You searched for subject:(Language games).
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University of Texas – Austin
1.
Vazquez, Sinthia Sarai.
A task-based approach to teaching Spanish to young language learners using computer games.
Degree: MA, Foreign Language Education, 2011, University of Texas – Austin
URL: http://hdl.handle.net/2152/ETD-UT-2011-05-3526 
► The abundance of technologies around our children, provides us with resources that can be used in second and foreign language classrooms. Often, children do not…
(more)
▼ The abundance of technologies around our children, provides us with resources that can be used in second and foreign
language classrooms. Often, children do not have the opportunity to practice Spanish in an authentic way, due to limited Spanish instruction that some institutions or public schools offer at the elementary level. Therefore, the limited time that is allowed to teach should be used wisely by means of computer
games in the target
language in conjunction with
language tasks may offer the opportunity to learn and practice the second
language (L2). The purpose of the present report is to: present existing literature on tasks and computer
games in foreign/second
language learning; suggest how they can be incorporated in a task-based approach in terms of teaching Spanish as an L2 to young learners; show examples of computer
games in company with various
language tasks that can be used for L2 learning; and provide an example of a lesson plan based on the suggested approach. Also, some of the benefits of this Spanish task-based approach will be discussed. Finally, important teaching implications are offered based on the existing literature on tasks and the task-based approach using computer
games that is proposed in the this report.
Advisors/Committee Members: Horwitz, Elaine Kolker, 1950- (advisor), Martinez-Roldan, Carmen (committee member).
Subjects/Keywords: Tasks; Computer games; Language learning
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APA (6th Edition):
Vazquez, S. S. (2011). A task-based approach to teaching Spanish to young language learners using computer games. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3526
Chicago Manual of Style (16th Edition):
Vazquez, Sinthia Sarai. “A task-based approach to teaching Spanish to young language learners using computer games.” 2011. Masters Thesis, University of Texas – Austin. Accessed January 20, 2021.
http://hdl.handle.net/2152/ETD-UT-2011-05-3526.
MLA Handbook (7th Edition):
Vazquez, Sinthia Sarai. “A task-based approach to teaching Spanish to young language learners using computer games.” 2011. Web. 20 Jan 2021.
Vancouver:
Vazquez SS. A task-based approach to teaching Spanish to young language learners using computer games. [Internet] [Masters thesis]. University of Texas – Austin; 2011. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3526.
Council of Science Editors:
Vazquez SS. A task-based approach to teaching Spanish to young language learners using computer games. [Masters Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3526
2.
Nilsson, Kenny.
Wittgenstein´s “Private Language Argument” According to Kripke.
Degree: Humanities and Informatics, 2012, University of Skövde
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108
► Wittgenstein was a very important philosopher of the early twentieth century. One of his most important points was that which has been known as…
(more)
▼ Wittgenstein was a very important philosopher of the early twentieth century. One of his most important points was that which has been known as the Private Language Argument. This argument was given a new interpretation by Saul Kripke in 1982, which stirred up much debate. This essay investigates Kripke´s so called “skeptical challenge” and his “skeptical solution” to that challenge. To further enlighten the subject this essay also discusses a critique to Kripke´s interpretation, provided by the main critics, Baker and Hacker (1984). The conclusion of the essay is that Kripke´s theory takes up some interesting and important issues, although there are some serious flaws in Kripke´s solution that needs to be addressed if the solution is to be taken seriously.
Subjects/Keywords: Wittgenstein; private language; Kripke; language games
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APA (6th Edition):
Nilsson, K. (2012). Wittgenstein´s “Private Language Argument” According to Kripke. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Nilsson, Kenny. “Wittgenstein´s “Private Language Argument” According to Kripke.” 2012. Thesis, University of Skövde. Accessed January 20, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nilsson, Kenny. “Wittgenstein´s “Private Language Argument” According to Kripke.” 2012. Web. 20 Jan 2021.
Vancouver:
Nilsson K. Wittgenstein´s “Private Language Argument” According to Kripke. [Internet] [Thesis]. University of Skövde; 2012. [cited 2021 Jan 20].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nilsson K. Wittgenstein´s “Private Language Argument” According to Kripke. [Thesis]. University of Skövde; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6108
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
3.
Reinhoudt, L.
The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/316316
► The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy BACKGROUND: More and more speech-language therapists (SLTs) are using tablet games…
(more)
▼ The Development of a Checklist To Assess Tablet
Games on Usability for
Language Therapy
BACKGROUND: More and more speech-
language therapists (SLTs) are using tablet
games (TGs) in the treatment of children with specific
language impairment. Because most TGs are not specifically developed for
language therapy, SLTs must select usable TGs themselves.
AIMS: The aims of the study were to determine which characteristics make a TG useful for
language therapy and to develop a valid and reliable Dutch checklist to assess the usability of TGs for
language therapy.
METHOD: The study had a mixed methods design. The participants consisted of 41 SLTs who work with children and use TGs in
language therapy. The checklist was constructed based on qualitative data from two focus groups regarding the characteristics that make a TG useful for
language therapy. In the quantitative part, inter-rater reliability was assessed by comparing the assessments from three independent raters of 50 TGs. Construct validity was determined by principal component analysis (PCA).
RESULTS: The study resulted in a checklist consisting of 26 dichotomous items, based on seven main themes and 21 subthemes derived from the qualitative data. Fourteen items showed poor agreement (Fleiss’ kappa <0.20). After removing the unreliable items, the checklist had a fair inter-rater reliability (ICC 0.392). The PCA resulted in a three-factor solution. “Suitability for therapy”, “attractiveness for the child” and “practical characteristics” constitute the underlying theoretical constructs of the checklist.
CONCLUSION: The checklist has good content validity and face validity. Revision is needed to improve the reliability and validity of the checklist to make it a useful instrument for SLTs.
RECOMMENDATIONS: The checklist items must be clarified to avoid differences in interpretation, and the answer scale must be changed to facilitate more nuanced ratings and to enable the use of other statistical methods to obtain information about the reliability of the revised checklist.
Advisors/Committee Members: Gerrits, P.A.M., Singer, I., Zwitserlood, R.L.M..
Subjects/Keywords: tablet games; language therapy; checklist; SLI
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APA (6th Edition):
Reinhoudt, L. (2015). The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/316316
Chicago Manual of Style (16th Edition):
Reinhoudt, L. “The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy.” 2015. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2021.
http://dspace.library.uu.nl:8080/handle/1874/316316.
MLA Handbook (7th Edition):
Reinhoudt, L. “The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy.” 2015. Web. 20 Jan 2021.
Vancouver:
Reinhoudt L. The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Jan 20].
Available from: http://dspace.library.uu.nl:8080/handle/1874/316316.
Council of Science Editors:
Reinhoudt L. The Development of a Checklist To Assess Tablet Games on Usability for Language Therapy. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/316316
Texas Tech University
4.
-2143-3967.
Big Easel.
Degree: MS, Computer Science, 2016, Texas Tech University
URL: http://hdl.handle.net/2346/82261
► Developing interactive programs is tedious, more so than it should be. This seems to be due to the choices of languages often used in development,…
(more)
▼ Developing interactive programs is tedious, more so than it should be. This seems to be due to the choices of languages often used in development, specifically the choice of using one catch-all
language with which to write the entire program. In this paper we propose a new framework that will attempt to remedy this solution.
This framework is called Big Easel, and it is unique in that it both utilizes multiple languages in a way that requires little user interaction in doing so, and that it abstracts away all of the minute details allowing the developer to focus on the logical flow of the program.
The result of this research was that the framework shows promise in the areas in which it is complete; the Big Easel program for a non-trivial game was successfully compiled and run. Moreover, the system seems to have put forth a workaround to a problem of a monolithic state structure that plagues many game development processes.
Advisors/Committee Members: Rushton, Joseph N (advisor), Watson, Richard (committee member).
Subjects/Keywords: functional language; game programing; video games; STRIPS
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APA (6th Edition):
-2143-3967. (2016). Big Easel. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82261
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Chicago Manual of Style (16th Edition):
-2143-3967. “Big Easel.” 2016. Masters Thesis, Texas Tech University. Accessed January 20, 2021.
http://hdl.handle.net/2346/82261.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
MLA Handbook (7th Edition):
-2143-3967. “Big Easel.” 2016. Web. 20 Jan 2021.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Vancouver:
-2143-3967. Big Easel. [Internet] [Masters thesis]. Texas Tech University; 2016. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/2346/82261.
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Council of Science Editors:
-2143-3967. Big Easel. [Masters Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/82261
Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Colorado State University
5.
Wasielewski, Audrey Lynn.
Language games.
Degree: Master of Fine Arts (M.F.A.), Art, 2013, Colorado State University
URL: http://hdl.handle.net/10217/79199
► The complex nature of language has interested me as long as I can remember: how we experience it and how it affects our lives in…
(more)
▼ The complex nature of
language has interested me as long as I can remember: how we experience it and how it affects our lives in both personal and public ways. This fascination was the spark for a thesis body of work that considers Ludwig Wittgenstein's "
language game" in the context of contemporary discourse. In his publication Philosophical Investigations, he first coins the term, noting that it is "meant to bring into prominence the fact that the speaking of
language is part of an activity, or of a form of life." This idea that we activate
language as we speak it, is the cornerstone of my personal exploration of the written and spoken word as a medium and the foundation of this thesis body.
Advisors/Committee Members: Faris, Suzanne (advisor), Moseman, Eleanor (committee member), Bates, Haley (committee member), McKee, Patrick (committee member).
Subjects/Keywords: contemporary art; political rhetoric; language games; deconstruction
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APA (6th Edition):
Wasielewski, A. L. (2013). Language games. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/79199
Chicago Manual of Style (16th Edition):
Wasielewski, Audrey Lynn. “Language games.” 2013. Masters Thesis, Colorado State University. Accessed January 20, 2021.
http://hdl.handle.net/10217/79199.
MLA Handbook (7th Edition):
Wasielewski, Audrey Lynn. “Language games.” 2013. Web. 20 Jan 2021.
Vancouver:
Wasielewski AL. Language games. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10217/79199.
Council of Science Editors:
Wasielewski AL. Language games. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/79199
University of Victoria
6.
