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Kew, Francis Christopher. "Constituting games : an analysis of game rules and game-processes." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/474/.
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In social theory, games are frequently presented as archetypal examples of activities governed by formal rules. Drawing upon ethnomethodology and figurational sociology, this project provides an analysis of the constituting of games and identifies the inadequacies of this conventional formalist wisdom. Applying and elaborating upon Garfinkel's work, two case-studies are presented which are designed to display the other dimensions of rule-following through which players accomplish a viable game. Analysis also reveals that this collaborative work does not preclude differing interpretations of the rules of the game. Changes to the rules are invoked in an attempt to remove their fringe of incompleteness in governing game-conduct and in the interests of creating and sustaining a viable game. These case-studies and a typification of game-rules provides the basis for analysis of the constituting of institutionalised 'invasion' games such as basketball, rugby union, soccer, rugby league, and netball. Interview material and documentary evidence is provided to argue that rule-changes are principally the outcome of a dynamic between legislators and players. Players explore the insufficiency of rules in precisely determining conduct in the game, and legislators respond by modifying the rules, to consolidate the game and thereby preserve characteristic features of game-identity and game-viability. This is elaborated by applying Elias's figurational analysis: changes to game rules are conceived as an unintended and unanticipated consequence of powerbalances and the different interests of the functionally interdependent groups who produce game-processes. By virtue of their separate functions in this process, each group seeks to mobilise their power and resources in pursuit of their interests in the game-process. Confirmation for the perspective upon game-constitution developed in this project is sought in an analysis of one contemporary initiative to establish an invasion game as constituted by a set of hybrid rules from Australian Rules and Gaelic Football. This analysis of game-processes and game-rules is designed to both exemplify and inform social theory, and also to make a significant contribution to sociological analysis of the development of contemporary sport.
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Hagvall, Martin. "RULES AND BEYOND: THE RESURGENCE OF PROCEDURAL RHETORIC : A Literature Review in Game Studies." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11615.
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How do games express meaning and participate in societal development? A significant contribution to the scholarly efforts that seek to answer such questions takes the rule-based properties of games as its starting point. Termed Procedural Rhetoric, the theory is tightly interwoven with major research questions in Game Studies, yet is under-researched and lacks clarity in several respects. This paper conducts an exploratory, qualitative literature review of the theory to address the lack of information about accumulated knowledge. It discovers new perspectives that may help chart a future for the theory and for Game Studies more broadly. Three possible paths forward are also outlined. A New Agenda is suggested in which game rules and procedures are (re)instated at the core of the analysis but new perspectives are embraced concerning the role of players and of developers, the societal context, and the contributions of the researchers and the educators who study them.
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Santa, Cruz Coelho Danilo. "Understanding, Evaluating and Selecting Voting Rules Through Games and Axioms." Doctoral thesis, Universitat Autònoma de Barcelona, 2004. http://hdl.handle.net/10803/4056.
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La tesis de doctorado "Understanding, Evaluating and Selecting Voting Rules Through Games and Axioms" de Danilo Santa Cruz Coelho está compuesta de cuatro capítulos. La introducción es el primero y describe brevemente el contenido de los capítulos siguientes. En el Capítulo 2, en el contexto de un modelo de votación probabilística propuesto por Rae (1969), el autor investiga las consecuencias de elegir reglas de votación según el criterio de maximin. En el modelo, una regla de votación es el número mínimo de votantes favorables necesarios a una propuesta para que esta sea aceptada. El autor demuestra que la regla de votación que satisface el criterio de maximin puede ser distinta de la mayoría simple que es la que maximiza la suma de las utilidades esperadas de los votantes. El autor proporciona una caracterización de las reglas de votación que satisfacen el criterio de maximin. En el Capítulo 3, dos juegos que pueden ser inducidos por la regla de los k nombres son propuestos y analizados. El autor proporciona para cada uno de los juegos una caracterización del conjunto de los resultados del equilibrio fuerte de Nash. Estas caracterizaciones permiten al autor discutir las preferencias de los jugadores sobre diferentes variantes de la regla de los k nombres. Una parte importante de la regla de los k nombres es el procedimiento utilizado para seleccionar los k nombres que son propuestos al individuo que toma la decisión final. Seis reglas diferentes de selección que son utilizadas en la realidad por diferentes cuerpos decisorios alrededor del mundo son documentadas. En el Capítulo 4, el autor estudia si estas reglas satisfacen la propiedad de estabilidad. Una regla cumple esta propiedad si esta siempre selecciona un conjunto Weak Condorcet y cuando exista un conjunto con esta característica. El autor demuestra que todas estas seis reglas violan esta propiedad si los votantes no actúan estratégicamente. El autor entonces propone dos reglas estables. Finalmente, él proporciona dos justificaciones para el uso extensivo de las reglas inestables.The dissertation entitled "Understanding, Evaluating and Selecting Voting Rules Through Games and Axioms" by Danilo Santa Cruz Coelho is composed of four chapters. The introduction is the first one and describes briefly the contents of the following chapters. In Chapter 2, in the context of a probabilistic voting model proposed by Rae (1969), the author investigates the consequences of choosing among threshold voting rules according to the maximin criterion. A threshold voting rule is given by the minimum number of votes needed to approve a proposal of change from the status quo. The author shows that the voting rules that satisfy the maximin criterion are different from the simple majority rule which is the one that maximizes the sum of voter's expected utilities. He provides a characterization of the threshold voting rules that satisfy this criterion as a function of the distribution of voters' probabilities to favour change from the status quo. In Chapter 3, two different game theoretical models that can be induced by the rule of k names are proposed and analysed. A characterization of the set of strong Nash Equilibrium outcomes of each of the games is provided. These characterizations enable the author to discuss the preferences of the players over different variants of the rule of k names. An important part of the rule of k names is the procedure used to screen out the k names to be proposed to the individual who takes the final decision. Six different screening rules which are used in reality by different decision bodies around the world are documented. In Chapter 4, he studies whether these screening rules satisfy stability. A screening rule is stable if it always selects a weak Condorcet set whenever such set exists. He shows that all of the six screening rules violate stability if the voters act not strategically. He then proposes two screening rules which satisfy stability. Finally, he provides two possible justifications for the widespread use of unstable screening rules.
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Bäcke, Maria. "Power Games : Rules and Roles in Second Life." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00496.
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This study investigates how the members of four different role-playing communities on the online platform Second Life perform social as well as dramatic roles within their community. The trajectories of power influencing these roles are my main focus. Theoretically I am relying primarily on performance studies scholar Richard Schechner, sociologist Erving Goffman, and post-structuralists Michel Foucault, Gilles Deleuze and Felìx Guattari. My methodological stance has its origin primarily within literature studies using text analysis as my preferred method, but I also draw on the (cyber)ethnographical works of primarily T.L. Taylor, Celia Pearce, and Mikael Jakobsson. In this dissertation my focus is the relationship of the role-player to their chosen role especially in terms of the boundary between being in character, and as such removed from ”reality,” and the popping out of character, which instead highlights the negotiations of the social, sometimes make-belief, roles. Destabilising and problematising the dichotomy between the notion of the online as virtual and the offline as real, as well as the idea that everything is ”real” regardless of context, my aim is to understand role-play in a digital realm in a new way, in which two modes of performance, dramatic and social, take place in a digital context online — or inworld as many SL residents call it.
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Zimmerman, Eric. "Playing with the rules: the games of culture." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322499770.
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Johnson, Mary Frances. "Experimental analysis of negative vs. positive rules in the "Good Behavior Game"." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546124.
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The Good Behavior Game (Barrish, Saunders, & Wolf, 1969) has been demonstrated to be an effective group-oriented contingency technique to decrease disruptive classroom behaviors. Typically, competing groups of students play a game by following negatively worded rules to attain specified consequences. The present study investigated the effects of rules stated in positive terms in the Good Behavior Game format to increase appropriate classroom behaviors. A class of third grade students was divided into three teams to play the game. The flip of a coin determined daily conditions and the effects of the use of positive rules were compared to the effects of negative rules. A changing criterion, multielement research design revealed both conditions effective in increasing on-task behavior. No differential was shown. However, students did indicate a preference for positive rule game days. It was recommended that research be continued comparing positive and negative conditions to increase academic performance.Department of Educational Psychology
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Gaudl, Swen. "Design and refinement of NPC rules in digital board games." [Ilmenau] [Univ.-Bibliothek], 2009. http://d-nb.info/995970564/34.
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Rören, Jonas. "Best of Both Worlds: A Platform for Hybrids of Computer Games and Board Games." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22398.
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This report describes my work with developing a game for a gaming platform that enables hybrids between board games and computer games. My ambition has been to develop a game that takes advantage of the novel possibilities that this platform permits. Among those are to operate with a combination of the computer game traits of complexity in the games and ease of playing; as well as the board game / card game traits of combining social dynamics around a game session with ability to keep information hidden from other players. This is accomplished by a combination of mobile phones and a computer connected to the Internet. The screen of the computer will serve as board and the phones will display cards and other private information to the players, as well as functioning as the players' means for interaction with the game. The game developed, Wind Bugs, takes advantage of the complexity of game states that a computer easily can handle. Effort has been put into finding mechanics with a level of complexity while still implementing them in way that makes them both playable and enjoyable. Rather than focusing on immersion, which has become common in the design of computer games, hopes are that games for this platform, including the game developed in this project, will give room to social dynamics among the players. Though operating with the use of mobile phones, the platform will not support "mobile gaming"; the proposed setting is a group of players surrounding a big screen.
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Malkan, Nelson Anna. "Messages in games and player backgroundA player study about modeling and conveying emotional states through game rules and mechanics : A player study about modeling and conveying emotional states through game rules and mechanics." Thesis, Uppsala universitet, Institutionen för speldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414365.
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Games can be used to convey meaning and communicate messages. While there is ample research on games' expressive capacities, how players' backgrounds impact game interpretation has thus far been under-explored. This study explores this gap by way of testing an expressive game and discerns if there is a relationship between how people experience a game and their personal background and current state of mind. To engage this question, we conducted a player study. We developed the abstract, metaphorical game “Lorn” intended for this purpose. The game together with an online survey, intended to assess players' background and state of mind, was distributed to potential participants. After having played the game, the participants shared their interpretation of the message in the game and their experiences and feelings they experienced while playing. 15 people participated in the player study. The result indicates there are differences in how people interpret a message depending on their personal background and their current state of mind.Spel kan användas för att förmedla både budskap och mening. Trots att det finns omfattande forskning på hur man kan uttrycka sig med spel, så är forskning kring hur spelares bakgrund påverkar deras tolkning bristfällig. Den här studien utforskar detta genom att testa ett “expressivt spel” och urskilja om det finns någon koppling mellan hur människor upplever ett spel och deras personliga bakgrund och sinnesstämning. Vi utförde en spelarstudie för att undersöka den här frågan. För detta ändamål utvecklade vi det abstrakta, metaforiska spelet “Lorn”. Tillsammans med en online enkät, som ämnade att ta reda på spelarnas bakgrund och sinnesstämning, distribuerade vi spelet till potentiella deltagare. Efter att ha spelat spelet delgav deltagarna sina tolkningar av betydelsen, sina upplevelser av Lorn, och vilka känslor de kände när de spelade spelet. 15 personer deltog i studien. Våra resultat indikerar att det finns skillnader i hur människor tolkar budskap beroende på deras personliga bakgrund och sinnesstämning.
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Alparslan, Gok Sirma Zeynep. "Cooperative Interval Games." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610337/index.pdf.
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Interval uncertainty affects our decision making activities on a daily basis making the data structure of intervals of real numbers more and more popular in theoretical models and related software applications. Natural questions for people or businesses that face interval uncertainty in their data when dealing with cooperation are how to form the coalitions and how to distribute the collective gains or costs. The theory of cooperative interval games is a suitable tool for answering these questions. In this thesis, the classical theory of cooperative games is extended to cooperative interval games. First, basic notions and facts from classical cooperative game theory and interval calculus are given. Then, the model of cooperative interval games is introduced and basic definitions are given. Solution concepts of selection-type and interval-type for cooperative interval games are intensively studied. Further, special classes of cooperative interval games like convex interval games and big boss interval games are introduced and various characterizations are given. Some economic and Operations Research situations such as airport, bankruptcy and sequencing with interval data and related interval games have been also studied. Finally, some algorithmic aspects related with the interval Shapley value and the interval core are considered.
