Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Psychological Skills Training Manual for eSports Athletes

eSports are a new category of competitive games, where groups of players compete against others in competitive video games on personal computers and gaming consoles. These games can be individually based or team oriented. This project applies theoretical and empirical research in sports psychology to develop a psychological skills training manual for eSports athletes and coaches. In particular, tenets of Achievement Goal Theory and relevant research are reviewed and discussed. This manual focuses on the select psychological skill strategies of goal setting, imagery and positive self talk with an aim to minimize potential adverse affects, cognitions, and behaviors in eSport athletes. eSports athletes have been found to report symptoms depression, anxiety, and difficulties with socialization. An athlete trained in imagery and other cognitive techniques (e.g., negative thought stoppage) can reduce performance related anxiety typically associated with fear of failure. Also, appropriately short and long term goals that are focused primarily on learning and self referenced improvement (i.e., mastery approach) have the capability of improving self confidence and continued motivation. Thus, this manual, when successfully applied, will provide athletes with a selection of skills to enhance their functioning in achievement situations, and these more positive psychological states should be associated with an improvement in performance

Mastery Motivational Climate: The Key to Vocational Students\u27 Enjoyment of Physical Activity

This study examined the effect of a mastery motivational climate on vocational students’ physical activity enjoyment levels. Participants were 84 ninth graders (boys=53 and girls=31) aged 14 to 16 years from eight different school districts, who attended a vocational-technical school in New England. Surveys were used pre- and post-mastery climate exposure to assess students’ prior physical education experiences, perceptions of motivational climates, and levels of physical activity enjoyment. Results indicated that the sample of vocational students perceived a higher level of mastery motivational climate at the New England vocational- technical school with a higher level of physical activity enjoyment than at previous middle school districts. Increasing physical activity enjoyment levels for potential trade workers may have a positive impact on the prevention of future rates of obesity and the negative health implications that often accompany it. The current results add to the research on motivational climates and students’ physical activity enjoyment levels by expanding the findings to explicitly vocational high schools

Games and the art of agency

Games may seem like a waste of time, where we struggle under artificial rules for arbitrary goals. The author suggests that the rules and goals of games are not arbitrary at all. They are a way of specifying particular modes of agency. This is what make games a distinctive art form. Game designers designate goals and abilities for the player; they shape the agential skeleton which the player will inhabit during the game. Game designers work in the medium of agency. Game-playing, then, illuminates a distinctive human capacity. We can take on ends temporarily for the sake of the experience of pursuing them. Game play shows that our agency is significantly more modular and more fluid than we might have thought. It also demonstrates our capacity to take on an inverted motivational structure. Sometimes we can take on an end for the sake of the activity of pursuing that end

The Effects of Digital Game-Based Learning on Algebraic Procedural and Conceptual Understanding and Motivation Towards Mathematics

This study examined the impact of digital game-based learning (DGBL) on procedural and conceptual understanding of algebraic expressions and equations and the motivation of students towards classroom mathematics. The mixed-methods sequential explanatory design was used in this study to collect data to determine the effectiveness of DGBL in a 7th grade STEM class. Following a pre-test and pre-motivation survey, students were assigned to either the DGBL group or the non-gaming computer applications as supplemental to mathematics instruction. In order to address both procedural targets and conceptual targets students would be using the technology interventions in addition to traditional math instruction as part of their daily math class, and a problem-based unit taught as part of their STEM class. Following the treatment, a post-test, post-motivation survey, and a conceptual assessment were administered, as well as a digital questionnaire. No significant differences were detected between their understanding of procedural or conceptual problems, nor was there a significant impact to their motivation towards mathematics based on the quantitative data gathered. Students displayed an enthusiastic response to the DGBL environment based on their transcripts from the follow-up questionnaire. The results of the study imply that there is a need for further development of DGBL systems and scaffolded supports to assist students in making connections from the digital environment to classroom mathematics. It further indicates that enjoyment of the DGBL environment does not necessarily transfer to motivation to learn the subject matter in the non-digital environment

