Increasing students’ motivation in higher education by designing a specific curriculum has always been a challenging but very complex process. The Department of Business, Finance and Marketing (BFM) of The Hague University of Applied Sciences (THUAS) initiated a redesign of the curricula with the major goals of increasing flexibility of learning opportunities and offering students a more motivating, inspiring and richer diversity of learning experiences. In the literature of learning in higher education this has often been labeled as ‘offering extracurricular learning opportunities’. The redesign of the curriculum implies that the new one will result in an enhancement of the flexibility of the curriculum, by offering learning opportunities beyond the borders of specific programs like marketing, finance or entrepreneurship and retail management. The richness and diversity should create flexible platforms, offering students the possibility to enrich their career choices to design their own personalised career path, hopefully maximizing the possibilities for their talent development. However, very little is known about the relationship between the students’ satisfaction with extracurricular learning opportunities, aiming at the personalisation of students’ career choices, and their motivation. In this chapter we describe our research into this relationship between student motivation and learning environments. Designing a network curriculum by increasing the possibility of extracurricular learning opportunities in higher education could have a positive impact on students’ motivation when it is combined with activities to increase goal students’ commitment. This depends on teachers’ qualities to communicate the valence and instrumentality of the learning possibilities offered for the prospective work environment. This is a complex issue however. Teachers from different educational programs, even in the same domain, have a different orientation on existing learning opportunities within one specific program. Excellent coaching skills by tutors are important. These coaching skills are necessary to support students in the process of envisioning extracurricular learning opportunities when important career choices have to be made.
Immersive journalism (IJ) is often assumed to be inherently emotion-inducing. Through using inclusive technology, interaction possibilities and immersive narratives, the audience should ideally experience what feels like to be in a certain situation. However, for the most part we do not know to which extent and in what form IJ influences the experience of emotions. We wanted to investigate, whether, and if so, which characteristics of IJ are related to the experience of emotions, and which role the personality trait empathy tendency plays in this respect. This is important, as the evaluation of IJ often relies on the emotion-inducing assumption thereof. Four different experiments comparing one immersive journalistic characteristic (level of inclusion, interaction possibilities, immersive narratives) to the respective non-immersive counterpart were conducted. Results indicate that while the level of inclusion and interaction possibility increase the intensity of the experience, the immersive narrative influences the valence dimension of emotions. Additionally, empathy tendency is found to be a relevant moderator for these effects. Conclusions are threefold. First, the narrative form of IJ is key; second, the analysis of IJ needs to go beyond the level of inclusion; third, including emotions when assessing IJ is fundamental to understand its impact.
Using event-related potentials (ERPs), this study examines how trait information inferred from behaviors is associated with person names. In linguistic discourses, person names were associated with descriptions of either positive or negative behaviors. In a subsequent explicit evaluation task, the previously described person names were presented in isolation, and the participants were asked to judge the emotional valence of these names. We found that the names associated with positive descriptions elicited a larger positivity in the ERP than the names associated with negative descriptions. The results indicate that the emotional valence of person names attached to person perception can be dynamically influenced by short descriptions of the target person, probably due to trait inference based on the provided behavioral descriptions.
Deze aanvraag onderzoekt hoe de beta-versie van de Dynamische Arousal-Valence Tool - ontwikkeld binnen SIA-RAAK’s Network is the Message – naar de markt gebracht kan worden. De DAVTool meet sentiment in social media posts. Sentimentanalyse levert cruciale informatie voor social media managers, online marketeers en content strategen. Zij móeten weten wat het sentiment over hun product, bedrijf of dienst is om adequaat te kunnen interveniëren. De huidige manier van meten levert niet voldoende inzicht. De nieuwe DAVTool vult de meting aan en meet sentiment op een innovatieve manier en geeft als gevolg meer en betere informatie.
Receiving the first “Rijbewijs” is always an exciting moment for any teenager, but, this also comes with considerable risks. In the Netherlands, the fatality rate of young novice drivers is five times higher than that of drivers between the ages of 30 and 59 years. These risks are mainly because of age-related factors and lack of experience which manifests in inadequate higher-order skills required for hazard perception and successful interventions to react to risks on the road. Although risk assessment and driving attitude is included in the drivers’ training and examination process, the accident statistics show that it only has limited influence on the development factors such as attitudes, motivations, lifestyles, self-assessment and risk acceptance that play a significant role in post-licensing driving. This negatively impacts traffic safety. “How could novice drivers receive critical feedback on their driving behaviour and traffic safety? ” is, therefore, an important question. Due to major advancements in domains such as ICT, sensors, big data, and Artificial Intelligence (AI), in-vehicle data is being extensively used for monitoring driver behaviour, driving style identification and driver modelling. However, use of such techniques in pre-license driver training and assessment has not been extensively explored. EIDETIC aims at developing a novel approach by fusing multiple data sources such as in-vehicle sensors/data (to trace the vehicle trajectory), eye-tracking glasses (to monitor viewing behaviour) and cameras (to monitor the surroundings) for providing quantifiable and understandable feedback to novice drivers. Furthermore, this new knowledge could also support driving instructors and examiners in ensuring safe drivers. This project will also generate necessary knowledge that would serve as a foundation for facilitating the transition to the training and assessment for drivers of automated vehicles.
Electronic Sports (esports) is a form of digital entertainment, referred to as "an organised and competitive approach to playing computer games". Its popularity is growing rapidly as a result of an increased prevalence of online gaming, accessibility to technology and access to elite competition.Esports teams are always looking to improve their performance, but with fast-paced interaction, it can be difficult to establish where and how performance can be improved. While qualitative methods are commonly employed and effective, their widespread use provides little differentiation among competitors and struggles with pinpointing specific issues during fast interactions. This is where recent developments in both wearable sensor technology and machine learning can offer a solution. They enable a deep dive into player reactions and strategies, offering insights that surpass traditional qualitative coaching techniquesBy combining insights from gameplay data, team communication data, physiological measurements, and visual tracking, this project aims to develop comprehensive tools that coaches and players can use to gain insight into the performance of individual players and teams, thereby aiming to improve competitive outcomes. Societal IssueAt a societal level, the project aims to revolutionize esports coaching and performance analysis, providing teams with a multi-faceted view of their gameplay. The success of this project could lead to widespread adoption of similar technologies in other competitive fields. At a scientific level, the project could be the starting point for establishing and maintaining further collaboration within the Dutch esports research domain. It will enhance the contribution from Dutch universities to esports research and foster discussions on optimizing coaching and performance analytics. In addition, the study into capturing and analysing gameplay and player data can help deepen our understanding into the intricacies and complexities of teamwork and team performance in high-paced situations/environments. Collaborating partnersTilburg University, Breda Guardians.
