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Relevant bibliographies by topics / Entertainment-education

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Academic literature on the topic 'Entertainment-education'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Entertainment-education"

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Caldararo, Niccolo. "Education by Entertainment." Anthropology News 40, no. 2 (February 1999): 29. http://dx.doi.org/10.1111/an.1999.40.2.29.2.

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Vinson, C. Danielle, and John S. Ertter. "Entertainment or Education." Harvard International Journal of Press/Politics 7, no. 4 (October 2002): 80–97. http://dx.doi.org/10.1177/108118002236351.

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Morris, A. "Entertainment vs. education." British Dental Journal 215, no. 3 (August 2013): 106. http://dx.doi.org/10.1038/sj.bdj.2013.753.

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Bröhl, Mirjam, Uwe Reimold, and Tobias Lakes. "Conservation, Education and Entertainment: Geoparks going digital." Schriftenreihe der Deutschen Gesellschaft für Geowissenschaften 66 (May 28, 2010): 22. http://dx.doi.org/10.1127/sdgg/66/2010/22.

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TUFTE, THOMAS. "Entertainment-education and participation." Journal of International Communication 7, no. 2 (December 2001): 25–50. http://dx.doi.org/10.1080/13216597.2001.9751908.

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YAHAYA, MOHAMMED KUTA, and BAMIDELE RAZAK OLAJIDE. "Challenges of entertainment-education." Journal of International Communication 9, no. 1 (June 2003): 127–42. http://dx.doi.org/10.1080/13216597.2003.9751947.

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Li, Kaiyi. "Education, Entertainment, and Indoctrination." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 24–42. http://dx.doi.org/10.3167/jemms.2020.120102.

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This article demonstrates how educational film in interwar China served the dual purpose of mass recreation and political indoctrination. It places educational film in China in the context of Chinese tradition and the predominance of utilitarian scholarship. On the one hand, China has a long history of using mass-recreational tools in order to influence and control society. On the other hand, foreign educational films available in the early twentieth century were not attractive to Chinese audiences. Hence, the boundary between recreational and educational film at the time was ambivalent and the combination of recreation, education, and propaganda was reflected both in the phenomenon of showing educational films and in the contents of the films themselves.

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Wasilewska-Chmura, Magdalena. "Between entertainment and education." Folia Scandinavica Posnaniensia 28, no. 1 (June 1, 2020): 27–39. http://dx.doi.org/10.2478/fsp-2020-0003.

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Abstract This paper addresses a phenomenon of the international success of Swedish female writers in the 19th century. I have focused on the Polish translations of Marie Sophie Schwartz’s works, which became extremely popular in the 1860’s and 1870’s, judging from the number of books translated in comparison to other Swedish bestselling writers. One of the most important issues for Schwartz was emancipation, specifically women’s right to education, employment and economic autonomy. Her novel Emancipation Frenzy was translated into Polish in 1865 and 1876. Both translations differ as to the accuracy in rendering the emancipation message. The earlier translation tends to omit or soften the author’s radical opinions on emancipation, which flattens the novel’s progressive message. The later one is closer to the original and articulates emancipation claims more faithfully. This probably has to do with the fact that the Polish emancipation debate was already more developed in the 1870s. That seems to confirm a fundamental thesis of Translations Studies that translation not only communicates the message of the source text but also comprises an inscription of the host culture’s current standards and needs. Thus, the novels by Schwartz were initially read as popular literature, and over time they were perceived as socially engaged literature (Tendenzroman), which corresponded to the Polish nationalistic program.

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Wainwright, G. J., and B. W. Cunliffe. "Maiden Castle: excavation, education, entertainment?" Antiquity 59, no. 226 (June 1985): 97–100. http://dx.doi.org/10.1017/s0003598x00056908.

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In its developed or final form Maiden Castle, some two miles (3.2 km) south-west of Dorchester in Dorset, is an iron age hillfort, of great complexity, which takes in two knolls of a saddle-backed spur of Upper Chalk, the highest point of which is about 440 ft (c.134 m) above OD. The defences enclose47 acres (c.18 ha) and consist of three banks and two ditches with an additional bank inserted along most of the south side. There are two entrances, at the east and at the west, each with double openings elaborately defended by outworks. The outstandingly imposing character of Maiden Castle is derived from the size and complexity of these earthwork defences rather than from its altitude or the natural defensive advantages of its position. Ptolemy has been thought to supply a hint as to the ancient name of Maiden Castle. The conventional identification of Roman Dnrchester is with theDurnovaniaof the Antonine Itinerary. Ptolemy omits that placename, but mentionsDuniumin the same region as the one city apparently worthy of mention in the territory of the Durotriges (GeographiaI, 103, ed. C Müller (1883)).Duniumwas long ago identified with Maiden Castle. This may well be so, although recently Hod Hill and Hengistbury have also been put forward as possibilities. Part of the hillfort lies on the site of a neolithic causewayed enclosure and it also surrounds a unique ‘long-mound’ of the same period, a bronze age round barrow and the foundations of a Romano-British temple and accompanying buildings.

