DESIGNING AUGMENTED SPORTS: TEAM GAMES WITH A BALL

電気通信大学202

無線式センサ内蔵ボールを用いたボールスポーツの拡張

本研究では、スポーツのデジタル化および、デジタルスポーツの一例として球技の拡張を目的として無線式センサボールを利用したシステムの研究・開発を行った.デジタルスポーツとは、スポーツとデジタル技術の組み合わせでスポーツの拡張をしていく研究概念のことである. スポーツの拡張としてはエンタテインメント方向だけではなく、審判援助やトレーニング支援やスポーツ観戦者向けの情報提供などが考えられる. スポーツにデジタル技術を付け加えることでスポーツに新たな楽しみ方を提供することが可能になる.　本研究は、石井らが開発したPingPongPlusと同様、スポーツそのものの競技を可能な限り変えずに拡張することを目的とする.本研究はデジタルスポーツにおける、球技を拡張するためのプロセスを提案し、そのプロセスにそって、一例としてドッジボールをデジタルデバイスで拡張する. 本手法は、まずドッジボールにはどのような要素が拡張可能かを、実際にゲームを行うことで調査をした. それらの要素をセンサーで検出するために、無線通信を利用したセンサボールインタフェースを開発した. このボールデバイスを用いて、プレイ中のリアルタイムデータの取得と解析を可能とした.　更に、心拍計や歩数計などに使われている超低消費電力型の近距離ネットワークプロトコル、ANT＋を利用したプレイヤー近接検知も実装した.これからの機能を組み合わせて、ドッジボールにおける基礎要素、つまり１）プレイヤーがボールをキャッチすること２）プレイヤーがボールを投げること３）ボールが地面またはプレイヤーで跳ねることを自動的に判定する手法を提案する.　デジタルスポーツのビションの一部を表すものとして、 プレイヤー認識可能な効果音付きのボールゲームアプリケーションを作成した.電気通信大学201

Diagnosing and exploiting the computational demands of videos games for deep reinforcement learning

Humans learn by interacting with their environments and perceiving the outcomes of their actions. A landmark in artificial intelligence has been the development of deep reinforcement learning (dRL) algorithms capable of doing the same in video games, on par with or better than humans. However, it remains unclear whether the successes of dRL models reflect advances in visual representation learning, the effectiveness of reinforcement learning algorithms at discovering better policies, or both. To address this question, we introduce the Learning Challenge Diagnosticator (LCD), a tool that separately measures the perceptual and reinforcement learning demands of a task. We use LCD to discover a novel taxonomy of challenges in the Procgen benchmark, and demonstrate that these predictions are both highly reliable and can instruct algorithmic development. More broadly, the LCD reveals multiple failure cases that can occur when optimizing dRL algorithms over entire video game benchmarks like Procgen, and provides a pathway towards more efficient progress

Hyperbolic Deep Reinforcement Learning

We propose a new class of deep reinforcement learning (RL) algorithms that model latent representations in hyperbolic space. Sequential decision-making requires reasoning about the possible future consequences of current behavior. Consequently, capturing the relationship between key evolving features for a given task is conducive to recovering effective policies. To this end, hyperbolic geometry provides deep RL models with a natural basis to precisely encode this inherently hierarchical information. However, applying existing methodologies from the hyperbolic deep learning literature leads to fatal optimization instabilities due to the non-stationarity and variance characterizing RL gradient estimators. Hence, we design a new general method that counteracts such optimization challenges and enables stable end-to-end learning with deep hyperbolic representations. We empirically validate our framework by applying it to popular on-policy and off-policy RL algorithms on the Procgen and Atari 100K benchmarks, attaining near universal performance and generalization benefits. Given its natural fit, we hope future RL research will consider hyperbolic representations as a standard tool.Comment: Preprin

Virtual Reality training for patients with non-specific persistent low back pain and pain-related fear of movement: A single-subject experimental study