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Josephson, Jens. "Evolution and learning in games." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics (Ekonomiska forskningsinstitutet vid Handelshögsk.) (EFI), 2001. http://www.hhs.se/efi/summary/587.htm.
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Johansson, Magnus. "Do Non Player Characters dream of electric sheep? : A thesis about Players, NPCs, Immersion and Believability." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-89293.
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This is a thesis that deals with the norms and rules of players playing online games together. It is also a thesis about believability, the current capabilities of non-player characters (NPCs) and the attitudes amongst game developers towards dynamic and systemic games AI. The primary theme of this thesis considers which means of communication and coordination in terms of norms and rules are present in groups of players and particularly in guilds and clans playing Massively Multi Online Games (MMOGs) and First Person Shooters (FPSs) respectively. The presence of norms in these types of groups has been overlooked in previous research even though guilds have been addressed to some extent. When rules have been discussed in games research, the actual use, meaning and interpretation behind these rules from a player perspective has been omitted. In this thesis rules and norms are interpreted from a guild and clan perspective as important means for coordination, used in order to keep the group together. The implicit rules are further seen as implicit rules made explicit through guild and clan forums where these groups of players express how to preserve the shared game experience. The absence of rituals, norms and rules has also been studied in temporary groups of one MMOG, with the explanation that existing relations with other players are maintained in these game sessions, but new relations are usually seen as too costly to invest in. The second theme is directed at believability and the state of current NPCs, how immersion is influenced by NPCs that do not act in believable ways. The second theme is also influenced by the first theme, whereby rules and norms are seen as valuable tools for creating believability in NPCs, directly targeting the social layer, a slightly overlooked area of research. The last section is directed at applying the results from the first section, how players play by the rules and norms of the group, and how this could foster believability in NPCs.At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 5: In press. Paper 6: In press.
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Oliveira, Patrícia Maria de 1968. "O papel das interações sociais em escolares na elaboração de estratégias no jogo Quoridor." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319180.
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Orientador: Rosely Palermo BrenelliDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa, fundamentada na Teoria da Epistemologia Genética de Jean Piaget quanto aos conceitos de interação social, tem como objetivo verificar a influência da interação social na elaboração de condutas no jogo de regras Quoridor em alunos do Ensino Fundamental I de diferentes idades e níveis de escolaridade. Trata-se de uma pesquisa qualitativa que busca caracterizar os níveis de conduta apresentados no jogo pelos alunos estudados e compará-los em duas situações de jogo: individual e grupal. Foram selecionados para esta pesquisa 39 alunos, que frequentaram as classes de 1º, 3º e 5º anos, sendo 13 alunos de cada ano escolar de uma escola particular estabelecida no município de Campinas, interior do Estado de São Paulo. Dos 13 alunos de cada ano escolar, foram sorteados 4 para participar da situação individual (N=12) e 9 para a situação grupal (N=27). A situação grupal se constituiu em nove grupos distintos, sendo três compostos por alunos da mesma classe e seis grupos compostos por alunos de diferentes classes, havendo predominância de um desses, na proporção de dois participantes da mesma classe. A coleta de dados foi realizada na própria escola em três encontros que tiveram duração média de 40 minutos cada um e se caracterizaram em: 1º encontro, três partidas para a aprendizagem do jogo, 2º encontro, três partidas com apresentação de situações-problema e 3º encontro, duas partidas do jogo. Para a análise dos dados foram considerados três níveis de condutas de jogo que apresentam as características fundamentais dos procedimentos empregados pelos participantes quanto à Compreensão das Regras, Antecipação e Construção de Estratégias. A análise estatística dos resultados obtidos apontou que não foram encontradas diferenças significativas entre as situações individual e grupal para a compreensão (p-valor=0,304), antecipação (p-valor=0,114), estratégias (p-valor=0,260) e pontuação (p-valor=0,200). Foi utilizado o teste não paramétrico de Mann-Whitney nas comparações. O teste não paramétrico de Kruskall-Wallis seguido do procedimento de comparações múltiplas de Dunn revelou que na conduta de Compreensão das Regras do jogo, a pontuação dos alunos do 3º ano na situação individual foi superior comparado ao 1º ano (p-valor=0,036) e 5º ano (p-valor=0,082) e dos alunos do 5º ano em situação grupal foi superior comparado ao 1º ano (p-valor=0,002); na conduta de Antecipação, a pontuação em situação individual foi superior para o 5º ano comparado com o 1º ano (p-valor=0,026) e 3º ano (p-valor=0,057) e na situação grupal a pontuação também foi significativamente superior para o 5º ano em relação ao 1º ano (p-valor=0,002) e 3º ano (p-valor=0,047) e na conduta de Construção de Estratégias, a pontuação do 3º ano foi superior comparado com o 1º ano (p-valor=0,039) na situação individual e superior para o 5º ano comparado com o 1º ano (p-valor=0,002) e 3º ano comparado com o 1º ano (p-valor=0,049) na situação grupal. A análise qualitativa realizada possibilitou apontar que para alguns sujeitos da pesquisa a situação grupal favoreceu a melhor compreensão do jogo Quoridor por possibilitar a ocorrência do conflito sócio cognitivo e provocar a construção de condutas mais eficientes à partir da interação social. O uso do jogo de regras constitui uma situação de desafio em que o sujeito é solicitado a agir, quando há uma perturbação sentida por ele, que ao ser compensada, resulta em progresso
Abstract: This current research, based on the Theory of Genetic Epistemology by Jean Piaget on the concepts of social interaction, has as its goal the verification of the influence of social interaction on the elaboration of conducts in the game of rules Quoridor in elementary school students from different ages and levels of schooling. This is a qualitative study that seeks to characterize the levels of conduct presented in the game by the students studied and compare them in two situations on game: individual and group. There were selected for this study 39 students that have attended classes in the 1st, 3rd, and 5th grades of school, being 13 students from each school year in a private school established in the city of Campinas, in the state of São Paulo. Of the 13 students from each school year, 4 were selected to participate in the individual game situation (N=12) and 9 were selected to participate in the group situation (N=27). The group situation is constituted in nine distinct groups, being three of them composed by students from the same class and six of them composed by students from different classes; there being the predominance of one of these, in the proportion to two participants of the same class. The data collection was performed in the same school on three moments that had average duration of 40 minutes each and characterized themselves in: 1st moment, three game matches so as to learn the game; 2nd moment, three game matches with the presentation of the problem situations; and 3rd moment, two game matches. For the data analysis there were considered three levels of game conducts that feature the fundamental characteristics of the procedures used by the participants on the Comprehension of Rules, Anticipation and Construction of Strategies. The statistical analysis of the results obtained has pointed that there weren¿t any significant differences between the individual and the group situations for the comprehension (p-value=0,304), anticipation (p-value=0,114), strategies (p-value=0,260) and punctuation (p-value=0,200). The nonparametric Mann-Whitney test was used for the comparisons. The nonparametric Kruskall-Wallis test followed by the multiple comparisons procedure of Dunn revealed that in the conduct of Comprehension of the Rules of the game, the punctuation of the students of the 3rd grade on the individual situation was superior compared to the 1st grade (p-value=0,026) and 5th grade (p-value=0,082) and the 5th grade students in group situation was superior compared to the 1st grade (p-value=0,002); in the conduct of Anticipation, the punctuation in individual situation was superior for the 5th grade compared to the 1st grade (p-value=0,026) and 3rd grade (p-value=0,057) and in the group situation the punctuation was also significantly superior for the 5th year when compared to the 1st year (p-value=0,002) and 3rd year (p-value=0,047) and in the conduct of Construction of Strategies, the punctuation of the 3rd grade was superior compared to the 1st grade (p-value=0,039) in the individual situation and superior for the 5th grade compared to the 1st grade (p-value=0,002) and 3rd grade compared to the 1st grade (p-value=0,049) in the group situation. The used qualitative analysis allowed to point out that for some subjects of the research the group situation favored the best comprehension of the game Quoridor by allowing the occurrence of social cognitive conflicts and causing the construction of more efficient conducts from the social interaction. The use of the game of rules constitutes a challenging situation in which the subject is asked to act when there is a disturbance felt by him, that being compensated to, results in progress
Mestrado
Psicologia Educacional
Mestra em Educação
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Hoffmann, Philipp Emanuel [Verfasser], Estaun Francisco Javier [Akademischer Betreuer] Esparza, Estaun Francisco Javier [Gutachter] Esparza, and Jörg [Gutachter] Desel. "Workflow Nets : Reduction Rules and Games / Philipp Emanuel Hoffmann ; Gutachter: Francisco Javier Esparza Estaun, Jörg Desel ; Betreuer: Francisco Javier Esparza Estaun." München : Universitätsbibliothek der TU München, 2017. http://d-nb.info/1156713463/34.
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Branco, Marsal Avila Alves. "Jogos Digitais - Teoria e Conceitos para uma Mídia Indisciplinada." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4611.
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Propõe uma teoria dos jogos digitais. Para tanto, apresenta uma estrutura de análise que divide os jogos em três instâncias - produção, interpretação e discurso -, e três dimensões que as atravessam - lógica, estética e tecnológica. As instâncias permitem pensar os games como produtos de comunicação e portanto afetados por lógicas sociais, políticas, econômicas, estéticas e tecnológicas, servindo como ponto de entrada dos fatos do mundo ‘externo’ dentro da produção, do discurso e do jogar games. As dimensões dão conta das formas pelas quais esta produção, discurso e fruição acontecem e dizem respeito às especificidades internas da linguagem dos games. Para estas, são propostos conceitos como ludemas/sistema de regras, vivacidade/interatividade, manifestações discursivas e estruturas discursivas. A estrutura em dois níveis (instâncias e dimensões) permite lidar com os fenômenos desta mídia tanto a partir de suas afetações internas - lógica, estética e tecnologia tensionando-se e modificando-se -, bem como em um nível mais geral ao evidenciar como cada dimensão é também uma resposta às forças externas que partem de um contexto sócio-cultural. A construção dessa estrutura conceitual permite o desenho de uma teoria dos jogos digitais: mostra seus conceitos fundamentais, seus modos de relacionamento internos, suas conexões com o mundo externo e modos de funcionamento.
Proposes a theory of digital games. To do so, presents an analysis framework that divides games into three instances - production, interpretation and discourse - and the three dimensions - logical, aesthetic and technological. Instances allow us to think the games as communication products and therefore affected by social, political, economic, aesthetic and technological aspects, serving as the entry point of the facts of the world 'outside' into production, speech and play games. The dimensions concern on the diferent manners how this production, speech and enjoyment happen and relate to specific internal language of games. For these are proposed the concepts of Ludema / system rules, vividness / interactive, discursive structures and discursive manifestations. The two level structure (instances and dimensions) allows you to tackle the phenomenon of media either from its internal affectations - logic, aesthetics and technology tensing up and modifying - as well as a more general level by showing how each dimension is also a response to external forces departing from a socio-cultural context. The construction of this conceptual framework allows the design of a digital game theory, shows its fundamental concepts, their modes of internal relations, its connections with the outside world and modes of operation.
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Caiado, Ana Paula Sthel. "A regra em jogo: um estudo sobre a prática de jogos de regras e o desenvolvimento moral infantil." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-08022013-110544/.
