It’s not the model that doesn’t fit, it’s the controller! The role of cognitive skills in understanding the links between natural mapping, performance, and enjoyment of console video games

This study examines differences in performance, frustration, and game ratings of individuals playing first person shooter video games using two different controllers (motion controller and a traditional, pushbutton controller) in a within-subjects, randomized order design. Structural equation modeling was used to demonstrate that cognitive skills such as mental rotation ability and eye/hand coordination predicted performance for both controllers, but the motion control was significantly more frustrating. Moreover, increased performance was only related to game ratings for the traditional controller input. We interpret these data as evidence that, contrary to the assumption that motion controlled interfaces are more naturally mapped than traditional push-button controllers, the traditional controller was more naturally mapped as an interface for gameplay

A Micro-Cooling, Heating, And Power (M-CHP) Instructional Module

Cooling, Heating, and Power (CHP) is an emerging category of energy systems consisting of power generation equipment coupled with thermally activated components. The application of CHP systems to residential and small commercial buildings is known as micro-CHP (m-CHP). This instructional module has been developed to introduce engineering students to m-CHP. In the typical engineering curriculum, a number of courses could contain topics related to m-CHP. Thermodynamics, heat transfer, HVAC, heat and power, thermal systems design, and alternate energy systems courses are appropriate m-CHP topics. The types of material and level of analysis for this range of courses vary. In thermodynamics or heat transfer, basic problems involving a m-CHP flavor are needed, but in an alternate energy systems course much more detail and content would be required. This instructional module contains both lecture material and a compilation of problems/exercises for both m-CHP systems and components

Paleobiogeographical variation of Cretaceous \u3ci\u3eMecaster batnensis\u3c/i\u3e and \u3ci\u3eMecaster fourneli\u3c/i\u3e (Echinoidea: Spatangoida)

Spatangoids are the echinoid group best represented in the South American Cretaceous fossil record. This study analyzed two Cretaceous spatangoid species of the genus Mecaster (M. batnensis (Coquand, 1862) and M. fourneli (Agassiz, 1847)) found in South America as well as Africa, North America, Asia and possibly Europe (Smith and Bengtson 1991, Smithsonian Collection). This study assessed the paleobiogeographical variation of these species. Specimens from at least eight widely spaced localities were measured for morphometric analysis. Initial observations using length, width, and height data of M. batnensis and M. fourneli populations indicate regional differences in growth trajectories. A comparative morphometric analysis including traditional two-dimensional measurements using calipers and three-dimensional landmark measurements obtained with a laser scanner was performed. Principal component analysis and other multivariate methods identified the extent of variation between localities

Learning days : shifting identities through collaborative action

chools across the country struggle to engage students in learning, particularly in the final semester of their senior year. At a small private school administrators supported two teachers and five senior students in working collaboratively toward new solutions. Using methods of participant-observation, this thesis examines the experiences of all five students who participated. Driving this research was an interest in similarity and variation in participant shifts in their sense of themselves as learners. Differences observed between students are best explained by variation in learned responses to previous learning environments. Levels of participation and identity shifts were influenced significantly by the extent to which students had developed strategies for approaching more traditional academic environments, regardless of whether these strategies resulted in academic success. As an action thesis, this work hopes both to influence theoretical discussions, and to aid further development of the school in which the study was conducted. In relation to the former, I argue that learned responses to traditional schooling environments can impede student engagement in more collaborative settings, though not irreparably. Regarding the latter, I offer programmatic suggestions for increasing student engagement within this and other school communities

Constructing a gazebo: supporting teamwork in a tightly coupled, distributed task in virtual reality

Many tasks require teamwork. Team members may work concurrently, but there must be some occasions of coming together. Collaborative virtual environments (CVEs) allow distributed teams to come together across distance to share a task. Studies of CVE systems have tended to focus on the sense of presence or copresence with other people. They have avoided studying close interaction between us-ers, such as the shared manipulation of objects, because CVEs suffer from inherent network delays and often have cumbersome user interfaces. Little is known about the ef-fectiveness of collaboration in tasks requiring various forms of object sharing and, in particular, the concurrent manipu-lation of objects. This paper investigates the effectiveness of supporting teamwork among a geographically distributed group in a task that requires the shared manipulation of objects. To complete the task, users must share objects through con-current manipulation of both the same and distinct at-tributes. The effectiveness of teamwork is measured in terms of time taken to achieve each step, as well as the impression of users. The effect of interface is examined by comparing various combinations of walk-in cubic immersive projection technology (IPT) displays and desktop devices

Fun Versus Meaningful Video Game Experiences: A Qualitative Analysis of User Responses

Emerging research on video games has suggested that feelings of both enjoyment and meaningfulness can be elicited from gameplay. Studies have shown enjoyment and meaningfulness evaluations to be associated with discrete elements of video games (ratings of gameplay and narrative, respectively), but have relied on closed-end data analysis. The current study analyzed participants’ open-ended reviews of either their “most fun” or “most meaningful” video game experience (N = 575, randomly assigned to either condition). Results demonstrated that “fun” games were explained in terms of gameplay mechanics, and “meaningful” games were explained in terms of connections with players and in-game characters

Captain Phillips and the causes of piracy

LSE’s Ryan Jablonski and Steven Oliver of the University of California, San Diego explore the reasons for piracy on the Somali economy