Tesis (licenciatura en filosofia y letras--Universidad de Sevilla. / Includes bibliographical references.

Tesis (licenciatura en filosofia y letras--Universidad de Sevilla. / Includes bibliographical references.

Thesis (Ed.D.)--Boston University / This study was designed to explore the role of emotions mediating the decision-making process in poker. The research questions included: (1) What emotions are reported by poker players? (2) What are the poker-related predictors of the reported emotions? (3) How do the reported emotions influence decision-making? A qualitative approach was chosen for the eight intermediate poker players in the study. Data analyzed according to content analysis derived from semi-structured retrospective interviews and a think aloud protocol offered evidence that emotions impacted the decision-making process of intermediate poker players. Six distinct emotions were found to influence the decision-making process in poker: Pride, excitement, happiness, anxiety, frustration, and anger. Findings confirmed prior research of the role of frustration and anger in influencing suboptimal decision-making. Three main findings deviated from previous research: Positive emotions of pride and excitement were found to impact suboptimal decision-making, the negative emotion of anxiety was found to impact optimal decision-making, and the role of experience facilitated a healthier interpretation of, and reaction to, multiple emotions. The findings in this study provide practical and academic applications for researchers, poker players, and poker consultants. A number of different directions for future research are suggested, including more observation of naturalistic poker play, using real money for naturalistic poker play, and comparing the emotional experience of different stratum of experts and intermediates. Poker players could improve profit margins through using more active, facilitative forms of coping for strong emotional reactions, while poker consultants could help clients in proactively entering emotional zones that facilitate optimal decision-making. / 2019-09-01

This diploma thesis consists of two basic parts. The theoretical part, which you hold in your hands just now, and the practical part, which you can find in reduced ver-sion in the image supplement of this work and whose originals will be presented by the day of the diploma thesis defence session. In practical part of my work I have created a full collection of the whist cards using coloured lino-cut technology. In the theoretical concomitant of the art part I wrote about the history and the pre-sent of card games. You can find there informations about origin of cards, about their journey and spreading to the continental Europe, about cards in the Czech countries and about contemporary world of cards. I also wrote about kinds of cards, especially whist cards (they have separate chapter), about card games (games played in our area and games played with whist cards above all), about technology of card production and about their players. I dedicated one whole chapter to talk about practical realization of my whist cards collection, where I cleared up the choice of the theme, creation of con-crete figures and colours used.

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This research study explores the influence of perceived fairness on players' playstyle in multiplayer card games. The study focuses on a card game called "Insomnia" and its modified versions to investigate players' perceptions of fairness and their subsequent behavior. Two series of playtests were conducted with different groups of participants, and data were collected through gameplay observations and semi-structured group interviews. Thematic analysis was performed on the collected data, comparing findings with existing literature to provide insights into fairness in card games and the consequent playstyles. The results reveal that players adapt their strategies and playstyles when the game becomes difficult and unfair, shifting towards cooperative actions and helping others. Furthermore, the study shows that their goals, motivations, and perceived fairness influence players' preferences and behaviors. The findings underscore the interplay between fairness, playstyle archetypes, and player behavior in multiplayer card games. The study emphasizes the significance of understanding individual motivations, social dynamics, and game design elements in shaping player experiences. It suggests that game designers should consider the complexity of player decision-making and the intricate relationship between motivations and perceptions of fairness to foster engaging gameplay.

