Inner disturbance: towards understanding the design of vertigo games through a novel balancing game

The design space of vertigo games is under-explored, despite vertigo underlying many unique body based game experiences, such as rock climbing and dancing. In this paper we articulate the design and evaluation of a novel vertigo experience, Inner Disturbance, which uses Galvanic Vestibular Stimulation to affect the player’s balance. Following study observations and a thematic analysis of Inner Disturbance (N=10), we present four themes and associated design sensitivities that can be used to aid designers of future digital vertigo games. With this work we aim to encourage others to experiment within this exciting new design space for digital games

Lisp, Jazz, Aikido -- Three Expressions of a Single Essence

The relation between Science (what we can explain) and Art (what we can't) has long been acknowledged and while every science contains an artistic part, every art form also needs a bit of science. Among all scientific disciplines, programming holds a special place for two reasons. First, the artistic part is not only undeniable but also essential. Second, and much like in a purely artistic discipline, the act of programming is driven partly by the notion of aesthetics: the pleasure we have in creating beautiful things. Even though the importance of aesthetics in the act of programming is now unquestioned, more could still be written on the subject. The field called "psychology of programming" focuses on the cognitive aspects of the activity, with the goal of improving the productivity of programmers. While many scientists have emphasized their concern for aesthetics and the impact it has on their activity, few computer scientists have actually written about their thought process while programming. What makes us like or dislike such and such language or paradigm? Why do we shape our programs the way we do? By answering these questions from the angle of aesthetics, we may be able to shed some new light on the art of programming. Starting from the assumption that aesthetics is an inherently transversal dimension, it should be possible for every programmer to find the same aesthetic driving force in every creative activity they undertake, not just programming, and in doing so, get deeper insight on why and how they do things the way they do. On the other hand, because our aesthetic sensitivities are so personal, all we can really do is relate our own experiences and share it with others, in the hope that it will inspire them to do the same. My personal life has been revolving around three major creative activities, of equal importance: programming in Lisp, playing Jazz music, and practicing Aikido. But why so many of them, why so different ones, and why these specifically? By introspecting my personal aesthetic sensitivities, I eventually realized that my tastes in the scientific, artistic, and physical domains are all motivated by the same driving forces, hence unifying Lisp, Jazz, and Aikido as three expressions of a single essence, not so different after all. Lisp, Jazz, and Aikido are governed by a limited set of rules which remain simple and unobtrusive. Conforming to them is a pleasure. Because Lisp, Jazz, and Aikido are inherently introspective disciplines, they also invite you to transgress the rules in order to find your own. Breaking the rules is fun. Finally, if Lisp, Jazz, and Aikido unify so many paradigms, styles, or techniques, it is not by mere accumulation but because they live at the meta-level and let you reinvent them. Working at the meta-level is an enlightening experience. Understand your aesthetic sensitivities and you may gain considerable insight on your own psychology of programming. Mine is perhaps common to most lispers. Perhaps also common to other programming communities, but that, is for the reader to decide..

A bibliography experiment on research within the scope of industry 4.0 application areas in sports: Sporda endüstri 4.0 uygulama alanları kapsamında yapılan araştırmalar üzerine bir bibliyografya denemesi

Developed countries develop their production sites within the scope of industry 4.0 technology components and experience constant change and transformation to establish economic superiority. This situation allows them to produce more in various fields and thus to rise to a more advantageous position economically. Industry 4.0 technology affects areas within the scope of the sports industry such as sports tourism, athlete performance, athlete health, sports publishing, sports textile products, sports education and training, sports management and human resources, and creates an international competition environment in terms of production and performance. In this study, it is aimed to examine the researches about the usage areas of industry 4.0 in sports. From this point on, researches in the context of the subject have been presented with bibliographic method. In the conclusion section, the weaknesses and possibilities of youth sociology were discussed, and efforts were made to present a projection on what to do about the field. In this respect, a youth sociology evaluation has been tried to be made on the prominent topics, forgotten aspects and themes left incomplete in youth sociology studies. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Gelişmiş ülkeler endüstri 4.0 teknolojisi bileşenleri kapsamında üretim sahalarını geliştirmekte ve ekonomik üstünlük kurmak amacıyla sürekli değişim ve dönüşüm yaşamaktadır. Bu durum onların çeşitli alanlarda daha fazla üretmelerine dolayısıyla ekonomik yönden daha avantajlı konuma yükselmelerine olanak sağlamaktadır. Endüstri 4.0 teknolojisi spor turizmi, sporcu performansı, sporcu sağlığı, spor yayıncılığı, spor tekstil ürünleri, spor eğitimi ve öğretimi, spor yönetimi ve insan kaynakları gibi spor endüstrisi kapsamındaki alanları etkilemekte üretim ve performans yönünden ülkeler arası bir rekabet ortamı oluşturmaktadır. Bu çalışmada endüstri 4.0’ın sporda kullanım alanları ile ilgili araştırmaların incelenmesi hedeflenmektedir. Bu noktadan hareketle konu bağlamındaki araştırmalar bibliyografik metodla ortaya konmuştur. Sonuç bölümünde ise sporda endüstri 4.0 kullanım alanları tartışılmış, alana olan katkıları ve olumuz etkilerinin değerlendirilmesi yapılmıştır. &nbsp

