The term ‘immersion’ is used frequently by professional video game developers (in both the entertainment and serious/applied industries), academics, journalists, and players. However, this word can refer to a range of different modes of engagement for players and standardisation would improve discussion of the topic. This paper suggests and explains four categories: 1. 'Systems immersion' can be used to describe when players are deeply engaged with the mechanics, challenges, and rules of a game, and is similar to a state of ‘flow’. 2. 'Spatial immersion' is the sense of a player being present in, or transported to, the virtual world, and is linked to the concept of embodiment. 3. 'Empathic/social immersion' describes the connection that a player may develop towards the characters (AI or human) and the social context of a game.4. 'Narrative/sequential immersion' can be used to describe a player’s compulsion to see how a sequence of events continues, typically in a narrative, but this is related to any progression, such as exploring new spaces or evolving gameplay mechanics.
MULTIFILE
Providing high-quality feedback is essential for improving preservice teacher performance. Rather than post-lesson feedback, immediate performance feedback while teaching is considered effective. This article reports on developing and piloting a standardised tool for synchronous feedback. Eight teacher educators from a Dutch higher education institution were trained to use the tool (based on accepted models of teacher roles, observation criteria and feedback levels) with pre-recorded lessons. Interobserver reliability was good for teacher roles and sufficient for feedback levels. Positive evaluations of the tool and educators’ interest in its application, warrant further research into scalability and effectiveness of synchronous feedback delivery.
Circularity and recycling are gaining increased attention, yet the amount of recycled plastic applied in new products remains low. To accelerate its uptake by businesses, it will be useful to empirically investigate the barriers, enablers, needs and, ultimately, requirements to increase uptake of recycled plastic feedstock for the production of new plastic products. During the six focus group sessions we conducted, a value chain approach was used to map the factors that actors face regarding the implementation of recycled materials. The identified factors were structured based on three levels: determining whether a certain factor acted as a barrier or enabler, identifying the steps in the value chain that the factor directly affected and the category it could be subdivided into. The results were then further processed by translating the (rather abstract) needs of businesses into (specific) requirements from industry. This study presented eight business requirements that require actions from other actors in the value chain: design for recycling, optimised waste processing, standardisation, material knowledge, showing possibilities, information and education, cooperation, and regulation and government intervention. The main scientific contributions were the value chain perspective and the applied relevance of the findings. Future studies may delve deeper into the individual factors identified.
MULTIFILE
