. Dans cette thèse, nous avons donc conçu un logiciel éducatif original d'entraînement de l'attention visuelle, Evasion, et évalué l'impact de son utilisation au sein de la classe.Pour ce faire, une revue de littérature a été menée pour identifier plus précisément quelles sont les dimensions de l'attention visuelle impliquées en lecture et comment les entraîner au mieux. Un cadre conceptuel théorique que nous avons développé permet d'interpréter ces éléments et suggère que les dimensions à cibler sont la quantité totale d'attention visuelle et sa dispersion dans l'espace. Ces deux dimensions semblent particulièrement bien entraînées par les jeux vidéo d'action, dont l'effet sur l'attention visuelle a été lui aussi expliqué dans le cadre de notre modèle.Pour les entraîner au mieux au sein d'Evasion, nous avons mêlé les tâches, dont l'effet sur ces dimensions a été validé, avec les propriétés des jeux vidéo d'action. Notre logiciel prend la forme de quatre mini-jeux, dont les propriétés s'ajustent au niveau de l'élève grâce à un algorithme d'adaptation de la difficulté développé par notre équipe. Evasion devait être utilisé en classe pendant 10~h au total, à raison de 3 sessions hebdomadaires de 20 minutes. L'expérimentation a porté sur 730 élèves de CP répartis en deux groupes d’entraînement. Les deux groupes étaient appariés quant à leurs compétences cognitives avant entraînement. En post-entraînement, les performances du groupe Evasion ont été comparées à celles du groupe contrôle, qui recevait un entraînement de la compréhension orale en anglais.Les résultats de cette expérience écologique montrent que les capacités d'attention visuelle et de lecture ne progressent pas davantage suite à l'utilisation d'Evasion que suite à l'utilisation d'un entraînement contrôle. Des analyses supplémentaires révèlent que le protocole a été peu suivi en classe, et que le temps d'entraînement est un facteur expliquant l'amplitude de l'amélioration des dimensions attentionnelles ciblées. Par ailleurs, il semblerait que les entraînements proposés aient été trop faciles. Ces résultats ouvrent de nouvelles perspectives sur les améliorations à apporter à notre logiciel et, plus généralement, sur les conditions de mise en oeuvre d'expériences écologiques dont les besoins sont spécifiquesLearning to read is a complex activity that relies on different cognitive abilities, including visual attention. The role of visual attention in learning to read is widely documented in the scientific literature but absent from school curricula. In this thesis work, we designed an original educational software, called Evasion, for visual attention training in the classroom and we evaluated its impact on beginning readers' performance.A literature review was first conducted to identify the dimensions of visual attention that are involved in reading and how best to train them. We then propose a conceptual framework which allows us to interpret these results. We conclude that the dimensions to be targeted are the total amount of visual attention resources and attention spatial dispersion. These two facets of attention seem to be particularly well driven by action video games, whose effect on visual attention has also been characterized in our model.To train visual attention resources and dispersion as well as possible within Evasion, we have mixed the tasks known to improve these attentional dimensions with the properties of action video games. Our software includes four training mini-games and an adaptive difficulty algorithm developed by our team to adjust the game properties online to the child needs. The training program was provided in classroom over a period of ten weeks at a rate of three 20-minute sessions a week. It was proposed to a large sample of 730 beggining readers for reading difficulty prevention.The impact of Evasion was assessed before and after training as compared to a control group that used an intervention program conceived to improve oral comprehension in English. The results of this ecological experiment show that visual attention and reading did not improve more following Evasion than control training. Additional analyses revealed that training time was poorly respected while this factor relates to the magnitude of improvement in the attentional dimensions we targeted. The analyses further suggest a problem in the level of difficulty of the mini-games. Overall, our work opens up new perspectives on the improvements to be made to our software and, above all, on the conditions for successful implementation of ecological experiments
15
Bloom, Victoria. "Multiple Action Recognition for Video Games (MARViG)." Thesis, Kingston University, 2015. http://eprints.kingston.ac.uk/37171/.
Full textAbstract:
Action recognition research historically has focused on increasing accuracy on datasets in highly controlled environments. Perfect or near perfect offline action recognition accuracy on scripted datasets has been achieved. The aim of this thesis is to deal with the more complex problem of online action recognition with low latency in real world scenarios. To fulfil this aim two new multi-modal gaming datasets were captured and three novel algorithms for online action recognition were proposed. Two new gaming datasets, G3D and G3Di for real-time action recognition with multiple actions and multi-modal data were captured and publicly released. Furthermore, G3Di was captured using a novel game-sourcing method so the actions are realistic. Three novel algorithms for online action recognition with low latency were proposed. Firstly, Dynamic Feature Selection, which combines the discriminative power of Random Forests for feature selection with an ensemble of AdaBoost classifiers for dynamic classification. Secondly, Clustered Spatio-Temporal Manifolds, which modelled the dynamics of human actions with style invariant action templates that were combined with Dynamic Time Warping for execution rate invariance. Finally, a Hierarchical Transfer Learning framework, comprised of a novel transfer learning algorithm to detect compound actions in addition to hierarchical interaction detection to recognise the actions and interactions of multiple subjects. The proposed algorithms run in real-time with low latency ensuring they are suitable for a wide range of natural user interface applications including gaming. State-of-the art results were achieved for online action recognition. Experimental results indicate higher complexity of the G3Di dataset in comparison to the existing gaming datasets, highlighting the importance of this dataset for designing algorithms suitable for realistic interactive applications. This thesis has advanced the study of realistic action recognition and is expected to serve as a basis for further study within the research community.
16
Braaf, Adele. "A grounded theory for active video game design to promote gamer engagement and immersion." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2724.
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Thesis (MTech (Information Technology)--Cape Peninsula University of Technology, 2017.Active Video Games (AVGs) are a form of video games that rely on gamer motion as the main source of interaction between the AVG and the player. These AVGs serve a number of purposes, such as medical rehabilitation, education, social development, and motor skill development, among others. Prolonged play of AVGs is not sustainable as gamers lose interest in playing AVGs after the initial period of acquiring them. Therefore, the following research question was posed: “What design factors contribute to an engaged and immersed AVG experience?” The aim was to explore the inhibiting and enhancing factors influencing engagement and immersion among AVG gamers, as well as to develop a theory of AVG design. Constructivist Grounded Theory (CGT) was used as the methodology to carry out this study, which adopted an inductive approach towards the research to construct a theory firmly grounded in the data. Play Active Theory (PAT) is the outcome of this process, which explores the engagement and immersion factors related to AVG design as well as the abandonment and replayability of AVGs. PAT was compared to existing engagement and motivation theories as part of the CGT process, and further refined. In closing, the research question was answered and the aims of the study were met. A reflection account of the research journey concludes the thesis.
17
Johansson, Anneli, and Tove Dahlström. "Diffraktion i spelgrafik;En metod för analogt och digitalt konstskapande." Thesis, Blekinge Tekniska Högskola, Institutionen för teknik och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19946.