Barber, Jennifer Lee.
The Role of gesture and video games in second language acquisition.
Degree: Dept. of Curriculum and Instruction, 2012, University of Victoria
URL: http://hdl.handle.net/1828/4389
► With the growth of recent research on the internal benefits of gesture for second language learners, the emphasis has begun to shift away from the…
(more)
▼ With the growth of recent research on the internal benefits of gesture for second
language learners, the emphasis has begun to shift away from the traditional focus on addressee-related benefits. The current study explores student-student interactions which reflect internal benefits during face-to-face video game play. Data was collected in the conference room at a local Victoria high school and involved 7 participants; 6 English as a Second
Language students and one native English speaker. Using discourse analysis as a method of data analysis, Long’s social constructivist model is taken as the grounded theory whereby it is thought that learners construct their new
language through interaction that is socially mediated (Brown, 2007). The database is composed of videotaped sessions where student dyads, in a laddered consecutive order, take turns first as ‘novice’ gamers when learning how to play and then teaching in the next dyad. Each dyad experienced 5 minutes of instruction, 10 minutes of game play and 10 minutes of reflection about the game using a set number of questions. Videotapes of participants and transcripts were later examined and re-examined for face and body gestures, signs of social bonding as well as different types and uses of vocabulary.
Two dyads emerged as having the most interesting results on almost all measures. These dyads both displayed a high number of gestures, vocabulary, mimicking and simultaneous gesturing. These findings reflect the potential utility of using student gesture to predict and gauge learner readiness, engagement and learning. This study has implications for both the instruction and learning of a second
language as well as the use of interactive media and even video
games for educational purposes. In addition, it contributes to the understanding of student-student interaction and the social construction of learning English as a second
language.
Advisors/Committee Members: Anthony, Robert J. (supervisor).
Subjects/Keywords: Second Language Acquisition; ESL; Video games
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APA ·
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Manager
APA (6th Edition):
Barber, J. L. (2012). The Role of gesture and video games in second language acquisition. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4389
Chicago Manual of Style (16th Edition):
Barber, Jennifer Lee. “The Role of gesture and video games in second language acquisition.” 2012. Masters Thesis, University of Victoria. Accessed January 20, 2021.
http://hdl.handle.net/1828/4389.
MLA Handbook (7th Edition):
Barber, Jennifer Lee. “The Role of gesture and video games in second language acquisition.” 2012. Web. 20 Jan 2021.
Vancouver:
Barber JL. The Role of gesture and video games in second language acquisition. [Internet] [Masters thesis]. University of Victoria; 2012. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/1828/4389.
Council of Science Editors:
Barber JL. The Role of gesture and video games in second language acquisition. [Masters Thesis]. University of Victoria; 2012. Available from: http://hdl.handle.net/1828/4389
7.
Micciolo, Matthew.
Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games.
Degree: MS, 2018, Worcester Polytechnic Institute
URL: etd-121418-102453
;
https://digitalcommons.wpi.edu/etd-theses/1272
► Games as a means of education have been starting to become more of an everyday reality. Not only are games used in classrooms, but…
(more)
▼ Games as a means of education have been starting to become more of an everyday reality. Not only are
games used in classrooms, but they are used in industry to train soldiers, medical staff, and even surgeons. This thesis focuses on physically active (i.e. embodied) multiplayer
games as a means of education; not only by having students play, but also by having students create
games. The embodied multiplayer aspect allows for a more interactive experience between players and their environment, making the game immersive and collaborative. In order to create these
games, students must exercise their computational thinking abilities. The Wearable Learning Cloud Platform has been developed to enable students to design, create, and play multiplayer
games for STEM. This platform allows users to create, edit and manage the behavior of mobile technologies that act as support to players of these
games, specified as finite-state machines. The platform provides a means of testing created
games, as well as executing (running) these
games wirelessly by serving them to smartphones (or smart watches) so that students can play them with other students, in teams, or as individual players. The platform features a full drag and drop game editor with a sophisticated validation engine that prevents users from making syntax errors. Visually programmed
games transpile to JavaScript for execution on the game server and provide two separate levels of programming abstraction. This platform has been successfully tested with 18 participants and they have shown significant improvements in their understanding of Finite State Machines and have shown an increase in their Computational Thinking abilities.
Advisors/Committee Members: Brian J. Moriarty, Reader, Erin R. Ottmar, Reader, Ivon Arroyo, Advisor.
Subjects/Keywords: embodied; games; language; math; programming; visual
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APA (6th Edition):
Micciolo, M. (2018). Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-121418-102453 ; https://digitalcommons.wpi.edu/etd-theses/1272
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Micciolo, Matthew. “Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games.” 2018. Thesis, Worcester Polytechnic Institute. Accessed January 20, 2021.
etd-121418-102453 ; https://digitalcommons.wpi.edu/etd-theses/1272.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Micciolo, Matthew. “Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games.” 2018. Web. 20 Jan 2021.
Vancouver:
Micciolo M. Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games. [Internet] [Thesis]. Worcester Polytechnic Institute; 2018. [cited 2021 Jan 20].
Available from: etd-121418-102453 ; https://digitalcommons.wpi.edu/etd-theses/1272.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Micciolo M. Designing a Visual Programming Language for the Creation of Multiplayer Embodied Games. [Thesis]. Worcester Polytechnic Institute; 2018. Available from: etd-121418-102453 ; https://digitalcommons.wpi.edu/etd-theses/1272
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Kent State University
8.
martin, alexander edward.
Rethinking Truth: Re-description in Rortian
Solidarity.
Degree: MA, College of Arts and Sciences / Department of
Philosophy, 2018, Kent State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1529951617144493
► In Contingency, Irony, and Solidarity (CIS) Richard Rorty claimed that we should abandon the search for objective truth and seek human solidarity. Rorty contended that…
(more)
▼ In Contingency, Irony, and Solidarity (CIS) Richard
Rorty claimed that we should abandon the search for objective truth
and seek human solidarity. Rorty contended that due to the
contingent nature of languages, individuals, and societies we would
always be prevented in our efforts to define such truths. Rorty did
not claim that truths do not exist, rather he argued that any truth
claim is always dependent upon a society’s
language game. It is due
to the fact that a society can never get outside of its
language
game that society will always be stifled in its attempts at an
epistemological justification for a truth claim. Due to this lack
of access, Rorty concluded that a search for objective truth is a
futile project and society’s time would be better spent seeking
human solidarity. For Rorty, human solidarity is measured by
increasing the number of people included in the term we when
expressing our justified beliefs. For example, when we say, “we
believe X” the more people included in that `we’ the closer we are
to human solidarity. I explore these themes through a rereading of
Orwell' 1984.
Advisors/Committee Members: Ryan, Frank (Committee Chair).
Subjects/Keywords: Philosophy; Rorty Language games orwell 1984 Truth
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APA (6th Edition):
martin, a. e. (2018). Rethinking Truth: Re-description in Rortian
Solidarity. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1529951617144493
Chicago Manual of Style (16th Edition):
martin, alexander edward. “Rethinking Truth: Re-description in Rortian
Solidarity.” 2018. Masters Thesis, Kent State University. Accessed January 20, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=kent1529951617144493.
MLA Handbook (7th Edition):
martin, alexander edward. “Rethinking Truth: Re-description in Rortian
Solidarity.” 2018. Web. 20 Jan 2021.
Vancouver:
martin ae. Rethinking Truth: Re-description in Rortian
Solidarity. [Internet] [Masters thesis]. Kent State University; 2018. [cited 2021 Jan 20].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1529951617144493.
Council of Science Editors:
martin ae. Rethinking Truth: Re-description in Rortian
Solidarity. [Masters Thesis]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1529951617144493
University of Utah
9.
Dixon, Daniel Hobson.
Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies.
Degree: MA, Linguistics, 2014, University of Utah
URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3678/rec/1478
► The purpose of this study is to gain a better understanding of the usefulness of onlinevideogames for promoting second language (L2) acquisition. To achieve this…
(more)
▼ The purpose of this study is to gain a better understanding of the usefulness of onlinevideogames for promoting second language (L2) acquisition. To achieve this goal, Ianalyzed the specific types of interaction that take place between English languagelearners while playing the online videogame entitled Guild Wars 2. Previous research hasshown that there can be positive results on L2 acquisition from interaction that occurswhile playing video games known as massive multiplayer online role-playing games(MMORPGs). MMORPGs immerse players in virtual worlds that are populated byhundreds of other people, and all are participating in the game in real time. Learners whoopt to play the game in a foreign or second language (L2) are exposed to target languageinput in a context-rich environment in which they can interact freely with native-speakersand other language learners. Although research into the benefits of MMORPGs for L2learners is still relatively new, the findings so far have been overwhelmingly positive.This study aims to move beyond the question of whether MMORPGs are beneficial andinstead asks why and how they may be beneficial. The data from this study are gatheredfrom the recorded screens of 3 volunteer ESL students as they interact in Guild Wars 2for a period of about 10 hours over a 5-week period. In-game interaction is analyzed andplaced into categories that are meant to capture the number and types of opportunities fornegotiation of meaning and types of learning strategies used. This study suggests thatMMORPGs are beneficial to L2 acquisition because they provide opportunities for L2learners to produce large amounts of output, and the output produced by one player is ameaningful source of input for other players. Input and output allowed for connectedinteraction, in which focus on language form can lead to modified-output. Further,players have the opportunity to negotiate input as a means to complete game tasks.Finally, game tasks are similar to tasks believed to be beneficial in an L2 classroom.
Subjects/Keywords: ESL; Language proficiency; Linguistics; MMORPG; Second language acquisition; Video games
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APA (6th Edition):
Dixon, D. H. (2014). Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3678/rec/1478
Chicago Manual of Style (16th Edition):
Dixon, Daniel Hobson. “Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies.” 2014. Masters Thesis, University of Utah. Accessed January 20, 2021.
http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3678/rec/1478.
MLA Handbook (7th Edition):
Dixon, Daniel Hobson. “Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies.” 2014. Web. 20 Jan 2021.
Vancouver:
Dixon DH. Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies. [Internet] [Masters thesis]. University of Utah; 2014. [cited 2021 Jan 20].
Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3678/rec/1478.