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Sendo a consciência e a prática das regras fatores relevantes para a compreensão do desenvolvimento moral, os diferentes contextos que envolvem o jogar com regras, podem revelar-se espaços privilegiados para o estudo da moralidade infantil. De acordo com a abordagem psicogenética piagetiana, o jogo ao possibilitar a livre construção do conhecimento e estimular trocas sociais cooperativas, pode vir a favorecer a superação do egocentrismo moral e intelectual, aspecto este indispensável à construção de juízos morais autônomos. Optou-se no presente estudo por focalizar mais diretamente a relação da criança com a regra em diferentes situações, utilizando-se o jogo como pretexto para o estudo desta relação. O próprio Piaget em seu texto de 1932 usa um jogo de regras para estudar a moralidade e defende esta atividade como uma instituição genuinamente infantil propícia ao desenvolvimento do respeito mútuo e do estado cooperativo fundamental a autonomia. Posto isto, a presente pesquisa teve como objetivo investigar diferentes formas de interação da criança com a regra em contextos de jogo, articulando-as com o desenvolvimento moral infantil, segundo o referencial psicogenético piagetiano. Participaram da pesquisa 64 crianças com idades entre 07 e 08 anos, divididas em 14 grupos com, em média, quatro componentes cada. Foram aplicadas diferentes situações de contato com regras, sendo que na primeira as crianças jogaram conforme regras prescritas pela experimentadora (situação fechada), na segunda havia a possibilidade da criança intervir e propor novas formas de jogar (situação intermediária) e na terceira foi solicitado que inventassem um jogo com o material fornecido. Foi realizada uma sessão semanal para cada modalidade de contexto descrita, com cada grupo, sendo uma por dia, durante três semanas. Concluída a aplicação dos diferentes contextos de regra, os sujeitos passaram por uma entrevista clínica, na qual foram investigadas suas concepções relativas à regra moral em contraposição a regra do jogo. A sistematização de todo o material coletado consistiu em análises exploratórias a partir da categorização das ações adotadas pelos sujeitos, principalmente aquelas de caráter mais social como, por exemplo, troca de ideias, uso das regras, consideração da perspectiva alheia, interajuda, realização de acordos consensuais, resolução de conflitos, tomadas de decisão, emissão de julgamentos, entre outras. Tais categorias foram então convertidas em indicadores empíricos, com os quais foi possível delimitar três vias de análise: relações entre indicadores; relações entre contextos e acompanhamento individual de cada sujeito. Os resultados demonstram diferentes manifestações de uso e compreensão da regra de acordo com cada contexto analisado, com maiores evidências de autonomia nas situações que propiciavam acordos mútuos e exigiam de forma mais acentuada a relação entre pessoas. Buscou-se, a partir da presente pesquisa, evidenciar aspectos relevantes da relação da criança com a regra no contexto de jogo, entendendo-a como parte importante de seu desenvolvimento moral. São discutidas, assim, algumas interfaces entre o jogar e a moralidade, tomando-se como base os usos e concepções infantis a respeito da regraBeing the conscience and the rules practicing relevant issues in the understanding of the moral development, the different scenes regarding the playing with the rules, could reveal themselves privileged spots for the childhood morality. According to the Piaget psychogenic, the game, as it makes possible the free knowledge construction and estimulate social collaborating exchanges, could encourage the overcoming of the moral and intellectual egocentrism, indispensable issue for the contruction of moral autonomic judgements. It was decided in this study to focus more directly on the child\'s relationship with the rule in different situations, using the game as an excuse to study this relationship. Piaget himself , in his 1932 texts, uses a rule game to study the morality and defend this activity as a genuine child institution wich provides the mutual respect development and the collaborating state, essential to the autonomy. Once exposed, the present research has the purpose to investigate different ways of child interactions with rules in games scenarios, combining them with the child moral development, following the piagetian model. In the research, 64 children in their 7 to 8 years participated, divided in 14 groups of 4 members each, on the average. It was applied different rule contact situations: in the first, the children played according the rules described by the experience instructor (close situation), in the second one, there was the possibility of the child to intervene and suggest new ways of playing (intermediary situation) and in the third one was solicited that the children invent a game with the provided material. It was realized a weekly session to each scenario described, in each group, once a day along three weeks. Once finished the different contexts applications, the subjects received a clinical interview, where their statements regarding moral rules in opposite to game rules was investigated. The construction scheme of the collected material was based in exploration analysis by the categorization of the adopted actions, mainly the actions with social intents as, for an example: ideas exchange, rules usage, another point of view consideration, interpeople helping, consensual agreements realizations, conflicts resolutions, decision choices, judgment states, among others. The categories was converted in empirical indicators, making possible to delimit three analysis ways: relation between indicators, relation between contexts and individual follow up of each subject. The results demonstrates different manifestations of the usage and rule understanding according to each analyzed context, with more evidence of autonomy in situations that provided mutual agreements and demanded more sharply the relationship between people. It was searched, by the present research, to evidence relevant matters in the child relation with the rule in a game context, understanding the rule as a important part of his moral development. Some interfaces between the play and morality are discussed, taking as a basis the uses and children\'s conceptions about the rule
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Miranda, Eduardo Silva. "Libertando o sonho da criação: um olhar psicológico sobre os jogos de interpretação de papéis (RPG)." Universidade Federal do Espírito Santo, 2005. http://repositorio.ufes.br/handle/10/6658.
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Previous issue date: 2005-03-23Os jogos de interpretação de papéis (RPG) têm sido alvos de críticas e apologias das mais variadas, muitas vezes sem embasamento científico. Tais jogos aparecem cada vez mais entre as práticas lúdicas de adolescentes e é crescente o número de pesquisas acerca de seu uso em educação. Assim, tornase necessária uma investigação com bases psicológicas sobre o tema. Para chegar a esse posicionamento, foram relacionados aspectos contidos na dinâmica do jogo e discurso de 22 jogadores da região da Grande Vitória, analisados sob um viés psicológico. Com base nessas informações, pôde-se traçar um panorama das características da atividade, bem como o lugar que ela ocupa nas relações que esses jogadores perfazem e suas conseqüências para esses mesmos sujeitos. Os dados foram coletados por meio de questionários e entrevistas e foram agrupados em categorias estabelecidas a posteriori. Os resultados finais caracterizam um grupo de praticantes de RPG do Estado do Espírito Santo e tornam possível a análise psicológica das particularidades detectadas. Pôde-se avaliar o lugar que a prática de jogar RPG ocupa na rotina dos participantes, bem como analisar, por meio dos dados coletados, aspectos psicológicos intrínsecos ao jogo.
Role Playing Games (RPG) had been constantly criticized or defended in many forms, several times without a scientific approach. These kind of games appear in the playful behaviors of many adolescents. With the increasing use of RPG on education and more researches been developed in the area, it makes necessary a psychological approach of the matter. To make this possible, this work relates the speech of some players with intrinsic aspects of the RPG dynamics. A view of the RPG characteristics could be done with these data, as well as a look on the relations that the subjects make with the game and its possible consequences. The data were grouped in categories after some questionnaires and interviews had been done. The final results show the way of being of a small group of players of Espirito Santo's state and allows a psychological analysis of the characteristics collected. It was possible to evaluate what is the place of RPG in the subjects routine, as well as specific characteristics of the game that are of special interests of Psychology.
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Silva, Thais Oliveira da [UNESP]. "Oficina de jogos em sala de aula: construção de um espaço para alunos com dificuldades de aprendizagem." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153253.
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Não recebi financiamento
Este estudo, fundamentado no referencial da Epistemologia Genética, teve por objetivo geral verificar os efeitos de uma intervenção pedagógica, pautada em princípios construtivistas, realizada por meio de oficinas de jogos de regras para alunos com queixas de dificuldades de aprendizagem em contexto de sala de aula. Foram participantes do trabalho 19 alunos, com idades entre 7 e 8 anos, de dois 2ºs anos do Ensino Fundamental de escolas diferentes e uma professora. Os alunos foram divididos em dois grupos: 10 alunos pertencentes ao grupo experimental e 9 alunos pertencentes ao grupo controle; a professora participante foi a regente da sala do grupo experimental. Os procedimentos utilizados no desenvolvimento desta investigação foram delimitados pela proposta da pesquisa-ação que contempla três fases: a primeira fase compreende a fase exploratória, com a duração de 29 horas, cujo objetivo consistiu em avaliar a construção das estruturas infralógicas (tempo, espaço e causalidade), as estruturas lógico-matemáticas (conservação, seriação e inclusão), a hipótese de escrita e a construção de narrativa dos participantes. Nessa fase, ainda, a professora participou de uma entrevista semiestruturada com questões relacionadas ao processo de desenvolvimento e à aprendizagem. Na fase de ação, a professora regente e os alunos do grupo experimental participaram de uma intervenção pautada em princípios construtivistas: a) com a professora foram realizados encontros semanais para estudo sobre o referencial que fundamentou nossa proposta de intervenção e para planejar as oficinas realizadas em sala de aula, para tanto, foram necessárias 18 horas em reuniões entre professora e pesquisadora, b) os alunos foram submetidos a uma intervenção pedagógica realizada na forma de oficinas de jogos de regras, desenvolvida durante o segundo semestre de 2016, contemplando 36 horas de oficinas. Na última fase, de avaliação, foram reaplicados os instrumentos da fase exploratória nos grupos experimental e controle com o objetivo de verificar os efeitos da intervenção junto aos alunos, bem como avaliar a visão da professora sobre alguns aspectos relacionados ao ensino e aprendizagem, para esta fase foram necessárias 29 horas. Desta forma, as três fases desta pesquisa compreenderam o total de 112 horas de trabalho direto com alunos e professora. Os dados foram analisados segundo as características específicas de cada instrumento, a saber: para avaliação das estruturas lógicas e infralógicas foram utilizadas provas operatórias que avaliam níveis do desenvolvimento cognitivo, a escrita foi avaliada conforme a hipótese de escrita produzida a partir de um ditado de palavras e frases, a narrativa foi qualificada de acordo com a relação antecedente e consequente ao narrar uma produção de texto espontâneo, a entrevista semiestruturada foi submetida à análise qualitativa. Os resultados mostraram que houve melhora, por parte dos alunos do grupo experimental, na construção das estruturas infralógicas, lógico-matemáticas, na hipótese de escrita e na construção da narrativa após a intervenção, sendo observado que o mesmo não ocorreu com os participantes do grupo controle. A professora demonstrou avanços positivos no que se refere à tomada de consciência sobre a própria prática e sua contribuição diante do processo de aprendizagem, sobretudo em relação aos alunos que apresentam queixas de dificuldades. Esperamos que este estudo possa contribuir com a prática pedagógica, levando o professor a compreender a importância da constante reflexão sobre suas ações e intervenções, bem como perceber os jogos como um excelente recurso para a aprendizagem.
This study, based on the Genetic Epistemology reference, had the general objective of verify the effects of a pedagogical intervention, based on constructivist principles, carried out through game of workshops of rules for students with complaints of learning difficulties in the context of the classroom. Participants of the study were nineteen students, aged between 7 and 8 years old, from two years of elementary school from different schools and a teacher. The students were divided into two groups: 10 students belonging to the experimental group and 9 students belonging to the control group; the participating teacher was the regent of the experimental group room. The procedures used in the development of this research were delimited by the proposal of the action research that contemplates three phases: the first phase comprises the exploratory phase, with duration of 29 hours, whose objective was to evaluate the construction of infralogic structures (time, space and causality), logical-mathematical structures (conservation, serialization and inclusion), the hypothesis of writing and the construction of the narrative of the participants. In this phase, the teacher also participated in a semi-structured interview with questions related to the development process and the learning. In the phase of action, the regent teacher and the students of the experimental group participated in an intervention based on constructivist principles: a) with the teacher, weekly meetings were held to study the referential that based our intervention proposal and to plan the workshops held in, for this, it took 18 hours in meetings between teacher and researcher, b) the students were submitted to a pedagogical intervention in the way of rules games workshops, developed during the second semester of 2016, contemplating 36 hours of workshops. In the last phase of evaluation, the exploratory phase instruments were reapplied in the experimental and control groups with the objective of verifying the effects of the intervention with the students, as well as evaluating the teacher's view on some aspects related to teaching and learning, for this phase was required 29 hours. In this way, the three phases of this research comprised a total of 112 hours of direct work with students and teachers. The data were analyzed according to the specific characteristics of each instrument, namely: for the evaluation of the logical and infralogic structures were used operative tests that evaluate the level of cognitive development, the writing was evaluated according to the writing hypothesis produced of written production from a dictation of words and phrases, the narrative was qualified according to the antecedent relation and consequent when narrating a production of spontaneous text, semi structured interview was submitted to qualitative analysis. The results showed that there was an improvement by the students of the experimental group in the construction of infralogical, logical-mathematical structures in the hypothesis of writing and in the construction of the narrative after the intervention, being observed that the same did not occur with the participants of the control group. The teacher showed positive progress in raising awareness about the practice itself and its contribution to the learning process, especially in relation to the students who present complains of difficulties. We hope that this study can contribute to pedagogical practice, leading the teacher to understand the importance of the constant reflection on his actions and interventions, as well as perceiving games as an excellent resource for learning.