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O presente estudo discorre sobre o uso de atividades lúdicas como alternativa no processo de ensino-aprendizagem de Matemática, em destaque, um jogo de cartas como atividade de revisão no ensino de Análise Combinatória e Probabilidade. Atividades como jogos, desafios e outros são fundamentais para que o discente possa aprender de forma efetiva e satisfatória alguns conteúdos de Matemática, uma vez que o gosto por essa disciplina não é unânime entre os discentes. Atividades com jogos é uma importante ferramenta para motivar e auxiliar no estudo desta matéria. Objetivando esclarecer a influência desse jogo matemático no desenvolvimento do discente durante o processo de ensino-aprendizagem, neste estudo utilizamos um jogo de cartas na Escola Estadual Hercília Carvalho da Silva, localizada no Município de Gurupi – TO. Esse trabalho relata a aplicação de um jogo envolvendo cartas que foi aplicado no 2o ano do ensino médio, em um período de 2 meses, como uma forma de demonstrar a potencialidade da atividade lúdica enquanto metodologia inovadora das ações pedagógicas, buscando aulas mais diversificadas para conduzir os discentes envolvidos neste grupo a uma aprendizagem significativa nos conteúdos de Análise Combinatória e Probabilidade. Posteriormente foi aplicado um questionário ao grupo de discentes, este com 11 questões de múltipla escolha, a atividade (questionário) fora realizada no dia 14 de março de 2017, durante a aula de Matemática. Pelos dados coletados, fora possível verificar que a aplicação do jogo de cartas facilita o entendimento dos discentes em referência às matérias de Análise Combinatória e Probabilidade, o que não seria integralmente possível apenas com a exposição teórica e listas de exercícios. A pesquisa, quanto aos procedimentos, delineia como uma de campo e levantamento de dados. Quanto aos objetivos, teve como base o estudo descritivo e exploratório, focalizando em identificar a percepção que o discente possui acerca do conteúdo de Análise Combinatória e Probabilidade por meio de um jogo de cartas como atividade para revisar, aprofundar ou motivar o estudo destes conteúdos. / The present study discusses the use of play activities as a facilitator in the teachinglearning process of Mathematics, in particular, a game of cards as a review activity in the teaching of Combinatorial Analysis and Probability. Activities such as games, challenges and others are fundamental so that the student can learn effectively and satisfactorily some contents of Mathematics, since the taste for this discipline is not unanimous for the students. For this, the use of games activities is an important tool to motivate and assist in the study of this matter. In order to clarify the influence of this mathematical game on the student’s development during the teaching-learning process, in this study we used a game of cards at the Hercília Carvalho da Silva State School, located in the Municipality of Gurupi-TO. This paper reports on the application of a game involving letters that was applied in the second year of high school in a period of two months as a way of demonstrating the potential of playful activity as an innovative methodology of pedagogical actions, seeking more diversified classes to conduct The students involved in this group to a significant learning in the contents of Combinatorial Analysis and Probability. Later, a questionnaire was applied to the group of students, with eleven multiple choice questions, activity (research - questionnaire) was performed on March 14, 2017, during the Mathematics class. From the collected data, it was possible to verify that the application of the card game facilitates the understanding of the students in reference to the Matters of Combinatorial Analysis and Probability, which would not be entirely possible only with theoretical exposition and lists of exercises. The research, regarding the procedures, delineates as a field and data collection. Regarding the objectives, it was based on the descriptive and exploratory study, focusing on identifying the perception that the student has about the content of Combinatorial Analysis and Probability through a game of cards as an activity to review, deepen or motivate the study of these contents.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-24T12:50:36Z No. of bitstreams: 1 Mario Madureira Fontes.pdf: 94224761 bytes, checksum: 0d01cb5af73fd93f89f5bc68f2a6268b (MD5) / Made available in DSpace on 2017-08-24T12:50:39Z (GMT). No. of bitstreams: 1 Mario Madureira Fontes.pdf: 94224761 bytes, checksum: 0d01cb5af73fd93f89f5bc68f2a6268b (MD5) Previous issue date: 2017-08-15 / The motivation for developing this thesis stems from the wish to find ways t o make the learning of computational concepts easier . The objective of this work is to contribute to the learning/teaching of computational concepts based on narrative learning and critical thinking approaches. In order to develop this objective , OCC-RDD narratives and instructional card games were chosen as instruments. A mechanism called puzzle triggers was conceptualized and integrated in these instruments, and thanks to the introduction of this concept, a very important distinction was made possible: the puzzles correspond to problem-solving oriented cognitive actions, which enable the interpreter to construct puzzles in their mind. As the puzzle triggers evoque puzzles, they are thought to engage the students in the learning context. Conceptualizing the mechanism of puzzle triggers to be integrated in the OCC-RDD narratives and in instructional card games follows a dynamic and constructivist approach based on critical thinking. Three questions were posed and discussed in this work: how can puzzle triggers be structured in OCC-RDD narratives and in card games so that the student develops the kind of logical thinking