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Description
The gameplay experience can be understood as an interaction between player and game design characteristics. A greater understanding of these characteristics can be gained through empirical means. Subsequently, an enhanced knowledge of these characteristics should enable the creation of games that effectively generate desirable experiences for players. The purpose of this study was to investigate the relationships between gameplay enjoyment and the individual characteristics of gaming goal orientations, game usage, and gender. A total of 301 participants were surveyed and the data were analyzed using Structural Equation Modeling (SEM). This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game features, an overarching Enjoyment factor, and 9 specific components, including Challenge, Companionship, Discovery, Fantasy, Fidelity, Identity, Multiplayer, Recognition, and Strategy. Furthermore, the 3x2 educational goal orientation framework was successfully applied to a gaming context. The resulting 3x2 Gaming Goal Orientations (GGO) model consists of 18 statements that describe players' motivations for gaming, which are distributed across the six dimensions of Task-Approach, Task-Avoidance, Self-Approach, Self-Avoidance, Other-Approach, and Other-Avoidance. Lastly, players' individual characteristics were used to predict gameplay enjoyment, which resulted in the formation of the GEM-Individual Characteristics (GEM-IC) model. In GEM-IC, the six GGO dimensions were the strongest predictors. Meanwhile, game usage variables like multiplayer, genre, and platform preference, were minimal to moderate predictors. Although commonly appearing in games research, gender and game time commitment variables failed to predict enjoyment. The results of this study enable important work to be conducted involving game experiences and player characteristics. After several empirical iterations, GEM is considered suitable to employ as a research and design tool. In addition, GGO should be useful to researchers interested in how player motivations relate to gameplay experiences. Moreover, GEM-IC points to several variables that may prove useful in future research. Accordingly, it is posited that researchers will derive more meaningful insights on games and players by investigating detailed, context-specific characteristics as compared to general, demographic ones. Ultimately, it is believed that GEM, GGO, and GEM-IC will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.
ContributorsQuick, John (Author) / Atkinson, Robert (Thesis advisor) / McNamara, Danielle (Committee member) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Do good readers embody more or less? The current investigation examined embodiment effects as a function of individual reading skill in the context of two cognitive theories of reading comprehension. The Construction-Integration model predicts that sensorimotor activity during reading will correlate negatively with reading skill, because good readers focus on relations among abstract ideas derived from the text. Supposedly those abstract ideas have little or no sensorimotor content, hence any sensorimotor activity while reading is wasted effort. In contrast, the simulation theory predicts that sensorimotor activity will correlate positively with reading skill, because good readers create a simulation of what is happening within the text to comprehend it. The simulation is based in neural and bodily systems of action, perception, and emotion. These opposing predictions were tested using the reading-by-rotation paradigm to measure embodiment effects. Those effects were then correlated with reading skill measured using the Gates-McGinite standardized reading test. Analyses revealed an unexpected interaction between condition and congruency, and a negative relationship between embodiment and reading skill. Several caveats to the results are discussed.
ContributorsRakestraw, Hannah Marie (Author) / Glenberg, Arthur (Thesis director) / McNamara, Danielle (Committee member) / Van Gelderen, Elly (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of English (Contributor)
Created2013-12
Description
The influence that agent-student interaction has on learning can have significant outcomes in an ITS. Agent-human relationships within ITSs possess elements modeled by teacher-student relationships in the classroom. As a result, student perceptions of pedagogical agents can affect learning outcomes. An efficient environment can depend upon the intention for which the virtual agent is designed. As researchers gain more knowledge on the effect that characteristics outside of language have on learning, agent pedagogies can begin to be developed and perfected. In this research, we investigate the role that the pedagogical agent's gender has in the learning process. Specifically, we examine whether gender of agent interacts with gender of student to influence variables related to affect and motivation in ITSs
ContributorsStone, Melissa Linn (Author) / McNamara, Danielle (Thesis director) / Snow, Erica (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
Critical flicker fusion thresholds (CFFTs) describe when quick amplitude modulations of a light source become undetectable as the frequency of the modulation increases and are thought to underlie a number of visual processing skills, including reading. Here, we compare the impact of two vision-training approaches, one involving contrast sensitivity training and the other directional dot-motion training, compared to an active control group trained on Sudoku. The three training paradigms were compared on their effectiveness for altering CFFT. Directional dot-motion and contrast sensitivity training resulted in significant improvement in CFFT, while the Sudoku group did not yield significant improvement. This finding indicates that dot-motion and contrast sensitivity training similarly transfer to effect changes in CFFT. The results, combined with prior research linking CFFT to high-order cognitive processes such as reading ability, and studies showing positive impact of both dot-motion and contrast sensitivity training in reading, provide a possible mechanistic link of how these different training approaches impact reading abilities.
