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Title: El rol de la inmersi(&)#243;n en la producci(&)#243;n del futuro del subjuntivo en portugu(&)#233;s.
Creator: Pegoraro, Evelin, Villegas, Alvaro, Lopez, Humberto, Fernandez-Rubiera, Francisco, Sousa, Sandra, University of Central Florida
Abstract / Description: The Portuguese Future Subjunctive (FS) is frequently studied since out of all modern romance languages, this verbal tense and mood is regularly maintained only in Portuguese. Moreover, variation and alternation occur in the use of the FS by the speakers of the language through a substitution of the irregular inflections of the FS by the regular inflections of the Personal Infinitive (IP). The only difference between the FS and the IP is found in the irregular verbs of the FS, and these are...
Show moreThe Portuguese Future Subjunctive (FS) is frequently studied since out of all modern romance languages, this verbal tense and mood is regularly maintained only in Portuguese. Moreover, variation and alternation occur in the use of the FS by the speakers of the language through a substitution of the irregular inflections of the FS by the regular inflections of the Personal Infinitive (IP). The only difference between the FS and the IP is found in the irregular verbs of the FS, and these are usually (")regularized(") by Portuguese speakers. Since the regular verbs of the FS are identical to the IP, through a false analogy there is a tendency to use the IP for the irregular verbs as well. This thesis studies the role that immersion plays in the production of the FS and the regularization of irregular verbs by immersed speakers. The results of this study show that although there is a difference in the use of the FS between the immersed and non-immersed speakers, there is no difference as far as the regularization that occurs between both groups. The results also indicate that the regularization phenomenon is minimal, and the only difference between the native speakers of Portuguese in Brazil and the immersed group in the United States is found in the production and election of the verbal tense that is used. Although immersion seems to be affecting the immersed group at a morphological level, there seems to be no difference as far as the regularization of the FS between the immersed and non immersed groups.
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Date Issued: 2016
Identifier: CFE0006160, ucf:51147
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006160

Title: The subjective gameplay experience: An examination of the revised game engagement model.
Creator: Procci, Katelyn, Bowers, Clint, Jentsch, Florian, Sims, Valerie, McDaniel, Rudy, University of Central Florida
Abstract / Description: The study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to...
Show moreThe study of the subjective gameplay experience spans multiple disciplines, from teachers who want to harness the power of gameplay to enhance instruction to game developers hoping to create the next big hit. Despite decades of interest, little agreement has been found regarding the way constructs(-)such as immersion, involvement, presence, and flow(-)are used to describe the subjective gameplay experience. Without the consistent usage of well-defined constructs, it becomes impossible to further scientific understanding of this domain. This dissertation examined the theoretical evolution of the key subjective gameplay experience constructs. From this, definitions for immersion, involvement, presence, and flow were extracted. Based on the prior work of Brockmyer et al. (2009), a revised game engagement model was created that incorporated these definitions. To test the proposed relationships within the revised game engagement model, experienced players of the computer game Minecraft were recruited for an experimental study. The participants played the game Minecraft, which was manipulated with respect to both level of difficulty and immersive aspects. This allowed for a range of potential game engagement states to be experienced by the participants. Several individual differences hypothesized to influence the different constructs of game engagement also were measured. The results of the study supported many proposed aspects of the revised game engagement model and revealed ways in which the model could be further refined. The theoretically-derived definitions and revised game engagement model resulting from this work, along with the suggested measures for these relevant constructs, provides a framework for future work in this area. This framework will improve the consistency of construct operationalization, benefiting the continued study of the subjective gameplay experience.
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Date Issued: 2015
Identifier: CFE0005691, ucf:50128
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005691

Title: Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School.
Creator: Delorenzo, Leah, Purmensky, Kerry, Folse, Keith, Vitanova-Haralampiev, Gergana, University of Central Florida
Abstract / Description: In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the...
Show moreIn the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.
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Date Issued: 2013
Identifier: CFE0004989, ucf:49553
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004989