Council of Science Editors:
Dixon DH. Leveling up language proficiency through massive multiplayer online role playing games: opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies. [Masters Thesis]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3678/rec/1478
University of Guelph
10.
Schaefer, Reiner.
Brandom’s Account of Defeasible Reasoning: Problems and Solutions.
Degree: PhD, Department of Philosophy, 2012, University of Guelph
URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3541
► Robert Brandom has provided what is probably one of the best worked out accounts of how the meanings of linguistic expressions are determined by how…
(more)
▼ Robert Brandom has provided what is probably one of the best worked out accounts of how the meanings of linguistic expressions are determined by how they are used—in particular, used in inferences. There are three different types of inferential relations in terms of which Brandom gives his account: commitment-preserving, entitlement-preserving, and incompatibility relations. Brandom also recognizes that most of the reasoning we engage in is defeasible (or deductively inconclusive). For example, the inference from ‘Tweety is a bird’ to ‘Tweety can fly’ is defeasible, because it can be defeated if there is stronger overriding reason to deny that ‘Tweety can fly’—such as Tweety’s being a penguin. Surprisingly, Brandom’s three types of inferential relations are inadequate for describing defeasible inference. In my dissertation I explain how the problem arises—it’s actually two problems—and I propose a solution that is consistent with Brandom’s overall approach. The first problem is that although Brandom's account does explain how someone can lose entitlement to a claim by committing themselves to some other claim, as in the Tweety example, it doesn’t allow subsequent recovery of entitlement to that claim by the addition of yet further information—say, that Tweety is a penguin with a jetpack. Once defeated (by some information), an inference stays defeated, on Brandom's account. The second problem is that of interpretation: when should we interpret someone as committed to the propriety of an inference that is defeasible? Brandom's account of what it is to endorse an inferential relation has no room for the important distinction between endorsing an inference in a context in which it happens to be defeated, and not endorsing it at all. In the latter portion of this dissertation I propose various modifications to Brandom’s account that will allow it overcome these problems. I solve the first problem by modifying Brandom’s account of how someone is obliged to update their beliefs in light of the inferential relations they endorse. I solve the second problem by modifying Brandom’s account of when we can appropriately interpret someone as endorsing particular inferential relations.
Advisors/Committee Members: McCullagh, Mark (advisor).
Subjects/Keywords: Brandom; defeasible reasoning; language games; inferentialism; language; reasoning; philosophy
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APA (6th Edition):
Schaefer, R. (2012). Brandom’s Account of Defeasible Reasoning: Problems and Solutions. (Doctoral Dissertation). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3541
Chicago Manual of Style (16th Edition):
Schaefer, Reiner. “Brandom’s Account of Defeasible Reasoning: Problems and Solutions.” 2012. Doctoral Dissertation, University of Guelph. Accessed January 20, 2021.
https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3541.
MLA Handbook (7th Edition):
Schaefer, Reiner. “Brandom’s Account of Defeasible Reasoning: Problems and Solutions.” 2012. Web. 20 Jan 2021.
Vancouver:
Schaefer R. Brandom’s Account of Defeasible Reasoning: Problems and Solutions. [Internet] [Doctoral dissertation]. University of Guelph; 2012. [cited 2021 Jan 20].
Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3541.
Council of Science Editors:
Schaefer R. Brandom’s Account of Defeasible Reasoning: Problems and Solutions. [Doctoral Dissertation]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3541
Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)
11.
Αναστασίου, Δήμητρα.
Γλώσσα και πραγματικότητα στον Wittgenstein.
Degree: 2011, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)
URL: http://hdl.handle.net/10442/hedi/32499
► The aim of the present thesis is the logical reconstruction one of the most difficult and important problems in Wittgenstein’s philosophy, the relationship between language…
(more)
▼ The aim of the present thesis is the logical reconstruction one of the most difficult and important problems in Wittgenstein’s philosophy, the relationship between language and reality, which does not mean the same in the Tractatus and in the Philosophical Investigations. In the Tractatus the relationship between language and world rests on the picturing function: language can picture reality only in virtue of sharing a common logical structure with the world. A proposition is a logical picture as it is logically isomorphic with the reality it pictures. Logical form is unsayable (transcendental) –it is only shown. In the Tractatus philosophy aims to set the limits of the thinkable in language by determining the bounds between sense and nonsense. In this way philosophy becomes a sort of “critique of language”. In the Philosophical Investigations language is bound up with the concepts “language game” and “form of life”, while the harmony between language and reality lies in the grammar. Our reality is shaped by our language and is internal to it. That is, we are engaged with aspects and phenomena of the world independent of us but internal to our language and culture. It is within a grammar that we name and identify things which constitute our reality. But that is different from claiming that reality is something that we construct, because our language is in turn rooted in our life which is partly determined by some very general features which are logically prior to and independent of our will. Although our language is in a logical order, the philosophical problems arise through a misunderstanding of the functioning of language. Thus the task of philosophy is to solve these problems through a grammatical analysis. Wittgenstein’s method is “therapheutic” as it focus on one’s struggle with difficulties one has made one’s own. For Wittgenstein philosophy is a private matter and language participates in it as they are both connected with life.
Στην διατριβή αυτή επιχειρείται η λογική ανασυγκρότηση ενός από τα δυσκολότερα και σημαντικότερα προβλήματα της φιλοσοφίας του Wittgenstein, της σχέσης γλώσσας και πραγματικότητας, που προσεγγίζεται με διαφορετικό τρόπο στο Tractatus και τις Φιλοσοφικές Έρευνες. Στο Tractatus η σχέση γλώσσας και πραγματικότητας είναι σχέση απεικόνισης και βασίζεται στη δομική ισομορφία γλώσσας- πραγματικότητας, όπου σημείο επαφής μεταξύ τους είναι η λογική. Η πρόταση είναι ένα ισόμορφο ομοίωμα της κατάστασης (πραγμάτων) που απεικονίζει. Η λογική μορφή δεν λέγεται –δείχνεται (έχει υπερβατολογικό status). Σκοπός της φιλοσοφίας στο Tractatus είναι να οριοθετήσει την έκφραση της σκέψης στη γλώσσα θέτοντας τα όρια μεταξύ νοητού και α-νοησίας. Υπό αυτή την έννοια η φιλοσοφία είναι μια «κριτική της γλώσσας». Στις Φιλοσοφικές Έρευνες η γλώσσα συνδέεται με τις έννοιες «γλωσσικό παιχνίδι» και «μορφή ζωής», ενώ η αρμονία μεταξύ γλώσσας και πραγματικότητας πρέπει να αναζητηθεί στη γραμματική. Η πραγματικότητα σχηματίζεται από τη γλώσσα και είναι εσωτερική σε αυτήν: δεσμευόμαστε δηλαδή από όψεις και φαινόμενα…
Subjects/Keywords: Πραγματικότητα; Γλωσσικό παιχνίδι; Γλώσσα; Language; Wittgenstein; reality; Language games
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APA (6th Edition):
Αναστασίου, . . (2011). Γλώσσα και πραγματικότητα στον Wittgenstein. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/32499
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Αναστασίου, Δήμητρα. “Γλώσσα και πραγματικότητα στον Wittgenstein.” 2011. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed January 20, 2021.
http://hdl.handle.net/10442/hedi/32499.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Αναστασίου, Δήμητρα. “Γλώσσα και πραγματικότητα στον Wittgenstein.” 2011. Web. 20 Jan 2021.
Vancouver:
Αναστασίου . Γλώσσα και πραγματικότητα στον Wittgenstein. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2011. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10442/hedi/32499.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Αναστασίου . Γλώσσα και πραγματικότητα στον Wittgenstein. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2011. Available from: http://hdl.handle.net/10442/hedi/32499
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Alshaya, Khalifa.
English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.
Degree: PhD, Teaching & Learning, 2020, University of North Dakota
URL: https://commons.und.edu/theses/3088
► This body of work contains three articles that examine the intersectionality between English Language Learner (ELL) teachers and digital games. The purpose of the…
(more)
▼ This body of work contains three articles that examine the intersectionality between English
Language Learner (ELL) teachers and digital
games. The purpose of the study is to qualitatively explore the perception of ELL teachers’ use of digital
games as educational tools and whether they realize the potential to promote
language learning for ELLs. This study aims to understand the lived experiences of ELL teachers to identify their viewpoint of
language learning through gaming. The work focuses particularly on the teacher in an effort to contribute empirical work that supports the need for a more holistic approach to digital
games in teacher education programs. This dissertation sought to answer four main questions: 1) What is the perception and lived experiences of ELL teachers use of digital
games as educational tools?; 2) What are the perceived challenges facing ELL teachers in incorporating digital
games?; 3) How does ELL teacher’s perception of digital
games influence their use and incorporation?; 4) How do ELL teachers define best practices for digital
games in order to promote
language learning?
I employed qualitative case study methods with a phenomenological lens to analyze the data. I interviewed six ELL teachers in the upper Midwest of the United States.
The outcome of this study has the potential to enable teachers to use digital
games effectively and to ultimately improve teaching and learning. Today, almost every aspect of society requires the use of technology. Therefore, the incorporation of technology into lesson plans is aligned with the needs of society in the 21st century. By adding digital
games into classroom learning, educators may be able to better prepare students for their future careers. This preparation can be achieved because digital
games have the potential to increase students’ problem-solving skills, as well as spatial and logical reasoning. The upward mobility and learning opportunities in digital
games for ELLs are multiplied in fun and engaging ways.
Advisors/Committee Members: Pamela Beck.
Subjects/Keywords: digital games; education; English language learner; game-based learning; language learning
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APA ·
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Manager
APA (6th Edition):
Alshaya, K. (2020). English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/3088
Chicago Manual of Style (16th Edition):
Alshaya, Khalifa. “English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.” 2020. Doctoral Dissertation, University of North Dakota. Accessed January 20, 2021.
https://commons.und.edu/theses/3088.
MLA Handbook (7th Edition):
Alshaya, Khalifa. “English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning.” 2020. Web. 20 Jan 2021.
Vancouver:
Alshaya K. English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. [Internet] [Doctoral dissertation]. University of North Dakota; 2020. [cited 2021 Jan 20].
