The purpose of this study was to analyze the effects of audience response systems on the secondary classroom. High school students (n=61) participated in one of three groups: (1) a control group, which heard traditional lectures with verbal questions only, (2) a clicker group, which had questions displayed and used clickers to answer, and (3) a questions only group, which had questions displayed but used slips of paper to answer the question. ANOVA was used to analyze various sources of data, including: test scores, post-test scores, and others, and it was found that there was no statistical difference between the control and two treatment groups. A focus group (n=4) was held to gather qualitative data. Students in the focus group indicated that they enjoyed using clickers for various reasons. Focus group participants indicated that clickers allowed for increased interaction between students and teacher and between students, the graphs allowed students to understand how they performed compared to the class, and gave opportunities for competition. More data needs to be collected on the use of clickers and how the discussion they foster might lead to increased learning. / text

This study investigated the effects of a shaping program for halter training across 8 steps in the program and 4 trial-terminating, or "undesirable," responses. Three La Mancha goats (Capra hircus) located at the Frank Buck Zoo in Gainesville, Texas were used for the study. A fixed-time 15 s (FT-15 s) was used during the baseline conditions, to examine the effects of response contingent and response-independent food deliveries, as well as to examine what preliminary steps might not necessarily have to be shaped. All 3 goats successfully learned to allow the halter to be placed on them and to lead on the halter, although 2 of the 3 goats required an additional task analysis for the fifth step to further break down that approximation. Several of the early steps selected by the researchers were not necessary to complete the program, as determined by the baseline condition.

En ny spelgenre har ökat i popularitet de senaste fem åren. En spelgenre som faller utanför den klassiska definitionen av spel. En spelgenre vid namn ”Idle Games”. Föreliggande studie handlar om vilka element i dessa spel som får spelaren att fortsätta spela och hur elementen kan analyseras med hjälp av MDA och AARRR ramverken. Data har samlats in från tre populära Idle Games vid namn Cookie Clicker, Clicker Heroes och AdVenture Capatalist. En enkät har också skickats till spelarna av dessa spel för att få en uppfattning om varför spelen är populära. Resultaten har sedan analyserats med olika speldesignteorier för att undersöka vilka spelmekaniker som skapar lusten att spela och varför dessa spel är populära. / A new game genre has seen increased popularity during the last five years. A game genre that falls outside the classic definition of games. A game genre with the name of “Idle Games”. This study is all about which elements in these games create the drive for the player to continue playing and how the elements can be analyzed with the help of MDA and AARRR frameworks. Data have been collected from three popular idle games with the names of Cookie clicker, Clicker Heros and AdVenture Capatalist. A survey has also been sent to the players of these games in order to get better knowledge of why these games are popular. The result has then been analyzed with different design theories in order to examine which game mechanics create the feel to play and why.

A student response system is a technology that allows an entire classroom of students to respond to questions and receive immediate feedback from teachers during instruction. However, little research has examined the use of student response systems to support student behavior in elementary schools. This study focused on using an electronic student response system to improve class-wide behavior in two general elementary school classrooms. An ABAB and ABA reversal designs embedded within a multiple baseline design across classrooms was employed to evaluate the outcome of the intervention. Although limited, the results indicated that the classroom teachers implemented the electronic student response system with fidelity, and their implementation of the intervention resulted in reduced disruption and increased academic engagement. Social validity data indicated that the electronic response system intervention was acceptable to both teachers and students to some degree.

Student engagement is a critical component of effective classroom instruction. Many socio-constructive pedagogies, including active learning and peer instruction, depend upon students not only paying attention to, but actively shaping, the learning environment. Student response devices, such as clickers, are thought to increase student engagement by providing students with regular opportunities to check their comprehension or express their opinions. Claims of increased student engagement due to clicker use are often based upon student self-reports and have only a small correlation with observed learning gains or other measures of attentiveness. This paper compared self-report data, pre- and post-test scores, and a direct test of attentiveness to investigate what effect clicker use has on student engagement. Analyses showed that subjects using clickers were significantly slower to respond to tests of attentiveness than subjects in other conditions. This suggests that using clickers affects what students are able or willing to attend to during a lecture. / text