Title: Interactive Amusement Park Queues: Examining the Indirect Effect of Task Work Load on Guests' Perception of Wait Duration Through Task Immersion.
Creator: Ledbetter, Jonathan, Smither, Janan, Hancock, Peter, Joseph, Dana, Sims, Valerie, Allen, Robert, University of Central Florida
Abstract / Description: With the increasing attendance across amusement and theme parks worldwide, it is not surprising that minimizing the impact of large crowds and long attraction waits on the guests' experience has received much focus by park operators in recent years. Although effective in the short term, attempting to eliminate or reduce wait times by simply increasing capacity cannot be sustained long term. A recent trend in amusement park design is to theme the queue with interactive elements to engage...
Show moreWith the increasing attendance across amusement and theme parks worldwide, it is not surprising that minimizing the impact of large crowds and long attraction waits on the guests' experience has received much focus by park operators in recent years. Although effective in the short term, attempting to eliminate or reduce wait times by simply increasing capacity cannot be sustained long term. A recent trend in amusement park design is to theme the queue with interactive elements to engage guests and occupy their wait time with the intent of making the wait queue part of the attraction itself. Much of the research on the topic of waiting in line focuses on improving the customers' experience while waiting by altering the wait queue. Very little research to date empirically tests the impact that queue characteristics have on a customers' perceived wait duration with the research pool void of any applications to an interactive amusement park queue. This dissertation study tested five hypotheses to determine how playing an interactive math skills game while waiting to ride a virtual roller coaster affected the participants' perceived wait duration. The first hypothesis tested if the participants' perceived wait time decreased as the mental workload of the game increased. The results did not find that this effect of mental workload on perception of time was significant. The second hypothesis tested whether participants who experience higher levels of game immersion estimate perceive wait time to be lower. The results indicated that this effect of game immersion on perceived wait time was significant. The third hypothesis tested whether participants' experience higher levels of game immersion when the perceived mental workload of the math skills game was higher. This effect of mental workload on immersion was found to be significant.Hypothesis 4 tested whether the participants' perceived wait time was indirectly effected by the mental workload of the math skills through immersion. This indirect effect was found to be significant and the results support complete mediation by immersion because the direct effect was not significant with the indirect effect in the model. Hypothesis tested whether the mediated effect of mental workload on time perception via game immersion was moderated by participants' levels of sensation seeking and extraversion. Individual differences of extraversion and sensation seeking were not found to moderate the indirect effect.This study demonstrates that research in the area of time perception can be applied to amusement and theme park queue design. Furthermore, it shows the importance of providing guests with an immersive queue experience to positively impact their perception of wait time, the number one complaint of many amusement and theme park visitors. Future research in this field should examine the individual elements of the queue environment to determine the optimal design to increase the level of immersion for park guests.
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Date Issued: 2016
Identifier: CFE0006135, ucf:51183
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006135

Title: Experiencing the World of Franklin: The Making of an Immersive and Interactive Historical Exhibit.
Creator: Webster, Daniel, Beiler, Rosalind, Larson, Peter, Lester, Connie, University of Central Florida
Abstract / Description: This thesis involves the creation of a historically-themed museum element. The element, titled (")Improving Community,(") is a virtual interactive game that allows players to explore certain realities of colonial American life. Within the game, players are presented with a number of civic-related issues that existed throughout the eighteenth century, and they are then given options to improve the situation. Interactivity and immersion are key features of the game, and they have been...
Show moreThis thesis involves the creation of a historically-themed museum element. The element, titled (")Improving Community,(") is a virtual interactive game that allows players to explore certain realities of colonial American life. Within the game, players are presented with a number of civic-related issues that existed throughout the eighteenth century, and they are then given options to improve the situation. Interactivity and immersion are key features of the game, and they have been incorporated so that players may engage with the past and assume a more active role in the process of historical reconstruction. Research for the games draws mostly upon historical primary sources, including first-hand accounts, letters, diaries, periodicals, pamphlets, meeting minutes, and legal documents. In addition, the process of developing the games was informed by a number of secondary source works, and therefore this study inspects the ways in which (")Improving Community(") fits within the ongoing scholarly debates. Ultimately this project contributes to the field of public history by demonstrating the usefulness of games as a tool for historical exhibition. (")Improving Community(") is both entertaining and educational, and as a result, the game provides individuals with a unique outlet for exploring and experiencing the past.
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Date Issued: 2012
Identifier: CFE0004196, ucf:49005
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004196

