An empirical analysis of ‘challenge’ as a motivational factor for educational games

Since one of the most basic and important predictors of student achievement is the amount of time a student spends engaged in learning (or time-on-task; Karweit, 1984; Frederick & Walberg, 1980); and because computer games are hugely successful at motivating users to spend time-on-task (Dondlinger, 2007; Gee, 2003; Mayo, 2007), there has understandably been a great deal of recent interest in harnessing the motivational qualities of computer games in order to create powerful, engaging educational tools (i.e., Gee, 2003; Pivec, 2007; Ruben, 1999). However, to date very little empirical academic research has investigated how, exactly, games achieve these motivational qualities. If we are to create games that produce genuinely educational outcomes, we must understand what exactly it is about games that make them so good at maintaining the player’s motivation to continue playing

A behavioural framework for designing educational computer games

Research has indicated that computer games can be innovative and powerful tools for education. Indeed, combining psychological research and games design principles offers a framework for developing educational games that promote learning while maintaining high motivation of the players. If designed correctly, it appears that games can utilize the inherent motivation demonstrated by game players to teach skills that are of immediate practical benefit. The current paper explores “the edges of gaming” in terms of proposing a novel theoretical and methodological framework for the design of educational games

Elementary methods for incidence problems in finite fields

We use elementary methods to prove an incidence theorem for points and spheres in $\mathbb{F}_q^n$. As an application, we show that any point set of $P\subset \mathbb{F}_q^2$ with $|P|\geq 5q$ determines a positive proportion of all circles. The latter result is an analogue of Beck's Theorem for circles which is optimal up to multiplicative constants.Comment: 9 pages. In this new version, Theorem 3 has been significantly improved, whilst the proof has been simplified. Also, Ben Lund has been added as an autho

Large Convex sets in Difference sets

We give a construction of a convex set $A \subset \mathbb R$ with cardinality $n$ such that $A-A$ contains a convex subset with cardinality $\Omega (n^2)$. We also consider the following variant of this problem: given a convex set $A$, what is the size of the largest matching $M \subset A \times A$ such that the set $$\{ a-b : (a,b) \in M \}$$ is convex? We prove that there always exists such an $M$ with $|M| \geq \sqrt n$, and that this lower bound is best possible, up a multiplicative constant.Comment: 15 page

Developing the Lismore CSG poll- a university/local government collaboration

Regional universities can contribute to the capacity of regional governance by providing an important source of specialist knowledge that can be used to aid problem-solving and engage communities more actively in decision-making. This paper reports a case of a partnership between a regional university and a local government authority (LGA), in a situation where the local government authority chose to run a referendum-style poll on a regionally important environmental and industrial issue; the development of the coal seam gas industry in a rural area. The partnership was adopted to produce an independently developed question for the poll. The poll question was developed by university academics who having consulted with stakeholders, provided advice to the LGA, which took responsibility for the final wording of the poll question. An evaluation of the processes involved in developing the poll question included reflection on the collaborative relationship between the university and the LGA. While the independence implicit in the university staff role was acknowledged as important, the importance of a university-LGA collaboration was also highlighted. The value of a more formally-structured process was noted, as were the importance of emphasising the university’s role as an advisory body only, and the LGA’s ownership of the final decision. Implications for policy include (1) the important role that regional Australian universities can play in enhancing governance and decision-making processes, (2) the potential for independent input to policy development processes for local and regional governance, and (3) the poll process which provides a robust method for ascertaining social acceptance of a controversial land use issue

Establishing a faculty community engagement unit: A case study from a built environment

This paper proposes that the cluster of disciplines that constitutes the built environment is well placed to demonstrate an approach to scholarship that aligns the educational and inquiry activities of the university with social engagement and application. The paper begins by connecting the organisational, epistemological and pedagogical implications of Boyer’s scholarship of engagement model. It then provides a case study of a unique unit within the Faculty of Built Environment at the University of New South Wales. Established in 2005, the FBEOutThere! unit consolidates the community engagement and outreach activities of the Faculty of the Built Environment. It facilitates community interaction with the educational and research resources of the Faculty and the University through designing faculty courses that provide students with a service-learning experience while they work in interdisciplinary project contexts on challenging social issues identified by communities. The unit also undertakes research projects driven by community concerns. The development of this unit attempts to position community engagement at the intersection of organisational, epistemological and pedagogical values. The purpose in writing this paper is to illuminate for others the experience of establishing a faculty engagement unit that realises the challenge of implementing Boyer’s vision for the scholarship of engagement

Core-scale geophysical and hydromechanical analysis of seabed sediments affected by CO2 venting

Safe offshore Carbon Capture Utilization and Storage (CCUS) includes monitoring of the subseafloor, to identify and assess potential CO2 leaks from the geological reservoir through seal bypass structures. We simulated CO2-leaking through shallow marine sediments of the North Sea, using two gravity core samples from ∼1 and ∼2.1 m below seafloor. Both samples were subjected to brine−CO2 flow-through, with continuous monitoring of their transport, elastic and mechanical properties, using electrical resistivity, permeability, P-wave velocity and attenuation, and axial strains. We used the collected geophysical data to calibrate a resistivity-saturation model based on Archie’s law extended for clay content, and a rock physics for the elastic properties. The P-wave attributes detected the presence of CO2 in the sediment, but failed in providing accurate estimates of the CO2 saturation. Our results estimate porosities of 0.44 and 0.54, a background permeability of ∼10−15 and ∼10-17 m2, and maximum CO2 saturation of 18 % and 10 % (±5 %), for the sandier (shallower) and muddier (deeper) sample, respectively. The finer-grained sample likely suffered some degree of gas-induced fracturing, exhibiting an effective CO2 permeability increase sharper than the coarser-grained sample. Our core-scale multidisciplinary experiment contributes to improve the general interpretation of shallow sub-seafloor gas distribution and migration patterns