Sensuous proximity in research methods with expert teams, media sports, and esports practices

This paper examines epistemological issues in game studies research, specifically exploring qualitative research approaches to networked, expert computer game teams who engage in esports practices. Expert teams deliver their expert practice in part through interembodied sensitivities to sensorial team-based phenomena, which is made across multiple bodies and machines in the process of play. Drawing on fieldwork with World of Warcraft Arena tournament esports teams and research methods orientations from games studies, sensuous ethnography, and sports studies, a position of sensuous proximity in games research is explored and developed as a suite of research guidelines for engaging with esports teams high performance practices. I suggest a research approach that involves differing lenses and stances in the study of embodied team play, and varying scales of sensuous proximity to the layers of expert team practices that augmens the notion of playing research in game studies.This paper examines epistemological issues in game studies research, specifically exploring qualitative research approaches to networked, expert computer game teams who engage in esports practices. Expert teams deliver their expert practice in part through interembodied sensitivities to sensorial team-based phenomena, which is made across multiple bodies and machines in the process of play. Drawing on fieldwork with World of Warcraft Arena tournament esports teams and research methods orientations from games studies, sensuous ethnography, and sports studies, a position of sensuous proximity in games research is explored and developed as a suite of research guidelines for engaging with esports teams high performance practices. I suggest a research approach that involves differing lenses and stances in the study of embodied team play, and varying scales of sensuous proximity to the layers of expert team practices that augmens the notion of playing research in game studies

Predicting the Perceived Quality of a First Person Shooter Game: the Team Fortress 2 T-Model

This paper describes the development of a model which quantifies the effects of latency on a player’s perceived game quality in the networked first person shooter game Team Fortress 2, in an attempt to replicate and extend previous research done on other games. We conducted a study to measure the subjective quality of gameplay under various induced latency conditions. We determined that latency had a significant effect on a player\u27s perceived quality of the game, yet did not significantly affect player performance. Using these data, we constructed the Team Fortress 2 G-model to predict the mean opinion score of Team Fortress 2 game based on known network conditions

ImpaCT2: pupils' and teachers' perceptions of ICT in the home, school and community

The Strand 2 report of the ImpaCT 2 research describes the results of applying a range of research methods to explore, how pupils use ICT, in particular out of school and what had been gained from this use. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

Sport, public relations and social media

This chapter examines the disruptive nature of social media as it alters the relationship between sports journalism and public relations. It looks at some key examples and argues that while much is changing, some aspects of the relationship between the media and sports also remain constant

Living and Learning With New Media: Summary of Findings From the Digital Youth Project

Summarizes findings from a three-year study of how new media have been integrated into youth behaviors and have changed the dynamics of media literacy, learning, and authoritative knowledge. Outlines implications for educators, parents, and policy makers

ImpaCT2: learning at home and school: case studies

Strand 3 explored the nature of teaching and learning involving ICT in various settings, with a focus on the views of pupils, teachers, and parents. Working in 15 of the 60 schools selected for Strands 1 and 2, this project focused on: learning and teaching environments; learning and teaching styles; and the impact of networked technologies on the perceptions of teachers, managers, pupils and parents. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

ImpaCT2 academic report: part 4 - case study evaluations

This report explored the ways in which the integration of ICT and networked technologies into the curriculum tends to produce changes in the patterns of teaching and learning. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 8 - 16 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of ICT