Sports are an important part of adolescent development and fitness. Although sports can be extremely beneficial, skill and ability varies greatly from one athlete to another. Teaching with acoustical guidance (TAG), also known as clicker training, has been shown to help athletes improve their skills in such sports as football, gymnastics and even the high jump. The present study compares the use of standard coaching and clicker training to improve accurate shot put technique for two female high school track and field athletes. In comparison with other TAG research, this study is a component analysis that isolated the use of the clicker to increase drill accuracy in the absence of verbal feedback for six component glide drills; as such, other TAG components were not evaluated. The results revealed no systematic effect overall, although a counter-therapeutic effect during the TAG condition was detected for specific drills and specific individuals. / Applied Behavioral Analysis

There is disagreement among clicker trainers on whether or not food should be delivered every time the clicker (conditioned reinforcer) is used. However, presenting a conditioned reinforcer without food can weaken the strength of the conditioned reinforcer and also disrupt its discriminative stimulus function. A within subjects reversal design was used with 2 dogs to compare the behavioral effects of continuous pairings (C+F condition) vs. intermittent pairings (C+C+F condition) of the clicker with food. Results show that the C+C+F condition affects the frequency, accuracy, topography, and intensity of the behavior, and increases noncompliance and other unwanted behaviors. This study adds to the literature by evaluating the effects of conditioned reinforcement in an applied setting using discrete trials without undergoing extinction.

Archery can be described as a static sport requiring strength and endurance of the upper body, in particular the shoulder girdle (Mann, 1984 / Mann &amp / Littke, 1989). To get a good record in an archery competition, one requires well-balanced and highly reproducible movements during the shooting (Nishizono, 1987). The bowstring is released when audible impetus is received from a device called &ldquo / clicker&rdquo / . As the fall of the clicker is an acoustic stimulus, it may evoke a sequence of potentials that can be recorded from the scalp of an archer. Auditory Evoked Potentials (AEPs) occur at different latencies and with various relations to the auditory stimuli. Therefore, the present study aims at investigating the Long-latency Auditory Evoked Potentials in Recurve Archery. Research questions can be stated briefly as follows: (1) What kind of Brain Potentials are Evoked by the Event (Fall of Clicker) during Archery Shooting? (2) Is there any significant difference between the characteristics of the potentials measured in laboratory conditions and during archery shooting? (3) Is there any significant difference between the successful and unsuccessful shots in terms of Auditory Evoked Brain Potentials? (4) Does Archery Shooting session have any effect on Auditory Evoked Brain Potentials? The subjects of the present study were 10 non-archers (N=6 males / N=4 females) for control trials and 15 archers (N=9 males / N=6 females) for archery shooting experiments. All subjects reported normal hearing, had medical histories free of significant neurological problems, and were not taking medication known to affect brain activity. Six different control paradigms have been created. Archery shootings were performed from 18 m that is official competition distance with target face.AEBPs were recorded 200 ms before and 800 ms after the trigger (fall of the clicker) over the vertex during the shots of each subject. Paradigm 1 and 5 was conducted just before and after the archery shooting to test the effect of archery shooting on AEBPs. The hit-area is defined as the rectangle between (x1, y1), (x1, y2), (x2, y1), (x2, y2) and the miss-area is the outer part of the hit-area on the target face. The preliminary analysis has shown that fall of the clicker evokes long latency auditory brain potentials with the latency of 100 msec and 200 msec. These responses are called as N1-P2 components. The means and standard deviations of both N100 and P200 amplitudes were as follows: N100 = 27,73 &plusmn / 16,82, P200 = -21,89 &plusmn / 20,46. The latencies of given brain responses were also summarized as: N100 = 141,93 &plusmn / 41,46 / P200 = 211,8 &plusmn / 43,97. N1 amplitude was significantly different in archery shooting than that of control conditions (p&lt / 0.05) except for trial 3, N1 latency was significantly different than that of trial 2 &ndash / 5 (p&lt / 0.05). P2 amplitude is significantly different in archery shooting than that of trial 6 (p&lt / 0.05). However, there was no significant difference in terms of P2 latency between archery shooting and control conditions (p&gt / 0.05). There was no significant difference between successful and unsuccessful shots in terms of N1-P2 components (p&gt / 0.05). An archery shooting session did not create any difference between these components recorded before and after the shot (p&gt / 0.05). Having higher N1 amplitudes during archery shooting can be explained by the known multi-component structure of this wave. Different lobes and regions of the brain can be active during the time of the scalp-recorded N1 and simultaneous involvement of several of these areas may be contributing to the electrical field recorded at scalp in the archery shooting paradigm.

