This paper reports on a multiple-case study of five participants in a school-university research network in a Dutch master's program. Outcomes indicate that use of existing network structures in master's programs is complex, but could be a promising avenue for creating succesful school-university networks.
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Op donderdag 24 maart 2011 organiseerde het Samenwerkingsverband Regio Eindhoven in het Van Abbemuseum een inspiratiemiddag over de toekomst van Brainport Avenue. De bijeenkomst vormt de eerste aanzet voor een visie op de 27 kilometer Randweg Eindhoven (A2/N2) als 'etalage van de Nederlandse kennisindustrie'.
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Formative assessment (FA) is an effective educational approach for optimising student learning and is considered as a promising avenue for assessment within physical education (PE). Nevertheless, implementing FA is a complex and demanding task for in-service PE teachers who often lack formal training on this topic. To better support PE teachers in implementing FA into their practice, we need better insight into teachers’ experiences while designing and implementing formative strategies. However, knowledge on this topic is limited, especially within PE. Therefore, this study examined the experiences of 15 PE teachers who participated in an 18-month professional development programme. Teachers designed and implemented various formative activities within their PE lessons, while experiences were investigated through logbook entries and focus groups. Findings indicated various positive experiences, such as increased transparency in learning outcomes and success criteria for students as well as increased student involvement, but also revealed complexities, such as shifting teacher roles and insufficient feedback literacy among students. Overall, the findings of this study underscore the importance of a sustained, collaborative, and supported approach to implementing FA.
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The implementation of computer games in physical therapy is motivated by characteristics such as attractiveness, motivation, and engagement, but these do not guarantee the intended therapeutic effect of the interventions. Yet, these characteristics are important variables in physical therapy interventions because they involve reward-related dopaminergic systems in the brain that are known to facilitate learning through long-term potentiation of neural connections. In this perspective we propose a way to apply game design approaches to therapy development by “designing” therapy sessions in such a way as to trigger physical and cognitive behavioral patterns required for treatment and neurological recovery. We also advocate that improving game knowledge among therapists and improving communication between therapists and game designers may lead to a novel avenue in designing applied games with specific therapeutic input, thereby making gamification in therapy a realistic and promising future that may optimize clinical practice.
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Emotions are crucial ingredients of meaningful and memorable tourism experiences. Research methods borrowed from experimental psychology are prime candidates for quantifying emotions while experiences are unfolding. The present article empirically evaluates the methodological feasibility and usefulness of ambulatory recordings of skin conductance responses (SCRs) during a tourism experience. We recorded SCRs in participants while they experienced a roller-coaster ride with or without a virtual reality (VR) headset. Ride elements were identified that related to physical aspects (such as accelerations and braking), to events in the VR environment, and to the physical theming of the roller coaster. VR rides were evaluated more positively than normal rides. SCR time series were meaningfully related to the different ride elements. SCR signals did not significantly predict overall evaluations of the ride. We conclude that psychophysiological measurements are a new avenue for understanding how hospitality, tourism and leisure experiences dynamically develop over time.
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Video games clearly have great educational potential, both for formal and informal learning, and this avenue is being thoroughly investigated in the psychology and education literature. However, there appears to be a disconnect between social science academic research and the game development sector, in that research and development practices rarely inform each other. This paper presents a two-part analysis of this communicative disconnect based on investigations carried out within the H2020 Gaming Horizons project. The first part regards a literature review that identified the main topics of focus in the social sciences literature on games, as well as the chief recommendations authors express. The second part examines 73 interviews with 30 developers, 14 researchers, 13 players, 12 educators, and 4 policy makers, investigating how they perceived games and gaming. The study highlights several factors contributing to the disconnect: different priorities and dissemination practices; the lag between innovation in the games market and research advancements; low accessibility of academic research; and disproportionate academic focus on serious games compared to entertainment games. The authors suggest closer contact between researchers and developers might be sought by diversifying academic dissemination channels, promoting conferences involving both groups, and developing research partnerships with entertainment game companies.
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This report is the result of a research interest stemming from the case presented by the City of Budapest on the misalignment between EU funding opportunities and the interdependence of the national government. The main research question was “Which channels exist for a local or regional government to access EU funding directly, without the need for interference of the national government?”. Recent political developments in Hungary have led to an increasing amount of budgetary challenges for the City of Budapest. Besides domestic factors, the European Commission’s decision to suggest to withhold cohesion and RRF funds to Hungary raises the question of what different avenues of direct EU funding instruments might be at the city’s disposal. Therefore, the aim of this research is to provide recommendations on what avenues the City of Budapest might want to invest in in terms of advocacy activities on the EU level. We first conducted a desk research, mapping the current landscape of EU funding instruments under the direct management of the EU (the overview can be found in the appendix). Secondly, ten interviews were conducted in October and November 2022 with several multi-level stakeholders from the European Parliament, the European Commission, the umbrella organisation of cities in the European Union ‘Eurocities’, a Hungarian journalist and a regional representation in Central-Eastern Europe. Based on these conversations, we identified five main findings with corresponding recommendations for action.
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The user experience of our daily interactions is increasingly shaped with the aid of AI, mostly as the output of recommendation engines. However, it is less common to present users with possibilities to navigate or adapt such output. In this paper we argue that adding such algorithmic controls can be a potent strategy to create explainable AI and to aid users in building adequate mental models of the system. We describe our efforts to create a pattern library for algorithmic controls: the algorithmic affordances pattern library. The library can aid in bridging research efforts to explore and evaluate algorithmic controls and emerging practices in commercial applications, therewith scaffolding a more evidence-based adoption of algorithmic controls in industry. A first version of the library suggested four distinct categories of algorithmic controls: feeding the algorithm, tuning algorithmic parameters, activating recommendation contexts, and navigating the recommendation space. In this paper we discuss these and reflect on how each of them could aid explainability. Based on this reflection, we unfold a sketch for a future research agenda. The paper also serves as an open invitation to the XAI community to strengthen our approach with things we missed so far.
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Offering games in the cloud is something being realised by many operations, but still there are diverse challenges in conducting this successfully. Currently it is expected that graduating game development students will have at least one published game and a chance to experience the release phase and post-production aspects of game development. This led to the inspiration for a project to create the first University cloud games channel in an effort to stop our game development history being lost due to reasons such as storage media failure, along with providing an avenue for students to experience game release, operation and community management. A study evaluated various technologies and requirements from stake-holders. The criteria created was then used to identify the best approach to undertake and implement. The results includes the selection and development of the University games channel using an asset streaming solution in partnership with Uiomik. along with the supporting processes for games to be delivered to the platform. This solution makes use of specialised offline asset compression combined with asset streaming prediction. The game requires no installation and the performance of the caching of the game required to start playing was profiled and found to perform at an average of 29 percent of the total game size for our student games, that was then compared to the results of industry games that performed on average at 4 percent.
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