Machinima And Video-based Soft Skills Training

Multimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced \u27muh-sheen-eh-mah\u27) technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima based soft-skills education using avatar actors versus the traditional video teaching application using human actors. This research also investigated the difference between presence reactions when using avatar actor produced video vignettes as compared to human actor produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video based instruction

A Review of Verbal and Non-Verbal Human-Robot Interactive Communication

In this paper, an overview of human-robot interactive communication is presented, covering verbal as well as non-verbal aspects of human-robot interaction. Following a historical introduction, and motivation towards fluid human-robot communication, ten desiderata are proposed, which provide an organizational axis both of recent as well as of future research on human-robot communication. Then, the ten desiderata are examined in detail, culminating to a unifying discussion, and a forward-looking conclusion

Risks of the Metaverse: A VRChat Study Case

This paper examines the potential social risks of the metaverse. Previous research has found that video games, including Virtual Reality (VR) ones, can be associated with violence normalization and objectification of women. Moreover, some studies have suggested that gaming platforms even serve as tools for extremist groups to recruit and radicalize vulnerable people. Nonetheless, these risks have not been further studied in the context of the metaverse. This research analyzed relevant cases from different gaming platforms including Meta Horizon Worlds. Moreover, the game VRChat was studied due to the similarities it has with the metaverse in terms of design and features. An evaluation of VRChat's user experience was carried out through an analysis of its most popular reviews. Though no signs of radicalization were found, an important number of these reviews expressed sentiments such as loneliness and depression, which make people more vulnerable to be radicalized. Additionally, a tendency for online harassment and sexual deviance was found in the game since 2018 and remained persistent to date. For further insight into the sexual misconduct findings, an interview was conducted with psychiatrist and sexuality expert, Dr. Zenteno. This research found that the game developers of VRChat have not done enough to address sexual misconduct effectively and protect its most vulnerable users. This research concluded that due to the lack of incentives that game developers have to regulate their platforms themselves for social good, further intervention of all the stakeholders involved is needed. This includes policymakers, parents, legal guardians, and educators

Folklore in the Digital Age: Collected Essays. Foreword by Andy Ross

Online and digital cultures are among the most personally gripping effects of globalisation in our increasingly networked world. While global multimedia culture may seem to endanger traditional folklore, there is no doubt that it creates new folklore as well. Folklore in the Digital Age vividly illustrates the range of e-folklore studies in updated papers and essays from the author’s 21st-century research. The themes covered include not only the most serious issues of the day, such as the 9/11 attacks and natural disasters, but also cheerier topics, such as online dating and food culture. In these essays Professor Krawczyk-Wasilewska paints a convincing picture of digital folklore as a cultural heritage. She covers a wide range of issues from all levels of society and offers fascinating insights into how online culture affects our postmodern lives

Technology Mediated Dispute Resolution (TMDR): A New Paradigm for ADR

Published in cooperation with the American Bar Association Section of Dispute Resolutio

Education Edge 2019-2020

Cover Story: 30 Years of the Mississippi Teacher Corpshttps://egrove.olemiss.edu/ed_edge/1005/thumbnail.jp

Online as it is in Heaven: An Exploration of the Phenomenon of Digital Presence, Techno-Soteriology, and the Secularisation of Transcendent Being

This thesis explores the phenomenon of ‘Digital Presence’: the sense that Social Network Sites (namely Facebook) constitute the sole means of communicating with the deceased. Previous investigations of Digital Presence have largely been quantitative surveys seeking to document the extent of the phenomenon; qualitative inquiries have not attempted to determine why certain survivors experience Digital Presence whilst others do not. This thesis is a qualitative inquiry featuring interviews with eight survivors who interact with the profiles of the deceased. It seeks to determine the conditions in which the phenomenon occurs, and to explain Digital Presence with reference to theories and concepts from the field of cognitive neuroscience. It also argues that the phenomenon is contingent upon notions of ‘The Digital’ as a vista which is ontologically distinct from the ‘Physical World’; it concludes that Digital Presence is ultimately the ‘deathstyle’ of a particular, secular worldview, i.e. this worldview’s response to the existential challenge posed by death