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Hilliard, Elizabeth. "Blogs: Promoting Education Through Entertainment." Journal of Nutrition Education and Behavior 47, no. 4 (July 2015): S12—S13. http://dx.doi.org/10.1016/j.jneb.2015.04.034.

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Dissertations / Theses on the topic "Entertainment-education"

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McClure, Kendra M. "Hidden in plain sight : an examination of entertainment-education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575802.pdf.

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Widmark, Annica. "The success of Amah - Communicating AIDS prevention through entertainment-education." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23063.

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NETO, VICENTE CORREA DA SILVA. "A JRPG GAME PLATFORM WITH THE PURPOSE OF EDUCATION AND ENTERTAINMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28684@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Neste projeto, inspirados pelas áreas de Pedagogia e Entretenimento, buscamos criar uma plataforma de desenvolvimento de jogos eletrônicos, cujo o objetivo é facilitar a criação de jogos educativos do sub-gênero JRPG (Japanese Role Playing Games), mais interessantes do que a maioria dos jogos educativos disponíveis no momento. O gênero RPG é, por definição, baseado em contação de histórias e interpretação de papéis, identificadas pela literatura como importantes ferramentas cognitivas capazes de estimular a imaginação dos estudantes, envolvê-los emocionalmente e despertar seus interesses por tópicos do currículo escolar tradicional. O sub-gênero JRPG, por sua vez, representa uma categoria especial de RPGs eletrônicos que, herda essas mesmas características educativas, mas possuem delimitações claras acerca de mecânicas de jogo e identidade artística. Tais delimitações são positivas no sentido em que funcionam como uma espécie de guia para que o desenvolvedor se oriente durante o processo de criação de jogos desta natureza.
In this project, inspired by the fields of Pedagogy and Entertainment, we aim to develop a digital games development framework in order to facilitate the creation of educational games of the sub-genre JRPG (Japanese Role-Playing Games), more interesting than the majority of educational games available for now. The RPG genre is, by definition, based in storytelling and role-playing principles, identified by the literature as important tools that stimulates the students imagination, engage them emotionally and arouse their interests for the traditional educational program. The subgenre JRPG, in turn, represents a special category of eletronic RPGs that inherit those same educational principles, but have well defined delimitations in respect of game mechanics and artistic identity. These delimitations are positive in a sense that they work as guidelines for the development process of this kind of games.

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Payne, Melissa Alyece. "Toujours Le Choix| The Role of Entertainment Education in Radicalization Prevention." Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871602.

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Arendt, Kathleen [Verfasser]. "Entertainment-Education für Kinder : Potenziale medialer Gesundheitsförderung im Bereich Ernährung / Kathleen Arendt." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2013. http://d-nb.info/1110061366/34.

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Miller, Brian G. "Effects of Entertainment-Education Versus eLearning on Pharmaceutical Sales Ethical Decision-Making." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5905.

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Ethics and compliance training of sales managers in the U.S. pharmaceutical industry showed little evidence that eLearning interventions developed to address employees' (a) awareness of unethical sales practices, (b) ability to judge a selling practice as unethical, and (c) intentions to speak up about unethical sales practices have had the desired effects. The purpose of this study was to compare the effectiveness of an entertainment-education video to an eLearning course, to improve ethical issue awareness, ethical judgment, and speaking-up behaviors in the pharmaceutical sales profession. Social cognitive theory and the extended elaboration likelihood model provided a theoretical framework for studying the effects of entertainment-education. The primary research question was, if entertainment-education programs can be used as an effective methodology to improve ethical decision-making and increase intentions to speak up, compared to a narrative-style eLearning course. In this quantitative study, 64 sales professionals from a U.S.-based pharmaceutical company were randomly assigned to either an entertainment-education video or an eLearning group to compare the effects of intervention format on ethical issue awareness, ethical judgment, and intentions to speak up, measured using two ethical scenarios and surveys. Although both treatments had a significant effect on behavioral intentions to speak up, there was only a moderate difference between the two groups t(62) = 2.20, p = .032 when participants observed a patient safety issue. Results from this study may impact social change by providing compliance managers with evidence to evaluate the use of entertainment-education strategies to increase sales representatives' intentions to speak-up when they observe behaviors that may put patient safety at risk.