Available from: https://commons.und.edu/theses/3088.
Council of Science Editors:
Alshaya K. English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning. [Doctoral Dissertation]. University of North Dakota; 2020. Available from: https://commons.und.edu/theses/3088
The Ohio State University
13.
Li, Cong.
Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language.
Degree: PhD, East Asian Languages and Literatures, 2018, The Ohio State University
URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305
► Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences—including language learning. However, current educational applications of gamification…
(more)
▼ Gamification is an increasingly popular strategy
applied to many aspects of our lives to optimize our
experiences—including
language learning. However, current
educational applications of gamification are mostly directed to the
surface level. There, people try to motivate learners by piling up
various game elements. Although game elements can enhance
short-term motivation, they are not effective in sustaining the
motivation of adult learners if not appropriately integrated into
the curriculum. The chapters in this dissertation discuss the
fundamentals of applying gamification to the context of foreign
language learning with a focus on Chinese as a Foreign
Language
(CFL) programs in post-secondary institutions.Chapter one revisits
the concept of game because it requires a clear understanding of
the connection between learning a
language and playing a game to
determine which game elements can synergize with CFL programs to
optimize the learning process. The definition of gamification and
noteworthy problems of CFL programs are also addressed in Chapter
one. Chapter two to Chapter five each focuses on one problem,
respectively. Chapter two discusses the relationship between
language, culture, and game. The concept of game is viewed as a
psychological reality that organizes human behaviors, because we
attach different value or meaning to the same behavior in different
games. Therefore, we can conceptualize the action of using
language
as recognizing the game being played and playing by its rules,
which should be the core content of CFL programs. Chapter three
focuses on the program goals and proposes to attach more importance
to encouraging learners to pursue their individual goals, provided
program directors expect to increase learners who can reach
advanced levels. Chapter four explores how emotions can be elicited
to enhance the learning experience based on examples from
electronic
games where emotion has been demonstrated to be an
influential factor in the formation of memory. Chapter five
revisits the challenges arising from the discussion in previous
chapters and uses two sample designs to illustrate how gamified
learning tools can help overcome challenges. The last section of
Chapter five touches upon the learning environment and visualizes
how the technology of virtual reality (VR) can be exploited to
build a second-
language learning environment for CFL
programs.
Advisors/Committee Members: Walker, Galal (Advisor).
Subjects/Keywords: Foreign Language; Pedagogy; gamification, games, Chinese as a foreign language,
design
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APA ·
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Manager
APA (6th Edition):
Li, C. (2018). Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305
Chicago Manual of Style (16th Edition):
Li, Cong. “Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language.” 2018. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.
MLA Handbook (7th Edition):
Li, Cong. “Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language.” 2018. Web. 20 Jan 2021.
Vancouver:
Li C. Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2021 Jan 20].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305.
Council of Science Editors:
Li C. Gamification in Foreign Language Education: Fundamentals for
a Gamified Design of Institutional Programs for Chinese as a
Foreign Language. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1534728851596305
University of Wisconsin – Milwaukee
14.
Johnson, Jay.
Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games.
Degree: PhD, English, 2018, University of Wisconsin – Milwaukee
URL: https://dc.uwm.edu/etd/1837
► Alternate Reality Games (ARGs), a genre of transmedia experiences, are a recent phenomenon, with the first recognized ARG being The Beast (2001), a promotion…
(more)
▼ Alternate Reality
Games (ARGs), a genre of transmedia experiences, are a recent phenomenon, with the first recognized ARG being The Beast (2001), a promotion for the film A.I.: Artificial Intelligence (2001). This dissertation seeks to more clearly define and investigate contexts of transmedia narratives and
games, specifically ARGs. ARGs differ from more popular and well-known contemporary forms of gaming in several ways, perhaps most importantly by intensive use of multiple media. Whereas a player may experience most or all of a conventional video game through a single medium, participants in ARGs must navigate multiple media and technical platforms— networks of websites, digital graphics, audio recordings, videos, text and graphics in print, physical objects, etc.— in order to participate in the experience of the ARG. After establishing a history of ARGs, the author defines both transmedia and ARGs and begins to build typologies to help distinguish individual examples of the genres. Then, after building the above framework for analyzing transmedia and ARGs, the author explores the relevance of the ARG genre within three specific contexts. These contexts serve as tools to excavate potential motivators from creative and participatory standpoints. The author refers to these motivations as three logics of ARGs: industrial, cultural, and educational. The industrial logic examines the advantages of transmedia and ARG production from the entertainment industry standpoint, in terms of an alternative to franchising and as a way to extend intellectual property (IP), as well as offering interactive possibilities to an engaged audience. The cultural logic examines the relationship between the emergence of digital media, transmedia, and ARGs and the aesthetic appeal of the form and genre as paranoia, puzzle-solving, and collective meaning making within a shifting representation of reality through networked embodiment and challenging long-held assumptions of ontological and phenomenological experiences. Finally, the educational logic of ARGs analyzes the potential and use of the genre as an immersive, constructivist learning space that fosters self-motivated individual and collaborative analysis, interpretation, and problem-solving.
Advisors/Committee Members: Stuart Moulthrop.
Subjects/Keywords: alternate reality games; games; narrative; play; transmedia; English Language and Literature; Library and Information Science
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APA ·
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MLA ·
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APA (6th Edition):
Johnson, J. (2018). Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1837
Chicago Manual of Style (16th Edition):
Johnson, Jay. “Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games.” 2018. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed January 20, 2021.
https://dc.uwm.edu/etd/1837.
MLA Handbook (7th Edition):
Johnson, Jay. “Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games.” 2018. Web. 20 Jan 2021.
Vancouver:
Johnson J. Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2018. [cited 2021 Jan 20].
Available from: https://dc.uwm.edu/etd/1837.
Council of Science Editors:
Johnson J. Issues with Reality: Defining and Exploring the Logics of Alternate Reality Games. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1837
Brno University of Technology
15.
Koudelka, Petr.
Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games.
Degree: 2019, Brno University of Technology
URL: http://hdl.handle.net/11012/55734
► This thesis deals with design and realization of programming language for adventure games programming. This language was supposed to been suitable for users without knowledge…
(more)
▼ This thesis deals with design and realization of programming
language for adventure
games programming. This
language was supposed to been suitable for users without knowledge of programming. Reader is introduced to problematic of adventure
games and there history. Then a reader is informed that the created
language is interpreted imperative programming
language, with elements of structured and unstructured languages. The name of designed
language is AGScript. Interpret was also created as a part of this thesis. Next phase was creation of demonstration application with use of AGScript. This application was inspired by a book called The Warlock of The Firetop Mountain. With this, usability of AGScript was verified. Last phase of the thesis consists of two experiments. The aim of first experiment was confirmation of comprehensibility of AGScript. The result was positive. The second experiment was inquiring demonstration application. Keywords
Advisors/Committee Members: Hrubý, Martin (advisor), Smrčka, Aleš (referee).
Subjects/Keywords: Programovací jazyk; příběhové hry; tvorba her.; Programming language; adventure games; games creation.
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APA ·
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APA (6th Edition):
Koudelka, P. (2019). Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/55734
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Koudelka, Petr. “Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games.” 2019. Thesis, Brno University of Technology. Accessed January 20, 2021.
http://hdl.handle.net/11012/55734.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Koudelka, Petr. “Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games.” 2019. Web. 20 Jan 2021.
Vancouver:
Koudelka P. Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/11012/55734.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Koudelka P. Jazyk pro zadávání příběhových her: A Language for Programming the Adventure Games. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/55734
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Bath
16.
Gaudl, Swen.
Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design.
Degree: PhD, 2016, University of Bath
URL: https://researchportal.bath.ac.uk/en/studentthesis/building-robust-realtime-game-ai(97e0cb26-6161-40a7-a1a0-1f5431261296).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997
► Digital games are part of our culture and have gained significant attention over the last decade. The growing capabilities of home computers, gaming consoles and…
(more)
▼ Digital games are part of our culture and have gained significant attention over the last decade. The growing capabilities of home computers, gaming consoles and mobile phones allow current games to visualise 3D virtual worlds, photo-realistic characters and the inclusion of complex physical simulations. The growing computational power of those devices enables the usage of complex algorithms while visualising data. Therefore, opportunities arise for developers of interactive products such as digital games which introduce new, challenging and exciting elements to the next generation of highly interactive software systems. Two of those challenges, which current systems do not address adequately, are design support for creating Intelligent Virtual Agents and more believable non-player characters for immersive game-play. We start in this thesis by addressing the agent design support first and then extend the research, addressing the second challenge. The main contributions of this thesis are: - The POSH-SHARP system is a framework for the development of game agents. The platform is modular, extendable, offers multi-platform support and advanced software development features such as behaviour inspection and behaviour versioning. The framework additionally integrates an advanced information exchange mechanism supporting loose behaviour coupling. - The Agile behaviour design methodology integrates agile software development and agent design. To guide users, the approach presents a work-flow for agent design and guiding heuristics for their development. - The action selection augmentation ERGo introduces a "white-box" solution to altering existing agent frameworks, making their agents less deterministic. It augments selected behaviours with a bio-mimetic memory to track and adjust their activation over time. With the new approach to agent design, the development of "deepagent" behaviour for digital adversaries and advanced tools supporting their design is given. Such mechanisms should enable developers to build robust non-player characters that act more human-like in an efficient and robust manner. Within this thesis, different strategies are identified to support the design of agents in a more robust manner and to guide developers. These discussed mechanisms are then evolved to develop and design Intelligent Virtual Agents. Because humans are still the best measurement for human-likeness, the evolutionary cycle involves feedback given by human players.
Subjects/Keywords: 006.3; games; digital games; agent design; Agent programming language; Genetic programming; Software development; Artificial Intelligence
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APA (6th Edition):
Gaudl, S. (2016). Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/building-robust-realtime-game-ai(97e0cb26-6161-40a7-a1a0-1f5431261296).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997
Chicago Manual of Style (16th Edition):
Gaudl, Swen. “Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design.” 2016. Doctoral Dissertation, University of Bath. Accessed January 20, 2021.
https://researchportal.bath.ac.uk/en/studentthesis/building-robust-realtime-game-ai(97e0cb26-6161-40a7-a1a0-1f5431261296).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997.