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Konstnärens roll som forskare är svår att placera då det är svårt att hålla sig objektiv när ens forskning går ut på att undersöka ens kreativa handlingssätt som en individ.. Detta kandidatarbete har tagit ståndpunkten av en posthumanistiskt synvinkel på världen och hur vi agerar med den, speciellt genom ögonen på konstnären och ens material. Med detta i åtanke så utvecklade vi vår frågeställning kring fenomenet av diffraktion. Diffraktion är ett naturlig fenomen där vågor av ljus kolliderar och formar ett mönster där vi kan studera effekten av de skillnader som uppstår. Vår förståelse och syn på diffraktion är baserat på Donna Haraways och Karen Barads djupdykande kunskap kring området både i ett filosofiskt och vetenskapligt perspektiv. Med diffraktion som metod experimenterar och dokumenterar vi vår position och intra-aktioner med vårt konstnärliga material som en bestående partner i att materialisera en 3D miljö inuti en spelmotor. Vi och vårt material blir fokusgruppen för vår undersökning för att svara på frågan hur diffraktion kan användas som en metod för konstnärligt skapande med analoga och digitala verktyg. Denna resa dokumenteras genom anteckningar och reflektioner från våra individuella perspektiv och beskriver även vår produktionscykel för att belysa vår process och vilka metoder som implementerades i vilken del av processen. För att avsluta detta arbete så diskuterar vi även de förhållanden som uppstod i vår undersökning och hur temat och fokuset skulle kunna expandera utanför vår valda inriktning.The role of the artist as a researcher is difficult to place since it’s hard to be objective while researching your creative approach as an individual. This bachelor thesis has taken the stance of the post-humanist viewpoint on the world and how we as humans act within it, especially through the eyes of the artist and our relationship to our materials. With this in mind, we developed our research question surrounding the phenomena of diffraction. Diffraction is a natural phenomena where waves of light collide and form a pattern where we can look at the effect of the differences that occur. Our understanding and take on diffraction is based on Donna Haraway’s and Karen Barad’s deep knowledge on the subject in both a philosophical and scientific way. With diffraction as a method we experiment and document our positions and intra-actions with our artistic material as our joined partner in materializing a 3D environment within a game engine. We and our material become the research subjects to answer the question about how diffraction can become a method for artistic creation in a blend of analogue and digital art production. This journey is documented through notes and reflections from our separate perspectives and we also lay out our production cycle to display our process and which production methods are integrated where. To finish this paper, we discuss the conditions of our work and how the theme and subject of this research could be expanded upon.
18
Brown, Christopher Michael. "Specific effects of action video games on perception and attention." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5352.
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Many research studies have
established that playing
action video games can
lead
to
visual
attention
and
perception
benefits
for
the
player.
This
dissertation
pioneers
the
use
of
custom
designed
video
game
levels
to
determine
if
a
single
aspect
of
action
video
game
play
has
specific
effects
on
the
player.
In
the
following
studies,
specific
aspects
of
action
video
games
can
indeed
be
isolated
and
thus
potentially
used
as
training
tools
for
targeted
perceptual
benefits.
Experiment
1
demonstrates
that
just
two
hours
of
training
in
a
custom
designed
video
game
world
that
emphasizes
friend
vs.
foe
discrimination
benefits
players’
ability
to
focus
on
relevant
visual
information,
and
leads
to
marginally
decreased
flanker
interference
and
marginally
improved
filtering
capacity.
Experiment
2
examines
the
beneficial
effects
of
dispersed
vs.
narrowly
focused
attention
in
a
second
custom
designed
video
game
world.
After
two
hours
of
game
play,
players
in
the
dispersed
attention
condition
significantly
increased
their
visual
working
memory
capacity
and
ability
to allocate
attention
to
peripheral
items.Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Morais, Milca Abda de. "Efeito agudo de atividades realizadas no Xbox Kinect sobre o estado de humor de idosos destreinados." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/5804.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
Population aging is considered a world-wide phenomenon. Several changes are caused by aging, among them, the higher prevalence of mood disorders, such as depression and anxiety. Some evidences have indicated positive effects of some types of exercise on reduction of depression and anxiety. The aims of the present study were: a) to evaluate the acute effects of exercise in the Xbox Kinect on the mood of the untrained elderly people; b) investigate possible correlations between the degree of enjoyment in the activity and improvement in mood. We selected twenty-nine elderly (15 men and 14 women), with age of 66,4 ± 0,8 years (mean ± standard error). The participants were evaluated in two conditions: Control Condition (CC), in which volunteers watched the film "The March of the Penguins" (60 minutes) and Experimental Condition (EC), which consisted of one session of exercise with the Xbox Kinect (60 minutes). The order of conditions was randomly defined. The mood state was evaluated in the pre and post-interventions using the POMS questionnaire (Profile of Mood States). The PACES Scale (Physical Activity Enjoyment Scale) was used to evaluate the degree of enjoyment. For both conditions, there was a significant reduction in the scores of tension-anxiety, depression and total mood disorder (p ≤ 0,05). There were not significant differences between the conditions for all studied variables. There was a significant negative correlation at the EC, between the percentage of enjoyment and the scores of tension-anxiety (r = -0.40), depression (r = -0.40) and total mood disorder (r = -0.49), evaluated by POMS (p ≤ 0,05). On the other hand, no significant correlations were found in the CC for the same variables. Thus, we could conclude that both activities promote improvements in mood state in untrained elderly, however, the effect sizes observed after CC were lower (smaller) those observed after EC (median), indicating most significant clinical effects in the EC. Moreover, higher enjoyment during the activity in the Xbox Kinect was associated with greater improvement in mood states.
O envelhecimento populacional é considerado um fenômeno de amplitude mundial. Diversas alterações são provocadas pelo envelhecimento, entre elas, o aumento da prevalência de transtornos do humor, como a depressão e a ansiedade. Evidências científicas demonstram efeito positivo de diversos tipos de exercício físico na redução desses sintomas. Os objetivos do presente estudo foram: a) avaliar o efeito agudo de atividades realizadas no Xbox Kinect sobre o estado de humor de idosos destreinados; b) verificar as possíveis relações entre o grau de diversão da atividade e a melhora no humor. Foram selecionados vinte e nove idosos (15 homens e 14 mulheres), com idade de 66,4 ± 0,8 anos (média ± erro padrão). Os participantes foram avaliados em duas condições: Condição Controle (CC), na qual os participantes assistiram ao filme “A Marcha dos Pinguins” (60 minutos) e Condição Experimental (CE), que consistiu em uma sessão de atividades no Xbox Kinect com duração de 60 minutos. A ordem das condições foi definida de forma aleatória. O estado de humor foi avaliado nos momentos de pré e pós-intervenções através da aplicação do questionário de POMS (Profile of Mood States). A Escala de PACES (Physical Activity Enjoyment Scale) foi utilizada para avaliar o grau de diversão das atividades. Para ambas as condições, houve uma redução significante dos escores de tensão-ansiedade, de depressão e do distúrbio total de humor (p ≤ 0,05). Não foram observadas diferenças significantes entre as condições nas variáveis estudadas. Houve uma significante correlação negativa, na CE, entre o percentual de diversão e os deltas dos escores de tensão-ansiedade (r= -0,40), depressão (r= -0,40) e o distúrbio total de humor (r= -0,49), avaliado pelo POMS (p ≤ 0,05). Por outro lado, não foram encontradas correlações significantes na CC, para as mesmas variáveis. Assim, pode-se concluir que a sessão aguda de atividade no Xbox Kinect, bem como a condição controle (filme) promoveram melhoras no estado de humor de idosos destreinados, no entanto, os tamanhos de efeito observados após a CC foram inferiores (pequenos) aos observados após a CE (médios), indicando efeitos clínicos mais significantes na CE. Além disso, quanto maior foi a diversão durante a atividade realizada no Xbox Kinect, maior foi a melhora no estado de humor.
20
Al, Gabbani Maha Fahad S. "Action video games enhance executive function in typically developing children and children with Hemiplegic Cerebral Palsy." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3869.
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Hypotheses: 1) Executive Function (EF) in children can be improved by action video games training. 2) Improvement of EF can enhance hand motor function. Aims: 1) To determine whether children who play Video Games (AVGPs) exhibit similar enhancement of EF as has been reported in adults; 2) To study the effect of action video game genre training on EF and hand motor function for Typically Developing (TD) children; 3) To study the effect of AVG training on EF and hand motor function for children with Hemiplegic Cerebral Palsy (HCP). Methods: Aim1:154 TD children aged 6-12 years participated in a cross-sectional study; Aim 2: 40 Non-Action Video Game players (NAVGPs) aged 8-12 years were randomized to training with AVG or NAVG, in a double blinded study of the effect of AVG training on EF; Aim 3:9 children with HCP aged 8-12 participated in a pilot study, open intervention study of the effect of AVG training on EF and hand function. EF was assessed using Cambridge Neuropsychological Test Automated Battery (CANTAB) and hand motor function was assessed using Tyneside 9 holes pegboard. In addition, Assisting Hand Assessment (AHA), Melbourne Assessment 2 (MA2), and Chedoke Arm and Hand Activity Inventory (CAHAI) were used for children with HCP. Results: EF and hand motor functions were superior in children playing AVGs compared to children who play NAVGs only. Action video game training for 50 hours over 8 weeks significantly improved EF in TD children compared to those training with NAVGs. AVG training was associated with significant improvement in EF in children with HCP. Hand motor function did not show significant improvement after training. Conclusion: Action video game training can enhance EF in TD and should be investigated further to assess if it has a therapeutic role in improving EF and dexterity in children with HCP.