Development of Water Recognition Skills Training Model in Intelectual Dissability

Children who first practice swimming, must first be introduced to the properties of water. The introduction of water really needs to be applied to all those who want to learn swimming specifically for children with intellectual disabilities, of course it is very important to do water swallowing. The achievement of objectives in the training process cannot be separated from the role of the trainer in creating a harmonious training atmosphere in the training environment. The purpose of this study was to develop a water recognition exercise model for mentally retarded children. The development of this research refers to Borg and Gall. The subjects in this study were 42 students. Data collection techniques carried out by observation, study documentation, interviews, and tests. Data analysis was carried out qualitatively and quantitatively. The development of the model through small trials, large trials and effectiveness tests. Test the effectiveness of this water recognition model using the significance test Pre-test and Post-test significance test for differences with SPSS 25 in the results of t-count = -28,971, db = 43 and p-value = 0.00 & lt; 0.05 which means that there are significant differences in the ability of students before and after being given a water recognition skills training model in mentally retarded children. In this study conclusions can be drawn. (1) Model of water recognition skills training exercises for mentally retarded children can be developed and applied in training mentally retarded children (2) Models of water recognition skills training exercises for mentally retarded children can effectively improve the water recognition abilities of mentally retarded children

Technology and Mastery:Exploring Design Sensitivities for Technology in Mountaineering

The idea of man’s ’mastery over nature’ is ubiquitous in western philosophy and in western thinking and technology has been widely used in support of this end. Given the growing interaction design opportunities for personal digital technologies in supporting outdoor and recreational nature activities such as mountaineering it is timely to unpack the role that technology can play in such activities. In doing so it is important to consider the intrinsic and extrinsic motivations at play for the individual and the accepted social norms or ‘rules’ that are associated with the activity through its community and passed on through its community of practice. Technologies that may be considered as a form of ‘cheating’ when first introduced (such as handheld GPS) can later become accepted through common practice, although the rules are often nuanced. For example, it is widely regarded that GPS should not replace the skill of map reading and navigation. In this position paper we consider different forms of mastery over nature that technology can support and reflect on the design sensitivities that these provide

Games for a new climate: experiencing the complexity of future risks

This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.” Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr

Perspectives, Summer/Fall 2020, Volume 8, Number 2

https://nsuworks.nova.edu/hpd_hcs_magazine/1015/thumbnail.jp

An investigation into the physical education experiences of children with autism

Background The purpose of this study was to investigate the experiences that pupils with autistic spectrum disorders (ASD) face in primary school physical education lessons. According to Stockley (2010) Physical Education (PE) presents a distinctively practical setting that allows pupils to participate in enjoyable, simulating, and challenging physical activities through the guidance of the national curriculum (Department for Education, 2013). An inclusive physical education curriculum would give every student the opportunity to participate in lessons, feel valued and potentially improve their confidence. Although some studies have previously investigated the experiences of pupils with physical disabilities, the perspectives of those with autistic spectrum disorders remain mainly unexplored (Healy et al. 2013). Methods Ten pupils with autistic spectrum disorders who attend a combined mainstream and special school participated. The data was collected through face to face semi structured interviews to discover the experiences of the participants during their primary school physical education lessons. An inductive approach was used to provide a thorough account of the data found. After the interviews had been transcribed coding was utilised to identify the emerging themes from the data collected. Results and conclusion The participants had both positive and negative experiences during their physical education lessons. Five key themes emerged from the data analysis and coding of this study. The themes consisted of sensory challenges, barriers to participating in PE, demonstrations during PE lessons, team games and bullying and exclusion by peers. The findings are discussed in relation to the research found in the literature review. Limitations of the research conducted and considerations for future research are also included within this thesis. These themes highlight numerous influencing factors that affect the participants experiences which if taken into consideration by PE teachers could improve the experiences within PE lessons for pupils with autistic spectrum disorders