MLA Handbook (7th Edition):
Gaudl, Swen. “Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design.” 2016. Web. 20 Jan 2021.
Vancouver:
Gaudl S. Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design. [Internet] [Doctoral dissertation]. University of Bath; 2016. [cited 2021 Jan 20].
Available from: https://researchportal.bath.ac.uk/en/studentthesis/building-robust-realtime-game-ai(97e0cb26-6161-40a7-a1a0-1f5431261296).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997.
Council of Science Editors:
Gaudl S. Building robust real-time game AI : simplifying & automating integral process steps in multi-platform design. [Doctoral Dissertation]. University of Bath; 2016. Available from: https://researchportal.bath.ac.uk/en/studentthesis/building-robust-realtime-game-ai(97e0cb26-6161-40a7-a1a0-1f5431261296).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698997
University of Johannesburg
17.
Van der Westhuizen, Hester Helena Catharina.
Rolspel as taalmetodologiese strategie in tweedetaalonderrig.
Degree: 2014, University of Johannesburg
URL: http://hdl.handle.net/10210/9526
► M.Ed. (Subject Didactics)
The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication.…
(more)
▼ M.Ed. (Subject Didactics)
The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication. The field study as well as the theoretical framework is placed against the background of Communicative Language Teaching (CLT) as language education approach or; The theoretical research encompasses role-play as Anthropological phenomenon and especially also as a didactic principle. This framework is complemented by a brief exposition of LT as language education paradigm. The field work is based on qualitative observation. The researcher had participant observation st.atus at a school for a month. A multi-faceted analysis of two oral communication lessons were made. The qualitative observation is triangulated with structured interviews (questionnaire type), open-ended interviews, document analysis as well as structured systematic analysis of two recorded lessons. It was found that there was a significant difference in interpersonal social language usage in the two lessons. The lessons in which role-play was implemented as a technique showed a qualitative increase in language production. It is to be concluded that role-play accommodates oral communication in second language context meaningfully as a mode of pedagogic discourse, supported by a simulated naturalistic milieu.
Subjects/Keywords: Simulation games in education; Role playing; Language transfer (Language learning); Second language acquisition - Research - Methodology
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APA (6th Edition):
Van der Westhuizen, H. H. C. (2014). Rolspel as taalmetodologiese strategie in tweedetaalonderrig. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9526
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Van der Westhuizen, Hester Helena Catharina. “Rolspel as taalmetodologiese strategie in tweedetaalonderrig.” 2014. Thesis, University of Johannesburg. Accessed January 20, 2021.
http://hdl.handle.net/10210/9526.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Van der Westhuizen, Hester Helena Catharina. “Rolspel as taalmetodologiese strategie in tweedetaalonderrig.” 2014. Web. 20 Jan 2021.
Vancouver:
Van der Westhuizen HHC. Rolspel as taalmetodologiese strategie in tweedetaalonderrig. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10210/9526.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Van der Westhuizen HHC. Rolspel as taalmetodologiese strategie in tweedetaalonderrig. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9526
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Washington State University
18.
[No author].
Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
.
Degree: 2018, Washington State University
URL: http://hdl.handle.net/2376/16313
► This ethnographic case study aims to examine second language socialization (SLS) in a massively multiplayer online game (MMOG) called Stronghold Kingdoms (SK). To explore the…
(more)
▼ This ethnographic case study aims to examine second
language socialization (SLS) in a massively multiplayer online game (MMOG) called Stronghold Kingdoms (SK). To explore the affordances of this community for SLS, the social dynamics in a faction community during 4 life-time periods, namely, war, post-war peace and life in exile, end of the world, and immigration to a new world were investigated using three methods: observation, analysis of records (in-game forum exchanges), and interview. The results suggested that the norms of the faction community, that is, communication, ccollaboration, skills, support, rules, closeness, trust, status, and shared experiences provided a supportive environment for SLS. Moreover, the results of an interview conducted with one of the faction non-native English speakers (NNES) revealed that the affordances of SK were important in the development and improvement of second
language skills. This study offers important implications for second
language pedagogy and research.
Advisors/Committee Members: Salsbury, Thomas L (advisor).
Subjects/Keywords: Foreign language education;
Educational technology;
CALL;
Computer-assisted language learning;
Massively Multiplayer Online Games;
MMOG;
Second Language Education;
Second Language Socialization
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to Zotero / EndNote / Reference
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APA (6th Edition):
author], [. (2018). Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
. (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16313
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
author], [No. “Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
.” 2018. Thesis, Washington State University. Accessed January 20, 2021.
http://hdl.handle.net/2376/16313.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
author], [No. “Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
.” 2018. Web. 20 Jan 2021.
Vancouver:
author] [. Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
. [Internet] [Thesis]. Washington State University; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/2376/16313.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
author] [. Second Language Socialization in Stronghold Kingdoms: An Ethnographic Case Study
. [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16313
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
19.
Hastjarjanto, O.
Strategies for real-time video games.
Degree: 2013, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/276058
► Abstract Game developers spend a large portion of their time developing and tweaking the artificial intelligence in video games. Problems related to productivity in the…
(more)
▼ Abstract
Game developers spend a large portion of their time developing and
tweaking the artificial intelligence in video
games. Problems related to
productivity in the development of AI have been solved using various
modeling techniques in the field of AI,
language design and easier to use
editors. Using a domain specific
language to assist in describing AI can
increase productivity in this area. In addition to this, game developers
can be relieved from irrelevant tasks such as worrying about performance,
correctness of the implementation, memory management and optimization
data structures and focus on the high level description of the game
play. In this thesis, we focus on real-time video
games and we investigate
the development of a domain-specific
language containing the necessary
elements to describe and execute strategies to achieve goals in a real-time
video game. We develop a domain-specific
language to express strategies
for computer controlled actors using techniques commonly found in embedded
domain-specific languages, and in particular embedded domain-
specific languages in Haskell. To demonstrate this
language we have
developed a prototype of a real-time strategy game that uses strategies
implemented using the domain-specific
language developed in this thesis.
Advisors/Committee Members: Jeuring, J.T., Leather, S..
Subjects/Keywords: AI; Haskell; Strategy; Artificial Intelligence; DSL; Domain-specific language; Games
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APA ·
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APA (6th Edition):
Hastjarjanto, O. (2013). Strategies for real-time video games. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/276058
Chicago Manual of Style (16th Edition):
Hastjarjanto, O. “Strategies for real-time video games.” 2013. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2021.
http://dspace.library.uu.nl:8080/handle/1874/276058.
MLA Handbook (7th Edition):
Hastjarjanto, O. “Strategies for real-time video games.” 2013. Web. 20 Jan 2021.
Vancouver:
Hastjarjanto O. Strategies for real-time video games. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2021 Jan 20].
Available from: http://dspace.library.uu.nl:8080/handle/1874/276058.
Council of Science Editors:
Hastjarjanto O. Strategies for real-time video games. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/276058
20.
Lotti, Ana Luisa Feiteiro Cavalari.
Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa.
Degree: Mestrado, Filologia e Língua Portuguesa, 2014, University of São Paulo
URL: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112014-185237/
;
► Nesse trabalho, enfoca-se o enunciado em seu funcionamento e contexto real em sala de aula.Os Parâmetros Curriculares Nacionais (PCN) de Língua Portuguesa apontam para o…
(more)
▼ Nesse trabalho, enfoca-se o enunciado em seu funcionamento e contexto real em sala de aula.Os Parâmetros Curriculares Nacionais (PCN) de Língua Portuguesa apontam para o fato de que a atividade mais importante dos professores deve ser a de criar situações em que os alunos possam operarem sobre a própria linguagem. Assim, os enunciados orais e escritos, atualmente, são compreendidos como a base do ensino-aprendizagem de Língua Portuguesa no Ensino Fundamental. Nessa perspectiva, a presente dissertação busca desenvolver um procedimento metodológico, o Jogo Teatral, que mobilize os alunos do Ensino Fundamental II a operarem sobre a própria linguagem por meio da produção de enunciados orais e escritos. Dessa forma, visamos desenvolver atividades didáticas que promovam a integração entre língua e Arte no ensino da argumentação. Isto se faz por meio da correlação entre o trabalho com enunciados em linguagem verbal e não verbal, e a linguagem teatral. Os Jogos Teatrais constituem-se em um método desenvolvido por Viola Spolin (2012 [1963]), diretora de teatro norte-americana, com o intuito de utilizálo o ensino de teatro para iniciantes, na preparação de atores, bem como no contexto escolar. Nossa fundamentação teórica está ancorada em uma concepção multidisciplinar de linguagem no bojo das teorias da Linguística, Filosofia e Psicologia. Soma-se a esta, o princípio sociointeracionistas da linguagem de Bakhtin (1992 [1929]); os fundamentos da Análise da Conversação, segundo Kerbrat-Orecchioni (1990); as teorias retóricoargumentativas, a partir de Amossy (2007); e os estudos de Goodwin (2003) e da nova ciência da gestualidade, entre outros. As atividades aplicadas permitem observar como resultados a integração entre língua e Arte, além de propiciar a interação dos sujeitos com e por meio das linguagens
This work focuses on linguistic statement in its real operation and context of production in the classroom. It is based on the Brazilian Curricular Parameters for Portuguese Language, which points that the most important teachers activity should be to create situations in which students can work on their own languages. In this perspective, we try to develop a new methodological procedure, the Theater Games, to mobilize elementary level students to operate their own language through the productions of oral and written linguistic statements. This way, we aim to develop didactic activities, which can promote the integration between language and Art in the teaching of argumentation skills. It is done through the correlation between the verbal and written linguistic statements and the theatrical language. The Theater Games are known as a method of training actors that was developed by Viola Spolin. It can also be used at school. Our theoretical background is based on a multidisciplinary vision of language according to Linguistic, Philosophy and Psychology. In addition is Bakhtins sociointeractionist principle of language (1992 [1929]), the perspective of Conversation Analysis, according to Kerbrat-Orecchioni (1990), the…
Advisors/Committee Members: Aquino, Zilda Gaspar Oliveira de.