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White, Kathleen. "Energy expenditure and enjoyment of active video games vs. other activities in 10-12 year old boys." AUT University, 2008. http://hdl.handle.net/10292/934.
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Children are becoming more inactive and are spending a significant proportion of their time participating in screen-time sedentary behaviours. New generation active video games may provide an opportunity to convert traditional sedentary screen-time into active screen-time. The aims of this thesis were to: 1) determine the metabolic costs of different activities; 2) determine whether experience and fitness influence the metabolic costs of active video games; and 3) determine children's enjoyment of active video games. Accordingly, this thesis is presented as two papers. Twenty-six boys' (11.4 ± 0.8 yr) participated in the study. Each performed sedentary activities (resting, watching television and sedentary gaming), active video games (Nintendo® Wii Bowling, Boxing, Tennis, Skiing and Step Aerobics), traditional physical activities (walking and running) and a maximal fitness test. During all activities oxygen uptake and heart rate were measured and energy expenditure (EE) calculated. The active video games resulted in a significantly higher EE compared to rest (63-190%, p<0.05). No significant differences in EE were found between the most active video games (Wii Boxing and Wii Step) and walking. The intensities of the active video games were low (≤ 3 METSmeas). There was no evidence to suggest that gaming experience or aerobic fitness influenced EE during active video game play. Using the same sample, the aim was to determine the participants' enjoyment of active video games sedentary activities and physical activities. Participants' enjoyment was measured using the Physical Activity Enjoyment Scale immediately after the activities. The percentages of children that enjoyed each activity were: walking (39%), television (58%), running (60%), PS3 (73%), Wii Boxing (88%), Wii Tennis (77%), Wii Fit (75%) and Wii Bowling (89%). The active video games were the most enjoyable activities irrespective of participants' weight status, fitness and experience. The metabolic costs of active video games suggest that they may be suitable for future interventions which are aimed at decreasing time spent in sedentary behaviour. However, as they are low intensity activities, active video game play time should not be accumulated as part of the 60-minutes of daily moderate to vigorous physical activity that is currently recommended for children.
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Nylander, Johanna. "ActionMegaPower : att inkludera tjejer i marknadsföring av actionspel." Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-1064.
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Det här examensarbetet består av två delar som syftar till att generera en metod för hur man marknadsför dataspel till en målgrupp av tjejer mellan 16-18 år. Den reflekterande texten visar den teoretiska grunden för metoden, och verksdelen, en marknadsplan för ett fiktivt actionspel, exemplifierar den.
Marknadsföringen behöver rikta sig till målgruppen om den skall kunna locka fler tjejer till att spela. Att inkludera dataspel i befintliga normer, som t.ex. att actionspel är spel som spelas tillsammans med vänner, samt visa avatarer målgruppen kan identfiera sig med, är två viktiga aspekter för en lyckad marknadsföring.
Om tjejerna fångas upp när de enligt statistiken skulle sluta spela dataspel, finns det potential att bredda målgruppen för fler dataspelsgenrer. Branschen får fler personer att sälja spel till, och fler kvinnor får ta del av de positiva effekter dataspelande bidrar till.
This bachelor thesis has two parts to generate a method on how to market video games to a target group of girls ages 16 through 18. The reflecting text provides a theoretical ground for the method, and the second part a marketing plan for a fictional action game, exemplifies the method.
In order to entice more girls to play games, the marketing needs to address the target group. Two important aspects in succeeding with marketing to girls are to include video games in the norm surrounding the female gender, like telling that action games are games you play with friends, and to advertise with avatars the target group can identify with.
If the girls begin or continue to play when they statistically should stop, there exists a potential to widen the target group for more video game genres. The industry gets more people to sell games to, and more young women can take part of the positive effect of playing video games.
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Schueller, William. "Active control of complexity growth in Language Games." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0382/document.
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Nous apprenons très jeunes une quantité de règles nous permettant d'interagir avec d'autres personnes: des conventions sociales. Elles diffèrent des autres types d'apprentissage dans le sens où les premières personnes à les avoir utilisées n'ont fait qu'un choix arbitraire parmi plusieurs alternatives possibles: le côté de la route où conduire, la forme d'une prise électrique, ou inventer de nouveaux mots. À cause de celà, lorsqu'une nouvelle convention se crée au sein d'une population d'individus interagissant entre eux, de nombreuses alternatives peuvent apparaître et conduire à une situation complexe où plusieurs conventions équivalentes coexistent en compétition. Il peut devenir difficile de les retenir toutes, comment faisons-nous pour trouver un accord efficacement ? Nous exerçons communément un contrôle actif sur nos situations d'apprentissage, en par exemple sélectionnant des activités qui ne soient ni trop simples ni trop complexes. Il a été montré que ce type de comportement, dans des cas comme l'apprentissage sensori-moteur, aide à apprendre mieux, plus vite, et avec moins d'exemples. Est-ce que de tels mécanismes pourraient aussi influencer la négociation de conventions sociales? Le lexique est un exemple particulier de convention sociale: quels mots associer avec tel objet ou tel sens? Une classe de modèles computationels, les Language Games, montrent qu'il est possible pour une population d'individus de construire un langage commun via une série d'interactions par paires. En particulier, le modèle appelé Naming Game met l'accent sur la formation du lexique reliant mots et sens, et montre une typique explosion de la complexité avant de commencer à écarter les conventions synonymes ou homonymes et arriver à un consensus. Dans cette thèse, nous introduisons l'idée de l'apprentissage actif et du contrôle actif de la croissance de la complexité dans le Naming Game, sous la forme d'une politique de choix du sujet de conversation, applicable à chaque interaction. Différentes stratégies sont introduites, et ont des impacts différents sur à la fois le temps nécessaire pour converger vers un consensus et la quantité de mémoire nécessaire à chaque individu. Premièrement, nous limitons artificiellement la mémoire des agents pour éviter l'explosion de complexité locale. Quelques stratégies sont présentées, certaines ayant des propriétés similaires au cas standard en termes de temps de convergence. Dans un deuxième temps, nous formalisons ce que les agents doivent optimiser, en se basant sur une représentation de l'état moyen de la population. Deux stratégies inspirées de cette notion permettent de limiter les besoins en mémoire sans avoir à contraindre le système, et en prime permettent de converger plus rapidement. Nous montrons ensuite que la dynamique obtenue est proche d'un comportement théorique optimal, exprimé comme une borne inférieure au temps de convergence. Finalement, nous avons mis en place une expérience utilisateur en ligne sous forme de jeu pour collecter des données sur le comportement d'utilisateurs réels placés dans le cadre du modèle. Les résultats suggèrent qu'ils ont effectivement une politique active de choix de sujet de conversation, en comparaison avec un choix aléatoire.Les contributions de ce travail de thèse incluent aussi une classification des modèles de Naming Games existants, et un cadriciel open-source pour les simulerSocial conventions are learned mostly at a young age, but are quite different from other domains, like for example sensorimotor skills. The first people to define conventions just picked an arbitrary alternative between several options: a side of the road to drive on, the design of an electric plug, or inventing a new word. Because of this, while setting a new convention in a population of interacting individuals, many competing options can arise, and lead to a situation of growing complexity if many parallel inventions happen. How do we deal with this issue?Humans often exhert an active control on their learning situation, by for example selecting activities that are neither too complex nor too simple. This behavior, in cases like sensorimotor learning, has been shown to help learn faster, better, and with fewer examples. Could such mechanisms also have an impact on the negotiation of social conventions ? A particular example of social convention is the lexicon: which words we associated with given meanings. Computational models of language emergence, called the Language Games, showed that it is possible for a population of agents to build a common language through only pairwise interactions. In particular, the Naming Game model focuses on the formation of the lexicon mapping words and meanings, and shows a typical burst of complexity before starting to discard options and find a final consensus. In this thesis, we introduce the idea of active learning and active control of complexity growth in the Naming Game, in the form of a topic choice policy: agents can choose the meaning they want to talk about in each interaction. Several strategies were introduced, and have a different impact on both the time needed to converge to a consensus and the amount of memory needed by individual agents. Firstly, we artificially constrain the memory of agents to avoid the local complexity burst. A few strategies are presented, some of which can have similar convergence speed as in the standard case. Secondly, we formalize what agents need to optimize, based on a representation of the average state of the population. A couple of strategies inspired by this notion help keep the memory usage low without having constraints, but also result in a faster convergence process. We then show that the obtained dynamics are close to an optimal behavior, expressed analytically as a lower bound to convergence time. Eventually, we designed an online user experiment to collect data on how humans would behave in the same model, which shows that they do have an active topic choice policy, and do not choose randomly. Contributions from this thesis also include a classification of the existing Naming Game models and an open-source framework to simulate them
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Schmoll, Laurence. "Concevoir un scénario de jeu vidéo sérieux pour l'enseignement-apprentissage des langues ou comment dominer un oxymore." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAC014.