Postponed access: the file will be accessible after 2019-10-15Introduction: Non-specific persistent low back pain is one of the most prevalent musculoskeletal conditions in modern society. A growing body of evidence shows graded exposure therapy is the most preferable treatment to target pain-related fear of movement. However, graded exposure therapy has some limitations, e.g. low patient preference and high drop-out rates. Therefore, the emerging nature of Virtual Reality (VR) provides an interesting medium to investigate whether pain and pain-related fear can be targeted through graded exposure using immersive virtual environments. Method: In a sequential replicated and randomized single-subject experimental design with multiple measurements, 10 patients with non-specific persistent low back pain had a 35-day intervention with 6 to 9 VR training sessions. Primary outcome measures (measured daily) were pain intensity, pain-related fear of movement, pain catastrophization and pain anxiety symptoms, while secondary outcome measures (measured pre- and post-intervention) were related to disability and activities of daily life. Results: VR training resulted in a statistically significant reduction of pain intensity, painrelated fear of movement, pain catastrophizing, and pain anxiety. Clinically relevant improvements were observed for disability. Conclusion/Future implications: There is a need to reduce the costs and suffering caused by persistent low back pain. VR may provide opportunities to exercise in specifically tailored virtual environments, with the goal of achieving meaningful and valued life-activities in an engaging fashion. However, the technology is only in its infancy, and thus, opportunities and challenges with implementation must be further investigated. Finally, given the nature of the present study design, the results cannot be generalized to a larger population, and therefore, further research involving rigorous trial designs (randomised controlled trial) is also warranted.Introduksjon: Langvarige korsryggsmerter er blant de mest prevalente muskel- og skjelettplagene i det moderne samfunnet. Stadig mer forskning viser at smerte-relatert frykt for bevegelse kan opprettholde funksjonstap hos mange ryggpasienter, og at gradvis eksponeringsterapi er blant de mest effektive behandlingsmetodene. Men gradvis eksponeringsterapi har begrensninger som bl.a. lav pasient-preferanse og høy drop-out rate. På bakgrunn av den nylige teknologiske utviklingen av Virtual Reality (VR), åpnes det utforskning av effekten av gradvis eksponeringstrening for ryggpasienter i ulike virtuelle miljø. Metode: I et sekvensielt replisert, randomisert singel-subjekt eksperimentelt design med gjentatte målinger, gjennomgikk 10 ryggpasienter en 35-dagers intervensjon som bestod av et minimum av 6 VR-treninger og maksimum av 9 VR-treninger. Primære utfallsmål bestod av smerteintensitet, smerte-relatert frykt, katastrofetanker og angst for smerte, mens sekundære utfallsmål målte endringer i funksjonsnivå og aktiviteter i dagliglivet. Resultater: Studien viste at VR-trening hadde en statistisk signifikant effekt på smerteintensitet, smerte-relatert frykt, katastrofetanker og angst for smerte. Klinisk relevante endringer ble observert for endringer i funksjonsnivå. Konklusjon/Fremtidige implikasjoner: Det er et stort behov for å redusere kostnader og lidelse forbundet med ryggsmerter. Tilpasset trening i ulike virtuelle miljø i VR bør undersøkes nærmere ettersom det fremstår som et motiverende og kostnadseffektivt hjelpemiddel for bruk i fysioterapipraksis. Men teknologien er fortsatt i utviklingsstadiet, og det trengs fortsatt oversikt over muligheter og utfordringer ved implementering. Forskerne i denne studien anerkjenner at resultatene av studien ikke kan generaliseres til en større populasjon grunnet studiedesign, og at det er behov for studier randomiserte kontrollerte studier på dette feltet.Masteroppgave i fysioterapivitenskapFYST39

Comparison of value perception of children in playing videogames and traditional games: Turkish and British samples

The present study examined the value perceptions of Turkish and British children according to various variables and determined to what extent traditional and videogame genres preferred by children predict their value perceptions, dominant case design, one of the mixed research designs, was used. While the quantitative approach was mainly used in the research, the qualitative approach was used as a supporter. The data collection process of the study lasted for two academic years. In the first year, the study was conducted with 243 primary school students studying in Nottingham (England). In the following year it was conducted with 267 primary school students studying in Ankara (Turkey). A total of 510 primary school students with ages ranging from 9-11 years were recruited for the study. Data were collected using the “Personal Information Form” and “Moral Dilemma Stories Inventory for Children”. Both were developed in English and then adapted into Turkish. It was found that, in both sample, girls’ value perception scores were significantly higher than boys’ scores. Videogames primarily produced for entertainment were the most preferred games by Turkish and British children while educational and serious videogames were the least preferred. Traditional games in sports (soccer, cricket, etc.) were preferred more by British children, while traditional action games (dodgeball, playing tag etc.) were preferred more by Turkish children. It was found that action-adventure and role-playing videogames predicted children’s value perception negatively, and simulation and puzzle videogame genres predicted children’s value perceptions positively. Furthermore, movement-based traditional games (sports, action) predicted children’s value perceptions positively, while traditional competitive (racing) games predicted children’s value perceptions negatively

'I liked it, but it made you think too much': A case study of computer game authoring in the Key Stage 3 ICT curriculum