Title: IMPROVED PHYSIOLOGY AND PSYCHOSOCIAL WELL-BEING FOR CHILDREN WITH PHYSICAL DISABILITIES THROUGH VIRTUAL REALITY IMMERSION.
Creator: Fralish, Bethany D, Nickels, Megan, University of Central Florida
Abstract / Description: The purpose of this case study was to examine the physiological and psychosocial effects of an immersive virtual reality (VR) system in a female, young adult with right side paralysis following a left hemisphere brain bleed in order to determine the usefulness of immersive VR for children with physical disabilities, in particular, cerebral palsy (CP). The current study consisted of six sessions over a span of three weeks, with each session lasting approximately 45 minutes. Physiological...
Show moreThe purpose of this case study was to examine the physiological and psychosocial effects of an immersive virtual reality (VR) system in a female, young adult with right side paralysis following a left hemisphere brain bleed in order to determine the usefulness of immersive VR for children with physical disabilities, in particular, cerebral palsy (CP). The current study consisted of six sessions over a span of three weeks, with each session lasting approximately 45 minutes. Physiological factors (upper body mobility, heart rate variability) were assessed via a hand use questionnaire and a heart rate monitor, while psychosocial factors (e.g. positive mood) were assessed through post-session debriefing discussions with the participant. All measures were completed at each of the six VR sessions, with the exception of the hand use questionnaire, which was administered at baseline, and post-intervention. The VR programs selected were specifically chosen to engage upper body and arm movements. Descriptive analyses and coding of interviews were conducted to examine changes throughout the study sessions. The participant reported an increase in hand mobility and psychosocial well-being, such as improvement in mood, as a result of her participation in the VR sessions. The results of the current study suggest that the use of movement-specific VR programs may be beneficial to children with physical disabilities and CP, although due to the single-subject design of the study, further research is warranted.
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Date Issued: 2017
Identifier: CFH2000255, ucf:46028
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000255

Title: A PROTOTYPE FOR NARRATIVE-BASED INTERACTIVITY IN THEME PARKS.
Creator: Kischuk, Kirsten, McDaniel, Rudy, University of Central Florida
Abstract / Description: The purpose of this thesis is to look at the potential for interactive devices to enhance the story of future theme park attractions. The most common interactive theme park rides are about game-based interaction, competition, and scoring, rather than about story, character, and plot. Research into cognitive science, interactivity, narrative, immersion, user interface, theming and other fields of study illuminated some potentially useful guidelines for creating compelling experiences for park...
Show moreThe purpose of this thesis is to look at the potential for interactive devices to enhance the story of future theme park attractions. The most common interactive theme park rides are about game-based interaction, competition, and scoring, rather than about story, character, and plot. Research into cognitive science, interactivity, narrative, immersion, user interface, theming and other fields of study illuminated some potentially useful guidelines for creating compelling experiences for park guests. In order to test some of these ideas, an interactive device was constructed and tested with study subjects. Each study subject watched a video recording of an existing theme park ride while using the device, and then filled out a survey concerning their experience. The results revealed how subjects view character-driven interactive devices, how a device should be blended into a ride sequence, how subjects think interactivity and responsiveness should be structured in regards to themselves and the ride, and begins to hint at their motivations for using interactive devices.
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Date Issued: 2008
Identifier: CFE0002493, ucf:47689
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002493

Title: Narrative Transportation and Virtual Reality: Exploring the Immersive Qualities of Social Justice in the Digital World.
Creator: Raffel, Sara, McDaniel, Rudy, Jones, Natasha, Salter, Anastasia, Rettberg, Jill, University of Central Florida
Abstract / Description: This dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories.The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various...
Show moreThis dissertation explores the potential applications for virtual reality (VR) stories in support of social justice causes, examining whether digital games historically been successfully leveraged for social justice purposes, and determining which components of VR technology can most encourage narrative transportation of participants in VR stories.The first chapter examines theories of simulation, virtual reality, narrative, and interactivity, as well as concepts of immersion from various disciplines and settles on narrative transportation, a theory from cognitive psychology, as the most useful in measuring the effect of VR stories on participants.The second chapter examines ethnographic practices, activist games, and modes of reclaiming digital spaces as a way to encourage digital social justice and ensure traditionally marginalized communities have meaningful access to technology(-)or, the tools to use it, create with it, and critique it.The third chapter presents the result of a play study conducted to measure participants' transportation in a recent VR narrative and finds VR interactive narratives to be more transportive and engaging than their two-dimensional counterparts.The fourth chapter interrogates some of the fears of VR technology, namely that it will be used to further current societal injustices and as a potentially powerful propaganda tool.The final chapter presents five recommendations for designers seeking to experiment in virtual reality narratives. The ultimate aim of this work is to encourage scholars, designers, and participants to make ethical decisions in the creation and use of virtual societies.
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Date Issued: 2018
Identifier: CFE0007080, ucf:52015
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007080