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Cette recherche étudie l‘utilisation du jeu vidéo pour l’apprentissage des langues étrangères en classe. L’étude porte sur l’intégration de ce support issu de pratiques informelles au contexte formel de la classe de langue. A la fois ludique et à visée d’apprentissage, le ‘jeu vidéo d’apprentissage’ incarne un oxymore, point de tension entre deux pôles, celui du scolaire et celui du jeu. Ce travail se concentre plus spécifiquement sur la notion de ludique. Comment, par le jeu vidéo d’apprentissage, activer une attitude ludique hypothétiquement porteuse d’une implication accrue de l’apprenant, celle-ci menant possiblement à une augmentation et une complexification des productions / interactions en langue étrangère ? Cette recherche s’inscrit dans le cadre du projet Eveil-3D et elle analyse l’accueil fait par un échantillon d’apprenants à deux jeux vidéo d’apprentissage partageant le même scénario mais conçus selon deux modèles différents. Elle a pour objectif d’aboutir tant à un modèle de conception qu’à un modèle de scénario, pensés spécifiquement pour l’apprentissage des langues médiatisées par le jeu vidéoThis research examines the use of video games in foreign language classrooms. It investigates the integration of this digital medium, originating as an informal leisure activity, in a formal language learning classroom setting. The ‘learning video game’, which refers to both the act of learning and the act of play, can be seen as an oxymoron encompassing seriousness as well as fun. This work focuses on the fun aspect. This work is motivated by the following research question: how can the use of a learning video game foster a playful attitude, hypothetically conducive to a greater involvement of the learner, while also potentially leading to increaseand complexification in student foreign language production and interaction? As a part of the Eveil 3D-project, this study analyses reception from a sample of learners to two learning games which have the same scenario but were completed according to two different game design models. The findings provide both a game design model and a scenario template in order to support foreign language learning through the use of the video game
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Frossard, Frédérique. "Fostering teachers’ creativity through the creation of GBL scenarios." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/130831.
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Social, economic and global changes make it difficult to predict what the future might hold. Creativity is one possible response to these changes. Indeed, creative skills enable students to face the complex nature of life. As a result, creativity has become significant in education, and is regarded as an important objective to be addressed in the curriculum.
Nevertheless, creativity is not always promoted in schools. Rather, there are those who claim that many educational systems hinder creativity. Indeed, institutional pressures often prevent teachers from engaging in creative teaching practices. Furthermore, there is a lack of guidelines for helping teachers to adopt pedagogical strategies that foster creativity. Hence, the need has emerged for teachers to have models and tools for including creativity in their daily practices. In this context, the present study seeks to provide new models for promoting teachers’ and learners’ creativity. The thesis investigates the potential of Game-Based Learning (GBL) for promoting creative teaching practices.
Indeed, digital games, when applied to educational contexts, can promote creative pedagogies: they have proved to enhance students’ intrinsic motivation towards learning; they are interactive systems which promote learning by doing processes; they also provide meaningful learning experiences by simulating highly interactive scenarios where students face real-world problems; finally, they provide risk-free environments which enable learners to explore and experiment.
Literature identifies some barriers to the implementation of digital games in formal educational settings, such as the difficulty to reach a balance between fun and learning, as well as to align games with curriculum requirements. To tackle these obstacles, my research proposes an approach in which teachers create their own learning games, specially designed to reach their specific teaching outcomes.
My study answers the following question: how can teachers’ creativity be enhanced by an approach where they design and apply their own learning games? It attempts to contribute to a greater comprehension of the phenomenon of creativity as applied in educational contexts, through a game design approach. It also aims to contribute to bridging the current literature gap regarding the possibilities of educational game design by teachers. Finally, it intends to provide educational practitioners with concrete examples of creative practices, based on innovative approaches in which teachers design their own educational resources.
In the context of a multiple case study, nine Spanish primary and secondary school teachers designed their own learning games, especially tailored to their educational contexts, and applied them with their students. Within four cases, my research investigated teachers’ creativity according to three different dimensions: (a) process (the different stages of educational game design); (b) product (the learning games created); and (c) teaching (the practices at stake during the application of the games).
My study proposes and validates the CEGAD model (Creative Educational GAme Design), which represents the different stages of educational game design by teachers, as well as the influences of the personal and environmental components, from the perspective of creativity. Furthermore, results show that many characteristics of creative pedagogies are supported by the game design approach. Finally, the research highlights the opportunities, facilitators and challenges to the approach, proposing new research directions in the field.Los cambios sociales y económicos hacen que sea difícil predecir lo que el futuro puede deparar. La creatividad se considera una posible respuesta a estas transformaciones. Las capacidades creativas permiten a los estudiantes enfrentarse a la compleja naturaleza de la vida. La creatividad se ha convertido, así, en un concepto importante en la educación. Sin embargo, la creatividad no siempre se promueve en la escuela. Las presiones institucionales impiden que los profesores empleen prácticas de enseñanza creativa. Por lo tanto, surge la necesidad, para el profesorado, de tener modelos y herramientas para la integración de la creatividad en el aula. En este contexto, la presente investigación tiene como objetivo proporcionar nuevos modelos para el desarrollo de la creatividad del profesorado, y por ende, la del alumnado. La tesis investiga el potencial de las metodologías de aprendizaje basado en juegos para la promoción de prácticas de enseñanza creativa. En efecto, pueden promover pedagogías creativas, aumentando la motivación de los estudiantes hacia el aprendizaje y promoviendo procesos de aprendizaje activo. La literatura científica identifica algunas barreras para la implementación de videojuegos en contextos educativos formales, tal como la dificultad para llegar a un equilibrio entre la diversión y el aprendizaje, así como adecuar los juegos a los requisitos curriculares. Para superar estos obstáculos, esta investigación propone un enfoque en el que los profesores crean sus propios videojuegos educativos, especialmente diseñados para sus contextos de enseñanza. En un estudio de casos múltiples, nueve profesores y profesoras de educación primaria y secundaria diseñaron y realizaron sus propios videojuegos educativos y los aplicaron con sus alumnos. La tesis investiga la creatividad de los docentes en función de tres dimensiones distintas: (a) proceso (las diferentes etapas de diseño de videojuegos educativos), (b) producto (los videojuegos educativos creados), y (c) enseñanza (las prácticas de enseñanza durante la aplicación de los videojuegos en el aula). La tesis propone y valida el modelo CEGAD (Creative Eduducational GAme Design - diseño creativo de juegos educativos), que representa las diferentes etapas del diseño de videojuegos educativos por el profesorado. Además, los resultados ponen de manifiesto que el enfoque de diseño de videojuegos educativos potencia pedagogías creativas. Finalmente, la tesis destaca las oportunidades, facilitadores y retos propios de este enfoque.