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Quinelato, Patricia Thomasio. "Fazer e compreender no jogo Sudoku e em suas situações-problema: um estudo com alunos do 9º ano do ensino fundamental." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-12052015-122438/.
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O presente trabalho consiste em uma pesquisa sobre como adolescentes jogam e resolvem situações-problemas relativas ao Sudoku. O objetivo foi analisar o raciocínio de escolares por meio de seu desempenho nesse jogo. Poucas são as pesquisas com jogos de regras para o desenvolvimento e aprendizagem de alunos de 9º ano do Ensino Fundamental II e, por isso, o desejo em pesquisar sobre o desenvolvimento do raciocínio por meio do jogo Sudoku com essa parcela da população escolar. O ponto diferenciador de nosso trabalho é a questão da dificuldade dos alunos em justificar suas respostas às situações- problema propostas. Para tanto, a professora-pesquisadora elaborou partidas de jogo Sudoku e situações-problema relativas ao mesmo jogo e as desenvolveu com 21 alunos de 9º ano do Ensino Fundamental II de uma escola pública do município de São Paulo. A coleta de dados foi realizada durante 15 aulas por meio de protocolos elaborados pela professora-pesquisadora. Na análise desses dados coletados, investigamos o desenvolvimento do raciocínio dos alunos ao longo dos encontros por meio de suas resoluções e da linguagem que utilizaram para justificar suas respostas aos jogos e aos Enigmas Sudoku propostos. A discussão dos resultados foi orientada principalmente pelos estudos de Jean Piaget quanto ao desenvolvimento e à aprendizagem e pelo estudo de Philippe Meirieu sobre como aprender por meio de situações-problema. Os alunos avançaram consideravelmente do primeiro encontro para o último em relação aos conceitos e procedimentos relativos aos jogos e às situações-problema e, além disso, desenvolveram sua justificação lógica, permitindo concluir que as experiências por que passaram ofereceram a oportunidade de tomarem consciência dos motivos que os orientaram em suas escolhas. Consideramos essa pesquisa relevante para o campo da Psicologia do Desenvolvimento e da Aprendizagem, pois, por meio de um jogo, aprendemos a trabalhar o raciocínio e uma forma de pensar, útil para a escola e para a vidaThis work is a research about how teenagers play and solve problem situations related to Sudoku. The aim was to analyze the logic of students through their performance in that game. There are not so many researches on rule games for development and learning of students in 9th grade from Elementary School and, because of this, there was the desire to research the development of logic through Sudoku game with this part of the school population. The differentiator point of this work is the question of the students difficulty to justify their answers to the proposed problem situations. For that, the teacher-researcher elaborated Sudoku matches and problem situations related to the same game and developed them with 21 students in the 9th grade of the Elementary School in a public school in São Paulo city. The data collection was done during 15 classes by protocols elaborated by the teacher-researcher. In the analysis of the collected data, we investigated the development of the students´ logic during the encounters with the solutions and the language used to justify their answers in the proposed games and puzzles. The discussion of the results was oriented by the studies of Jean Piaget on development and learning and by the studies of Philippe Meirieu on how to learn with problem situations. The students had a considerable progress from the first encounter to the last one in relation to concepts and procedures related to the game and to the problem situations and, beyond that, they developed their logical justification, allowing us to conclude that the experiences that they had endured offered them an opportunity to be conscious of the reasons that oriented them on their choices. We consider this research relevant to the Developmental and Educational Psychology field because through a game we learned to work with logic and a way of thinking, useful for school and life
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Andreotti, Ana Luiza de Almeida Console. "Jogos de regra e processos de aprendizagem em crianças com paralisia cerebral." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-30072013-093239/.
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O presente trabalho consiste numa pesquisa qualitativa sobre o processo de aprendizagem de crianças com paralisia cerebral, no que se refere às habilidades próprias do pensamento operatório. O objetivo foi verificar e analisar as dificuldades e progressos que esses sujeitos encontraram ao vivenciar uma metodologia de oficina de jogos fundamentada no construtivismo piagetiano. As pesquisas acadêmicas atuais privilegiam os estudos nos estádios sensório-motor e pré-operatório de crianças com PC e este panorama mobilizou o desejo pela investigação sobre o desenvolvimento de habilidades nocionais e procedimentais nessa população, tão caros à aprendizagem escolar. Para isso, elaboramos oficinas de jogos de regras, planejadas e desenvolvidas pela pesquisadora, ao longo de um semestre (19 encontros). As oficinas foram compostas por quatro sujeitos com paralisia cerebral, que cursavam o 3° e 4° ano do Ensino Fundamental, em salas especiais, de uma Escola Estadual na cidade de São Paulo. Esquemas presentativos e procedimentais foram estimulados por meio de partidas dos jogos QUARTO e Sudoku, assim como a proposta de desafios, enigmas e situações-problema. Os encontros semanais nas oficinas foram registrados em vídeo e junto com os registros escritos do diário de campo compuseram a base de dados dessa investigação, que são apresentados sob a forma de estudos de caso. Na análise, buscamos indicativos de aquisição de competências e desenvolvimento de habilidades de noções e procedimentos próprios do pensamento operatório, assim como a mobilidade do raciocínio desses sujeitos frente aos desafios provocados. Os resultados apontaram evolução dos alunos. Verificamos que o grupo pesquisado beneficiou-se da metodologia de oficina de jogos e tornou-se mais competente em habilidades fundamentais a questões da escola como raciocínio, argumentação, identificação, relação, seleção, atenção, antecipação, entre outros. Apontamos ainda, mudança na atitude dos alunos frente às trocas de experiência, na vontade de expor ideias próprias ao grupo, justificar decisões tomadas no jogo e ainda, iniciativa à inclusão desta proposta de oficina, com os colegas de classe. Considera-se esta pesquisa relevante no campo da aprendizagem e desenvolvimento de crianças com deficiências, sobretudo quanto ao tema do desenvolvimento do pensamento operatório e uso dos jogos de regras como instrumento de aprendizagemThe present project report research about the learning process in children with cerebral palsy (CP), with regard to their own schemes of operating thought. The aim was to verify and analyze the progress and difficulties that these individuals found to practice a methodology of workshop of games based on Piagetian constructivism. The current academic research privilege studies corresponding to the sensorimotor and preoperative stages of children with CP. This panorama, mobilized an interest in research on the development of procedural and presentative schemes in this population, so dear to school learning. Thus, we conducted 19 workshops with games with rules, planned and developed by the researcher over a semester. The study was conducted with four subjects with cerebral palsy, who attended the 3rd and 4th year of elementary school, in special rooms, a state school in the city of São Paulo. The exercise of presentative and procedural schemes were stimulated through playing games QUARTO and Sudoku, as well as the proposed challenges, puzzles and problem situations. The workshops were held weekly, and recorded on video and supplemented with written accounts of the field diary. In the analysis, we seek indicative of developing of skills and abilities expressed by their own presentative and procedural schemes to operational thinking, and reasoning mobility of these individuals face by the challenges caused. Results showed students\' progress regarding the development of aspects stimulated. We found that the research group has benefited from the games workshop methodology and became more competent in skills fundamental for school knowledge. We have also witnessed a change in the attitude of the students in the exchanges of experience, the willingness to expose their own ideas to the group, justify decisions made in the game and also the initiative of inclusion of this workshop proposal, with classmates. This research is considered relevant to the field of learning and development of children with disabilities, especially regarding the field of development of operational thinking and use of games with rules as a learning tool
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Gertrudes, Rejanira Alves. "Regras escolares: estudo de caso sobre as relações de poder no cotidiano escolar." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8532.
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The school rules are represented as a tool to "establish" the order in the school environment. In this perspective, the school rules define what behaviors and attitudes that should be, through a repetitive routine, inculcated in the students. The reflections developed in this paper are based on the Education Cultural Studies and they are referenced in sociologist Norbert Elias’ procedural theory , in order to notice how these nearby / connections can contribute to understand some specifics of the field of Education. We will cover throughout the text the concepts of interdependence, figuration and power games in the view of eliasiana theory. The general purpose of this study is to analyze the power relations established between and by the student body in the school routine, up against the school rules. Therefore, we have constituded the following specific objectives: to analyse the continuities and discontinuities in the history of the surveyed school; to investigate how the students establish the power games in the school life; to problematize, from the data gotten on, as the students deal with the rules in the researched school. It is a case study carried out at the Escola Estadual de Ensino Fundamental e Médio (Elementary and High State School) Francisca Martiniano da Rocha , placed in Lagoa Seca city, a provincial town in the Paraiba State. The methodology for this study was qualitative, in ethnographic modality (ANGROSINO, 2009), data collection was based on three skills: in the observation of the field of study; in the application of the questionnaire; and in research in the internal file of the school. The analysis of data obtained by these three skills was the triangulation (FLICK, 2009). It was identified from the data obtained that the students don’t agree with the school rules, however, this does not randomly happened and/or isolatedly. This disagreement is interwoved to the complex history of the school and also to the authoritaritative , desultory and vertical form that the rules were elaborated and applied in the researched school.
As regras escolares são representadas como instrumento para “estabelecer” a ordem no ambiente escolar. Nessa perspectiva, as regras escolares definem quais as condutas e posturas que devem ser, por uma rotina repetitiva, inculcadas nos/as alunos/as. As reflexões desenvolvidas nesta dissertação são pautadas nos Estudos Culturais da Educação e referenciadas na teoria processual do sociólogo Norbert Elias, a fim de perceber como essas proximidades/conexões podem contribuir para o entendimento de algumas especificidades do campo da Educação. Abordaremos, ao longo do texto, os conceitos de interdependência, figuração e os jogos de poder na ótica da teoria eliasiana. O objetivo geral deste estudo é analisar as relações de poder estabelecidas entre e pelos/as discentes no cotidiano escolar, diante das regras escolares. Para tanto, constituímos os seguintes objetivos específicos: analisar as continuidades e descontinuidades da história da escola pesquisada; investigar como os/as alunos/as estabelecem jogos de poder no cotidiano escolar; problematizar, a partir dos dados obtidos, como os discentes lidam com as regras na escola pesquisada. Trata-se de estudo de caso, realizado na Escola Estadual de Ensino Fundamental e Médio Francisca Martiniano da Rocha, localizada no município de Lagoa Seca, cidade interiorana do estado da Paraíba. A metodologia adotada para esse estudo foi à qualitativa, na modalidade etnográfica (ANGROSINO, 2009), a coleta de dados se baseou em três modalidades: na observação do campo de estudo, na aplicação de questionário, e na pesquisa em arquivo interno da escola. A análise dos dados obtidos por estas três habilidades foi realizada por peio da triangulação (FLICK, 2009). Identificou-se, a partir dos dados obtidos, que os/as alunos/as não concordam com as regras escolares, porém, isto não aconteceu aleatoriamente e/ou isoladamente. Tal discordância está entrelaçada à complexa história da escola e também à forma autoritária, desconexa e vertical com que as regras foram elaboradas e aplicadas na escola pesquisada.
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Caiado, Ana Paula Sthel. "Análise psicogenética da inserção dos jogos de regras e das relações cooperativas no ambiente escolar." Universidade Federal do Espírito Santo, 2007. http://repositorio.ufes.br/handle/10/6673.