Title: Measuring Player Perceptions of Freedom and Control in Modded and Unmodded Versions of Bethesda's Skyrim: A Qualitative Play Study.
Creator: Kretzschmar, Mark, Salter, Anastasia, Stanfill, Mel, Janz, Bruce, Postigo, Hector, University of Central Florida
Abstract / Description: This interdisciplinary dissertation explores perceptions of control in modded and unmodded versions of Bethesda's sandbox video game Skyrim. Sandbox games are known for greater choice options that suggest greater perceptions of control for gamers. Sandbox games also generally encourage the use of user-generated creations called modifications (mods) that users can download to personalize their games. While we need philosophy to understand and define control as a concept, we also need...
Show moreThis interdisciplinary dissertation explores perceptions of control in modded and unmodded versions of Bethesda's sandbox video game Skyrim. Sandbox games are known for greater choice options that suggest greater perceptions of control for gamers. Sandbox games also generally encourage the use of user-generated creations called modifications (mods) that users can download to personalize their games. While we need philosophy to understand and define control as a concept, we also need psychology to understand how users perceive control in media studies. At present, qualitative academic research that measures gamer perceptions of control is non-existent as is research on how users articulate their experiences with mods. Interviews were conducted with twenty-seven individuals who identified as gamers to analyze these perceptions of control in a game like Skyrim. The first chapter is introductory and outlines key terms for the dissertation as well as the play study's methodology. The second chapter examines philosophical and psychological perceptions of control that correspond with negative freedom (freedom from) and positive freedom (freedom to). While no game can promise radical free will because they have been programmed in advance, the information here may be used to demonstrate how perceptions of control might influence game design. The third chapter continues this exploration of perceived control through genre analysis, revealing the relationship between greater perceptions of control and mod support in sandbox video games. The fourth chapter presents the first two findings from the play study that demonstrate how mods influence player perceptions of control. The fifth chapter reveals how gamers of the play study discuss their perceptions of control video games in their own words with an emphasis on positive and negative freedom and generic conventions. The final chapter provides challenges for game design and scholarly qualitative analysis for future research based on findings in the play study.
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Date Issued: 2019
Identifier: CFE0007479, ucf:52673
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007479

Title: Examining Facebook as a Digitally Immersive Language Environment for French Language Learners.
Creator: Wyatt, Shelly, Gunter, Glenda, Witta, Eleanor, Boyd, Tammy, Crevecoeur, Edwidge, Metcalf, David, University of Central Florida
Abstract / Description: This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando,...
Show moreThis quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were (")pushed(") to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including (")Liking,(") Sharing,(") and (")Commenting(") was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with (")Commenting(") and (")Sharing(") was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.
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Date Issued: 2013
Identifier: CFE0005076, ucf:49957
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005076

Title: Exploration of the Impact of Affective Variables on Human Performance in a Live Simulation.
Creator: Westerlund, Ken, Kincaid, John, Sims, Valerie, Chin, Matthew, VanderVeen, Cornelius, University of Central Florida
Abstract / Description: Live simulations play an important role in allowing users to practice and develop skills they learn in training. Although live simulations are playing an increasingly important role in training, ways to improve them are not well understood or documented. In order to improve the efficacy of live simulation and maximize results from funds spent on training; this research examines the relationship between the affective variables of the participants and their performance in the live simulation....
Show moreLive simulations play an important role in allowing users to practice and develop skills they learn in training. Although live simulations are playing an increasingly important role in training, ways to improve them are not well understood or documented. In order to improve the efficacy of live simulation and maximize results from funds spent on training; this research examines the relationship between the affective variables of the participants and their performance in the live simulation. Prior to participating in the instructor development live simulation used in this study two training preference scales were administered to a group of trainees. These scales measured the trainees' locus of control and immersion tendencies. During the live simulation the trainees' performance was evaluated by a panel of expert observers. The trainees also self-reported their performance through the use of a self-rating instrument. Analysis of the data revealed significant positive correlations between the trainees' internal locus of control and their performance in the simulation, both self-reported (p=0.026) and as reported by the expert observers (p=0.033). The correlation between immersion tendency scores and performance in the live simulation were mixed; while not always statistically significant they did reveal some slight positive correlation. This research did provide a number of lessons learned and implications for instructional and simulation developers wishing to employ live simulation in a training environment. These include performance of sub-populations within the greater population of subjects, consideration of roles assigned to participants, and the need to increase presence within the live simulation. Application of these lessons learned can reduce training costs and/or improve the effectiveness of live simulation in a training environment, this in turn can be of significant benefit to instructional and simulation designers. Additionally, understanding these relationships can lead to better assignments of roles or activities within live simulation and improve the transfer of experience from live simulation training to on the job performance. However, additional research needs to be conducted in order to make more conclusive statements regarding the most appropriate affective variable that would allow for predicting transfer of the simulated experience to the 'real' world, the individuals who would benefit most from live simulation, and to develop additional prescriptive methods for improving live simulation utilized in training environments.
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Date Issued: 2013
Identifier: CFE0004958, ucf:49578
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004958

