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Dale and Edna is a hybrid animated film and videogame experienced in virtual reality with dual storylines that increases in potential meanings through player interaction. Developed and played within Unreal Engine 4 using the HTC Vive, Oculus, or PlayStation VR, Dale and Edna allows for players to passively enjoy the

Dale and Edna is a hybrid animated film and videogame experienced in virtual reality with dual storylines that increases in potential meanings through player interaction. Developed and played within Unreal Engine 4 using the HTC Vive, Oculus, or PlayStation VR, Dale and Edna allows for players to passively enjoy the film element of the project or partake in the active videogame portion. Exploration of the virtual story world yields more information about that world, which may or may not alter the audience’s perception of the world. The film portion of the project is a static narrative with a plot that cannot be altered by players within the virtual world. In the static plot, the characters Dale and Edna discover and subsequently combat an alien invasion that appears to have the objective of demolishing Dale’s prize pumpkin. However, the aliens in the film plot are merely projections created by AR headsets that are reflecting Jimmy’s gameplay on his tablet. The audience is thus invited to question their perception of reality through combined use of VR and AR. The game element is a dynamic narrative scaffold that does not unfold as a traditional narrative might. Instead, what a player observes and interacts with within the sandbox level will determine the meaning those players come away from this project with. Both elements of the project feature modular code construction so developers can return to both the film and game portions of the project and make additions. This paper will analyze the chronological development of the project along with the guiding philosophy that was revealed in the result.
Keywords: virtual reality, film, videogame, sandbox
ContributorsKemp, Adam Lee (Co-author) / Kemp, Bradley (Co-author) / Kemp, Claire (Co-author) / LiKamWa, Robert (Thesis director) / Gilfillan, Daniel (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Thunderbird School of Global Management (Contributor) / School of Film, Dance and Theatre (Contributor) / School of International Letters and Cultures (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Description
The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and

The purpose of this study was to determine how I, as a future teacher, can best combat inequities in technological access and fluency in my future classroom. In this study, I explored a range of literature on the role of technology in the classroom, the digital divide in home and school settings, and variance in digital literacy. Additional insight was gained through interviews and observing school faculty in three public school districts in the Phoenix Metropolitan Area. This provided a better understanding of local context in order to gain a sense of the national and local realities of the digital landscape as they relate to educational equity in the educational settings where I aim to serve as a certified teacher.
ContributorsJakubczyk, Nicole Marie (Author) / Foulger, Teresa (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description

In this creative thesis project I use digital “scrolleytelling” (an interactive scroll-based storytelling) to investigate diversity & inclusion at big tech companies. I wanted to know why diversity numbers were flatlining at Facebook, Apple, Amazon, Microsoft and Google, and took a data journalism approach to explore the relationship between what

In this creative thesis project I use digital “scrolleytelling” (an interactive scroll-based storytelling) to investigate diversity & inclusion at big tech companies. I wanted to know why diversity numbers were flatlining at Facebook, Apple, Amazon, Microsoft and Google, and took a data journalism approach to explore the relationship between what corporations were saying versus what they were doing. Finally, I critiqued diversity and inclusion by giving examples of how the current way we are addressing D&I is not fixing the problem.

ContributorsBrust, Jiaying Eliza (Author) / Coleman, Grisha (Thesis director) / Tinapple, David (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

The threat of global climate change to the world’s water resources has jeopardized access to clean drinking water across the world and continues to devastate biodiversity and natural life globally. South Africa operates as a useful case study to understand and analyze the effectiveness of public policy responses to the

The threat of global climate change to the world’s water resources has jeopardized access to clean drinking water across the world and continues to devastate biodiversity and natural life globally. South Africa operates as a useful case study to understand and analyze the effectiveness of public policy responses to the perils of climate change on issues of water access and ecosystem preservation. After the new South African Constitution was enacted in 1997, protecting water resources and ensuring their equitable distribution across the nation’s population was a paramount goal of the young democratic government. The National Water Act was passed in 1998, nationalizing the country’s water infrastructure and putting in place programs seeking to ensure equitable distributive and environmental outcomes. Thus far, it has failed. Access to South Africa’s water resources is as stratified as access to its economy; its aquatic ecosystems remain in grave danger; and many of the same problems of South Africa’s Apartheid era still plague its efforts to create an equitable water system. Decision-making power continues to be concentrated in the hands of the wealthy, at the expense of historically marginalized groups, whose voices are still not adequately heard. Corporate actors still exert undue influence over legislative policy that favors economic growth over environmental sustainability. The looming threat of climate change is exponentially increasing the chances of disasters like Cape Town’s 2018 feared ‘Day Zero’. The National Water Act’s noble intentions were never actualized, and therefore the people of South Africa remain in serious danger of acute and chronic threats to their water supply.