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Previous issue date: 2007-06-18Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Trata-se de um estudo sobre a inserção de jogos de regras na escola como estratégia facilitadora do desenvolvimento de relações cooperativas. De acordo com a abordagem psicogenética, o jogo de regras, ao possibilitar trocas entre iguais baseadas na reciprocidade, acaba por favorecer a cooperação. Buscou-se, assim, discutir o ambiente escolar em uma perspectiva construtivista, na qual a prática do jogo de regras como incentivo à cooperação e ao respeito mútuo, aparece como fator contributivo para a promoção do desenvolvimento moral e cognitivo das crianças. Foram analisadas no cotidiano de duas escolas (uma reconhecidamente construtivista e a outra com métodos de ensino ditos tradicionais) as configurações dadas ao uso do jogo de regras e suas possíveis contribuições para a evolução das trocas cooperativas das crianças. Na primeira etapa da coleta dos dados utilizou-se um roteiro de entrevista para os profissionais pedagógicos e um protocolo de observação do ambiente escolar. Tais instrumentos destinaram-se à caracterização das escolas em termos da utilização de jogos de regras, a partir das seguintes categorias: tempo, espaço, contextos, disponibilidade, finalidade, freqüência, planejamento, metodologias e intervenções. Em uma segunda etapa foi realizada uma atividade em grupo e utilizado um roteiro de entrevista para a investigação de aspectos relacionados à tendência cooperativa dos alunos, sendo eles trocas entre crianças, justiça retributiva e distributiva, igualdade e autoridade, consciência das regras e descentração. Os dados foram sistematizados de forma descritiva, contando vez ou outra com categorizações e buscando compreender em seu conteúdo análises quantitativas e qualitativas. Os resultados demonstraram que a maior presença dos jogos de regras no contexto da escola construtivista foi acompanhada por um maior desempenho cooperativo de seus alunos. Foi percebido que nesta escola a inserção dos jogos de regras era mais contínua e generalizada, não somente reservada aos momentos de recreação nem exclusivamente destinada ao trabalho pedagógico, com objetivos e intervenções mais direcionadas ao coletivo e uma maior variedade de locais, contextos e situações em que estes eram disponibilizados. Com isso, além das possíveis relações entre o jogar e o cooperar, foram alvo de destaque todo o conjunto de condições que propiciam sua efetivação no cotidiano escolar, fazendo deles estratégias para a implementação de ações pedagógicas verdadeiramente comprometidas com o desenvolvimento e a aprendizagem dos alunos. Tornou-se então perceptível que os benefícios inerentes à prática do jogo são também condições importantes para que ele aconteça de maneira espontânea, lúdica e contextualizada. Em outras palavras, partiu-se inicialmente do pressuposto do jogo de regras como espaço favorecedor das trocas cooperativas e, com o decorrer da investigação, vislumbraram-se na verdade duas realidades intercambiáveis, não só o jogo de regras propicia a cooperação como também um ambiente cooperativo possibilita a inserção do jogo.
This is a study about the insertion of rules games into school as a facilitator strategy of development of cooperative relationships. According to the psychgenetics approach, the rules games, allowing changes between equals based on reciprocity, leads to favour to cooperation. It had been searched, therefore, to discuss the school enviroment in a constructive point of view, in which the practice of rules games as encouragement to mutual cooperation and respect, appears like a contributory factor for the promotion of moral and cognitive children development. The configurations given to the use of rules games and its possible contributions for the progress of cooperative changes of children were analysed at everyday from two schools (one recognizably constructive and other with traditional teaching methods). In first stage of data collection was used an interview outline for the pedagogical professionals and an observation protocol of school enviroment. Such instruments had been adressed to the characterizantion of schools in terms of use of rules games, from the categories following: time, space, context, availability, aim, frequency, planning, methodologies and intervention. In a second stage was made a group activity and used an interview outline for the investigation of aspects related to cooperative trend of students, it's being changes between the children, returnable and distributive justice, equality and authority, awareness of the rules and decentration. The data was systematized in a descriptive way, sometimes accounting for categorizations and searching to understand in its content quality and quantitative analyses. The results demonstrated that the highest presence of rules games in context of the constructive school was followed by a higher cooperative performance from its students. It was perceived that in this school the insertion of rules games was more continuous and generalized, not only reserved to the recreation times neither exclusively adressed to pedagogical work, with aims and intervention more adressed to collective and a higher variety of sites, context and situations in which these were available. With that, beyond the possible relations between to play and to cooperate, the entire set of conditions that provide its effectiveness at everyday of school was brought out , making them strategies for the implementation of pedagogical actions really involved with the development and learning of students. It became perceptible, therefore, that the benefits inherent to practice of game are also important conditions for it to take place in a spontaneous, playful and contextualized way. In others words, it was started at first from the presuposed rules game as space favourable to cooperative changes and, over the investigations, it was glimpsing actually two realites exchangeable, not only the rules games provide cooperation as also a cooperative enviroment allows to insert the game.
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Oliveira, Francismara Neves de. "Um estudo das interdependencias cognitivas e sociais em escolares de diferentes idades por meio do jogo xadrez simplificado." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252418.
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Orientador: Rosely Palermo BrenelliTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente pesquisa de abordagem qualitativa caracterizou-se como um estudo descritivo que objetivou estudar as condutas de escolares no jogo de regras Xadrez Simplificado relacionando-as à coordenação de perspectiva espacial e tomada de perspectiva social. Foram selecionados alunos de diferentes idades e diferentes séries de uma Escola Estadual de Londrina ¿ PR, organizados em 8 duplas sendo 2 da 1ª série, 2 da 3ª série, 2 da 5ª série e 2 da 7ª do ensino fundamental, totalizando 16 participantes. A coleta de dados foi realizada em sete sessões assim distribuídas: três sessões de aprendizagem do jogo Xadrez Simplificado; sessões avaliativas das condutas empregadas no jogo e em situações de jogo simuladas no tabuleiro e uma sessão para aplicação da prova piagetiana ¿O Relacionamento das Perspectivas¿ e uma sessão para aplicação de duas situações-problema propostas para verificar os níveis de Tomada de Perspectiva Social. Embasados no referencial teórico piagetiano e na compreensão de Selman sobre a perspectiva social, os dados foram analisados segundo categorias da dialética construtiva discutida por Piaget para avaliar as condutas apresentadas pelos participantes no jogo e nos níveis de Tomada de Perspectiva Social, analisados por Selman. Os resultados obtidos apontaram que o jogo Xadrez Simplificado permitiu compreender a interdependência entre as condutas apresentadas pelos participantes no jogo, o desenvolvimento da perspectiva espacial e os níveis de Tomada de Perspectiva Social em relações construtivas e integrativas. Indicaram também o jogo de regras Xadrez Simplificado como recurso possível para observar essas relações que revelam a operatoriedade crescente aplicada no jogo, indicando o desenvolvimento das condutas desde o egocentrismo e indiferenciação da perspectiva, até a reciprocidade mútua, tanto no que diz respeito à perspectiva espacial, quanto social, em escolares
Abstract: This descriptive qualitative research, has the object of studying the conduct of pupils in the game of Simplified Chess, relating it to the coordination of spacial coordination and to the Social Perspective Taking. The sixteen participants of different age from a state school in Londrina, Brazil were taken organized in eight pairs, being two from the first grade, two from the third grade, two from the fifth grade and two from the seventh grade of the elementary school. The data was collected in seven different sessions, as follows: three sessions for the learning of the Simplified Chess game; evaluation sessions of the conduct applied in the game and on-board simulated situations; and one session for the application of the Piagetian proof ¿The Relation of the Perspectives¿ and one session for the application of the two problem-solving situations aiming at verifying the levels of the Social Perspective Taking. Based on the Piagetian theoretical reference and on the comprehension of Selman about the Social Perspective, the data were analyzed according to constructive dialectics discussed by Piaget in order to evaluate the conducts presented by the participants in the game and in the levels of the Social Perspective Taking, analyzed by Selman. The results have shown that the Simplified Chess game allowed a comprehension of the interdependence among the conducts presented by the participants, the development of the spacial perspective and the levels of the Social Perspective Taking in constructive and integrative relations. Besides, they have also shown that the game of rules Simplified Chess can be used as a tool to observe these relations, revealing the growing operationality applied in the game and indicating the development of conducts from the egocentrism and nondifferentiation of the perspective to the mutual reciprocity, both in relation to the spacial and social perspective in pupils
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação
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Kranz, Cl?udia Rosana. "Os jogos com regras na perspectiva do desenho universal: contribui??es ? educa??o matem?tica inclusiva." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14487.
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Previous issue date: 2014-04-05Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
To think about a school that is for everyone has been a challenge for many people connected to education worldwide demanding from researchers of each level of knowledge an association to such effort. The study presented on this paper unites itself to the voices, movements and researches of these scholars, seeking to contribute on building possibilities on which mathematics can be thought and worked on schools in order for every student to learn, whether they have some sort of deficiency, disorders, syndromes or not. This essay has the goal to investigate the possibilities of inclusive pedagogical practices mediated by math games with rules, developed and used throughout the Universal Design perspective; a qualitative research took place with a collaborative methodology that involved managers, teachers and students from a public school situated on the city of Natal/Brazil. On the investigation math games with rules were developed and made according to the Universal Design concept, starting from initial studies which articulated theoretical groundings to the reality of school and the teacher s conceptions. After that, classes using these tools were planned collectively which oriented inclusive pedagogical practices of classes from the 1st to the 4th year of elementary school. Throughout the process many instruments such as: tape recording, video footages, notes from the researcher; the teachers and the students were used for constant work evaluation and also to record the research data. In the end, the data indicated effective contributions of the mediated pedagogical practices by games with rules under the perspective of Universal Design for Inclusive Mathematics Education
Pensar uma escola para todos tem sido um desafio para in?meras pessoas ligadas ? Educa??o em n?vel mundial, demandando de pesquisadores em cada ?rea do conhecimento se associarem a tal esfor?o. O estudo aqui apresentado se junta ?s vozes, movimentos e pesquisas desses sujeitos, buscando contribuir no sentido de construir possibilidades para que a matem?tica seja pensada e trabalhada na escola com vistas ? aprendizagem de todos os alunos, sejam eles pessoas com defici?ncia, transtornos, s?ndromes ou n?o. Tendo como objetivo investigar as possibilidades de pr?ticas pedag?gicas inclusivas mediadas por jogos matem?ticos com regras, desenvolvidos e utilizados na perspectiva do Desenho Universal, efetivou-se pesquisa qualitativa, com metodologia colaborativa, que envolveu gestores, professores e alunos de uma escola da rede p?blica de Natal/RN. Na investiga??o, a partir de estudos iniciais que articularam fundamenta??o te?rica ? realidade da escola e ?s concep??es dos professores, foram desenvolvidos e confeccionados jogos matem?ticos com regras de acordo com o conceito do Desenho Universal. Em momento posterior, planejou-se coletivamente aulas com essas ferramentas, que nortearam pr?ticas pedag?gicas inclusivas em turmas do 1? ao 4? ano do Ensino Fundamental. No decorrer do processo, v?rios instrumentos foram utilizados para avalia??o constante do trabalho e tamb?m como registros de dados da pesquisa: grava??es, filmagens em v?deo, apontamentos da pesquisadora, dos professores, dos alunos. Ao final, os dados indicaram contribui??es efetivas das pr?ticas pedag?gicas mediadas pelos jogos com regras, na perspectiva do Desenho Universal, ? Educa??o Matem?tica Inclusiva
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Kranz, Cl?udia Rosana. "Os jogos com regras na educa??o matem?tica inclusiva." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18327.