abstract: A handheld metal noisemaker known as a “clicker” is widely used to train new behaviors in dogs; however, evidence for the superior efficacy of clickers as opposed to providing solely primary reinforcement or other secondary reinforcers in the acquisition of novel behavior in dogs is almost entirely anecdotal. Three experiments were conducted to determine under what circumstances a clicker may result in acquisition of a novel behavior more rapidly or to a higher level compared to other readily available reinforcement methods. In Experiment 1, three groups of 30 dogs each were trained to emit a novel sit and stay behavior of increasing duration with either the delivery of food alone, a verbal stimulus paired with food, or a clicker with food. The group that received only a primary reinforcer reached a significantly higher criterion of training success than the group trained with a verbal secondary reinforcer. Performance of the group experiencing a clicker secondary reinforcer was intermediate between the other two groups, but not significantly different from either. In Experiment 2, three different groups of 25 dogs each were shaped to emit a nose targeting behavior and then perform that behavior at increasing distances from the experimenter using the same three methods of positive reinforcement as in Experiment 1. No statistically significant differences between the groups were found. In Experiment 3, three groups of 30 dogs each were shaped to emit a nose-targeting behavior upon an array of wooden blocks with task difficulty increasing throughout testing using the same three methods of positive reinforcement as previously. No statistically significant differences between the groups were found. Overall, the findings suggest that both clickers and other forms of positive reinforcement can be used successfully in training a dog to perform a novel behavior, but that no positive reinforcement method has significantly greater efficacy than any other. / Dissertation/Thesis / Masters Thesis Psychology 2020

The purpose of this study is to examine the unsustainable aspects we have identified within the genre of “incremental games”. These games commonly rely on the concept of infinite exponential growth which is inherently unsustainable. We were therefore interested in evaluating the following question: how would one design an incremental game to illuminate this unsustainability and how would that in turn affect the gameplay? In order to design the game we firstly decided to base it on the fishing industry since it gave us a direct connection to man’s effect on the environment. We thereafter connected the player’s fishing activity to a real-world based limit to growth which meant that the more the player expanded his or her fishing fleet, the more the population of fish began to shrink and ultimately collapse. This gave the game a definite ending, which is something we found lacking in other games in the genre since in those games the resources can continue to grow indefinitely. After the design portion of our study we evaluated the game on a number of participants. Our results seem to indicate that the game has good potential since the majority of participants gave positive feedback regarding the game and gameplay. The sustainability aspect of the game was identified as particularly interesting and worth continued exploration. However, some of the participants did not understand the purpose of the game and there are certain areas of improvement that would make the game even more clear in its efforts to illuminate the genre’s inherent unsustainability. / Denna studie undersöker ohållbarheten som vi har identifierat som central för genren “inkrementella spel”. Dessa spel bygger oftast på oändlig exponentiell tillväxt - ett koncept som är fundamentalt ohållbart. Därför var vi intresserade över att undersöka följande fråga: hur skulle man kunna designa ett inkrementellt spel för att belysa denna ohållbarhet och hur skulle det i sådana fall påverka spelupplevelsen? För att designa spelet utgick vi från temat av fiskeindustrin eftersom det gav oss en direkt koppling till människans påverkan på miljön. Sedan kopplade vi spelarens fiskeaktivitet med en verklighetsbaserad gräns till tillväxt, vilket innebar att ju mer spelaren utökade sitt fiskande desto fortare började fiskpopulationen krympa och tillslut kollapsa. Spelet har därmed ett definitivt slut, något som andra spel inom genren ofta saknar i och med att antalet resurser kan fortsätta växa för evigt. Efter designfasen av studien utvärderades spelet med hjälp av ett antal deltagare. Resultatet av denna utvärdering visar att spelet har god potential, då majoriteten av deltagarna gav generellt positiv respons till spelet och spelupplevelsen. Deltagarna identifierade hållbarhetsaspekten med spelet som särskilt intressant och något som bör utforskas vidare. Dock visade det sig att två deltagare inte förstod syftet med spelet och förbättringsområden finns som skulle göra spelet ännu tydligare i att framhäva genrens ohållbarhet.