ContributorsZhou, Tianyou (Author) / Nanez, Jose (Author) / Zimmerman, Daniel (Author) / Holloway, Steven (Author) / Seitz, Aaron (Author) / New College of Interdisciplinary Arts and Sciences (Contributor)
Created2016-10-26
Description
Although autism spectrum disorder (ASD) is a serious lifelong condition, its underlying neural mechanism remains unclear. Recently, neuroimaging-based classifiers for ASD and typically developed (TD) individuals were developed to identify the abnormality of functional connections (FCs). Due to over-fitting and interferential effects of varying measurement conditions and demographic distributions, no classifiers have been strictly validated for independent cohorts. Here we overcome these difficulties by developing a novel machine-learning algorithm that identifies a small number of FCs that separates ASD versus TD. The classifier achieves high accuracy for a Japanese discovery cohort and demonstrates a remarkable degree of generalization for two independent validation cohorts in the USA and Japan. The developed ASD classifier does not distinguish individuals with major depressive disorder and attention-deficit hyperactivity disorder from their controls but moderately distinguishes patients with schizophrenia from their controls. The results leave open the viable possibility of exploring neuroimaging-based dimensions quantifying the multiple-disorder spectrum.
ContributorsYahata, Noriaki (Author) / Morimoto, Jun (Author) / Hashimoto, Ryuichiro (Author) / Lisi, Giuseppe (Author) / Shibata, Kazuhisa (Author) / Kawakubo, Yuki (Author) / Kuwabara, Hitoshi (Author) / Kuroda, Miho (Author) / Yamada, Takashi (Author) / Megumi, Fukuda (Author) / Imamizu, Hiroshi (Author) / Nanez, Jose (Author) / Takahashi, Hidehiko (Author) / Okamoto, Yasumasa (Author) / Kasai, Kiyoto (Author) / Kato, Nobumasa (Author) / Sasaki, Yuka (Author) / Watanabe, Takeo (Author) / Kawato, Mitsuo (Author) / New College of Interdisciplinary Arts and Sciences (Contributor)
Created2016-04-14
Description
The purposes of the study are to: 1) investigate how students' motivation towards reading is related to their reading comprehension skills, and 2) assess the impact of using an Intelligent Tutoring System to improve comprehension. Interactive Strategy Training for Active Reading and Thinking-3 (iSTART-3) is a game-based tutoring system designed to improve students' reading comprehension skills. The current study was conducted in South Africa with 8th and 9th graders between the ages of 14 and 18. These students are multilingual and they learn English as a First Additional Language (English-FAL). Firstly, we predict that students who are highly motivated to read will have high comprehension scores than those who are slightly or not at all motivated to read. Secondly, we predict that the use of iSTART-3 will improve students' reading comprehension, regardless of their level of reading motivation, with better results for those who are more motivated to read. Counter to our predictions, the results did not reveal a relation between reading motivation and reading comprehension. Furthermore, an effect of iSTART-3 on reading comprehension was not found. These results were likely influenced by the small sample size and the length of the intervention.