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Tiraboschi, Gabriel Arantes. "Resolução temporal de videogames de ação e seus efeitos em tarefas visuais." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-20062017-181443/.
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Existem evidências que jogar videogames de ação (AVG) aperfeiçoa habilidades perceptuais, atentivas e cognitivas, como por exemplo, recuperação mais rápida da atenção visual e aprimoramento das dinâmicas temporais da percepção visual. Estudos correlacionais sugerem que estes aprimoramentos temporais se aplicam também ao processamento visual de baixa ordem, contudo evidências mais contundentes são necessárias. Ademais, no campo da multimídia computacional estudos apontam que a resolução temporal na qual o videogame é apresentado na tela, correspondente a taxa de quadros por segundo (QPS), afeta o desempenho e o entretenimento de jogadores. Entretanto ainda não se sabe como aspectos técnicos dos AVG, como a taxa de QPS, influenciam nos aperfeiçoamentos cognitivos citados anteriormente. Para esclarecer tais lacunas, delineou-se um estudo para verificar se AVG jogados em diferentes QPS afetam a recuperação temporal da atenção, medidos pela tarefa de Supressão Atencional (SA), e se há alterações nos limiares da resolução temporal visual, medidas através da frequência crítica de fusão e oscilação da visão (CFF). Trinta e dois (16M, 16F) participantes não jogadores de videogame voluntariaram-se para um experimento longitudinal. Inicialmente os voluntários foram separados em quatro grupos (4M, 4F) e todos eles no primeiro dia foram submetidos a uma tarefa de mensuração de CFF na região visual central e uma tarefa de SA. No dia seguinte e depois nos sete dias conseguintes dois grupos, intitulados experimentais, realizaram um treinamento com videogames de ação, sendo que cada um dos grupos treinou em diferentes resoluções temporais, um a 15 QPS e outro a 120 QPS. Simultaneamente um terceiro grupo, treinou com um videogame controle sem elementos de ação. E o quarto grupo, controle, não teve treinamento. O total de tempo de treinamento foi de 10 horas, distribuído em 8 dias, exceto para o grupo sem treino. No dia posterior ao último dia de treinamento todos os participantes foram submetidos novamente a tarefas de SA e CFF. De modo geral o CFF aumentou para todos os participantes entre pré e pós-teste, particularmente para o grupo sem treino, não houve efeito de grupo. Desempenho no SA melhorou somente no para lag2 (212ms) para participantes que treinaram AVG na taxa de QPS mais baixa. Estes resultados sugerem que treinamento com AVG não aumenta o limiar do CFF na região visual central, se não o oposto, e que o aprimoramento temporal da atenção beneficia-se com um treinamento com AVG em baixa resolução temporal, mas não de alta taxa de QPS, ao menos nas 10 horas iniciais de treinoAction video game play enhances perceptual, attentional, and cognitive skills, such as leading to faster recovery of visual attention over time and improvement of temporal dynamics of visual perception. Correlational data suggest that these temporal enhancements extend to low-level vision processes, but stronger evidence is needed. Also, in the multimedia computing field it was pointed out that video game screen frame rate affects players performance and enjoyment, but it is unclear how such technical aspects of the games play a role in cognitive augmentations. To shed more light on these issues, we tested whether action video game play and the frame rate at which they are played affects flicker detection in the central visual field and performance in attentional blink task. Thirty two (16 M, 16F) non-video game players volunteered to a longitudinal experiment. They were randomly split into four groups (4M, 4F). All of the groups performed a critical flicker-fusion frequency task (by method of limits) and attentional blink task at the first day of the experiment. Two experimental groups underwent action video-game training with different screen frame-rate caps each (15 and 120 frames per second, respectively). And one control group trained with a control game and a second control group had no training. The total amount of time in video-game training was 10 hours (75 min per day for consecutive 8 days), except for the no-training group. On the 10th day, all participants performed the flicker-detection and attentional blink tasks (post-test). Generally, critical flicker-fusion thresholds increased at the post-test for all groups, particularly for the non-training group, there were no group effect. Only marginal increased were observed in lag 2 for participant trained in low-frame-rate action video games. Our data suggest that playing video games do not increase flicker sensitivity threshold, it may actually prevent increase. And lower frame rate training produce transfer effects to Attentional Blink task, but not the higher frame rate training, at least in the first 10 hours
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Palma, Nuno Miguel Canto da. "Atividade física, obesidade e videojogos ativos na escola. Um estudo sobre hábitos e práticas de jogos em jovens do ensino básico e secundário." Doctoral thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/18305.
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Atualmente, um novo conjunto de jogos suscita a atenção dos jovens: os videojogos ativos que combinam o jogo e a atividade física na vida quotidiana dos participantes. Trata-se de uma ferramenta que se encontra disponível no mercado e que pode ser utilizada para motivar os alunos a realizarem mais atividade física. Esta tese teve como objetivo conhecer e compreender o uso dos videojogos dos alunos de uma escola do 3° ciclo do ensino básico e secundário. Para isso, baseou-se no conhecimento dos hábitos, comportamentos, preferências e níveis de motivação destes jovens na prática destas tecnologias e na avaliação do impacto da atividade física regular com recurso ao uso de videojogos ativos em jovens alunos da escola, na condição de pré-obesos e obesos. O estudo contou com duas fases: a primeira, realizada através de uma investigação por inquérito à população estudantil de uma escola pública portuguesa e a segunda efetuada com recurso a um plano "single subject research”. Baseado nos resultados da primeira fase, a pesquisa revelou que a prática de videojogos ativos foi ligeiramente mais comum entre as raparigas do nos rapazes. Verificou-se que pouco mais de metade dos participantes com experiência em videojogos ativos utilizaram a consola Nintendo Wii para jogar e que os alunos jogam essencialmente pelo divertimento e desafio. Os resultados obtidos na segunda fase revelaram que a prática de videojogos ativos pode proporcionar um aumento da atividade física nos jovens, aumentando o seu nível de aptidão em relação à situação de repouso e elevando os níveis de perceção subjetiva do esforço. As atividades propostas e desenvolvidas com recurso a este tipo de videojogos interativos potenciaram o nível de satisfação dos jovens envolvidos neste estudo que se encontram em situação de obesidade ou de pré-obesidade que foram sempre por eles classificados como agradáveis. Assim, este revelou-se um trabalho promissor no que respeita à associação proveitosa de atividades de prazer e de lazer com a prática de videojogos ativos em jovens; ABSTRACT: Currently, a new set of games draws the young people1S attention: the active video games which combine physical activities and the players' everyday life. This is a commercially available tool and can be used to motivate students to exercise more. This dissertation aims at learning and understanding how and why elementary and high school students' use video games. ln order to achieve this goal, habits, behaviors, preferences and levels of motivation of these youngsters, when using these technologies, were studied. The impact of regular physical activities using active video games in obese and pre-obese students was also assessed. This study had two stages: the first derived from a research using an inquiry to the student population of a Portuguese public school; and the second one was developed with the help of a “Single subject research” plan. Based on the results of the first stage, the research revealed that playing active video games it is slightly more common among girl than boys. A little over half of the participants in the research with experience in active video games were found to be using Nintendo Wii and these played mostly for fun, as well as for the challenge. The second stage results showed that playing video games can provide an increase in young people1S physical activities and thus developing their competence, as opposed to resting, and raising the levels of subjective effort awareness. The suggested activities, which were carried on using this kind of interactive video games, foster the levels of satisfaction in the young people involved in this study who are considered obese or pre-obese and have always been regarded as pleasant. Thus, this was a promising task in what the combination of pleasure and leisure activities is concerned by engaging in active video gaming amongst young people.
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Robert, Martine. "Vivre le passé au présent : Dimensions et valeurs de la forme du jeu vidéo au regard de l'épistémologie de la connaissance historique et de la simulation informatique." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3051.