Environnements virtuels émotionnellement intelligents

Les émotions ont été étudiées sous différents angles dans le domaine de l'interaction homme-machine y compris les systèmes tutoriel intelligents, les réseaux sociaux, les plateformes d’apprentissage en ligne et le e-commerce. Beaucoup d’efforts en informatique affective sont investis pour intégrer la dimension émotionnelle dans les environnements virtuels (tel que les jeux vidéo, les jeux sérieux et les environnements de réalité virtuelle ou de réalité augmenté). Toutefois, les stratégies utilisées dans les jeux sont encore empiriques et se basent sur des modèles psychologiques et sociologiques du joueur : Courbe d’apprentissage, gestion de la difficulté, degré d’efficience dans l’évaluation des performances et de la motivation du joueur. Or cette analyse peut malmener le système dans la mesure où les critères sont parfois trop vagues ou ne représentent pas les réelles compétences du joueur, ni ses vraies difficultés. Étant donné que la stratégie d’intervention est très influencée par la précision de l’analyse et l’évaluation du joueur, de nouveaux moyens sont nécessaires afin d’améliorer les processus décisionnels dans les jeux et d’organiser les stratégies d’adaptation de façon optimale. Ce travail de recherche vise à construire une nouvelle approche pour l’évaluation et le suivi du joueur. L’approche permet une modélisation du joueur plus efficace et moins intrusive par l’intégration des états mentaux et affectifs obtenus à partir de senseurs physiologiques (signaux cérébraux, Activité électrodermale, …) ou/et instruments optiques (Webcam, traceur de regard, …). Les états affectifs et mentaux tels que les émotions de base (basées sur les expressions faciales), l’état d’engagement, de motivation et d’attention sont les plus visés dans cette recherche. Afin de soutenir l’adaptation dans les jeux, des modèles des émotions et de la motivation du joueur basé sur ces indicateurs mentaux et affectifs, ont été développés. Nous avons implémenté cette approche en développant un système sous forme d’une architecture modulaire qui permet l’adaptation dans les environnements virtuels selon les paramètres affectifs du joueur détectés en temps-réel par des techniques d’intelligence artificielle.Emotions were studied from different angles in the field of human-machine interaction including intelligent tutorial systems, social networks, online learning platforms and e-commerce. Much effort in affective computing are invested to integrate the emotional dimension in virtual environments (such as video games, serious games and virtual reality environments or augmented reality). However, the strategies used in games are still empirical and are based on psychological and sociological models of the player: Learning Curve, trouble management, degree of efficiency in the evaluation of performance and motivation of the player. But this analysis can mislead the system to the extent that the criteria are sometimes too vague and do not represent the actual skills of the player, nor his real difficulties. Since the intervention strategy is influenced by the accuracy of the analysis and evaluation of the player, new ways are needed to improve decision-making in games and organizing adaptation strategies in optimal way. This research aims to build a new approach to the evaluation and monitoring of the player. The approach enables more effective and less intrusive player modeling through the integration of mental and emotional states obtained from physiological sensors (brain signals, electro-dermal activity, ...) or/and optical instruments (Webcam, eye-tracker, ...). The emotional and mental states such as basic emotions (based on facial expressions), the states of engagement, motivation and attention are the most targeted in this research. In order to support adaptation in games, models of emotions and motivation of the player based on these mental and emotional indicators, have been developed. We have implemented this approach by developing a system in the form of a modular architecture that allows adaptation in virtual environments according to the player's emotional parameters detected in real time by artificial intelligence methods

Technology-rich Activities: One Type Does Not Motivate All

We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement outcomes in mathematics that were evident by being a member of one of these latent profiles; and (c) the factors that predicted students’ membership into one of these profiles of technology experience. Results showed that: (1) three latent profiles emerged from the data; (2) the profiles predicted mathematics learning and motivation; and (3) grade level, prior mathematics achievement, prior mathematics interest, and students’ feelings of how autonomy supportive their teachers are predicted membership into these profiles. Results support and refine the literature in educational psychology regarding models of motivation and engagement, as well as the literature in educational technology concerning the motivational affordances of technology

Play as you learn: gamification as a technique for motivating learners

Motivation can sometimes be a problem for learners, especially when they do not find the purpose of a learning activity to be clear. Gamification is a recent concept, primarily from the web development industry, that can make learning activities more active and participatory. This paper provides an overview of the background of gamification, the relevant key game concepts, gives an overview of examples from outside education and provides some suggestions for implementing gamification in education generally, and e-learning specifically. This paper is intended to give readers an overview of gamification, allowing an informed analysis of the technique in their own context to be made

Motivational Climate Is Associated with Use of Video Games and Violence in Schoolchildren: A Structural Equation Model According to Healthy Behaviors

The aim of this cross-sectional study was to develop an explanatory model of motivational climate, problematic use of videogames, violent behaviour and victimisation in schoolchildren. The sample included 734 children aged between 10 and 12 years of age from the province of Granada (Spain). A multi-group structural equation model was used, with an excellent fit (CFI = 0.964; NFI = 0.954; IFI = 0.964; RMSEA = 0.048). The results showed a positive relationship between the problematic use of video games, victimisation and violent behaviors, associating negatively with the task climate. Likewise, the task-oriented motivational climate was indirectly related to victimisation situations and violent behavior, while the ego climate did so positively with special emphasis on children who did not perform physical activity. As a main conclusion it is shown that adherence to the practice of physical activity, and particularly within a task-oriented motivational climate, can act as a protective factor against the problematic use of video games

Encouraging intrinsic motivation in management training: The use of business simulation games

Business simulation games are one of the most effective tools for motivating and engaging players actively in the learning experience. In this context, understanding which factors promote the intrinsic motivation of players is of primary importance. Self-determination theory (a theory of human motivation) postulates that contexts that support satisfaction of the three innate psychological needs for competence, autonomy, and relatedness allow individuals to maintain intrinsic motivation. However, no previous research has applied this theory to explain motivation while playing business simulation games. To address this gap, we propose that satisfaction of the needs for competence, autonomy, and relatedness influences players’ intrinsic motivation, which in turn facilitates engagement. This study also explores the impact of intrinsic motivation and engagement on the development of generic skills and perceived learning. Based on a survey of 360 undergraduate business students who used a business simulation game, the findings provide support for most of the hypothesized relationships