Afin de se différencier de leurs concurrents, de nombreux points de vente proposent des contextes expérientiels favorables à l’immersion du consommateur dans une expérience de shopping. La problématique de cette recherche est donc de savoir quels sont les déterminants de l’immersion du consommateur dans une expérience de shopping et de connaître ses conséquences sur son comportement. Le premier apport de ce travail est alors de montrer que l’immersion correspond à un construit multidimensionnel, qui intègre notamment la composante « de bien-être » (Carù et Cova, 2003). Le deuxième apport consiste à montrer, de manière empirique, qu’un consommateur peut effectivement avoir la sensation d’être immergé dans une expérience de shopping. A cet effet, une première étude qualitative permet d’explorer ce phénomène en identifiant plusieurs processus d’accès à l’immersion. A partir de ces résultats et d’une adaptation du paradigme SOR, le modèle de la recherche est construit puis testé à la lumière des réponses de 539 consommateurs issus de trois points de vente différents. Les traitements réalisés à partir de la méthode des équations structurelles permettent de montrer que les facteurs de l’atmosphère d’un point de vente influencent positivement la focalisation de l’attention du consommateur (identifiée comme principal déterminant de l’immersion), qui à son tour influence positivement sa sensation d’être immergé. Contrairement aux études précédentes, il est également montré que l’immersion exerce systématiquement une influence directe et positive sur la satisfaction retirée de l’expérience, et par ce chemin, sur l’intention du consommateur de fréquenter à nouveau le point de vente et de le recommander à ses proches. La mesure de l’immersion proposée à l’issu de ce travail peut donc être considérée comme un véritable indicateur de performance pour évaluer la qualité d’un contexte expérientiel. / In order to be differentiated from their competitors, many stores offer experiential contexts to encourage consumer’s immersion in the shopping experience. The research question is to explore what are the antecedents of consumer’s immersion in the shopping experience and to know the consequences on his behavior. The first contribution of this work is to show that immersion is a multidimensional construct, which includes the "well-being" component (Carù and Cova, 2003). The second contribution is to empirically show that a consumer may actually have the feeling of being immersed in a shopping experience. To this end, a first qualitative study explores this phenomenon by identifying several processes to access immersion. From these results and using an adaptation of the SOR paradigm, the research model is built and tested thanks to the responses of 539 consumers from three different outlets. Treatments made from the structural equations method show that the factors of the store atmosphere positively influence consumer’s focus of attention (identified as the main antecedent of immersion), which in turn positively influences the feeling of being immersed. Unlike previous studies, this work also shows that immersion systematically has a direct and positive influence on experience satisfaction, and thus, on the consumer’s intention to return to the store and to recommend it to his peers. The proposed immersion measure can be considered as a performance indicator for assessing the quality of experiential context.

The goal of this thesis is to present the virtual environments research community with a thorough investigation of collaborative awareness in Tele- immersion and related immersive virtual environments. Tele-immersion was originally defined in 1996 by Tom Defanti of the Electronic Visualization Laboratory (EVL), is "the union of networked VR and video in the context of significant computing and data mining" [Leigh, et. al., 1997]. Since then, research on Tele-immersion has outgrown most of its system and performance-related issues and now focuses supporting collaborative interaction and usability. Tele-immersion now deals with the "[creation of persistent virtual environments] enabling multiple, globally situated participants to collaborate over high-speed and high-bandwidth networks connected to heterogeneous supercomputing resources and large data stores" [Leigh, et. al., 1997, p. 1 of 9]. In the early stages of Tele- immersion there were two main factors driving the research: the significant processing load of real-time and simulated computational steering, and the sheer bulk of the data sets being generated for scientific visual analysis [Leigh, et. al., 1997]. Now the growing number of immersive VR sites is motivating a need to support human-to-human interaction and work over wide networks of immersive virtual environments. This research focuses heavily on issues of collaborative awareness in these networked, immersive virtual environments. Collaborative awareness, in this context, is a concept that encompasses the caveats of one's knowledge about the CVE and its occupants. As a result of this study, software has been designed to provide support not only for collaborative awareness, but also for several other dimensions of collaboration. / Master of Science

No description available.

Context. The feeling of immersion in a video game is something most game developers try to achieve. Immersion makes the player feeling like they are a part of the game they are playing, and causes them to lose track of time and space. Immersion can be achieved in many ways, one of them being through different kinds of Graphical User Interfaces. An integrated interface might help players to get more immersed. Objectives. The objective of this thesis is to find out whether an integrated or "diegetic" interface improves the feeling of immersion in players.To fullfil this objective, a prototype must be made and then tested using participants who then can answer questions about their level of immersion. Methods. The prototype was built using Unity, a free game engine. The participants of the study played two different levels with two different interfaces and then answered a number of questions in a questionnaire. The questions were then analysed using the students t-test. Results. The results of the study showed there were no difference in terms of immersion in the two different interfaces. Conclusions. These results suggest there is no improvement of immersion when using a diegetic interface, compared to using a non diegetic one.

