Thesis (Ph. D.)--University of North Texas, Aug., 2009. / Title from title page display. Includes bibliographical references.

The purpose of this study was to determine whether playing a problem-based learning (PBL) computer game, Alien Rescue III, would promote continuing motivation (CM) to learn science, and to explore the possible sources of CM. Another goal was to determine whether CM and interest to learn science in the classroom were identical constructs. CM was defined as the pursuit of academic learning goals in noninstructional contexts that were initially encountered in the classroom. Alien Rescue was played for a total of 9 hours in the seventh grade of a private middle school with 44 students, total, participating. The study used a design-based research approach that attempted to triangulate quantitative and qualitative methods. A science knowledge test, and two selfreport questionnaires--one measuring motivation and one measuring CM--were administered preintervention, postintervention, and follow-up. Qualitative data was also collected, including student interviews, classroom observations, written responses, and a science teacher interview. Repeated measures ANOVAs were used to determine any significant changes in scores. A multiple regression analysis was used to explore whether a model of CM could be determined using the Eccles’ expectancy-value achievement motivation model. The constant comparative method was used to obtain relevant information from the qualitative data. Based on contradictory quantitative and qualitative findings, results were mixed as to whether students exhibited an increase in CM to learn space science. Students continued to freely engage Alien Rescue during the mid-class break, but this does not strictly adhere to the definition of CM. However, many students did find space science more interesting than anticipated and developed increased desire to learn more in class, if not outside of class. Results also suggest that CM and interest in learning more in class are separate but related constructs. Finally, no satisfactory model emerged from the multiple regression analysis but based on students’ interviews, continuing interest to learn is influenced by all the components of Eccles’ expectancy-value model. Response effects may have confounded quantitative results. Discussion includes challenges of researching in classrooms, CM, and Eccles’ motivational model, and the tension between PBL and game based approaches. Future design recommendations and research directions are provided. / text

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In this thesis we study two optimization fields. In a first part, we study the use of evolutionary algorithms for solving derivative-free optimization problems in continuous space. In a second part we are interested in multistage optimization. In that case, we have to make decisions in a discrete environment with finite horizon and a large number of states. In this part we use in particular Monte-Carlo Tree Search algorithms. In the first part, we work on evolutionary algorithms in a parallel context, when a large number of processors are available. We start by presenting some state of the art evolutionary algorithms, and then, show that these algorithms are not well designed for parallel optimization. Because these algorithms are population based, they should be we well suitable for parallelization, but the experiments show that the results are far from the theoretical bounds. In order to solve this discrepancy, we propose some rules (such as a new selection ratio or a faster decrease of the step-size) to improve the evolutionary algorithms. Experiments are done on some evolutionary algorithms and show that these algorithms reach the theoretical speedup with the help of these new rules.Concerning the work on multistage optimization, we start by presenting some of the state of the art algorithms (Min-Max, Alpha-Beta, Monte-Carlo Tree Search, Nested Monte-Carlo). After that, we show the generality of the Monte-Carlo Tree Search algorithm by successfully applying it to the game of Havannah. The application has been a real success, because today, every Havannah program uses Monte-Carlo Tree Search algorithms instead of the classical Alpha-Beta. Next, we study more precisely the Monte-Carlo part of the Monte-Carlo Tree Search algorithm. 3 generic rules are proposed in order to improve this Monte-Carlo policy. Experiments are done in order to show the efficiency of these rules.

This study examines the cultural place and status of video and computer games in the Swedish public library. Using works on popular culture and the theories of Pierre Bourdieu, this study employs quantitative methods, as well as textual analysis, to analyze the results of an online questionnaire with 19 questions focusing on selection criteria, shelf placement, perceived competence, as well as reasoning for having or not having these games in the library. 286 out of the 440 libraries contacted is participating in the study, and the libraries consist exclusively of public libraries in Sweden that are found in the database of the Royal Library. The results of this study show that a larger number of libraries than previously indicated have started to provide electronic games to their patrons. At the same time, patterns in the data and comments suggests that these games in many cases still do not enjoy the same level of cultural recognition as other media. Indicative of this is the way most libraries seem to focus on the medium being exclusively for their young patrons, with seem-ingly very little in the way of investment for adults. Also relevant is selection process being highly influenced by the type and amount of violence in the games, regardless of the level of competence and knowledge about games among library staff. These findings relate to and expand upon previous studies regarding electronic games, cul-ture and the public library. This study constitutes a two years master’s thesis in Archive, Library and Museum studies.

Der vorliegende Beitrag hat das Ziel, an bestehende Beiträge aus der Erholungsforschung anzuknüpfen und mittels einer qualitativen Interviewstudie zu eruieren, welchen Beitrag das Genre der MMORPGs für die Erholungsforschung liefern kann.

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 134-139). Also available for download via the World Wide Web; free to University of Oregon users.