Learning to Disagree in a Game of Experimentation

We analyse strategic experimentation in which information arrives through fully revealing, publicly observable “breakdowns.” With hidden actions, there exists a unique equilibrium that involves randomization over stopping times. This randomization induces belief disagreement on the equilibrium path. When actions are observable, the equilibrium is pure, and welfare improves. We analyse the role of policy interventions such as subsidies for experimentation and risk-sharing agreements. We show that the optimal risk-sharing agreement restores the first-best outcome, independent of the monitoring structure

Ageism, empathy, attitudes, and aging anxiety: an evaluation of the Gray for a Day program with college students

Master of ScienceSchool of Family Studies and Human ServicesErin L. YellandStudies have shown ageism, empathy, attitudes toward older adults and aging anxiety to be important factors for not only individuals planning to work with older adults, but for all individuals to be able to age healthfully. Increased levels of empathy are associated with decreased levels of ageism and knowledge of the aging process promotes more positive attitudes towards aging and decreased aging anxiety. Aging simulations have been created to increase empathy, improve attitudes toward older adults, and decrease ageism and aging anxiety, but there are still mixed results when evaluating these programs. This study utilized Kolb’s experiential learning theory to understand the ways in which participation in the Gray for a Day program, an educational program about sensory and functional decline in older adults, impacts ageism, empathy, attitudes toward older adults and aging anxiety by evaluating the Gray for a Day program with students in an introduction to human development course at a Midwestern university. Changes in ageism, empathy, attitudes toward older adults and aging anxiety after participation in Gray for a Day were assessed using paired samples t-tests. Results showed that participation in Gray for a Day significantly increased positive attitudes towards older adults and the level of understanding and positive perceptions of older adult experiences among participants. Other measures showed decreases in ageism, empathy, and aging anxiety following participation in the program, but the differences were not statistically significant. Results indicate that the Gray for a Day program is effective at improving attitudes toward older adults and increasing understanding and positive perceptions of older adult experiences, but further evaluation and possible program adjustments are needed to reassess for ageism, empathy, and aging anxiety outcomes from the program

Student experiences of virtual reality - a case study in learning special relativity

We present a study of student learning through the use of virtual reality. A software package is used to introduce concepts of special relativity to students in a game-like environment where users experience the effects of travelling at near light speeds. From this new perspective, space and time are significantly different to that experienced in everyday life. The study explores how students have worked with this environment and how these students have used this experience in their study of special relativity. A mixed method approach has been taken to evaluate the outcomes of separate implementations of the package at two universities. Students found the simulation to be a positive learning experience and described the subject area as being less abstract after its use. Also, students were more capable of correctly answering concept questions relating to special relativity, and a small but measurable improvement was observed in the final exam

Culture Clash: The Costs and Benefits of Homogeneity

This paper develops an economic theory of the costs and benefits of corporate culture -- in the sense of shared beliefs and values -- in order to study the effects of 'culture clash' in mergers and acquisitions. I first use a simple analytical framework to show that shared beliefs lead to more delegation, less monitoring, higher utility (or satisfaction), higher execution effort (or motivation), faster coordination, less influence activities, and more communication, but also to less experimentation and less information collection. When two firms that are each internally homogenous but different from each other, merge, the above results translate to specific predictions how the change in homogeneity will affect firm behavior. The paper's predictions can also serve more in general as a test for the theory of culture as homogeneity of beliefs.

Creating Interaction Scenarios With a New Graphical User Interface

The field of human-centered computing has known a major progress these past few years. It is admitted that this field is multidisciplinary and that the human is the core of the system. It shows two matters of concern: multidisciplinary and human. The first one reveals that each discipline plays an important role in the global research and that the collaboration between everyone is needed. The second one explains that a growing number of researches aims at making the human commitment degree increase by giving him/her a decisive role in the human-machine interaction. This paper focuses on these both concerns and presents MICE (Machines Interaction Control in their Environment) which is a system where the human is the one who makes the decisions to manage the interaction with the machines. In an ambient context, the human can decide of objects actions by creating interaction scenarios with a new visual programming language: scenL.Comment: 5th International Workshop on Intelligent Interfaces for Human-Computer Interaction, Palerme : Italy (2012

The effects of change decomposition on code review -- a controlled experiment

Background: Code review is a cognitively demanding and time-consuming process. Previous qualitative studies hinted at how decomposing change sets into multiple yet internally coherent ones would improve the reviewing process. So far, literature provided no quantitative analysis of this hypothesis. Aims: (1) Quantitatively measure the effects of change decomposition on the outcome of code review (in terms of number of found defects, wrongly reported issues, suggested improvements, time, and understanding); (2) Qualitatively analyze how subjects approach the review and navigate the code, building knowledge and addressing existing issues, in large vs. decomposed changes. Method: Controlled experiment using the pull-based development model involving 28 software developers among professionals and graduate students. Results: Change decomposition leads to fewer wrongly reported issues, influences how subjects approach and conduct the review activity (by increasing context-seeking), yet impacts neither understanding the change rationale nor the number of found defects. Conclusions: Change decomposition reduces the noise for subsequent data analyses but also significantly supports the tasks of the developers in charge of reviewing the changes. As such, commits belonging to different concepts should be separated, adopting this as a best practice in software engineering

Profiling the educational value of computer games

There are currently a number of suggestions for educators to include computer games in formal teaching and learning contexts. Educational value is based on claims that games promote the development of complex learning. Very little research, however, has explored what features should be present in a computer game to make it valuable or conducive to learning. We present a list of required features for an educational game to be of value, informed by two studies, which integrated theories of Learning Environments and Learning Styles. A user survey showed that some requirements were typical of games in a particular genre, while other features were present across all genres. The paper concludes with a proposed framework of games and features within and across genres to assist in the design and selection of games for a given educational scenari

Training Competences in Industrial Risk Prevention with Lego® Serious Play®: A Case Study

This paper proposes the use of the Lego® Serious Play® (LSP) methodology as a facilitating tool for the introduction of competences for Industrial Risk Prevention by engineering students from the industrial branch (electrical, electronic, mechanical and technological engineering), presenting the results obtained in the Universities of Cadiz and Seville in the academic years 2017–2019. Current Spanish legislation does not reserve any special legal attribution, nor does it require specific competence in occupational risk prevention for the regulated profession of a technical industrial engineer (Order CIN 351:2009), and only does so in a generic way for that of an industrial engineer (Order CIN 311:2009). However, these universities consider the training in occupational health and safety for these future graduates as an essential objective in order to develop them for their careers in the industry. The approach is based on a series of challenges proposed (risk assessments, safety inspections, accident investigations and fire protection measures, among others), thanks to the use of “gamification” dynamics with Lego® Serious Play®. In order to carry the training out, a set of specific variables (industrial sector, legal and regulatory framework, business organization and production system), and transversal ones (leadership, teamwork, critical thinking and communication), are incorporated. Through group models, it is possible to identify dangerous situations, establish causes, share and discuss alternative proposals and analyze the economic, environmental and organizational impact of the technical solutions studied, as well as take the appropriate decisions, in a creative, stimulating, inclusive and innovative context. In this way, the theoretical knowledge which is acquired is applied to improve safety and health at work and foster the prevention of occupational risks, promoting the commitment, effort, motivation and proactive participation of the student teams.Spanish Ministry of Science, Innovation and Universities / European Social Fund: Ramón y Cajal contract (RYC-2017-22222