<p>This study examines the players experience, environments and objects in the videogame World of Warcraft. The purpose of this study is to get more knowledge about the players experience in the game with the focus on factors contributing to some form of immersion or/and presence. The data for this study were gathered using interviews as method and then analyzed with relevant literature in the chosen field. A game content analysis and a group of questions are tested with the results of the study which is presented at the end in with an analytic discussion.</p><p> </p>

This thesis analyses the application of the Common European Framework of Reference for Languages (2001) to the Canadian context, using a better understanding of the notion of competence. It begins from the observations that the functional level reached by post-immersion students is a source of anxiety and disappointment. This is an important issue in the post-immersion Canadian context as it relates to the goal of national bilingualism. We should now leave behind the reductive and obsolete functional approach to competence that is the norm in this country. This will involve the adoption of the actional approach already in place in other disciplines and in other countries. The profound paradigm shift that has taken place at the end of the 20th century, the progressive abandoning of the mechanistic worldview in the social sciences, can be seen in varying definitions of the concept of competence. The extensive literature review presented here provides a valuable perspective on the innovative principles underlying the Framework. This frame of reference does not seem wholly applicable to the post-immersion context. More specifically, it does not fully explore fundamental implications of the shift from a functional to an actional paradigm. Therefore, the suggestions of the Framework should be reinforced with a stronger focus on defining the process of linguistic competence. This can be accomplished by adding the notion of dynamic idiomaticity at various levels of the Framework scales. Thus, in order to go beyond the functional level, one must re-evaluate qualitative aspects of language. Finally, these concepts may be applied to teaching by means of the Frameworks portfolio tool. This portfolio will focus on the development of dynamic idiomaticity. It applies new training techniques developed in the business context that moved towards an actional model many years ago. The portfolio can be seen as one among many opportunities to apply a broader definition of the concept of competence.

This study examines the players experience, environments and objects in the videogame World of Warcraft. The purpose of this study is to get more knowledge about the players experience in the game with the focus on factors contributing to some form of immersion or/and presence. The data for this study were gathered using interviews as method and then analyzed with relevant literature in the chosen field. A game content analysis and a group of questions are tested with the results of the study which is presented at the end in with an analytic discussion.

Syftet med detta arbete är att jämföra effekterna av game feel och detaljerad grafik på en spelares immersion. Arbetet är riktat mot korta produktioner och har som mål att redovisa data som gör att spelutvecklare kan göra informerade val vid implementation av funktionalitet och grafik. Tre prototyper skapades för att mäta spelarnas immersion: en med abstrakt grafik, en med detaljerad grafik och en med game feel. Försökpersonernas upplevelse av prototyperna samlades in med hjälp av en webbbaserad enkät. Försökpersonernas svar visar inga säkra resultat men pekar på att försökspersonerna som spelade prototypen med game feel upplevde mest immersion.

This thesis analyses the application of the Common European Framework of Reference for Languages (2001) to the Canadian context, using a better understanding of the notion of competence. It begins from the observations that the “functional” level reached by post-immersion students is a source of anxiety and disappointment. This is an important issue in the post-immersion Canadian context as it relates to the goal of national bilingualism. We should now leave behind the reductive and obsolete functional approach to competence that is the norm in this country. This will involve the adoption of the “actional” approach already in place in other disciplines and in other countries. The profound paradigm shift that has taken place at the end of the 20th century, the progressive abandoning of the mechanistic worldview in the social sciences, can be seen in varying definitions of the concept of competence. The extensive literature review presented here provides a valuable perspective on the innovative principles underlying the Framework. This frame of reference does not seem wholly applicable to the post-immersion context. More specifically, it does not fully explore fundamental implications of the shift from a functional to an actional paradigm. Therefore, the suggestions of the Framework should be reinforced with a stronger focus on defining the process of linguistic competence. This can be accomplished by adding the notion of “dynamic idiomaticity” at various levels of the Framework scales. Thus, in order to go beyond the functional level, one must re-evaluate qualitative aspects of language. Finally, these concepts may be applied to teaching by means of the Framework’s portfolio tool. This portfolio will focus on the development of “dynamic idiomaticity”. It applies new training techniques developed in the business context that moved towards an actional model many years ago. The portfolio can be seen as one among many opportunities to apply a broader definition of the concept of competence.

The purpose of this study was to understand the experience of “school shifters” in Manitoba. School shifters are students who transferred from French immersion to French-language schools, thus changing schools and divisions for their secondary education. Through a study of the ethnolinguistic environment surrounding three cases, this study focuses on the local context, social practices, power elements and individual agency surrounding each case. By using a reflexive, ethnolinguistic case study methodology, this study treated each participant as a case while including the researcher’s own experience. Data was collected through in-depth, semi-structured interviews (Fontana & Frey, 2000) and analyzed. Results showed that the participants’ experience had an impact on their beliefs with regards to the local context, social practices, power elements, identity formation and the importance of making new friends. This study concludes with a call for action that suggests improvements for French immersion and French-language programs in Manitoba.