ContributorsWakefield, Alex (Author) / Childers, Dan (Thesis director) / Larson, Rhett (Committee member) / Department of Economics (Contributor) / Dean, W.P. Carey School of Business (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
Schools across the United States have been subject to a rise in violent incidents since 2013. Reading about school shootings, racist acts, and violent demonstrations in schools has unfortunately become commonplace, which is contributing to inequitable outcomes for some student populations. These equity gaps have triggered demands for more equitable

Schools across the United States have been subject to a rise in violent incidents since 2013. Reading about school shootings, racist acts, and violent demonstrations in schools has unfortunately become commonplace, which is contributing to inequitable outcomes for some student populations. These equity gaps have triggered demands for more equitable solutions in schools, a responsibility that falls on the shoulders of stakeholders like school governing boards, principals, and parents.

Chandler Unified School District (CUSD), a large school system in Arizona that serves 45,000 students from preschool through high school, has been unable to escape similar structural and frictional inequities within its schools. One instance of a racially charged student performance at Santan Middle School motivated CUSD to take a more immediate look at equity in the district. It is during this response that our team of New Venture Group consultants engaged with Matt Strom, Assistant Superintendent of CUSD, in analyzing the important question of “how CUSD can take steps towards closing equity gaps within the district?”

CUSD defines an equity gap as any difference in student opportunity, achievement, discipline, attendance, etc. contributable to a student’s ethnicity, gender, or socioeconomic status. Currently, certain student populations in CUSD perform vastly different academically and receive different opportunities within schools, but as was our problem statement, CUSD is aiming to reduce (and eventually close) these gaps.

Our team approached this problem in three phases: (1) diagnosis, (2) solution creation, and (3) prevention. In phase one, we created a dashboard to help principals easily and visually identify gaps by toggling parameters on the dashboard. Phase two focused on the generation of recommendations for closing gaps. To achieve this goal, a knowledge of successful gap-closing strategies will be paired with the dashboard. In our final phase, the team of consultants created a principal scorecard to ensure equity remains a priority for principals.
ContributorsFerrara, Justin Christopher (Co-author) / Lee, Cynthia (Co-author) / Weston, Joshua (Co-author) / Licon, Wendell (Thesis director) / Strom, Matthew (Committee member) / Department of Economics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Information Systems (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2019-12
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ContributorsVoitek, Julian (Author) / Thorn, Seth (Thesis director) / LiKamWa, Robert (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2022-05
Description

Computer-based auditory training programs (CBATPs) are used as an at-home aural rehabilitation solution in individuals with hearing impairment, most commonly in recipients of cochlear implants or hearing aids. However, recent advancements in spatial audio and immersive gameplay have not seen inclusion in these programs. Isle Aliquo, a virtual-reality CBATP, is

Computer-based auditory training programs (CBATPs) are used as an at-home aural rehabilitation solution in individuals with hearing impairment, most commonly in recipients of cochlear implants or hearing aids. However, recent advancements in spatial audio and immersive gameplay have not seen inclusion in these programs. Isle Aliquo, a virtual-reality CBATP, is designed to reformat traditional rehabilitation exercises into virtual 3D space. The program explores how the aural exercise outcomes of detection, discrimination, direction, and identification can be improved with the incorporation of directional spatial audio, as well as how the experience can be made more engaging to improve adherence to training routines. Fundamentals of professional aural rehabilitation and current CBATP design inform the structure of the exercise modules found in Isle Aliquo.

ContributorsVoitek, Julian (Author) / Thorn, Seth (Thesis director) / LiKamWa, Robert (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2022-05
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ContributorsVoitek, Julian (Author) / Thorn, Seth (Thesis director) / LiKamWa, Robert (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2022-05
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ContributorsVoitek, Julian (Author) / Thorn, Seth (Thesis director) / LiKamWa, Robert (Committee member) / Barrett, The Honors College (Contributor) / Arts, Media and Engineering Sch T (Contributor)
Created2022-05