Title: The User Experience of Disney Infinity: Do Smart Toys Matter?.
Creator: Welch, Shelly, Smith, Peter, McDaniel, Rudy, Vie, Stephanie, University of Central Florida
Abstract / Description: ?This study investigated what factors come into play when looking at the user experience involved with the commercial video game Disney Infinity (2.0 Edition), and sought to determine if the unique combination between sandbox and smart toy based gameplay present in gameplay offers an additional level of immersion.This study analyzed the effect of Disney Infinity (2.0 Edition) on immersion utilizing a Game Immersion Questionnaire modified to analyze play preference as well as video game...
Show more?This study investigated what factors come into play when looking at the user experience involved with the commercial video game Disney Infinity (2.0 Edition), and sought to determine if the unique combination between sandbox and smart toy based gameplay present in gameplay offers an additional level of immersion.This study analyzed the effect of Disney Infinity (2.0 Edition) on immersion utilizing a Game Immersion Questionnaire modified to analyze play preference as well as video game experience. The study methodology analyzed 48 users while playing in (")Toy Box(") mode both with and without the associated smart toys, or Disney characters.Results show that while there was no significant difference in immersion for either group, nor were there any significant correlations between variables, there was a preference for playing the game with the associated smart toys in both groups. Recommendations were made for continued research building on modifications to this study as well as future research exploring the potential for smart toys in other areas.
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Date Issued: 2015
Identifier: CFE0005904, ucf:50890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005904

Title: Exploring Interactions between Adult English Learners and Their TeachLivE Digital Character Peers.
Creator: Yan, Ting, Nutta, Joyce, Zygouris-Coe, Vassiliki, Bai, Haiyan, Mihai, Florin, University of Central Florida
Abstract / Description: Peer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task...
Show morePeer interaction is an important part of language learning. The results of previous studies showed advantages and disadvantages of peer interaction between native speakers and English learners. Using the educational simulation platform TeachLivE as the interaction platform, this qualitative descriptive case study explored the possibilities of bridging the gap between classroom language practice and real-life second language communication. The study recruited eight participants for a task-based interaction project. Using conversation analysis, the study revealed details in communication between adult English learners and their digital character peers. During the interactions, the participants were actively involved and the most frequent communication patterns were collaborative and cooperative. The analysis of interviews of participants and the interactor explored the factors that influenced the communication patterns between the young adult English learners and their digital peers. The results showed that the communication experience with digital characters was authentic and the virtual platform was critical to build the confidence of English learners' language use. Moreover, the multiple digital characters manipulated by interaction protocols were also helpful to create a scaffolding effect for practicing oral communication for the English learners.
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Date Issued: 2017
Identifier: CFE0006823, ucf:51761
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006823

Title: A Psychophysical Approach to Standardizing Texture Compression for Virtual Environments.
Creator: Flynn, Jeremy, Szalma, James, Fidopiastis, Cali, Jentsch, Florian, Shah, Mubarak, University of Central Florida
Abstract / Description: Image compression is a technique to reduce overall data size, but its effects on human perception have not been clearly established. The purpose of this effort was to determine the most effective psychophysical method for subjective image quality assessment, and to apply those findings to an objective algorithm. This algorithm was used to identify the minimum level of texture compression noticeable to the human, in order to determine whether compression-induced texture distortion impacted...
Show moreImage compression is a technique to reduce overall data size, but its effects on human perception have not been clearly established. The purpose of this effort was to determine the most effective psychophysical method for subjective image quality assessment, and to apply those findings to an objective algorithm. This algorithm was used to identify the minimum level of texture compression noticeable to the human, in order to determine whether compression-induced texture distortion impacted game-play outcomes. Four experiments tested several hypotheses. The first hypothesis evaluated which of three magnitude estimation (ME) methods (absolute ME, absolute ME plus, or ME with a standard) for image quality assessment was the most reliable. The just noticeable difference (JND) point for textures compression against the Feature Similarity Index for color was determined The second hypothesis tested whether human participants perceived the same amount of distortion differently when textures were presented in three ways: when textures were displayed as flat images; when textures were wrapped around a model; and when textures were wrapped around models and in a virtual environment. The last set of hypotheses examined whether compression affected both subjective (immersion, technology acceptance, usability) and objective (performance) gameplay outcomes. The results were: the absolute magnitude estimation method was the most reliable; no difference was observed in the JND threshold between flat textures and textures placed on models, but textured embedded within the virtual environment were more noticeable than in the other two presentation formats. There were no differences in subjective gameplay outcomes when textures were compressed to below the JND thresholds; and those who played a game with uncompressed textures performed better on in-game tasks than those with the textures compressed, but only on the first in-game day. Practitioners and researchers can use these findings to guide their approaches to texture compression and experimental design.
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Date Issued: 2018
Identifier: CFE0007178, ucf:52250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007178