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Ecker, Jordan Margaret-May. "Entertaining Education or Purely Entertainment: A Case Study of the Yorktown Victory Center." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626744.

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de, Miguel Capell Jordi. "Looking for Amina: An experience on Forum Theatre. Entertainment-Education and participatory approaches." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21229.

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This Master in Communication for Development thesis is based on the experience of "Amina's looking for a job", a Forum Theatre play created in 2007 - whith the help of her sons and an NGO- by a Moroccan woman who is discriminated by different institutions in her will to find a decent job in Catalonia, Spain. Through this case study, the essay explores the contributions of participatory approaches to Education-Entertainment field from a communication for social change perspective.

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Lavis, Simon Murdoch. "Moved to Learn: Exploring Eudaimonia and Comprehension in the Context of a Political Narrative." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565989281057566.

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Brownlow, Rosalind. "Tales from the cardioverse : exploring the lived experiences of learning through online entertainment-education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/25439/.

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In the last decade entertainment-education has emerged as a key educational approach to promoting personal and social change amongst the general population in mass media contexts such as radio and television. Audiences of entertainment-education are commonly presented with educational messages embedded in soap-opera style dramas that are designed to prompt individuals to explore their values and beliefs and make positive choices about their actions and behaviours. Its use with learners in higher education is however limited and there is a paucity of research regarding its transferability to the online learning environment. In order to understand how nurses learn through online entertainment-education in the higher education context I interviewed nine registered nurses who had studied in these circumstances using Interview Plus technique. The interviews were taped, transcribed and subsequently analysed using Smith and Osborne’s (2003) steps for Interpretive Phenomenological Analysis. Parasocial learning emerged from nurse learners’ experience of entertainment-education as an active, reflective response to an emotional encounter between a nurse learner and an online character. It promoted changes in nurse learners’ attitudes leading them to act as change agents in the clinical environment. Alternatively nurse learners engaged in monophonic learning. This unilateral approach appeared lead to a reduction in their communicative capacity and their sense of therapeutic agency. The online learning environment appeared to enhance the experience of learning through entertainment-education by facilitating social support for learning. Nurse learners were able to increase their social capital through online social networking; a sense of identity concealment in the form of a virtual mask appeared to liberate them to participate. Some nurse learners however seemed to experience a sense of identity revelation in the form of a virtual window which inhibited their willingness to contribute. By promoting parasocial learning it seems entertainment-education has the potential to enrich the nursing curriculum. It places the patient voice at the centre of the educational experience and stimulates nurse learners to shape care. It seems entertainment-education can be usefully adopted in higher education with nurse learners. The online learning environment appears to be an appropriate media for learning through-entertainment-education. It affords an increase in social capital through meaningful social interaction and promotes freedom to participate through a sense of identity concealment. As liberation through identity concealment was not a universal experience approaches to identity concealment/revelation would need to be carefully considered. Monophonic learning emerged as an alternative experience of learning through entertainment-education. As the factors that influence the adoption of monophonic learning remain unclear they would benefit from further exploration.

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Books on the topic "Entertainment-education"

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Frank, Lauren B., and Paul Falzone, eds. Entertainment-Education Behind the Scenes. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2.

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Zoos and tourism: Conservation, education, entertainment? Bristol, UK: Channel View Publications, 2011.

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Rigg, Michael. Microcomputer game design: For education and entertainment. Wilmslow: Sigma, 1985.

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Zhang, Xiaopeng, Shaochun Zhong, Zhigeng Pan, Kevin Wong, and Ruwei Yun, eds. Entertainment for Education. Digital Techniques and Systems. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9.

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1965-, Scanlon Margaret, ed. Education, entertainment, and learning in the home. Buckingham [England]: Open University Press, 2002.

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M, Rogers Everett, ed. Entertainment-education: A communication strategy for social change. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Seiter, Ellen. The Internet playground: Children's access, entertainment, and mis-education. New York: Peter Lang, 2005.

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International Centre for Diarrhoeal Disease Research, Bangladesh. Impact of an HIV/AIDS prevention entertainment education program. [Dhaka]: National AIDS/STD Programme, Directorate General of Health Services, Ministry of Health & Family Welfare, 2009.

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Singhal, Arvind. Entertainment-education and social change: History, research, and practice. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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Stafford, Barbara Maria. Artful science: Enlightenment, entertainment, and the eclipse of visual education. Cambridge, Mass: MIT Press, 1994.

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Book chapters on the topic "Entertainment-education"

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Lacasa, Pilar. "Entertainment and Education Platforms." In Learning in Real and Virtual Worlds, 31–52. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312051_2.

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Cole, Sebastián, and Jessica Taylor Piotrowski. "Youth and Entertainment-Education." In Entertainment-Education Behind the Scenes, 279–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_17.