The Child in Games: From the Meek, to the Mighty, to the Monstrous

Drawing across game studies, childhood studies, and children’s literature studies, this thesis catalogues and critiques the representation of children in contemporary video games. It poses two questions: 1) How are children represented in contemporary video games? 2) In what ways do the representations of children in video games affirm or challenge dominant Western beliefs about the figure of the child? To answer these questions, I combine a large-scale content analysis of over 500 games published between 2009 and 2019 with a series of autoethnographic close readings. My content analysis is designed to provide a quantitative snapshot of the representation of children in games. I use statistical analysis to assemble data points as meaningful constellations. I use the axes of race, gender, and age, as well as genre, age-rating, and publication year, to identify patterns in representation. I distil my findings as a set of seven archetypes: The Blithe Child, The Heroic Child, The Human Becoming, The Child Sacrifice, The Side Kid, The Waif, and The Little Monster. This typology is not intended to work against the granular detail of the information recorded in the dataset, but to draw attention to patterns of coherence and divergence that occur between particular examples, as well as to intersections with representational tropes about children identified in other media. I select four of these seven archetypes to structure my autoethnographic close readings. While content analysis is a useful tool for documenting the presence, absence, and dominant function of child-characters in games, close reading allows for a more intersectional approach that can attend to the nuances of representation across identity markers, creating opportunities to examine internal contradictions, ironies, and the polysemy generated through interpretive gaps. I develop my own close reading method building on the autoethnographic approaches of Carr (2019), Vossen (2020), McArthur (2018), and Jennings (2021), which I call critical ekphrasis. Chapter one argues that the Blithe Child triangulates ‘children’, ‘toys’, and ‘paidia’. It suggests that both childhood and play can be conceptualised as a ‘magic circle’, and that the immateriality of the Blithe Child implies childhood can be a mode of being unconnected to anatomical markers or chronological age. Chapter two explores how the Heroic Child challenges the apparent affinity between video games and traditional hero 2 narratives. It argues that the dependence of the childly protagonist undermines dualistic thinking and instead celebrates cooperation, compromise, and connection. Chapter three compares the Child Sacrifice to the woman-in-the-refrigerator trope, arguing that it functions to justify aggressive, hypermasculine, militarised violence. The final chapter compares the Little Monster and the Waif to examine how the uncanny child raises metareferential questions about autonomy in interactive media and agency in intergenerational relationships. My research project concludes by suggesting that virtual children in simulated worlds point to the active construction and delimitation of ‘the child’ in society and can reveal that much of what is assumed to be natural, obvious, and universal about the figure of ‘the child’ is in fact ideological. It hints at the possibility that just as virtual children are used as rhetorical figures to explain and justify the rules, mechanics, and moral systems of a digital game, so too is the figure of ‘the child’ used to routinise and vindicate the rules, workings, and moral systems of Euro-American culture.AHR

Technology Mediated Dispute Resolution (TMDR): A New Paradigm for ADR

Technology is changing the way that children are communicating (particularly elementary and pre-school aged children), and these changes have significant implications for alternative dispute resolution processes and practices. Although ADR practitioners and theorists are not ignoring technology, we have focused almost exclusively on the question of how we can use technology to enhance our existing practices. We are not paying sufficient attention to the fact that young children are communicating differently than we communicate. Insufficient energy is being dedicated to the question of how those differences in communication inevitably influence the way that those children resolve disputes. The article analyzes social science research that describes and documents how technology is changing the ways in which children are communicating. The successes of software and hardware developers are coming so quickly that it is difficult for those of us outside the technology fields to stay informed. Dispute resolvers are not asking how new technologies, technologies of which we may not even be aware (or at least not fully understand), are changing the way that our children are communicating. We also are not asking how those changes affect alternative dispute resolution. The article suggests ways in which ADR will change as a result of the ways children are communicating. It also discusses the future of current theories and approaches to ADR, such as mindfulness meditation (frequently discussed by Professor Leonard Riskin, among others)

Using Distance Communication for the User-Centered Development of a Smartphone-Based Serious Game for Children With Type 1 Diabetes:Participatory Design Approach

BACKGROUND: The complications of type 1 diabetes (T1D) can be delayed or prevented in children with T1D who receive proper self-management education. Smartphone-based serious games are increasingly being used as an effective tool for teaching self-management. When developing a serious game, it is important that the development process be user-centered. Traditionally, different face-to-face methods have been used when children participate in the development process. However, face-to-face data collection is not always feasible. In such situations, distance communication can be used when developing a serious game. OBJECTIVE: The objective of this study is to develop a user-centered smartphone-based serious game that teaches self-management focused on carbohydrate intake in children aged 8-14 years with T1D using distance communication in both the development and evaluation of the game. METHODS: The development and evaluation of a smartphone-based serious game prototype was inspired by the Lean principles, and a user-centered approach was applied. The development process included 1 expert interview and design workshops with children with T1D. On the basis of the interview and design workshop results, a serious game prototype was developed using Microsoft PowerPoint. The evaluation of the serious game prototype included an interview with a dietitian and a playtest with children with T1D. All data were collected using distance communication. RESULTS: A user-centered smartphone-based serious game prototype was developed and evaluated. The expert interview with the dietitian formed the basis for the learning outcomes in the game. Four children and their parents contributed to the preferences, needs, requirements, and ideas for selected parts of the game design. The dietitian evaluated the prototype positively and validated its content and accuracy. The serious game prototype was well-received by the children and their parents during the playtest. The serious game prototype was perceived as a useful and engaging way to learn. However, the difficulty level was not appropriate, and the information was too basic for participants who had been diagnosed over a year ago. The use of digital communication platforms did not cause any problems. CONCLUSIONS: The smartphone-based serious game prototype has the potential to be a useful and attractive tool for teaching disease self-management. The use of distance communication proved to be a useful approach in the development of a serious game