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L'histoire est la connaissance de la vie des hommes du passé. Mais l'approche nécessairement rétrospective de l'historien est en contradiction avec la vie qui est, par définition, tournée vers l'avenir. Le savoir historique a donc comme condition de possibilité l'acte de pensée par lequel on imagine, ou l'on fait comme si on vivait à l'époque que l'on cherche à connaître. Or c'est dans le jeu que l'on fait « comme si » l'on vivait telle ou telle chose. Plus spécifiquement, le jeu vidéo fait entrer le joueur, par la représentation, dans un univers concret dont la consistance réside dans la résistance et les appuis qu'il offre à l'action du joueur. Le jeu vidéo est en cela susceptible de permettre au joueur de vivre, en actes, le passé au présent. Toutefois, comme cette forme spécifique de représentation n'a jamais été élaborée ni utilisée dans une perspective proprement savante, il ne va pas de soi pour l'historien d'en faire le médium de l'élaboration et de la transmission de son savoir. L'examen épistémologique de ses ressources propres nous conduit non seulement à remettre en cause la position de Ricoeur selon laquelle la forme exclusive de la connaissance historique est le récit, mais aussi à concevoir une nouvelle forme de jeu vidéo qui permette de faire véritablement l'expérience des formes de vie d'une société révolue. Le joueur doit pouvoir mener, dans cet espace social, un parcours individuel fait de ses interactions avec des personnages non joueurs dont le processus d'individuation procède, lui aussi, du jeu, c'est-à-dire de l'entrelacs, des initiatives des uns et des autres au sein de relations sociales dont les formes et le cadre sont historiquement définisHistory is the knowledge of men's life in the past. But the historian necessarily has a retrospective approach, in contradiction to life which is, by definition, forward-looking. In aiming to resolve this tension, historical knowledge involves the act of thought by which we act as if we were living in the era we seek to know. Acting "as if" we were living such and such an experience is playing. More specifically, the video game brings the player through representation in a particular universe whose consistency lies in the resistance and, on the other hand, the support it offers to the player's enterprises. The video game form is likely to allow the player to experience past times in the present. However, this specific form of representation has never been developed or used in a proper scholarly perspective, and it is far from being naturel for the historian to use it as the medium of development and transmission of knowledge. The epistemological review of its own resources leads us not only to question Ricoeur's position that narrative is the exclusive form of historical knowledge, but also to design a new kind of video game that allows us to experience ways of life of bygone societies ; the player's personal journey in this social space proceeds from interactions with non-player characters whose individuation process also results from the intertwining between enterprises of all characters in social relations which have historically defined forms
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Eguia, José Luis. "El videojuego como recurso para el aprendizaje estratégico en las aulas: el caso de Personatges en Joc." Doctoral thesis, Universitat de Vic, 2012. http://hdl.handle.net/10803/124835.
Full textAbstract:
La ausencia de videojuegos como referentes de material educativo nos lleva a pensar que hemos fracasado en comprender el potencial de estos como herramientas educativas, además el hecho de que su presencia en las aulas no haya sido entendida como una situación social, impide la comprensión de su comportamiento dentro del aula.
Considerando el uso de los videojuegos como una situación social donde el docente enfatiza el aprendizaje autónomo y permanente del sujeto en el proceso educativo, rol que ha sido denominado como aprendizaje estratégico se presenta el caso de estudio Personatges en joc en el marco de la investigación Acción participativa (IAP).
El modelo contextual que hemos desarrollado con el uso de la IAP y que contempla alumnos, profesores e instituciones, se ha mostrado como una alternativa válida para generar pautas que permitan explicar la comunicación de ideas y contenidos mediante videojuegos. Este modelo ha quedado demostrado empíricamente en la colección de videojuegos Personatges en joc.
La colección tiene por objetivos dar a conocer los nombres de científicos catalanes, desarrollar competencias básicas y metodológicas en escolares, y trabajar diferentes conocimientos considerados epsecíficos del ciclo educativo de primaria.
El primer videojuego corresponde a Narcís Monturiol. La experiencia de este caso desveló problemas al observar la situación social que se produce al introducir videojuegos en las aulas. El segundo videojuego centrado en la figura medieval Joan de Peratallada, ayudó a contextualizar el uso de videojuegos en el aula. Finalmente el tercer videojuego dedicado a la figura del paleontólogo Miquel Crusafont permitió consolidar un modelo teórico obtenido como resultado de trabajar con la IAP.
El estudio de caso, ha permitido generar teoría basada en lo que piensan los jugadores y cuál es el carácter y las razones de su propia participación, y en cierta medida como las tecnologías de la información impactan en el modo en que las personas trabajan, juegan, aprenden, socializan y colaboran. Por otro lado la metodología aplicada en el estudio, implica una actuación práctica orientada a la mejora de las acciones en un acto social de importancia estratégica como es el acercamiento de los alumnos a las nuevas tecnologías emergentes.
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SHIH, CHIA-JU, and 施佳如. "Performance Difference on Attention Switch between Action Video Game Player and Puzzle Video Game Player." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2vc5pj.
Full textAbstract:
碩士國立雲林科技大學
工業工程與管理系
105
Video games increases year by year. Video game player also increases. There are many problems accompany to video game. Everyone began to pay attention whether the positive and negative effects of video game. Many researchers studied action video game players found that action video game players many tasks performance are better. Also, the researchers found training puzzle video games are useful. The purpose of this study is performance difference between action video game player and puzzle video game player. And compare with non-video game players. This study conducts three experiments to explore difference on performance between action video game players and puzzle video game players, and compare with non-video game player. This study operation three experiment to study. First experiment is visual attention switch task. According to the different visual stimulus, participants make the correct response. Second experiment is auditory attention switch task. According to the different auditory stimulus, participants make the correct response. Third experiment is visual and auditory switch task. According to different visual and auditory stimulus, participants make the correct response. And to explore switch type and response type whether affect action video game player and puzzle video game player performance. The results found that action video game players in three experiments accuracy and responses time better than puzzle video game players and non-video game players. Puzzle video game players switch costs lower than action video game players and non-video game players. Showed play action video game can improve response time and accuracy, but play puzzle video game can improve attention switch task performance. The experiment results could offer study for training and improvement inattention. Keyword：Video game player, attention, switch ability
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Chang, Yu-Hsuan, and 張佑瑄. "Effects of Action Video Game by Xbox360 Kinect – The Example of Baseball Game." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2fv3nu.
Full textAbstract:
碩士臺北市立大學
運動器材科技研究所
103
Introduction: Action video game can improve energy expended and physical fitness has been confirmed, but whether it can improve the reaction ability and sport performance has need to explore. Purpose: To investigate the effect of 8-weeks training with Kinect-baseball game, tee-ball and traditional education teaching on reaction ability and sport performance in junior high school students. Method: 101 health junior high students were assigned into the Kinect-baseball game group (n=30), the tee-ball group (n=36) and the traditional education teaching group (n=35). All groups participated 8 weeks training period with 2 times a week, 45 minutes per time, total of 720 minutes. The simple and cognitive reaction abilities, swing velocity, hitting distance and batting performance under the same measurement procedures were conducted before and post training period. Results: The Kinect-baseball game group significantly improved cognitive reaction ability, swing velocity, hitting distance and batting performance (p<.05). The tee-ball group and the traditional education teaching only significantly improved cognitive reaction ability and swing velocity (p<.05). In addition, The Kinect-baseball game group was significantly higher on hitting distance than other groups (p<.05). Conclusion: After Kinect-baseball game training for eight weeks, junior high students significantly improved the reaction ability and sport performance. Therefore, Action video game, such as Xbox360 Kinect, could be one of useful tools for exercise or physical education courses.
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Fecher, Daniel L. "Looking past the action : a study of the effects of structure on video game communities." 2012. http://liblink.bsu.edu/uhtbin/catkey/1675903.