Subjects/Keywords: Argumentação; Argumentation; Jogos teatrais; Língua Portuguesa; Portuguese Language; Theater games
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APA (6th Edition):
Lotti, A. L. F. C. (2014). Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112014-185237/ ;
Chicago Manual of Style (16th Edition):
Lotti, Ana Luisa Feiteiro Cavalari. “Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa.” 2014. Masters Thesis, University of São Paulo. Accessed January 20, 2021.
http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112014-185237/ ;.
MLA Handbook (7th Edition):
Lotti, Ana Luisa Feiteiro Cavalari. “Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa.” 2014. Web. 20 Jan 2021.
Vancouver:
Lotti ALFC. Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2021 Jan 20].
Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112014-185237/ ;.
Council of Science Editors:
Lotti ALFC. Enunciados em jogo: a correlação entre língua e artes nas aulas de língua portuguesa. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-11112014-185237/ ;
University of Ottawa
21.
Schmitz, Kelsey Catherine.
Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
.
Degree: 2018, University of Ottawa
URL: http://hdl.handle.net/10393/38053
► This research project is an answer to the question, “What is the trouble with Gender and Gaming?” Distinguishing between sex and gender, the research examines…
(more)
▼ This research project is an answer to the question, “What is the trouble with Gender and Gaming?” Distinguishing between sex and gender, the research examines how players learn to participate in gaming culture through a gendered lens and explores the voices of participant gamers who are learning and dealing with gendered violence and sexism in video games. Specifically, I examined the complicated nature of power, gendered representations/performances and language in gaming. To accomplish this, I used a poststructural feminist theory that I call ‘theory of disruption,’ which utilizes Butler’s (1991) theories on gender performance, Foucault’s (1978) concept of the docile body, and Harraway’s (1991) theory of disruption through the metaphor of the cyborg.
Methodologically, I used digital ethnography, where I took on the role of participant-researcher by examining and analyzing my experiences as a video game player, on the one hand, and played with and interviewed 12 avid North American video gamers, all of whom are English speakers, including 8 women and 4 men, on the other.
In analyzing my own and the participants’ narratives, gendered violence and sexual violence perpetuated within the context of gaming was deemed as a major deterrent for self-identified female gamers, often leaving them disconnected from the gaming community, and at times driving them to stop playing online games completely. In the case of female gamers, I show, they begin gaming already orienting their performance around a male narrative and in a male-dominated space. Throughout the thesis, we see that the trouble with gender and gaming is how gender is performed in games: cultural limitations, as well as design limitations influenced by culture, restrict players to the point where performativity (i.e. the pattern of gender performance) morphs into gender norms. These norms, I also show, are not left to perpetuate. In many cases, they are disrupted, subverted, dismissed or outright ignored. Nonetheless, I conclude, all gamers, male or female, have to negotiate gendered identities and their storylines as represented and made available by game designers.
Approached as a ‘null curriculum’ (Eisner, 1985), video gaming is a site where most people, but particularly young people, invest in their identities and desires, thus turning it into a learning site. Here, particular representations and gendered norms and behaviours are learned. Pedagogically, I therefore conclude, we need to critically engage with it and show its creative as well as its ‘other’ (especially when it comes to female representation) side. Membership to the gaming community, it seems, is open to anyone with a gaming system and a desire to log into play; but if those community members were more attuned to how their actions, words, and conversations impact their greater community, perhaps we would begin to see a version of the gaming culture that is safer and more open to all.
Subjects/Keywords: Digital Education;
Gender;
Video Games;
Sexual Violence/Language
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APA ·
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Manager
APA (6th Edition):
Schmitz, K. C. (2018). Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
. (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Schmitz, Kelsey Catherine. “Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
.” 2018. Thesis, University of Ottawa. Accessed January 20, 2021.
http://hdl.handle.net/10393/38053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Schmitz, Kelsey Catherine. “Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
.” 2018. Web. 20 Jan 2021.
Vancouver:
Schmitz KC. Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
. [Internet] [Thesis]. University of Ottawa; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10393/38053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Schmitz KC. Shut Up and Play, or Get Out: A Pedagogy of Gendered Digital Identities in Video Gaming
. [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/38053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
22.
Granlund, Pernilla.
Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen.
Degree: Education and Social Sciences, 2020, Örebro University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012
► Syftet med följande studie är att utifrån en sociokulturell teori bidra med ny kunskap om hur pedagoger i förskoleklass uppfattar språklek och dess betydelse…
(more)
▼ Syftet med följande studie är att utifrån en sociokulturell teori bidra med ny kunskap om hur pedagoger i förskoleklass uppfattar språklek och dess betydelse för läs- och skrivinlärningen samt att identifiera pedagogernas medvetenhet för språklekens betydelse i ett främjande och förebyggande perspektiv inom det specialpedagogiska området. Tidigare forskning bekräftar användandet av språklek och att det med stor fördel kan användas i ett förebyggande syfte för läs- och skrivinlärningen. Studiens empiriska material är insamlat genom ostrukturerade, semistrukturerade gruppintervjuer med inspiration från fokusgruppmetoden. Som metodisk ansats ses det empiriska materialet utifrån en kvalitativ innehållsanalys för att nå olika perspektiv på innehållet. Resultatet visar att pedagogerna har en relevant utbildning för sitt kunskapsuppdrag och för språklek. Vidare visar resultatet att pedagogernas uppfattningar förstärker sambandet mellan tidiga insatser där språkleken har en tydlig plats och där språkleken kan ses som ett främjande arbetssätt i förskoleklass. I diskussionen betonas framförallt de möjligheter som språkleken ger och hur det kan påverka skolor på organisationsnivå där beslut fattas om extra anpassningar och särskilt stöd.
Subjects/Keywords: Reading difficulties; Language games; Interventions; Phonological awareness; Pedagogy; Pedagogik
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Granlund, P. (2020). Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Granlund, Pernilla. “Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen.” 2020. Thesis, Örebro University. Accessed January 20, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Granlund, Pernilla. “Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen.” 2020. Web. 20 Jan 2021.
Vancouver:
Granlund P. Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen. [Internet] [Thesis]. Örebro University; 2020. [cited 2021 Jan 20].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Granlund P. Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen. [Thesis]. Örebro University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Colorado
23.
VanDenend, Jon Andreas.
Agency, Norms, and Language Games In the study of Islam and Gender.
Degree: MA, Religious Studies, 2012, University of Colorado
URL: https://scholar.colorado.edu/rlst_gradetds/17
► Scholarship on Islam and gender consistently questions as to whether or not Islamic norms oppress Muslim women's agency. One aspect of this discussion is…
(more)
▼ Scholarship on Islam and gender consistently questions as to whether or not Islamic norms oppress Muslim women's agency. One aspect of this discussion is the issue of a Muslim woman's consent in getting married and in sexual relations. The scholarship of Kecia Ali focuses on this issue of consent, and when she finds the Islamic legal tradition lacking in allowing for a woman's consent in marriage, she calls for Muslim women to engage in acts of "personal reflection." This creates a binary concerning agency, wherein external norms (The Islamic Legal tradition) suppress agency, while true agency is only found in acting in accordance with internally felt desires. This thesis investigates the reasons why Ali folds into ideas of personal reflection to reconcile Islamic understandings of marriage with contemporary Western views. In order to do this, I explore Ali's commitment to the Islamic Tradition's ability to change to incorporate consent in marriage, and how she fails to substantiate such flexibility and adaptability. Secondly, I argue that calling for "personal reflection" depends on notions of the authentic self, wherein the self holds inner depths and wisdom. In the second part of this thesis, I explore how the combined scholarship of Saba Mahmood and Ludwig Wittgenstein can provide enriched ways to understand agency. Through Mahmood's scholarship on the women's mosque movement in Egypt, she argues for a view of the self and desires as malleable through discipline. Building on this, Wittgenstein's theory of
language games demonstrates how the discipline and outward action shape the rules of the
language games, or rather, the norms of a society.
Advisors/Committee Members: Ruth Mas, Carla Jones, Deborah Whitehead.
Subjects/Keywords: Agency; Gender; Islam; Language Games; Progressive Islam; Wittgenstein; Islamic Studies; Religion
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APA (6th Edition):
VanDenend, J. A. (2012). Agency, Norms, and Language Games In the study of Islam and Gender. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/rlst_gradetds/17
Chicago Manual of Style (16th Edition):
VanDenend, Jon Andreas. “Agency, Norms, and Language Games In the study of Islam and Gender.” 2012. Masters Thesis, University of Colorado. Accessed January 20, 2021.
https://scholar.colorado.edu/rlst_gradetds/17.
MLA Handbook (7th Edition):
VanDenend, Jon Andreas. “Agency, Norms, and Language Games In the study of Islam and Gender.” 2012. Web. 20 Jan 2021.
Vancouver:
VanDenend JA. Agency, Norms, and Language Games In the study of Islam and Gender. [Internet] [Masters thesis]. University of Colorado; 2012. [cited 2021 Jan 20].
Available from: https://scholar.colorado.edu/rlst_gradetds/17.
Council of Science Editors:
VanDenend JA. Agency, Norms, and Language Games In the study of Islam and Gender. [Masters Thesis]. University of Colorado; 2012. Available from: https://scholar.colorado.edu/rlst_gradetds/17
Stockholm University
24.
Olsson, Joel.
Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games.
Degree: English, 2016, Stockholm University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138748
► This thesis investigates how male and female athletes competing in the 2016 Olympic Games in Rio de Janeiro were portrayed in two British and…
(more)
▼ This thesis investigates how male and female athletes competing in the 2016 Olympic Games in Rio de Janeiro were portrayed in two British and two American newspapers (The Daily Telegraph, The Independent, Los Angeles Times and The Washington Post). It also examines how the total amount of coverage was distributed between athletes of each gender. Previous studies have shown that female athletes are not given as much space as male athletes (Jones, 2004, Caple, Greenwood, & Lumby, 2011, Godoy-Pressland 2014) and that when they are reported on, not portrayed in the same way as male athletes (Eagleman, 2015). This can have negative effects for athletes and their sport (Knight & Giuliano, 2011). For this essay, a corpus was created out of articles from the four newspapers, which were subsequently analysed quantitatively and qualitatively. The findings showed a greater equality in the amount of coverage provided by newspapers than had been shown by previous studies, but with such a small sample, results could not be generalised widely. For the qualitative analysis, articles from two specific events were analysed and determined to not contain any major differences between males and females, with only one exception, which was Los Angeles Times’ article on the women’s artistic gymnastics team all-around event.