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

Title: Physiological Reactions to Uncanny Stimuli: Substantiation of Self-Assessment and Individual Perception in User Enjoyment and Comfort.
Creator: Ballion, Tatiana, Sims, Valerie, Chin, Matthew, Jones, Donald, University of Central Florida
Abstract / Description: There is abundant anecdotal evidence substantiating Mori's initial observation of the "uncanny valley", a point at which human response to non-human entities drops sharply with respect to comfort (Mori, 1970), and the construct itself has a long-standing history in both Robotics and Psychology. Currently, many fields such as design, training, entertainment, and education make use of heuristic approaches to accommodate the anticipated needs of the user/consumer/audience in certain important...
Show moreThere is abundant anecdotal evidence substantiating Mori's initial observation of the "uncanny valley", a point at which human response to non-human entities drops sharply with respect to comfort (Mori, 1970), and the construct itself has a long-standing history in both Robotics and Psychology. Currently, many fields such as design, training, entertainment, and education make use of heuristic approaches to accommodate the anticipated needs of the user/consumer/audience in certain important aspects. This is due to the lack of empirical substantiation or, in some cases, the impossibility of rigorous quantification; one such area is with respect to the user's experience of uncanniness, a feeling of "eeriness" or "wrongness" when interacting with artefacts or environments. Uncanniness, however, continues to be defined and measured in a largely subjective way, and often after the fact; an experience or product's uncanny features are pointed out after the item has been markedly avoided or complained about by the general public. These studies are among the first seeking to determine a constellation of personality traits and physiological responses that incline the user to have a more frequent or profound (")uncanny" reaction when presented with stimuli meeting the criteria for a level of "eeriness". In study 1, 395 adults were asked to categorize 200 images as uncanny, neutral, pleasant, or other. In Study 2, physiological and eye-tracking data was collected from twenty two adults as they viewed uncanny, neutral and pleasant images culled from study 1. This research identifies components of the uncanny valley related to subjective assessment, personality factors (using the HEXACO and Anthropomorphic Tendencies Scale), and biophysical measures, and found that traits unique to Emotionality on the HEXACO inventory, compounded with a form of anthropomorphism demonstrates a level of relationship to the subjective experience of uncanny stimuli. There is evidence that HEXACO type and forms of anthropomorphic perception mediates the biophysical expression and the subjective perception of the stimuli. In keeping with psychological hypotheses, stimuli to which the participants had greatest response centered on death, the threat of death, or mismatched/absent facial features.
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Date Issued: 2012
Identifier: CFE0004354, ucf:49454
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004354

Title: Secondary World: The Limits of Ludonarrative.
Creator: Dannelly, David, Adams, JoAnne, Price, Mark, Poindexter, Carla, Kovach, Keith, University of Central Florida
Abstract / Description: Secondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking...
Show moreSecondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking process and which are united through the common thread of my personal feelings, thoughts and experiences in the digital age.
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Date Issued: 2014
Identifier: CFE0005155, ucf:50704
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005155

immersion (8)	+ -
Immersion (6)	+ -
virtual reality (3)	+ -
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game studies (2)	+ -
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Absolution Magnitude Estimation (1)	+ -
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Attitudes Towards Culture and Language (1)	+ -
Benjamin Franklin (1)	+ -
Bilingual education (1)	+ -
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Cognitive Load Theory (1)	+ -
Compatibilism (1)	+ -
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Device (1)	+ -
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Disney Infinity (1)	+ -
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English as a Second Language (1)	+ -
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ETD Collection (16)	+ -
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University of Central Florida (17)	+ -
McDaniel, Rudy (4)	+ -
Sims, Valerie (4)	+ -
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Chin, Matthew (2)	+ -

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