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This thesis explores the effects of ludic structure—defined as the elements of game play not considered content—on video game communities. Counter to the focus on video game content and its effects by other scholars, this study argues the importance of the study of game structure and its influences on player interactions. Two games, League of Legends and Puzzle Pirates were examined. I played both games for 20 hours, as well as interviewing four players from each game. Using Laura Ellingson’s (2009) crystallization as a guiding approach, I analyzed the games using both a traditional thematic analysis and personal narratives in an attempt to create a richer dataset from which to draw conclusions. I discovered that one game was more competitively structured (League of Legends), which resulted in more aggressive and negative interactions among players in the community. Puzzle Pirates, on the other hand was more cooperatively structured, which resulted in an open and friendly community of people who were wanting to help each other. I argue that ludic structure does have a significant impact on player interactions, and that game companies should strive for more cooperatively structured games to encourage a positive community of gamers.Literature review -- Methodology -- Close analysis of League of legends -- Close analysis of Puzzle pirates -- Conclusions, flaws and future research.
Department of Communication Studies
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Ming-HsienTsai and 蔡明憲. "Visuospatial Attention Abilities in the Action and Real-Time Strategy Video Game Players as Compared with Nonplayers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/80412717830536460488.
Full textAbstract:
碩士國立成功大學
心理學系認知科學碩士班
101
Recent research suggests that playing action video games improves performance on a number of tasks that measure visual and attentional abilities. Even when non-video game players having participants play action video games for about 10 hours can improve performance on these tasks. But these researches are all focus on action video games, lack of information on other types of video games like real time strategy games. In some research which study about the difference of action video game players and real-time strategy video game players can’t get the same results, video game players and non-video game players are not different from the performance of visual attentional task. It might be due to the subject’s age and define different.This study intends to repeat the past research, and control the age of the participants with the video game players defined. To follow Green ＆ Bavelier in 2003, Include enumeration task, multiple object tracking task and attentional blink task. And defined video game players as people who played for five or more hours action or real-time strategy games per week for the past half year. And add Attentional Network Test proposed by Fan et al in 2002 to exam when in the case of the same age and same video game players defined, whether real-time strategy game and action video game players can be found in tests of visual attentional task performance is superior to non-players.The results of this study showed that different types of gamers in various tests with non-gamers are no differences, can’t repeat Green ＆ Bavelier findings. It seems played video games five of more hours per week can’t become the main factors of changes in visual attentional performance. Among those participants with similar age, there is no significant relationship between hours of video game playing and performance on visual attention. Perhaps future research can further examination video game players definitions, like the relationship between gaming performance and visual attentional task performance.
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CHIU, TIEN-SHENG, and 邱天盛. "Difference on Performance of Visual Attention for the Primary School Students Among Deaf Action Video Game Players and Normal Ones." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yga2r5.
Full textAbstract:
碩士國立雲林科技大學
工業工程與管理系
105
According to the new physical and mental disabilities standards, the report of Ministry of Health and Welfare Department (2016) showed that, the number of deafness in Taiwan is up to 122,745 and is increasing every year. In general, eighty percentages of the information are caught by people’s visual perception in their environment. However, people, who with perceptual disability, would have many inconvenience in their lives. The deaf have better visual attention compared with normal people because of compensation effect. Furthermore, related studies proposed that playing video game also improve the visual attention ability. Although most of parents think that playing video games would have negative impacts for their children because of violence and bloodiness in the game, the previous literatures show that people use lots of cognitive abilities, included visual search ability, when they play the action game. Thus, the action game players have better visual attention performance than normal people. The purpose of this study is to investigate the differences in visual attention between deaf and normal action video game players among primary school students. In the experiment 1, the spatial task was conducted. The distance between the center target and surrounding objects, and their positions were manipulated in experiment 1. The response time and accuracy were collected. In the experiment 2, the time series task was conducted. The number of Lag and the rotation condition of target were manipulated in experiment 2 and the accuracy were collected. The results found that normal children, who play action video game, have better performance, both in accuracy and responses time, than deaf action video and non-video game players in both two experiments. The results also showed that playing action video game can improve performance of visual attention. For the application, the results of this study could clarify the strength of visual attention between the game players and the deaf in academic field. Moreover, the results of this study also can provide some suggestions to educators of the hearing impaired for in designing the teaching materials.
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Cardoso, Pedro Jorge Couto. "Playing in 7D: An Action-Oriented Framework for Video Games." Tese, 2016. https://repositorio-aberto.up.pt/handle/10216/82685.
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Cardoso, Pedro Jorge Couto. "Playing in 7D: An Action-Oriented Framework for Video Games." Doctoral thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/82685.
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Zetu, Alina Gabriela. "Neurophysiological differences in visual selective attention in action video-games players." 2007. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=788933&T=F.
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Feng, Jing. "Cognitive training using action video games: A new approach to close the gender gap." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=450662&T=F.
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Paredes-Olea, Mariana. "Procedural Realism in Computer Strategy Games." Master's thesis, 2009. http://hdl.handle.net/10048/690.
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Throughout the history of strategy games, the concept of realism has taken part of cultural discourses that claim such games reproduce dynamics of war. In this thesis, A. Galloways, I. Bogosts and C. Pierces work are used to construct the concept of procedural realism to support the thesis that strategy games build realist fiction based on the execution of game processes through the Heads Up Display interface. Discussion on the visibility of rules will draw attention to the extra-diegetic dimensions of games, to explore how these devices promote ideological approaches to the real. The form of realism found in computer strategy games is an example of Katherine Hayles regime of computation, where [c]ode is understood as the discourse system that generates nature itself (27). This worldview is also present in non-computational strategy wargames; however, analysis focuses on Real Time Strategy and Turn-Based Strategy games non-diegetic devices.Modern Languages and Cultural Studies
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Thériault, Pascale. "L’héroïne d’action dans le jeu vidéo et ses représentations de personnages féminins : une figure et ses variations." Thèse, 2016. http://hdl.handle.net/1866/18750.
Full textAbstract:
Ce mémoire se concentre sur la figure de l’héroïne d’action dans les jeux vidéo. La culture vidéoludique, qui glorifie la masculinité militarisée, tend à sexualiser les personnages féminins et à négliger les préférences des joueuses afin de cibler les hommes et les garçons. La figure de l’héroïne d’action naît du désir d’inclusion des femmes dans la culture du jeu vidéo. Ces protagonistes féminins, bien que souvent objectifiés comme le témoigne le célèbre personnage de Lara Croft, présentent tout de même un potentiel subversif en envahissant l’espace traditionnellement masculin. Ce mémoire analyse quelques protagonistes qui correspondent à la figure de l’héroïne et la remodèlent.This master thesis focuses on the action heroine trope in video games. The video game culture, which glorifies militarized masculinity, tends to sexualize female characters and to neglect the preferences of female players by targeting men and boys. The action heroine trope is born from the desire to include women in the video game culture. These female protagonists are often sexualized, such as the famous Lara Croft, but they also have a subversive potential by invading a traditional masculine space. This master thesis analyzes a few characters that are modeled and reshaped on the action heroine trope.
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Yao, Christopher. "A Randomized Controlled Trial Exploring the Feasibility of Multimedia-Based Exercise Programs on Older Adult Adherence and Physical Activity." Thesis, 2015. http://hdl.handle.net/1828/6708.
