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UTILIZATION OF TOTAL MASS AS A CONTROL IN DIFFUSION PROCESSES
Title
UTILIZATION OF TOTAL MASS AS A CONTROL IN DIFFUSION PROCESSES.
Creator
Salman, Mohamed, Cannon, John, University of Central Florida
Abstract / Description
As motivation for the mathematical problems considered in this work, consider a chamber in the form of a long linear transparent tube. We allow for the introduction or removal of material in a gaseous state at the ends of the tube. The material diffuses throughout the tube with or without reaction with other materials. By illuminating the tube on one side with a light source with a frequency range spanning the absorption range for the material and collecting the residual light that passes...
Show moreAs motivation for the mathematical problems considered in this work, consider a chamber in the form of a long linear transparent tube. We allow for the introduction or removal of material in a gaseous state at the ends of the tube. The material diffuses throughout the tube with or without reaction with other materials. By illuminating the tube on one side with a light source with a frequency range spanning the absorption range for the material and collecting the residual light that passes through the tube with photo-reception equipment, we can obtain a measurement of the total mass of material contained in the tube as a function of time. Using the total mass as switch points for changing the boundary conditions for introduction or removal of material. The objective is to keep the total mass of material in the tube oscillating between two set values such as $m0; \ u(x,0)=0,$ and $u(0,t)=u(1,t)=\psi(t),$ where $\psi(t)=u_0$ for $t_{2k} < t0; \ u(x,0)=0,$ and $u(0,t)=u(1,t)=\psi(t),$ where $\psi(t)=u_0$ for $t_{2k} < t0; \ u(x,0)=0,$ and $-u_x(0,t)=u_x(1,t)=\psi(t),$ where $\psi(t)=1$ for $t_{2k} < t0; \ u(x,0)=0,$ and $-u_x(0,t)=u_x(1,t)=\phi(t),$ where $a=a(x,t,u)$, and $\phi(t)=1$ for $t_{2k} < tShow less
Date Issued
2005
Identifier
CFE0000551, ucf:46437
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000551
The use of video game achievements to enhance player performance, self-efficacy, and motivation
Title
The use of video game achievements to enhance player performance, self-efficacy, and motivation.
Creator
Blair, Lucas, Bowers, Clint, Cannon-Bowers, Janis, McDaniel, Rudy, Kincaid, John, University of Central Florida
Abstract / Description
A taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental...
Show moreA taxonomy of achievement design features that exist currently in video game systems was created in order to evaluate the current the state of the art in achievement design. From the taxonomy of design features multiple mechanisms of action that influence player behavior were identified. These mechanisms lead to a predictive model that can guide the designs of achievements in order to improve performance, self-efficacy and motivation in players.Expected, unexpected, and incremental achievements were tested. Notifications occurring before and after earning an achievement were also tested. In addition to testing individual mechanisms of action a (")combined achievement(") was created with multiple mechanisms added that were hand-picked. For testing purposes the model was applied to achievements that were inserted into an instructional game. The results of the study revealed that individual mechanisms of action had little effect on players while multiple mechanisms in a combined achievement caused significant improvements in several categories. The limitations of the current study, as well as, plans for future study are also discussed.
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Date Issued
2011
Identifier
CFE0004471, ucf:49297
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004471
Cooperative vs Competitive Goals in Educational Video Games
Title
Cooperative vs Competitive Goals in Educational Video Games.
Creator
Smith, Peter, Bowers, Clint, McDaniel, Thomas, Kincaid, John, Cannon-Bowers, Janis, University of Central Florida
Abstract / Description
The concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve...
Show moreThe concept of serious games, or using games and gaming technologies for purposes other than purely entertainment, became popularized with the creation of the Serious Games Initiative in 2002 and has continued to grow. While this trend may appear new, the use of games for learning has a rich history and the idea of using a game as a learning platform is an established concept that had has withstood the test of time. Research in this area must move from if games can teach, to how do we improve games that do. Proponents of serious games suggest that they should improve motivation, time on task, motivation to learn, and a litany of other benefits based primarily on the thought that what works in an entertainment game will work in a learning game. Unfortunately, this might not always be the case. For example, a commonly held misconception in learning games is that competition will motivate learner to succeed, as it motivates players of an entertainment game to continue to play. This is, however, not well supported by the learning science literature. Cooperative goal structures commonly lead to increased motivation to learn as well as improved learning outcomes when compared to competition. This research seeks to provide a framework to view games for learning and more specifically explore the structure of challenge in the context of cooperative and competitive goal structures, as well as explore the use of the word game and how it could possibly modify the expectations of the learner.
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Date Issued
2012
Identifier
CFE0004603, ucf:49913
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004603
Explicit Feedback Within Game-Based Training: Examining the Influence of Source Modality Effects on Interaction
Title
Explicit Feedback Within Game-Based Training: Examining the Influence of Source Modality Effects on Interaction.
Creator
Goldberg, Benjamin, Bowers, Clint, Cannon-Bowers, Janis, Kincaid, John, McDaniel, Thomas, Sottilare, Robert, University of Central Florida
Abstract / Description
This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a...
Show moreThis research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT's browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding.The resulting data supports the application of using an EPA embedded in GIFT's TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game.
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Date Issued
2013
Identifier
CFE0004850, ucf:49696
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004850