Subjects/Keywords: language and gender; representation; media coverage; Olympic Games; modifiers; Humanities; Humaniora
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APA (6th Edition):
Olsson, J. (2016). Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138748
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Olsson, Joel. “Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games.” 2016. Thesis, Stockholm University. Accessed January 20, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138748.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Olsson, Joel. “Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games.” 2016. Web. 20 Jan 2021.
Vancouver:
Olsson J. Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games. [Internet] [Thesis]. Stockholm University; 2016. [cited 2021 Jan 20].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138748.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Olsson J. Body Remains a Difference : Representation of Gender in Four Newspapers' Reporting on the 2016 Olympic Games. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138748
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
25.
Shintaku, Kayo.
Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
.
Degree: 2018, University of Arizona
URL: http://hdl.handle.net/10150/631469
► Advancement of digital technologies has increased the accessibility of authentic resources in various languages, and this wide and easy access to authentic resources supports exposure…
(more)
▼ Advancement of digital technologies has increased the accessibility of authentic resources in various languages, and this wide and easy access to authentic resources supports exposure to and interaction with second and foreign
language (L2) and communities online. As the objective of learning is also shifting from what people learn to how people learn (Jenkins, 2009), the digitally-mediated communication landscape is radically reshaping the terrain of
language and literacy education (Lankshear & Knobel, 2011; Lotherington & Jenson, 2011). In this way, digital technologies add alternative channels and options for communication. Because digital technologies are multimodal by nature, they allow us to integrate multiple facets of literacy to communicate by using many modalities to make meaning (New London Group, 1996; Thorne & Reinhardt, 2008). Consequently, expanded views of text and literacy (Kern, 2000, 2003) have been emphasized in the literature in order to holistically integrate multiple literacies into L2 education.
Regarding Japanese-as-a-foreign
language (JFL) education in particular, entertainment media, such as anime, digital
games, and manga, often serve entry points into formal course-based
language learning (Japan Foundation, 2014, 2017b; Mori & Mori, 2011). In addition, JFL learners use increasingly-available educational media, such as
language apps like Google Translate and
language websites like Jisho.org. However, the existing body of Computer Assisted
Language Learning (CALL) literature has not fully investigated the use of entertainment media as part of formal course study to enhance authenticity and provide more literacy practices in the wild (Thorne, 2010). In this way, it is critical to understand how digital literacies are integral to the autonomous and self-directed learning at the learner’s level before curricular and class level implementation is even considered.
The current research investigates what digital literacies that JFL learners are exposed to and employ in their autonomous and self-directed JFL learning using entertainment media (i.e., anime and digital
games) and educational media (e.g.,
language apps). The data analyzed were collected from 12 JFL learners divided into two projects (anime and
games focus groups) and from online survey responses from JFL learners enrolled in the Japanese
language program (n = 191) and students enrolled in the Anime Class (n = 104) at the University of Arizona.
In the first project, anime focus group (AFG) participants (n = 6) watched three titles of anime and self-studied with four available
language setting options. In the second project, game focus group (GFG) participants (n = 6) played one single-player online game individually and one single-player PlayStation3 game as two sub-groups (n = 2, n = 3) and solo (n = 1). Both focus groups then participated in an interview at the end of the study.
The findings from the AFG project showed that a digital environment promoted digital literacies and individuality in autonomous and self-directed…
Advisors/Committee Members: Reinhardt, Jonathon (advisor), Dupuy, Beatrice (committeemember), Warner, Chantelle (committeemember).
Subjects/Keywords: Anime;
Digital literacies;
Entertainment media;
Foreign language pedagogy;
Games;
Japanese
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APA (6th Edition):
Shintaku, K. (2018). Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631469
Chicago Manual of Style (16th Edition):
Shintaku, Kayo. “Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
.” 2018. Doctoral Dissertation, University of Arizona. Accessed January 20, 2021.
http://hdl.handle.net/10150/631469.
MLA Handbook (7th Edition):
Shintaku, Kayo. “Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
.” 2018. Web. 20 Jan 2021.
Vancouver:
Shintaku K. Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
. [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10150/631469.
Council of Science Editors:
Shintaku K. Literacy Practices with Media: Popular Culture Media and the Role of Pedagogical Guidance in L2 Learning of Japanese
. [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631469
University of Alberta
26.
Trenton, Marcus.
Quest Patterns for Story-Based Video Games.
Degree: MS, Department of Computing Science, 2009, University of Alberta
URL: https://era.library.ualberta.ca/files/9z903031p
► As video game designers focus on immersive interactive stories, the number of game object interactions grows exponentially. Most games use manually-programmed scripts to control object…
(more)
▼ As video game designers focus on immersive interactive
stories, the number of game object interactions grows
exponentially. Most games use manually-programmed scripts to
control object interactions, although automated techniques for
generating scripts from high-level specifications are being
introduced. For example, ScriptEase provides designers with
generative patterns that inject commonly-occurring interactions
into games. ScriptEase patterns generate scripts for the game
Neverwinter Nights. A kind of generative pattern, the quest
pattern, generates scripting code controlling the plot in
story-based games. I present my additions to the quest pattern
architecture (meta quest points and abandonable subquests), a
catalogue of quest patterns, and the results of two studies
measuring their effectiveness. These studies show that quest
patterns are easy-to-use, substantially reduce plot scripting
errors, and their catalogue is highly-reusable between games. These
studies demonstrate ScriptEase generative quest patterns are a
desirable alternative to manual plot scripting in commercial,
story-based games.
Subjects/Keywords: scripting language; pattern language; pattern catalog; generative design pattern; code generation; video games
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APA (6th Edition):
Trenton, M. (2009). Quest Patterns for Story-Based Video Games. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9z903031p
Chicago Manual of Style (16th Edition):
Trenton, Marcus. “Quest Patterns for Story-Based Video Games.” 2009. Masters Thesis, University of Alberta. Accessed January 20, 2021.
https://era.library.ualberta.ca/files/9z903031p.
MLA Handbook (7th Edition):
Trenton, Marcus. “Quest Patterns for Story-Based Video Games.” 2009. Web. 20 Jan 2021.
Vancouver:
Trenton M. Quest Patterns for Story-Based Video Games. [Internet] [Masters thesis]. University of Alberta; 2009. [cited 2021 Jan 20].
Available from: https://era.library.ualberta.ca/files/9z903031p.
Council of Science Editors:
Trenton M. Quest Patterns for Story-Based Video Games. [Masters Thesis]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/9z903031p
University of Edinburgh
27.
Kanwal, Jasmeen Kaur.
Word length and the principle of least effort : language as an evolving, efficient code for information transfer.
Degree: PhD, 2018, University of Edinburgh
URL: http://hdl.handle.net/1842/33051
► In 1935 the linguist George Kingsley Zipf made a now classic observation about the relationship between a word's length and its frequency: the more frequent…
(more)
▼ In 1935 the linguist George Kingsley Zipf made a now classic observation about the relationship between a word's length and its frequency: the more frequent a word is, the shorter it tends to be. He claimed that this 'Law of Abbreviation' is a universal structural property of language. The Law of Abbreviation has since been documented in a wide range of human languages, and extended to animal communication systems and even computer programming languages. Zipf hypothesised that this universal design feature arises as a result of individuals optimising form-meaning mappings under competing pressures to communicate accurately but also efficiently - his famous Principle of Least Effort. In this thesis, I present a novel set of studies which provide direct experimental evidence for this explanatory hypothesis. Using a miniature artificial language learning paradigm, I show in Chapter 2 that language users optimise form-meaning mappings in line with the Law of Abbreviation only when pressures for accuracy and efficiency both operate during a communicative task. These results are robust across different methods of data collection: one version of the experiment was run in the lab, and another was run online, using a novel method I developed which allows participants to partake in dyadic interaction through a web-based interface. In Chapter 3, I address the growing body of work suggesting that a word's predictability in context may be an even stronger determiner of its length than its frequency alone. For instance, Piantadosi et al. (2011) show that shorter words have a lower average surprisal (i.e., tend to appear in more predictive contexts) than longer words, in synchronic corpora across many languages. We hypothesise that the same communicative pressures posited by the Principle of Least Effort, when acting on speakers in situations where context manipulates the information content of words, can give rise to these lexical distributions. Adapting the methodology developed in Chapter 2, I show that participants use shorter words in more predictive contexts only when subject to the competing pressures for accurate and efficient communication. In a second experiment, I show that participants are more likely to use shorter words for meanings with a lower average surprisal. These results suggest that communicative pressures acting on individuals during language use can lead to the re-mapping of a lexicon to align with 'Uniform Information Density', the principle that information content ought to be evenly spread across an utterance, such that shorter linguistic units carry less information than longer ones. Over generations, linguistic behaviour such as that observed in the experiments reported here may bring entire lexicons into alignment with the Law of Abbreviation and Uniform Information Density. For this to happen, a diachronic process which leads to permanent lexical change is necessary. However, crucial evidence for this process - decreasing word length as a result of increasing frequency over time - has never before…
Subjects/Keywords: 401; language evolution; information theory; communicative efficiency; artificial language learning; communication games; word length
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Manager
APA (6th Edition):
Kanwal, J. K. (2018). Word length and the principle of least effort : language as an evolving, efficient code for information transfer. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/33051
Chicago Manual of Style (16th Edition):
Kanwal, Jasmeen Kaur. “Word length and the principle of least effort : language as an evolving, efficient code for information transfer.” 2018. Doctoral Dissertation, University of Edinburgh. Accessed January 20, 2021.
http://hdl.handle.net/1842/33051.
MLA Handbook (7th Edition):
Kanwal, Jasmeen Kaur. “Word length and the principle of least effort : language as an evolving, efficient code for information transfer.” 2018. Web. 20 Jan 2021.
Vancouver:
Kanwal JK. Word length and the principle of least effort : language as an evolving, efficient code for information transfer. [Internet] [Doctoral dissertation]. University of Edinburgh; 2018. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/1842/33051.