ContributorsSeerane, Thato (Author) / McNamara, Danielle (Thesis director) / Glenberg, Arthur (Committee member) / Lynch, Christa (Committee member) / Department of Psychology (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Productivity in the construction industry is an essential measure of production efficiency and economic progress, quantified by craft laborers' time spent directly adding value to a project. In order to better understand craft labor productivity as an aspect of lean construction, an activity analysis was conducted at the Arizona State University Palo Verde Main engineering dormitory construction site in December of 2016. The objective of this analysis on craft labor productivity in construction projects was to gather data regarding the efficiency of craft labor workers, make conclusions about the effects of time of day and other site-specific factors on labor productivity, as well as suggest improvements to implement in the construction process. Analysis suggests that supporting tasks, such as traveling or materials handling, constitute the majority of craft labors' efforts on the job site with the highest percentages occurring at the beginning and end of the work day. Direct work and delays were approximately equal at about 20% each hour with the highest peak occurring at lunchtime between 10:00 am and 11:00 am. The top suggestion to improve construction productivity would be to perform an extensive site utilization analysis due to the confined nature of this job site. Despite the limitations of an activity analysis to provide a complete prospective of all the factors that can affect craft labor productivity as well as the small number of days of data acquisition, this analysis provides a basic overview of the productivity at the Palo Verde Main construction site. Through this research, construction managers can more effectively generate site plans and schedules to increase labor productivity.
ContributorsFord, Emily Lucile (Author) / Grau, David (Thesis director) / Chong, Oswald (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
In this paper, I will look at recent game studies in three (3) large categories: (1) how games can be used for educational instruction, (2) how games impact players' social skills and behavioral choices, and (3) how games function as a method for satisfying human needs of play and entertainment. Within each category, several studies will be summarized. I have chosen these three (3) categories in particular because they are the ones I am most interested in and will afford to me the background research with which to define my own path of research and game design.
ContributorsSomers, Michael John (Author) / Devine, Theresa (Thesis director) / McNamara, Danielle (Committee member) / School of Humanities, Arts, and Cultural Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The overall energy consumption around the United States has not been reduced even with the advancement of technology over the past decades. Deficiencies exist between design and actual energy performances. Energy Infrastructure Systems (EIS) are impacted when the amount of energy production cannot be accurately and efficiently forecasted. Inaccurate engineering assumptions can result when there is a lack of understanding on how energy systems can operate in real-world applications. Energy systems are complex, which results in unknown system behaviors, due to an unknown structural system model. Currently, there exists a lack of data mining techniques in reverse engineering, which are needed to develop efficient structural system models. In this project, a new type of reverse engineering algorithm has been applied to a year's worth of energy data collected from an ASU research building called MacroTechnology Works, to identify the structural system model. Developing and understanding structural system models is the first step in creating accurate predictive analytics for energy production. The associative network of the building's data will be highlighted to accurately depict the structural model. This structural model will enhance energy infrastructure systems' energy efficiency, reduce energy waste, and narrow the gaps between energy infrastructure design, planning, operation and management (DPOM).
ContributorsCamarena, Raquel Jimenez (Author) / Chong, Oswald (Thesis director) / Ye, Nong (Committee member) / Industrial, Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Building construction, design and maintenance is a sector of engineering where improved efficiency will have immense impacts on resource consumption and environmental health. This research closely examines the Leadership in Environment and Energy Design (LEED) rating system and the International Green Construction Code (IgCC). The IgCC is a model code, written with the same structure as many building codes. It is a standard that can be enforced if a city's government decides to adopt it. When IgCC is enforced, the buildings either meet all of the requirements set forth in the document or it fails to meet the code standards. The LEED Rating System, on the other hand, is not a building code. LEED certified buildings are built according to the standards of their local jurisdiction and in addition to that, building owners can chose to pursue a LEED certification. This is a rating system that awards points based on the sustainable measures achieved by a building. A comparison of these green building systems highlights their accomplishments in terms of reduced electricity usage, usage of low-impact materials, indoor environmental quality and other innovative features. It was determined that in general IgCC is more holistic, stringent approach to green building. At the same time the LEED rating system a wider variety of green building options. In addition, building data from LEED certified buildings was complied and analyzed to understand important trends. Both of these methods are progressing towards low-impact, efficient infrastructure and a side-by-side comparison, as done in this research, shed light on the strengths and weaknesses of each method, allowing for future improvements.
ContributorsCampbell, Kaleigh Ruth (Author) / Chong, Oswald (Thesis director) / Parrish, Kristen (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05