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Purpose: Transitioning into retirement may be a suitable period to help adults establish an active lifestyle. One innovative approach to promote PA may be through multimedia-based programs. This experiment aimed to explore the feasibility DVD and videogame-based exercise programs in promoting physical activity (PA) in adults transitioning into retirement. Underlying motivations, functional fitness, quality of life, and elicited beliefs from participating in the exercise programs were also explored. Methods: Twenty-seven adults were randomized into either a nine-week exercise DVD (n = 9), exergame (n = 9), or waitlisted control group (n = 9). Main outcomes include adherence was based on attendance during the in-lab component and participant logs during the in-home component. PA levels were measured through accelerometery and assessed at baseline, four-, nine- and 12-weeks. Secondary outcomes related to motivation were assessed at baseline, three- and nine-weeks. Tertiary outcomes such as physiological/functional fitness and quality of life outcomes were assessed at pre- and post-intervention. Results: During the in-lab portion, t-tests showed that adherence was slightly higher in the exergame group than the DVD group (t16 = -0.06, p = .96; d = .31). Repeated measures of analysis showed that the group x time interaction for moderate-to-vigorous physical activity (MVPA) (F2,24 = 0.87, p = .52; η2 = .05), while overall PA saw negligible changes (F2,24 = 0.16, p = .85; η2 = .01). At the end of the intervention, overall adherence was similar between both exercise groups (t16 = -0.06, p = .96; d = .03). The group by time interaction effect yielded a moderate effect size for MVPA (F2,24 = 1.07, p = .36; η2 = .08) and overall PA (F2,24 = 1.11, p = .35; η2 = .08). Overall PA only increased in the exergame group (d = .74). The exergame group saw major decreases in instrumental attitude (d = .64), injunctive norm (d = .79), perceived behavioural control (d = .40) and intention (d = .90). Both exercise groups enhanced strength, mobility, and aerobic endurance outcomes (d = .33-.98), as well as several quality of life domains (d = .32-.89). At the post-intervention follow-up, both exercise groups were more active than the control group (d = .49-1.03). Two-thirds of the DVD group adopted DVD-based exercise, while a third of exergame group adopted videogame-based exercise. Conclusions: With a high adoption rate, DVD-based exercise programs may be a feasible and acceptable approach to promote PA levels. Participants in both groups were generally satisfied, indicating that the exercise program was enjoyable, comprehensive, and a simple and convenient way to exercise at home. Improvements to important functional and quality of life domains were also identified. Further research will be required to fully test the effectiveness of exercise DVDs and exergames on adherence and PA behaviour in adults transitioning into retirement.Graduate
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christopher.yao7@gmail.com
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Deslongchamps-Gagnon, Maxime. "Un poids sur la conscience : la culpabilité du joueur pour ses actions vidéoludiques." Thèse, 2016. http://hdl.handle.net/1866/18739.
Full textAbstract:
Ce mémoire porte sur la culpabilité du joueur pour des actions qu’il pose dans les jeux vidéo. L’objectif est de cibler les situations de jeu et les conditions psychosociologiques à l’émergence de cette émotion. Le premier chapitre compare l’expérience émotionnelle du spectateur et du joueur principalement dans la relation que ces derniers entretiennent avec des personnages. Le deuxième chapitre offre une étude détaillée de la culpabilité telle que vécue ordinairement, particulièrement de son processus cognitif et de ses fonctions sociales. Le troisième chapitre propose un modèle du processus de la culpabilité du joueur qui inclut des variables relatives à l’expérience des jeux vidéo et au design de jeu. Le modèle est mis en application dans l’analyse d’un corpus de jeux vidéo solos et narratifs à différents degrés, qui visent à provoquer des fautes morales chez le joueur et à les lui faire prendre conscience.This master’s thesis focuses on player’s guilt based on gameplay actions. The objective is to target video games situations and psychosociological conditions leading to this emotion. The first chapter compares the spectator’s emotional experience with that of the player mainly in their relations with characters. The second chapter offers a detailed study of guilt as ordinarily experienced, especially of its cognitive process and its social functions. The third chapter introduces a theoretical model of the player’s guilt process which includes variables related to the experience of video games and game design. The model is applied to the analysis of a corpus of single-player narrative games that intent to provoke the player to commit wrongdoings and to make him aware of them.
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Mark, Rachel. "Testing the effectiveness of interactive game bikes on physical activity motivation among parents and young children in the home: a pilot study." Thesis, 2009. http://hdl.handle.net/1828/1987.
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Interactive stationary bikes provide positive affective experiences and physiological benefits; however research has been limited to adults within laboratory settings. Using a randomized, controlled trial design (RCT), this study sought to examine usage of GameBikes (GB) compared to traditional stationary bikes (TSB) among families in the home-setting including the theory of planned behaviour (TPB) to understand motivation for use. Parents completed questionnaires after having a ten minute trial with the bike (T1) and then again after six weeks (T2). Usage was tracked by all family members and belief elicitation was performed with GB families following the trial. Repeated measures (RM) ANOVA for frequency of use yielded a large time effect (F5,34 = 3.15, p < .05; η2 = .32); post-hoc analysis illustrated decrease by TSB (t18 = 3.77, p < .01; d = .89) and GB (t20 = 1.02, p = .32; d = .32). Parents in the GB group increased the proportion of those meeting Health Canada’s Physical Activity guidelines by 33.3% compared to 8.34% for TSB (h = .51). RM ANOVA for affective attitude (AA) of parents yielded large time and intervention effects (F1,22 = 32.73, p < .01, η2 = .60; F1,22 = 8.54, p = .01, η2 = .60 respectively). GB (t11 = 6.08, p < .01, d = 1.67) and TSB (t11 = 3.27, p < .01, d = .88) lowered across time; GB experienced higher levels of AA at T1 (t25 = 2.69, p < .01, d = 1.55) and T2 (t22 = 2.58, p < .05, d = 1.39). Elicited beliefs were primarily affective- and control-based and concerned the equipment and sizing for children. From this study, it is noted that usage decreases less rapidly with the GB than with TSB. Also, differences in AA between groups highlight the importance of AA in PA interventions. This study provides support for the use of interactive video games to augment current PA initiatives with larger scale trials.
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Reichertová, Simona. "Aktivní videohry wii systému jako forma balančního tréninku - pilotní studie." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-345096.
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Introduction: The theoretical part of the thesis summarizes findings from foreign literature on virtual reality and its use in rehabilitation, as well as the possibility of the benefits of active video games as part of balance training, specifically gaming console Nintendo Wii. The practical part is a pilot study to evaluate the effect of balance training in patients with cerebral palsy using this gaming console. Methods: The study included five patients with cerebral palsy, three in the form of spastic hemiparesis, two in the form of spastic triparesis. Patients were aged 8-18 years. Therapy took place on the Nintendo Wii, selecting five games from cd/dvd Wii Fit Plus. Patients underwent a total of 8 treatments with a frequency of once a week. One therapy lasted 20-30 minutes, according to success in individual games. The effect of therapy was evaluated using the Balance Master, specifically through tests Weight / Bearing squat (weight distribution of the lower limbs), mCTSIB (modified test balance sensory interaction) Limits of Stability (CoG sway to the borders of support base), Rhytmic Weight Shift (fast active transfer of CoG), Walk Across, Tandem walk and Step/Quick Turn (walking with a turn). For statistical evaluation and comparison of the results before and after treatment was used...
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Sorice, Michael G. "Understanding Participation in Wildlife Conservation Programs on Private Lands." 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-190.
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One major lesson derived from the implementation of the Endangered Species
Act (ESA) over the past 30 years is that direct regulation is not the only nor the optimal
way to protect endangered species on working lands because of an undue burden
imposed on private landowners. The role of a voluntary conservation program is to
rearrange incentives so that society bears the cost rather than the landowner. Employing
a survey research methodology, I used theories of reasoned action and random choice to
explore landowners? stated preferences for conservation programs.
I found landowners? stated interest in compensation programs to be moderate at
best. For those willing to consider programs involving endangered species, associating
land management requirements for species conservation with direct benefits to the
landowner is important, but perhaps not as important as ensuring that the program
provides adequate financial incentives, consideration of the term of the program, and a
level of certainty regarding the landowner?s future obligations under the ESA.
Landowners are not a homogenous group. I identified two classes of landowners
according to preferences for program structure. One group was highly sensitive to
program structure, aside from financial incentives, while the other was likely to
participate if adequately compensated with financial and technical assistance. These
differences related to opinions on endangered species protection and dependence on their
land for income. Voluntary incentive programs increasingly are a popular tool to maintain and
enhance conservation; however, these programs are only successful insofar as
landowners choose to enroll. This research demonstrates that improving recovery efforts
on private lands requires program administrators to have a more complete understanding
of landowners? views on endangered species and conservation programs in general, as
well as their motivations for owning and operating their land. By doing so, programs
with broader appeal and greater efficacy can be designed and implemented.