Council of Science Editors:
Kanwal JK. Word length and the principle of least effort : language as an evolving, efficient code for information transfer. [Doctoral Dissertation]. University of Edinburgh; 2018. Available from: http://hdl.handle.net/1842/33051
28.
Cheng, Yi-Chun.
The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance.
Degree: MA, Modern Languages, 2018, University of Mississippi
URL: https://egrove.olemiss.edu/etd/899
► Many English as a second language (ESL) learners feel anxiety about speaking English, and their oral performance is affected in this situation. This study aims…
(more)
▼ Many English as a second
language (ESL) learners feel anxiety about speaking English, and their oral performance is affected in this situation. This study aims to determine the effect of using board
games on the improvement of ESL students’ oral performance. Task-based instruction and communicative approaches to pedagogy were used for the
games. This is a descriptive method of research which intends to determine the correlation between the usage of educational board
games and the level of learners’
language anxiety as well as their improvement in oral performance. The pre-test and post-test which were adapted from the Speaking Proficiency English Assessment Kit (SPEAK; ETS, 1999), were designed to measure participants’ oral proficiency in English. The pre-test and post-test questionnaires were modified from Woodrow (2006) with a five-point Likert scale ranging from 1 (not at all anxious) to 5 (extremely anxious) to measure participants’ anxiety level concerning speaking English within and outside the classroom. Descriptive statistics such as mean and standard deviation, along with inferential statistics, which included Pearson r Correlation, were used. We found a significant relationship between sufficient board
games and the improvement of oral performance. From the reports of the questionnaire, the participants perceived that they did not feel anxious while speaking English during board
games. Moreover, the results of the post-test showed that the participants’ oral proficiency improved while their
language anxiety level was lower. These findings suggest that lowered participants' anxiety levels due to playing board
games with other students in a group setting contribute to an overall increase in their oral performance scores.
Advisors/Committee Members: Tamara Warhol, Vance K. Schaefer, Michael Carl Raines.
Subjects/Keywords: Board Games; Clt; Esl; Language Anxiety; Oral Performance; Tblt; First and Second Language Acquisition
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APA (6th Edition):
Cheng, Y. (2018). The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance. (Masters Thesis). University of Mississippi. Retrieved from https://egrove.olemiss.edu/etd/899
Chicago Manual of Style (16th Edition):
Cheng, Yi-Chun. “The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance.” 2018. Masters Thesis, University of Mississippi. Accessed January 20, 2021.
https://egrove.olemiss.edu/etd/899.
MLA Handbook (7th Edition):
Cheng, Yi-Chun. “The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance.” 2018. Web. 20 Jan 2021.
Vancouver:
Cheng Y. The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance. [Internet] [Masters thesis]. University of Mississippi; 2018. [cited 2021 Jan 20].
Available from: https://egrove.olemiss.edu/etd/899.
Council of Science Editors:
Cheng Y. The Effect Of Using Board Games In Reducing Language Anxiety And Improving Oral Performance. [Masters Thesis]. University of Mississippi; 2018. Available from: https://egrove.olemiss.edu/etd/899
Stellenbosch University
29.
Genis, Petronella Facqueline.
Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente.
Degree: MA, Afrikaans and Dutch, 2020, Stellenbosch University
URL: http://hdl.handle.net/10019.1/107824
► ENGLISH ABSTRACT: Gamification in education is to a certain extend still controversial, because many educators are uncertain about what it entails and whether it is…
(more)
▼ ENGLISH ABSTRACT: Gamification in education is to a certain extend still controversial, because many educators are uncertain about what it entails and whether it is creditworthy in pedagogy (child-focused teaching) and andragogy (adult-focused teaching). This thesis investigates the credibility of gamification as a tool in teaching vocabulary in a task-based teaching program for Afrikaans Language Acquisition students at the University of Namibia.
For this research on the use of games in a language acquisition class I firstly undertook a literature review on the affective filter hypothesis, academic boredom and the task-based approach. Larsen-Freeman and Anderson (2011) builds on the affective filter hypothesis of Krashen (1982) when they say that a low affective filter, low anxiety and an atmosphere that builds self-confidence is a condition for language acquisition. Csikszentmihalyi’s (1990) flow theory explains that a good balance between the level of challenge and the level of skill is necessary for flow in which optimal learning takes place. Any unbalanced measure of these two levels will lead to either anxiety (when the challenge is too high) of boredom (when the challenge is too low). Gamification is one possible way to establish flow. The emperical research consists of a qualitative and quantitative study. The instruments which were used in the practical investigation, includes various questionnaires, one for lecturers teaching language acquisition, a reflective questionnaire for both the experimental as well as the control group, and five pre-tests and post-tests, involving vocabulary knowledge as well as questions on their emotional state.
Four lecturers completed the questionnaire leading to the conclusion that gamification is a useful tool in language acquisition. The participating students were divided into two groups of respectively eight in the control group and ten in the experimental group. Both groups attended five classes on vocabulary of five themes. The lessons were similar, except for the task phase of the experimental group that was gamified which means that five language games were used.
The main conclusion that was made, was that the experimental group’s vocabulary increased with 14% more than that of the control group. Both groups reacted positively on the task-based approach that was taken.
AFRIKAANSE OPSOMMING: Spelifiëring of gamifcation in onderrig is in ʼn mate nog omstrede, aangesien daar by baie opvoeders onsekerheid bestaan oor wat dit presies behels en of dit in die pedagogiek (kinderonderrig) en die andragogiek (volwassene-onderrig) kredietwaardig is. Hierdie tesis ondersoek die lewensvatbaarheid van spelifiëring as hulpmiddel vir woordeskatuitbreiding in ʼn taakgebaseerde onderrigprogram vir Afrikaanse taalverwerwingstudente aan die Universiteit van Namibië.
Vir dié navorsing oor speletjies in ’n taalverwerwingsklas onderneem ek eerstens ’n literatuuroorsig oor die affektiewefilterhipotese, akademiese emosies en die taakgebaseerde benadering. Larsen-Freeman en Anderson (2011)…
Advisors/Committee Members: Adendorff, E. M., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch..
Subjects/Keywords: Gamification in education; Task analysis in education; Language games; Literary recreations; Language acquisition; UCTD
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APA ·
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Manager
APA (6th Edition):
Genis, P. F. (2020). Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente. (Masters Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107824
Chicago Manual of Style (16th Edition):
Genis, Petronella Facqueline. “Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente.” 2020. Masters Thesis, Stellenbosch University. Accessed January 20, 2021.
http://hdl.handle.net/10019.1/107824.
MLA Handbook (7th Edition):
Genis, Petronella Facqueline. “Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente.” 2020. Web. 20 Jan 2021.
Vancouver:
Genis PF. Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente. [Internet] [Masters thesis]. Stellenbosch University; 2020. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/10019.1/107824.
Council of Science Editors:
Genis PF. Die gebruik van taalspeletjies as hulpmiddel vir woordeskatuitbreiding in taakgebaseerde onderrigprogram vir taalverwerwingstudente. [Masters Thesis]. Stellenbosch University; 2020. Available from: http://hdl.handle.net/10019.1/107824
Georgia Tech
30.
Zafrulla, Zahoor.
Automatic recognition of American sign language classifiers.
Degree: PhD, Computer Science, 2014, Georgia Tech
URL: http://hdl.handle.net/1853/53461
► Automatically recognizing classifier-based grammatical structures of American Sign Language (ASL) is a challenging problem. Classifiers in ASL utilize surrogate hand shapes for people or "classes"…
(more)
▼ Automatically recognizing classifier-based grammatical structures of American Sign
Language (ASL) is a challenging problem. Classifiers in ASL utilize surrogate hand shapes for people or "classes" of objects and provide information about their location, movement and appearance. In the past researchers have focused on recognition of finger spelling, isolated signs, facial expressions and interrogative words like WH-questions (e.g. Who, What, Where, and When). Challenging problems such as recognition of ASL sentences and classifier-based grammatical structures remain relatively unexplored in the field of ASL recognition.
One application of recognition of classifiers is toward creating educational
games to help young deaf children acquire
language skills. Previous work developed CopyCat, an educational ASL game that requires children to engage in a progressively more difficult expressive signing task as they advance through the game.
We have shown that by leveraging context we can use verification, in place of recognition, to boost machine performance for determining if the signed responses in an expressive signing task, like in the CopyCat game, are correct or incorrect. We have demonstrated that the quality of a machine verifier's ability to identify the boundary of the signs can be improved by using a novel two-pass technique that combines signed input in both forward and reverse directions. Additionally, we have shown that we can reduce CopyCat's dependency on custom manufactured hardware by using an off-the-shelf Microsoft Kinect depth camera to achieve similar verification performance. Finally, we show how we can extend our ability to recognize sign
language by leveraging depth maps to develop a method using improved hand detection and hand shape classification to recognize selected classifier-based grammatical structures of ASL.
Advisors/Committee Members: Starner, Thad (advisor), Essa, Irfan (committee member), Hamilton, Harley (committee member), Athitsos, Vassilis (committee member), Rehg, James M. (committee member).
Subjects/Keywords: American sgn Language; Hand tracking; Sign language recognition; Verification; Depth maps; Educational games
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Zafrulla, Z. (2014). Automatic recognition of American sign language classifiers. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/53461
Chicago Manual of Style (16th Edition):
Zafrulla, Zahoor. “Automatic recognition of American sign language classifiers.” 2014. Doctoral Dissertation, Georgia Tech. Accessed January 20, 2021.
http://hdl.handle.net/1853/53461.
MLA Handbook (7th Edition):
Zafrulla, Zahoor. “Automatic recognition of American sign language classifiers.” 2014. Web. 20 Jan 2021.
Vancouver:
Zafrulla Z. Automatic recognition of American sign language classifiers. [Internet] [Doctoral dissertation]. Georgia Tech; 2014. [cited 2021 Jan 20].
Available from: http://hdl.handle.net/1853/53461.
Council of Science Editors:
Zafrulla Z. Automatic recognition of American sign language classifiers. [Doctoral Dissertation]. Georgia Tech; 2014. Available from: http://hdl.handle.net/1853/53461
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Open Access Theses and Dissertations