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Sabido, Miguel. "Miguel Sabido’s Entertainment-Education." In Entertainment-Education Behind the Scenes, 15–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_2.

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Chirinos-Espin, Carlos. "Music and Culture in Entertainment-Education." In Entertainment-Education Behind the Scenes, 121–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_8.

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Frank, Lauren B., and Paul Falzone. "Introduction: Entertainment-Education Behind the Scenes." In Entertainment-Education Behind the Scenes, 3–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_1.

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Brown, William J. "Promoting Health through Entertainment-Education Media." In The Handbook of Global Health Communication, 121–43. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781118241868.ch6.

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Mestyan, Adam. "From Private Entertainment to Public Education ?" In Oper im Wandel der Gesellschaft, 263–76. Wien: Böhlau Verlag, 2010. http://dx.doi.org/10.7767/boehlau.9783205790488.263.

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Lewis, Belinda, and Jeff Lewis. "Entertainment-Education: Storytelling and Popular Culture." In Health Communication, 153–74. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-47864-1_9.

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Falzone, Paul, and Lauren B. Frank. "Epilogue: The Next Reel for Entertainment-Education." In Entertainment-Education Behind the Scenes, 339–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_21.

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Murphy, Sheila T. "When Life Gives You Lemons: What to Do When Something Goes Wrong in Your Carefully Planned Research and How to Avoid Disasters in the First Place." In Entertainment-Education Behind the Scenes, 211–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63614-2_13.

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Conference papers on the topic "Entertainment-education"

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Wolf, Marius, Eric Lee, and Jan Borchers. "Education, entertainment and authenticity." In CHI '07 extended abstracts. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1240866.1240916.

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Jain, Ravinsingh, Srikant Iyengar, and Ananyaa Arora. "Virtual world for education and entertainment." In 2013 Fourth International Conference on Computing, Communications and Networking Technologies (ICCCNT). IEEE, 2013. http://dx.doi.org/10.1109/icccnt.2013.6726515.

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Jain, Ravinsingh, Srikant Iyengar, and Ananyaa Arora. "Virtual world for education and entertainment." In 2013 Fourth International Conference on Computing, Communications and Networking Technologies (ICCCNT). IEEE, 2013. http://dx.doi.org/10.1109/icccnt.2013.6726516.

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Sabaratnam, Andrew T., and Charles Symons. "Laser entertainment and light shows in education." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468708.

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John, Nancy St, Bill Kovacs, Jim Blinn, Carl Rosendahl, and Craig Upson. "Four paths to computer animation: entertainment, broadcast, education, and science." In ACM SIGGRAPH 88 panel proceedings. New York, New York, USA: ACM Press, 1988. http://dx.doi.org/10.1145/1402242.1402246.

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Karanastasis, Efstathios, Efthymios Chondrogiannis, and Sotiris Papasotiriou. "A novel AR application for in-vehicle entertainment and education." In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). IEEE, 2019. http://dx.doi.org/10.1109/vs-games.2019.8864529.

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M and Stephen Cauley, GNagati, M. "PC-based expandable/affordable flight simulation for education and entertainment." In Flight Simulation Technologies Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-3396.

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Lytridis, Chris, Christos Bazinas, Vassilis G. Kaburlasos, Violina Vassileva-Aleksandrova, Mohamed Youssfi, Mohammed Mestari, Vasileios Ferelis, and Alexander Jaki. "Social Robots as Cyber-Physical Actors in Entertainment and Education." In 2019 International Conference on Software, Telecommunications and Computer Networks (SoftCOM). IEEE, 2019. http://dx.doi.org/10.23919/softcom.2019.8903630.

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Nguyen, Chuong, David Lovell, Rolf Oberprieler, Debbie Jennings, Matt Adcock, Eleanor Gates-Stuart, and John La Salle. "Natural-color 3D insect models for education, entertainment, biosecurity and science." In ACM SIGGRAPH 2014 Posters. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2614217.2630579.

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Cayo, Eber Huanca, Reginaldo Duarte, and Thiago Da Silva. "Low cost yaw controller for CubeSat oriented to education and entertainment." In 2016 IEEE International Symposium on Consumer Electronics (ISCE). IEEE, 2016. http://dx.doi.org/10.1109/isce.2016.7797393.

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Reports on the topic "Entertainment-education"

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Abereoran, Funsho, Jun Xia, and Matthew Grainge. Effectiveness of Entertainment-Education Narrative Interventions for Reducing Mental Illness Stigma and Promoting Help-seeking Behaviour: Protocol for a Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2020. http://dx.doi.org/10.37766/inplasy2020.7.0106.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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