necessary to acquire computational concepts? How to arouse puzzles within the OCC-RDD scenes and in the process of creating intructional card games? Are there puzzle triggers which are more adequate to be integrated in certain types of OCC-RDD narrative scenes and in certain stages of instructional card games? In order to answer these questions, case studies involving the application of a proposal to teaching computacional concepts to students attending Engineering and Digital Course Games were made. In this teaching proposal, puzzle triggers and puzzles were introduced in OCC-RDD narratives and instructional card games. In order to develop these studies, a guideline for developing OCC-RD narratives and instructional card games was developed. As research hypotheses, the following were proposed: puzzle triggers evoque puzzles and these are essential for developing and structuring critical thinking as students learn a new concept. The introduction of puzzle triggers turned out to be successful, because they stimulated planning, pondering, and evaluating of intervening factors, as well as the process of making decisions and taking actions in order to solve problems. As they performed the activities evoked by the puzzle triggers, the students were able to evaluate the problems they faced from multiple points of view and in this way, they were able to develop critical thinking and reasoning, using strategies and realizing representations to solve problems / A motivação para o desenvolvimento desta tese decorre da intenção de fornecer subsídios para facilitar a aprendizagem de conceitos computacionais. O objetivo geral consiste em contribuir para o ensino-aprendizagem de conceitos computacionais a partir de uma abordagem fundamentada em aprendizagem narrativa e pensamento crítico. Para desenvolver esse objetivo, foram utilizados como instrumentos, narrativas OCC-RDD e jogos de cartas instrucionais e nesses integrado um mecanismo denominado gatilhos de desafios. Com a introdução desse conceito, uma distinção importante é formalizada: os desafios correspondem às ações cognitivas que se orientam para a resolução de problemas, enquanto os gatilhos de desafios concernem os estímulos que levam o solucionador a interpretá-los e construir em sua mente os desafios. Considera-se que os gatilhos de desafios, pela potencialidade em desencadear desafios, podem ser utilizados para engajar os estudantes no contexto de aprendizagem. A formalização do conceito de gatilhos de desafios como mecanismo a ser incorporado em roteirização de narrativas instrucionais e de jogos de cartas instrucionais contempla uma visão da aprendizagem como uma atividade dinâmica e construtivista alicerçada em pensamento crítico. Três questões são postuladas e discutidas: como os desafios podem ser estruturados em narrativas escritas com a técnica OCC-RDD ou em jogos de cartas para levar o estudante a desenvolver o raciocínio lógico necessário para a aquisição de conceitos de computação?; como suscitar os desafios dentro das cenas das narrativas OCC-RDD e dentro do processo de criação dos jogos de cartas?; há gatilhos de desafios que se adequam melhor a certos tipos de cenas de narrativas OCC-RDD e a certas etapas de jogos de cartas instrucionais?. Para respondê-las, foram desenvolvidos estudos de caso que envolveram aplicação de uma proposta de ensino de conceitos computacionais com o uso de gatilhos de desafios e desafios introduzidos em narrativas OCC-RDD e em jogos de cartas instrucionais para alunos dos cursos de Engenharia e de Jogos Digitais. Para desenvolver esses estudos, foi elaborado um roteiro para a criação e o desenvolvimento das narrativas OCC-RDD e dos jogos de cartas instrucionais. Como hipóteses de pesquisa, foram postuladas: os gatilhos de desafios desencadeiam desafios e estes são essenciais para o desenvolvimento e a estruturação do pensamento crítico dos estudantes ao aprenderem um novo conceito; os gatilhos de desafios conferem um aspecto de dinamicidade ao serem inseridos em narrativas e jogos de cartas. Os gatilhos de desafios mostraram-se eficazes, pois estimularam, pela criação do desafio, o planejamento, a reflexão, a avaliação de fatores intervenientes, a tomada de decisões e o agir para a solução dos problemas. Ao executarem as tarefas sugeridas pelos gatilhos de desafios, os estudantes realizaram uma confiável avaliação do problema a ser solucionado a partir de múltiplos pontos de vista e, dessa maneira, desenvolveram o pensamento crítico, ou seja, a capacidade de raciocinar, de empregar estratégias e de realizar representações para solucionar problemas

Despite South African forensic psychiatric institutions operating well over capacity, the urgent need for rehabilitation guidelines is neglected through lack of research in this area. This is further compounded by the constrained financial and professional resources available to the sector. The Fort England Hospital Buddy Programme (FEHBP) is a voluntary social and activity-based initiative involving 2 hourly visits between students and male forensic psychiatric patient volunteers. Through the use of Interpretative Phenomenological Analysis (Smith, 1996), the participants’ experience of the programme was further contextualised within their lives pre and post admission. While further exploration through research is required, it appeared that within institutional confines the FEHBP acted in a substitutionary and surrogacy capacity, as a space for the development of social competence. While participants appeared to experience a sense of protectiveness from the programme, the limitations and restrictions are acknowledged as an increased number and variety of social network links would be required for a more sustainable sense of subjective wellbeing to develop. The FEHBP demonstrates the use of non-professional (community involved) interventions within a forensic psychiatric context.