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Previous issue date: 2011-07-01Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This present study aimed to examine the use of games with rules in working with math education in regular classes included in Elementary School, in the municipal education schools of Natal/RN, observing the learning process and development of all students, especially those with disabilities. The theoretical references used are based on Vygotsky's works and other authors from the historical-cultural perspective, as well as researchers in the field of Inclusive Education and Mathematics Education. The investigation was based on the qualitative research guidelines, with the application of semi-structured interviews with educational coordinators and teachers from the schools involved as well as classroom observations, looking for, in the speeches of those involved and in their teaching practices, elements to reflect on the Mathematics Inclusive Education, the use of games with rules -starting from its goals, the participation of disabled students, the pedagogical mediations, up to its accessibility - and from the learning of disabled students. The analysis results showed that the concepts underlying the development of inclusive teaching practices still refer to the clinical-medical paradigm, understanding the student with disabilities from their deficiencies; which teachers use, in their majority, the mathematical games with rules in their classes, but which the teaching mediation, during these activities, still needs to be qualified so that they can, effectively, contribute to the learning and development of all students; students with disabilities do not always participate in games with others colleagues; games with rules are rarely accessible; and that the Universal Design principles are not adopted in the selected classrooms for this study. Thus, it is clear that much remains to be done so that Mathematics Education can contribute to the learning and development of all students, and among those actions the teacher continuing education is recommended
O presente estudo teve por objetivo analisar a utiliza??o dos jogos com regras no trabalho com Educa??o Matem?tica em classes regulares inclusivas do Ensino Fundamental I, de escolas da rede municipal de ensino de Natal/RN, atentando para o processo de aprendizagem e desenvolvimento de todos os alunos, principalmente daqueles com defici?ncia. O referencial te?rico utilizado se constitui das obras de Vygotsky e de outros autores da perspectiva hist?rico-cultural, bem como de pesquisadores na ?rea da Educa??o Inclusiva e da Educa??o Matem?tica. Valeu-se, na investiga??o, das diretrizes da pesquisa qualitativa, com a realiza??o de entrevistas semiestruturadas junto a coordenadores pedag?gicos e professores das escolas envolvidas e de observa??es de aulas, buscando nos discursos dos envolvidos e nas suas pr?ticas pedag?gicas elementos para refletir acerca da Educa??o Matem?tica Inclusiva, da utiliza??o de jogos com regras desde seus objetivos, a participa??o dos alunos com defici?ncia, as media??es pedag?gicas, at? sua acessibilidade e da aprendizagem dos alunos com defici?ncia. Os resultados da an?lise apontaram que as concep??es que norteiam as pr?ticas pedag?gicas inclusivas ainda remetem ao paradigma m?dico-cl?nico, entendendo o aluno com defici?ncia a partir de suas incapacidades; que os professores se utilizam, em sua maioria, dos jogos matem?ticos com regras em suas aulas, mas que a media??o pedag?gica, no decorrer dessas atividades, ainda precisa ser qualificada para que eles possam, efetivamente, contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; que os alunos com defici?ncia nem sempre participam dos jogos com os demais colegas; que os jogos com regras raramente s?o acess?veis; e que os princ?pios do Desenho Universal n?o s?o adotados nas salas de aula integrantes da pesquisa. Desse modo, percebe-se que ainda h? muito a ser feito para que a Educa??o Matem?tica possa contribuir para a aprendizagem e para o desenvolvimento de todos os alunos; entre essas a??es, recomenda-se a forma??o continuada de professores
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Oliveira, Thaís Prando. "Avaliação de aspectos psicogenéticos do nível de análise heurística de crianças por meio do jogo lig-4." Universidade Federal do Espírito Santo, 2012. http://repositorio.ufes.br/handle/10/6646.
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Previous issue date: 2012-08-20Esta pesquisa investigou, em uma abordagem psicogenética, aspectos do funcionamento cognitivo de crianças por meio de um jogo regras com base na teoria de Piaget. Participaram do estudo 21 crianças, de ambos os sexos, com idades de oito e doze anos, de uma escola pública de Ensino Fundamental de Vitória-ES. A coleta de dados ocorreu em três encontros por dupla, utilizando-se como instrumento o jogo Lig-4 e um protocolo contendo questões e situações-problema. O primeiro encontro foi realizado em duas etapas: uma de aprendizagem e outra de prática do jogo. O segundo em dois momentos, sendo um destinado à prática do jogo e outro à primeira avaliação do nível de análise heurística. No terceiro realizou-se a prática do jogo e a segunda avaliação do nível de análise heurística. Os dados foram analisados por meio de níveis de análise heurística formulados em relação aos Sistemas Cognitivos I e II propostos por Piaget. Entre os resultados, verificou-se que a situação destinada à primeira avaliação e a ampliação da prática do jogo, não possibilitaram uma melhora expressiva no nível de análise heurística dos participantes de ambas as idades na segunda avaliação. No entanto, comparando-se o desempenho das crianças das duas idades, constatou-se que o das de doze anos foi superior ao das de oito anos, sendo que no Sistema Cognitivo I elas alcançaram níveis mais complexos do que no Sistema Cognitivo II. Conclui-se que o jogo Lig-4 mostrou-se adequado para a análise de Sistemas Cognitivos, fornecendo subsídios para trabalhos de avaliação e intervenção
This research has investigated, in a psychogenetic approach, childrens cognitive function aspects through a game of rules based on Piagets theory. Twenty-one children participated in this study, from both genders, ages varying from eight to twelve, from a public elementary school from Vitória ES. Data gathering occurred in three meeting per pair, utilizing the game lig-4 and a protocol containing questions and problem-situations. The first meeting was made in two phases: learning and game practice. The second one, in two moments, being one destined to game practice and, the other one, to the first assessment of heuristic analysis level. On the third meeting there were more game practice and the second assessment on heuristic analysis level. Data was analyzed using heuristic analysis levels formulated in relation to Cognitive Systems I and II proposed by Piaget. Among the results, it was verified that the situation destined to the first assessment and game practice expansion did not offer an expressive improvement on heuristic analysis level in the participants from both ages on the second assessment. However, comparing both participants performances, it was stated that the twelve-year-olds performances was superior than the eight-year-olds , taking in consideration that on Cognitive System I they ve achieved more complex levels than on Cognitive System II. It was concluded that, the game lig-4 was adequate to analyze Cognitive Systems, providing resources for evaluation and intervention jobs
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William, Persson. "Educating the gamer. : An analysis on how the “gamer” is taught the rules of a game efficiently to recognize patterns and become a better player." Thesis, Uppsala universitet, Institutionen för speldesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325204.
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In this thesis, the question of immersion and learning in tutorials is examined to find whether there are principles of design that can universally form a tutorial of a high quality according to several predetermined traits. A formal analysis of the tutorials for three specified games are conducted to identify the underlying principles of design that govern the structure for each individual tutorial. The resulting analyses are then compared to each other to reveal similarities between the tutorials so that the principles of design can be identified and examined. The findings point to no universal principles of design that will generate a tutorial of high quality, instead, the utilization of these principles is angled towards the specific needs of the game being developed.I denna uppsats undersöks frågan om fördjupning och inlärning i de inledande, handledande/guidande sekvenserna i spel för att granska om det finns design-principer som universellt kan användas för att göra handledande/guidande sekvenser i spel av en högre kvalitet enligt flera förbestämda drag. En formell analys av introsekvenserna för tre specifika spel görs för att identifiera de underliggande design-principerna som utgör strukturen för varje individuell introsekvens. De resulterande analyserna blir sedan jämförda med varandra för att uppdaga likheter mellan introsekvenserna så att design-principerna kan identifieras och undersökas. Resultaten visar att inga sådana universella design-principer finns, istället bör dessa design-principer nyttjas på ett sätt som bäst passar de specifika krav som spelet som utvecklas har.
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Riesman, Jean A. (Jean Ann). "Rules of the game : rezoning Boston, 1984-1989." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/69269.
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Lujan, Alejandro. "Generation of rule-based adaptive strategies for games." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28098.
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Real Time Strategy Games (RTSG) are a strong test bed for AI research, particularly on the subject of Unsupervised Learning. They offer a challenging, dynamic environment with complex problems that often have no perfect solutions. Learning Classifier Systems are rule-based machine learning techniques that may rely on Genetic Algorithms to discover a knowledge map used to classify an input space into a set of actions. This work focuses on the use of Accuracy-based Learning Classifier System (XCS) as the learning mechanism for generating adaptive strategies in a Strategy Game. The performance and adaptability of the strategies and tactics developed with the XCS is analyzed by facing these against scripted opponents on an open source game called Wargus. Our results indicate that Genetic Algorithms can be used effectively to enhance Real Time Strategy Games.
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Xu, Le. "Evolutionary finance and dynamic games." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/evolutionary-finance-and-dynamic-games(f0c2e1ec-0265-4179-85e1-5dd627d00e99).html.
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Evolutionary finance studies financial markets from an evolutionary point of view. A financial market can be interpreted in the context of its evolution: it can be understood as a dynamical system in which frequently interacting investment strategies compete for market capital. We are mainly interested in the long-run performance of investment strategies. This thesis explores the "Darwinian theory" of portfolio selection. An asset market can be modelled by a game-theoretic evolutionary model in which asset prices are endogenously determined by market clearing condition. A general version of the Kelly rule is shown to allow an investor to "survive" in the asset market. We then investigate the stochastic model with independent and identical distributed states of the world from a different, game-theoretic, angle and examine Nash equilibrium strategies, satisfying equilibrium conditions with probability one. Evolutionary finance and asset market games also provide new angles to present fundamental facts of capital growth theory. Relations between financial growth and the property of "survival" of investment strategies are established in the market selection process.
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Resende, Augusto Cezar Romero de. "Área profissional e processo da tomada de consciência: análise microgenética do jogo torre de Hanói." Universidade Federal do Espírito Santo, 2004. http://repositorio.ufes.br/handle/10/6660.
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Previous issue date: 2004-05-28Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta pesquisa investigou, numa abordagem microgenética, a influência de duas áreas profissionais no processo de tomada de consciência das estratégias e dos procedimentos utilizados por universitários na resolução de um problema contido em um jogo de regras. Participaram do estudo quinze estudantes do curso de Engenharia Civil e quinze do curso de Psicologia. O instrumento de investigação utilizado foi o jogo Torre de Hanói, cujo objetivo é transportar uma torre de n discos da coluna inicial para a coluna de destino, passando por uma coluna intermediária. A pesquisa desenvolveu-se em três etapas, a saber: etapa 1 - abrangendo tentativas de resolução do problema contido nas torres com 2, 3, 4 e 5 discos, seguidas do registro das jogadas em um protocolo; etapa 2 - compreendendo o preenchimento de um quadro por meio do qual se podiam analisar as regularidades entre o número de deslocamentos de cada disco e o número total de deslocamentos em cada torre; etapa 3 - envolvendo uma entrevista com base em um roteiro contendo questões sobre as estratégias utilizadas. Para analisar o processo de tomada de consciência, caracterizado pela relação entre o fazer e o compreender, foram elaborados seis níveis evolutivos (IA, IB, IIA, IIB, IIC e III). Os principais resultados obtidos permitiram verificar que, em relação ao fazer, a maioria dos participantes (60%) resolveu o problema contido em todas as torres. No entanto constatou-se que, enquanto a maioria dos estudantes de Engenharia Civil (80%) obteve êxito pleno, ou seja, solucionou o problema contido nas quatro torres com número mínimo de deslocamentos, a maioria dos de Psicologia (60%) obteve êxito parcial, isto é, resolveu o problema contido em algumas torres com um número mínimo de movimentos, e em outras, com número excedente de deslocamentos. No plano do compreender, verificou-se que a maioria dos alunos de Psicologia (66,7%) coordenou pelo menos duas estratégias por meio das conceituações, enquanto a maior parte dos de Engenharia Civil (53,3%) não conseguiu coordenar nenhuma. Quanto ao processo de tomada de consciência, os resultados mostraram que 33,34% dos alunos de Psicologia se encontravam no nível IIA, ou seja, alcançaram êxito parcial no nível do fazer e uma compreensão parcial do problema, enquanto 46,66% dos alunos de Engenharia Civil se encontravam no nível IIC, isto é, atingiram êxito pleno no nível do fazer e uma compreensão parcial do sistema contido no jogo.
This research investigated, with a microgenetics approach, the influence of two professional areas in the process of conscience building of the strategies and the procedures utilized by university students in the resolution of a problem contained in a game of rules. Participated in the study fifteen civil engineering students and fifteen psychology students. The instrument of investigation utilized was the Hanoi Tower game, which has the objective of transporting a tower of "n" discs from the initial column to another column, passing through an intermediary column. The research developed in three stages, as follows: stage 1 - grouping trials of resolution of the problem contained in towers with 2, 3, 4, and 5 discs, followed by the recording of the plays in a protocol; stage 2 - comprehending the construction of a table from which the regularities between the number of displacements of each disc and the total number of displacements in each tower; stage 3 - involving an interview based on a script containing questions about the utilized strategies. To analyze the process of conscience building, characterized by the relation between the do and the understand, six evolutionary levels (IA, IB, IIA, IIB, IIC and III) The main results obtained allowed to verify that, with respect to doing, most of the participants (60%) solved the problem contained in all towers. However, it was noticed that, while most of the Civil Engineering students (80%) achieved complete success, that is, solved the problem contained in the four towers with a minimum number of displacements, most of the psychology students (60%) achieved partial success, that is, solved the problem contained in some towers with a minimum number of movements and, for other towers, with an extra number of displacements. With respect to comprehending, it was verified that most of the psychology students (66,7%) coordinated at least two strategies by means of conceptualizing, while the majority of the engineering majors (53,3%) was not able to coordinate any. With respect to the process of conscience building, the results showed that 33,34% of the psychology students were classified on level IIA, meaning that they achieved partial success in doing and partial comprehension of the problem, while 46,66% of the Civil Engineering were classified on level IIC, that is, achieved complete success in doing and a partial comprehension of the system contained in the game.