The importance of giving pupils opportunities to become producers of digital media is well documented in the literature (see Harel, 1991; Papert, 1993; Kafai, 1995; Harel Caperton, 2010; Luckin et al., 2012; Nesta, 2012; Sefton-Green, 2013), however there has been little research in this area in the context of the UK Key Stage 3 ICT curriculum. The purpose of this study is to achieve an understanding of how authoring computer games in a mainstream secondary setting can support the learning of basic game design and programming concepts. The research explores pupils’ experiences of the process they followed and the areas of learning they encountered as they made their games, and considers what they valued and what they found difficult in the game authoring activity. The research draws on the learning theory of constructionism, which asserts the importance of pupils using computers as ‘building material’ to create digital artefacts. In the process of creating these artefacts, over time, computers become ‘objects to think with’, enabling pupils to learn how to learn (Papert, 1980b; Harel and Papert, 1991a). Data were collected in planning documents, journals and the games pupils made, in recordings of their working conversations, and in pair and group interviews. Findings indicate that as well as learning some basic programming concepts, pupils enjoyed the activity, demonstrated positive attitudes to learning and felt a sense of achievement in creating a complex artefact which had personal and cultural significance for them. This research acknowledges the need to develop accessible units of work to implement aspects of the new Computing curriculum (DfE, 2013c), especially for teachers and pupils who have little prior knowledge of the field. It suggests that computer game authoring may offer a viable entry and considers the extent to which constructionist approaches are suitable for this kind of work

Secondary physical educators\u27 content negotiations

In light of growing concern over the relation between physical inactivity and a variety of biomedical and psychosocial conditions and the disjuncture between larger physical activity culture and secondary school physical education curriculum, the purpose of this study was to examine how middle school physical education teachers negotiated content and curricular decisions. A variety of theories guided this study, including Bourdieu\u27s theories of habitus and field (1977), teacher socialization theory (Lawson, 1983; 1988), teacher ideology (Apple, 2004), teacher emotion (Hargreaves, 1998; McCaughtry, 2004), curriculum as a political text (Pinar, Reynolds, Slattery, & Taubman, 2004), and range of critical and post-structural social theories (Ingram & Simon-Ingram, 1991; Wilber, 2001). This qualitative study was grounded in the interpretive tradition. Eight middle school teachers were observed and interviewed for five whole days over the span of one school year. The main finding from this study revealed that the complex interplay of teachers\u27 personal, institutional, and student factors, and the teachers\u27 consideration of these factors, coalesced in ways that resulted in the perpetuation of competitive sport as the dominant content of their curricula

Movilizar la sociología del deporte para el cambio social más allá de la pandemia

Amid the Covid-19 pandemic, conversations about how to build sport back better are becoming increasingly pronounced. The crisis both deepens inequities and creates opportunity as a new way to configure sport post-pandemic demands to be discovered. The challenge has been thrown down to sociologists to help reimagine and reshape the course of sport. What might such re-enchantment look like? And how might it help realise the sociology of sport’s untapped potential to advance impactful public sociology? This paper explores these questions with a particular focus on sociologists of sport as co-creators of, and actors in, social change. I discuss five issues that I see as being relevant for rethinking and reconfiguring sport beyond the pandemic: (1) reclaiming the ludic and pleasure; (2) rethinking sociality in sport; (3) social inequities and ‘sport for all’; (4) de-/re-centring power in sport for development; and (5) global interdependence and interconnectedness. The insights presented can hopefully make a modest contribution to our collective understanding of transformative practice in and through the sociology of sport in uncertain times.En medio de la pandemia de la Covid-19, las conversaciones sobre cómo reconstruir mejor el deporte están cada vez más presentes. La crisis profundiza las desigualdades y crea oportunidades como una nueva forma de configurar las demandas deportivas pospandémicas por descubrir. En este contexto se ha lanzado el desafío a los sociólogos de ayudar a reimaginar y remodelar el curso del deporte. ¿Cómo sería tal re-encantamiento? ¿Y  cómo podría ayudar a comprender el potencial sin explotar de la sociología del deporte para promover una sociología pública impactante? Este artículo explora estas preguntas con un enfoque particular en los sociólogos del deporte, como co-creadores y actores del cambio social. En él afronto cinco temas que considero relevantes para repensar y reconfigurar el deporte más allá de la pandemia: (1) recuperar lo lúdico y el placer; (2) repensar la sociabilidad en el deporte; (3) desigualdades sociales y “deporte para todos”;  (4) descentralizar /volver a centrar el poder en el deporte para el desarrollo; e (5) interdependencia e interconexión global. Es de esperar que las ideas presentadas puedan contribuir modestamente a nuestra comprensión colectiva de la práctica transformadora en y a través de la sociología del deporte en tiempos inciertos