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Flores, Borda Guillermo. "Game Theory and the Law: The "Legal-Rules-Acceptability Theorem" {A Rational for Non-Compliance with Legal Rules)." Derecho & Sociedad, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/118941.
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Until now, legal science has lacked of a formal explanation forthe biggestand mostobvious legal problem: "non-compliance with legal rules': This papel defies the common sense idea that non-compliance with legal rules is a psychological issue by providing the first formal game-theoretic explanation regarding how people decide wthether to comply with a specific legalrule, and provides a solution that any policy maker can apply in arder to reduce legal non-compliance rates.
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Ferguson, Jodie Lynne. "Fair or Foul? Determining the Rules of the Fair Pricing Game." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/marketing_diss/13.
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Past research on perceived price fairness has examined outcome fairness, or the fairness of an offered price in respect to other prices (e.g., Campbell 1999a; b). In this research consumers’ perceived fairness of the process used by the retailer to set the price, as well as outcome perceived price fairness (PPF), were examined. In the first of two studies, twelve price-setting practices were evaluated on procedural fairness, pervasiveness (i.e., commonness of price-setting practice in the marketplace), and social acceptability within six contexts. Social acceptability was found to be highest when the price-setting practice was both procedurally fair and perceived to be highly pervasive for a given context. An experiment bridged the two concepts of price fairness by detecting the negative effect of using a socially unacceptable price-setting practice on outcome PPF. Also, evidence of multidimensionality (i.e., a cognitive and an affective dimension) of the PPF construct was confirmed in the second study. Cognitive and affective assessments of PPF were found to bring about greater consumer intention to partake in self-protection behaviors such as complaining, and revenge-seeking behaviors such as posting negative online reviews.
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Ferguson, Jodie Lynne. "Fair or foul? determining the rules of the fair pricing game /." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/marketing_diss/13/.
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Thesis (Ph. D.)--Georgia State University, 2008.Title from title page (Digital Archive@GSU, viewed July 29, 2010) Pam Ellen, committee chair; Ken Bernhardt, Ed Rigdon, Bill Bearden, committee members. Includes bibliographical references (p. 189-194).
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Escobar, Hernandez Rosa Margarita. "Question time in the Mexican Congress : the rules of the game." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/43310/.
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This study is the first to examine Question Time (QT) in a Latin American congress. Its main goals seek to discover the extent to which QT in the Mexican Chamber of Deputies is different from, or similar to, the House of Commons in the UK Parliament, and if findings and theories of studies conducted on other parliaments apply or not to Mexico’s Congress. A contrastive analysis reveals significant differences in terms of frequency of sessions, rules, and organisation, but not in how oral questions are used to bend the rules of the game. By using the methodology of Discourse Analysis, two QT sessions in the Chamber of Deputies are examined. At a macro-level, the structure of a type of speech referred to as stance-taking delivered by deputies, just prior to the questioning, is examined to identify its genre. At a micro-level, the analysis is on the discourse strategies deputies and government ministers use to interact. Overall, findings and theories on other Westminster-type systems apply to the Mexican Congress. However, the study yields different results compared to other work on parliaments because Mexico has a multi-party system, while in other parliaments there is, basically, a two-party system. Three types of opposition are identified, each one using their own discourse strategies: anti-system, neutral and loyal. While deputies and government ministers play their corresponding assigned roles as questioners and respondents, the analysis shows such roles allow them to do much more than to enquire or to respond, thus using QT for political purposes. Verbal abuse is also examined. Findings show that although the nature of QT is adversarial, when there is a pre-existing familiarity between a deputy and a government minister conflict escalates. What is considered unparliamentary language and the unspoken red lines that have to be crossed for a session to end prematurely differ between the House of Commons in the UK Parliament and Mexico’s Congress.
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Vitanza, Elizabeth Ann. "Rewriting the rules of the game Jean Renoir in America, 1941-1947 /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467886881&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Carbonell, O'Brien Esteban. "Game theory and the law: rule interactive interpretation." Revista de Actualidad Mercantil, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/92151.
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En el presente artículo, el autor analiza de forma crítica e incisiva la legalidad de la Ley 30064,norma que es prácticamente una continuidad Decreto de Urgencia No 010-2012. Prolongando, así, los efectos prácticos del referido Decreto de Urgencia utilizado de manera cuestionable como salvavidas de los clubes morosos frente a la SUNAT y demás acreedores. Asimismo, el autor hace énfasis en la inconstitucional de esta Ley y cuestiona la legalidad de las normas que favorecen la reestructuración económica de los clubes en estado de quiebra. Finalmente, el autor propone una crítica constructiva basada en los fundamentos generales de la economía las finanzasy el manejo de las crisis económicas.
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Nilsson, Billy, and Zebastian Såthén. "Competitive Intelligence Today : How the Internet has changed the rules of the game." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31816.
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Keels, Eric. "New Rules to an Old Game: Electoral Reforms and Post-Civil War Stability." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862798/.
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One of the most common features found within peace agreements are provisions that call for post-civil war elections. Unfortunately, recent research on post-civil war stability has consistently demonstrated that the initial elections held after civil wars significantly increases the risk for renewed fighting. While this research does highlight a danger posed by post-war elections, it focuses only on one element associated with post-civil war democracy. I argue that by implementing electoral reforms that are called for in peace agreements, post-war countries reduce the risk of renewed civil war. Implementing these peace agreement provisions increases the durability of post-war peace in two ways. First, by implementing costly electoral reforms called for in the peace agreement, the government signals a credible commitment to the peace process which reduces security dilemmas faced by opposition groups. Second, electoral reforms generate new avenues for political participation for disaffected citizens, which reduces the ability of hardliners to mobilize future armed opposition. I examine how implementing post-war electoral reforms impact the risk of renewed conflict from 1989 through 2010. Using duration models, I demonstrate that implementing these electoral reforms substantially reduces the risk of renewed conflict.
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Ekström, Mattias, and Dimitris Thanasis. "How does the digitalization of atable top game affect gameplay? : How the technical aspects of theimplementation can affect the game and thegameplay." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26373.
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The goal of this study is to research how the digitalization of a table top gameaffects the game and its gameplay. We are researching this by first havingparticipants play chess, and online chess, and the interviewing them about theirexperiences with the both games. The main effects of digitalization are inputcontrols. When digitalizing a table top game, there is one thing that the designercannot control at all, which is, the necessity of input controls. However, thedesign for these controls is up to the designer. When digitalizing a game, therules ted to get enforced by the programming. Mistakes that could be committedin the table top version are no longer possible due to the rule enforcementcaused by the programming. It is also possible to use the digital realm to yourbenefit by adding features such as highlighting in chess, which is only possible inthe digital version. Immersion is also affected by the digitalization; the possiblelack of a visible and present opponent can alter how the players experience thegameplay.Målet med den här studien är att forska kring hur digitaliseringen av ettbrädspel påverkar spelet och dess spelande. Vi utför vår forskning genom attförst låta deltagare spela schack, och onlineschack, för att sedan intervjua demangående deras upplevelser med de båda spelen. De huvudsakliga effekterna avdigitaliseringen är inmatningskontrollerna. När man digitaliserar ett brädspel såfinns det en sak som designers inte alls kan kontrollera. Detta är nödvändighetenav inmatningskontroller. Designen för dessa kontroller däremot, kan designerspåverka. När man digitaliserar ett spel så brukar ofta reglerna bli förstärkta avprogrammeringen. Misstag som spelare kunde begå i brädspelsversionen, kaninte längre begås tack vare regelförstärkningen som programmeringen bidrartill. Det är även möjligt att använda den digitala världen till ens fördel genom attlägga till vissa saker, så som markeringen i onlineschack, vilket bara är möjligt iden digitala versionen. Digitaliseringen påverkar även inlevelsen som spelarnaupplever. Den möjliga saknaden av en synlig och närvarande motspelare kanändra hur spelarna upplever spelandet.
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Harper, Tanya. "The Rules of the Game : Alleudes Chile, the United States and Cuba, 1970-1973." Thesis, London School of Economics and Political Science (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498542.
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Osborne, Judith Anne. "The legal status of lottery schemes in Canada : changing the rules of the game." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27355.
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The term "lottery scheme" is a generic one used in the Criminal Code of Canada to encompass both true lotteries and other games of chance. Until 1969, the Criminal Code prohibited such gambling activities, with the exception of very small scale, occasional and private lottery schemes run for charitable purposes, and lottery schemes operated at agricultural fairs. This criminal prohibition was a longstanding one which had existed in Canada since before Confederation. Twenty years ago, however, the Criminal Code was amended to permit state-operated and state-licensed lottery schemes.
As a consequence of this relaxation of the criminal law, legalized gambling has, since the early 1970s, flourished and become firmly established in Canadian society. In part, this reflects a general international trend; similar developments have taken place in the United States, Australia and Europe. In Canada, however, this development occurred in the absence of widespread public debate, political rationalization or academic analysis. There is not much known about how or why it came about, its legal validity, or what its implications are.
This thesis addresses these neglected issues, provides some understanding of how the legal status of lottery schemes was transformed in 1969, why it occurred and what its consequences have been. These aims are achieved through an examination of five distinct but related research dimensions: legal history, political process, legal theory, constitutional law and administrative law.
This study finds that what was a fairly radical change in the rules regarding lottery schemes was achieved relatively quickly, with a minimum of fuss and very little in the way of public discussion. It was a silent transformation. This lack of debate is at least partly responsible for the incoherent response on the part of some provinces, which soon took advantage of their ability to conduct and manage lottery schemes, but did not appear to have an articulate gaming control policy.
It is shown that while there were well-established, philosophically sound reasons for the removal of criminal sanctions from certain gambling games, there were also political, social and economic reasons which were equally if not more important in explaining its occurrence. These justifications even overrode the legal constraints of Canada's constitutional framework: the decriminalization of lottery schemes was achieved through a dubious interdelegation of powers between the federal and provincial legislatures. Not only is this arrangement constitutionally unsound, but it also ignored the interests of an important segment of Canada's population: its aboriginal peoples. The right to conduct and control gaming on Indian lands is the focus of a tri-partite jurisdictional struggle which will likely soon force a re-examination of the legal status lottery schemes in Canada.Law, Peter A. Allard School of
Graduate
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Harmer, Tanya. "The rules of the game : Allende's Chile, the United States and Cuba, 1970-1973." Thesis, London School of Economics and Political Science (University of London), 2008. http://etheses.lse.ac.uk/2030/.
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This thesis is an international history of Chile and inter-American relations during the presidency of Salvador Allende. On the one hand, it investigates the impact external actors and international affairs had on Chilean politics up to and immediately following the brutal coup d'etat that overthrew Allende on 11 September 1973. On the other hand, it explores how the rise and fall of Allende's peaceful democratic road to socialism affected the Cold War in Latin America and international affairs beyond. Based on multi-archival research, online resources and interviews conducted in Havana and Santiago, it places Chile - and the regional and international context in which Allende existed - at the heart of a story that has too often been told from Washington's perspective and in isolation from the history of Latin American and Third World politics. It argues that the direct significance Allende's Chile had for Latin America - and more specifically, the Southern Cone - between 1970 and 1973 was to reinvigorate a battle for control of the continent between those who sought socialist revolution and those who wanted to destroy it.
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Rahman, Akim M. "Greenhouse gases emission in the Midwest : system approach to policy and planning under liability rules /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203857248923.
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Nisbel, Aron. "Investigation Of Complex Strategy Games On Console: Evaluating The Potential Possibilities Of One User Interface To Rule Them All." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181616.
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Building complex games like Grand Strategy Games for both PC and console is a costly endeavour. Normally, two different platforms imply two different User Interface (UI) and User Experience (UX) designs, even though it is the same game. If the game’s UI could have similar designs for both platforms, this costly obstacle could be overcome. This study aimed to take the first steps to look at “one UI to rule them all”. Due to the lack of existing research on this topic, this study had to begin from scratch. This led to a focus on existing strategy games on consoles, and an evaluation of the User Experience (UX) of these games. Considering the lack of Grand Strategy Games on consoles, eleven existing strategy games on console similar to Grand Strategy Games were chosen to be investigated further with the aim to find possible best practices and/or the most important aspects of the player’s experience in these games. Through discussion with game industry experts (experienced and senior UX designers), the UI and UX of strategy games on console were broken down and grouped as specific game interactions, with emphasis on the similarity to Grand Strategy Games. By using the defined game interactions, a quantitative survey was carried out to pinpoint the game interactions with the biggest impact on the player’s experience. The analysis of the results from the 864 respondents in the quantitative survey showed the importance of console first. It could be determined by looking at how well the only console first game of the survey did. Halo Wars 2 had the overall best-perceived experience in five out of the eight defined game interactions. Yet the participants preferred playing Halo Wars 2 on PC to an equal extent as they preferred to play it on consoles, concluding that console first seems to be the design approach to use when a game studio wants to ship a game simultaneously to both PC and consoles since it gives the overall best player experience. Furthermore, the pace, meaning the speed with which the player can execute specific in-game actions and reach their goals, was found to be a major factor in the player’s experience of the chosen strategy games on console. This led to a further developed definition of the pace through discussion and workshops with industry experts. Research then continued with remote and unmoderated playtests (qualitative usability testing) of two of the chosen games being most similar to Grand Strategy Games; Stellaris and Sid Meier’s Civilization VI. These playtests aimed to find what are the most important aspects of the pace and how the pace affects the player's experience. When the participants were asked to rank what they thought has the biggest impact on the pace in the game, game mechanical aspects were ranked higher than UI and UX aspects of the pace. This shows the game mechanics to be more important than the UI and UX aspects of the pace when designing the pace in a game like Stellaris and Sid Meier’s Civilization VI.
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Rumbul, Rebecca. "The unwritten rules of the game : a case study of European funding distribution in Wales." Thesis, Open University, 2012. http://oro.open.ac.uk/54533/.
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This thesis examines the process of European Union funding programme and its implementation within a network context, and asks how institutional and network factors influence which organisations acquire funding. It is a case study which focuses on one European programme and one project partnership that was successful in gaining funds, and details the processes and influences that determined the way in which such programmes are developed and funds are distributed. Multi-Level Governance (MLG) is evident in the overarching structures supporting the interactions between Wales and the European Commission. The study critically analyses the significant pressures upon the development of funding instruments, and identifies the outcomes those pressures produce in terms of the focus and accessibility of programme fund ing. It demonstrates that in the implementation of such funding instruments, organisations that are structurally embedded with in a network and institutional environment will prove to be more successful in forming partnerships and gaining funding. The methodological approach is qualitative and relies upon semi-structured interviews, documentary evidence and observations in offering an account of the process of funding development, implementation and distribution. This study rejects the use of a sing le theory in understanding resource distribution and demonstrates the need for a multi-faceted approach that encompasses the institutional environment in which funds originate. The process of programme development within the main governing institution demonstrates the pressures of institutional values and bureaucratic norms upon the frameworks, providing evidence for the perpetuation of norms and the need for legitimacy as stronger influences upon programme design than the achievement of policy goals. The implementation of programmes and subsequent development of projects demonstrates the structurally embedded nature of successful organisations and the influence of governing inst itutions in the development of successful project bids.
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Theroude, Vincent. "Rules and Efficiency in collective choices : an experimental approach." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2043/document.
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Cette thèse contient trois essais sur la coopération, mesurée à travers les contributions dans le jeu du bien public.Dans le premier chapitre, je propose une revue de la littérature sur l’hétérogénéité dans les jeux de bienpublic linéaires. Je distingue deux types d’hétérogénéité : l’hétérogénéité en dotation et l’hétérogénéité en rendement du bien public (c’est-à-dire en MPCR). Malgré un conflit normatif exacerbé, les agents hétérogènes contribuent autant au bien public que des agents homogènes. Sont-ils en mesure d’utiliser des mécanismes pour atteindre l’efficience (une provision complète du bien public) ? Mes résultats sont nuancés. Les agents hétérogènes en dotation sont capables de "s’autogouverner" et d’atteindre l’efficiencetandis que les agents hétérogènes en MPCR ne parviennent pas parfaitement à surmonter le problème de la sous-provision du bien public.Dans le deuxième chapitre, co-écrit avec Adam Zylbersztejn, nous étudions les effets d’un risque environnemental sur la coopération. Nous appelons risque environnemental une situation dans laquelle le rendement du bien public est risqué au moment de la décision. Nous considérons, dans notre expérience, deux types de risque : un risque individuel (le MPCR est déterminé indépendamment pour chaque membre du groupe) et un risque collectif (le MPCR est le même pour chaque membre du groupe). Nous constatons que le risque n’affecte pas la coopération : les sujets ne contribuent pas différemment au bien public lorsque le MPCR est certain ou lorsqu’il est risqué.Dans le troisième chapitre, j’examine les effets d’un mécanisme fondé sur la compétition intragroupe pour financer des biens publics. Dans mon expérience, les agents sont en compétition pour obtenir un MPCR plus élevé. Le rang dans la compétition - et donc le MPCR - dépend de la façon dont la contribution d’une personne se classe au sein de son groupe. Je trouve que la compétition n’améliore la provision des biens publics que lorsqu’elle ne génère pas d’inégalités trop importantesThis thesis contains three essays on cooperation, observed through the contributions in the Public Good Game. In the first chapter, I survey the literature on heterogeneity in linear Public Good Games. I distinguish two kinds of heterogeneity: heterogeneity in endowment and heterogeneity in return from the public good (i.e. MPCR). Despite a normative conflict exacerbated, heterogeneous agents contribute as much as homogeneous agents to the public good. Are they able to use mechanisms to reach efficiency (i.e. a full provision of the public good)? I find mixed evidence. Agents heterogeneous in endowment are able to govern themselves and to reach efficiency while agents heterogeneous in MPCR do not perfectly overcome the underprovision problem.In the second chapter, co-written with Adam Zylbersztejn, we investigate the effects of environmental risk on cooperation. We call an environmental risk a situation in which the return of the public good is risky at the time of the decision. We consider, in our experiment, two kinds of risk: an individual one (i.e. the MPCR is determined independently for each group member) and a collective one (i.e. the MPCR is the same for each group member). We find that risk does not affect cooperation: subjects do not contribute to the public good differently when the MPCR is certain or when it is risky.In the third chapter, I investigate the effects of a mechanism based on within-group competition to provide public goods. In my experimental treatments, agents compete for a higher MPCR from the public good. The rank in the competition - and therefore the MPCR - depends on how one’s contribution ranks within the group. I find that competition improves public goods provision only when it does not generate too large inequalities
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Mathonat, Romain. "Rule discovery in labeled sequential data : Application to game analytics." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSEI080.
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Exploiter des jeux de données labelisés est très utile, non seulement pour entrainer des modèles et mettre en place des procédures d'analyses prédictives, mais aussi pour améliorer la compréhension d'un domaine. La découverte de sous-groupes a été l'objet de recherches depuis deux décennies. Elle consiste en la découverte de règles couvrants des ensembles d'objets ayant des propriétés intéressantes, qui caractérisent une classe cible donnée. Bien que de nombreux algorithmes de découverte de sous-groupes aient été proposés à la fois dans le cas des données transactionnelles et numériques, la découverte de règles dans des données séquentielles labelisées a été bien moins étudiée. Dans ce contexte, les stratégies d'exploration exhaustives ne sont pas applicables à des cas d'application rééls, nous devons donc nous concentrer sur des approches heuristiques. Dans cette thèse, nous proposons d'appliquer des modèles de bandit manchot ainsi que la recherche arborescente de Monte Carlo à l'exploration de l'espace de recherche des règles possibles, en utilisant un compromis exploration-exploitation, sur différents types de données tels que les sequences d'ensembles d'éléments, ou les séries temporelles. Pour un budget temps donné, ces approches trouvent un ensemble des top-k règles decouvertes, vis-à-vis de la mesure de qualité choisie. De plus, elles ne nécessitent qu'une configuration légère, et sont indépendantes de la mesure de qualité utilisée. A notre connaissance, il s'agit de la première application de la recherche arborescente de Monte Carlo au cas de la fouille de données séquentielles labelisées. Nous avons conduit des études appronfondies sur différents jeux de données pour illustrer leurs plus-values, et discuté leur résultats quantitatifs et qualitatifs. Afin de valider le bon fonctionnement d'un de nos algorithmes, nous proposons un cas d'utilisation d'analyse de jeux vidéos, plus précisémment de matchs de Rocket League. La decouverte de règles intéressantes dans les séquences d'actions effectuées par les joueurs et leur exploitation dans un modèle de classification supervisée montre l'efficacité et la pertinence de notre approche dans le contexte difficile et réaliste des données séquentielles de hautes dimensions. Elle permet la découverte automatique de techniques de jeu, et peut être utilisée afin de créer de nouveaux modes de jeu, d'améliorer le système de classement, d'assister les commentateurs de "e-sport", ou de mieux analyser l'équipe adverse en amont, par exempleIt is extremely useful to exploit labeled datasets not only to learn models and perform predictive analytics but also to improve our understanding of a domain and its available targeted classes. The subgroup discovery task has been considered for more than two decades. It concerns the discovery of rules covering sets of objects having interesting properties, e.g., they characterize a given target class. Though many subgroup discovery algorithms have been proposed for both transactional and numerical data, discovering rules within labeled sequential data has been much less studied. In that context, exhaustive exploration strategies can not be used for real-life applications and we have to look for heuristic approaches. In this thesis, we propose to apply bandit models and Monte Carlo Tree Search to explore the search space of possible rules using an exploration-exploitation trade-off, on different data types such as sequences of itemset or time series. For a given budget, they find a collection of top-k best rules in the search space w.r.t chosen quality measure. They require a light configuration and are independent from the quality measure used for pattern scoring. To the best of our knowledge, this is the first time that the Monte Carlo Tree Search framework has been exploited in a sequential data mining setting. We have conducted thorough and comprehensive evaluations of our algorithms on several datasets to illustrate their added-value, and we discuss their qualitative and quantitative results. To assess the added-value of one or our algorithms, we propose a use case of game analytics, more precisely Rocket League match analysis. Discovering interesting rules in sequences of actions performed by players and using them in a supervised classification model shows the efficiency and the relevance of our approach in the difficult and realistic context of high dimensional data. It supports the automatic discovery of skills and it can be used to create new game modes, to improve the ranking system, to help e-sport commentators, or to better analyse opponent teams, for example
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Le, Play Deborah Claire. "Rethinking 'the rules of the game' : first year undergraduate transitional experiences viewed through a Bourdieusian lens." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577629.
Full textAbstract:
Whilst research into the nature of the university student experience and transition to higher education is not new, since the 1990s academics, institutions and government have become increasingly preoccupied with enhancing the quality of the student experience in the context of widening participation, retention, student expectation and student satisfaction agendas. Recent government policy and sector initiatives also propose to put students and their experience 'at the heart of the system' and highlight the significance of the first year transitional experience in terms not only of establishing strong foundations for individual students' future academic success, but also with respect to institutions' perceived ability to meet and respond to student needs and expectations in an increasingly competitive higher education market-place. The current thesis presents findings of a small-scale empirical study undertaken in this context in a post-1992 higher education institution in the Midlands to capture student and academic perspectives of first year undergraduate transitional experiences. Drawing on the notion of 'interpretative repertoire' to organize empirical data gathered through individual participant interviews and a Student Experience Cafe, analysis leads to the proposition of a deficit model which highlights convergence and divergence in how transition is perceived and articulated by the different student and academic participant groups. This model is then further considered and explained through a Bourdieusian lens using, in particular, the key concepts of habitus, capital and field. A conceptualization of student transitional experiences is offered as part of a wider debate on the purpose of higher education and its capacity to empower (or disempower) the 'new' student, and argues tentatively for a re-thinking, if not a reconfiguration, of the academic field.
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Chau, Long-yee Feon, and 周朗怡. "Changing the rules of the game: an examination of citizen participation in Hong Kong's urban renewal." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45817947.
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