This work investigates the feasibility of assessing fun from only the computational analysis of facial images captured from low-cost webcams. The study and development was based on a set of videos recorded from the faces of voluntary participants as they played three different popular independent games (horror, action/platform and puzzle). The participants also self-reported on their levels of frustration, immersion and fun in a discrete range [0,4], and answered the reputed Game Experience Questionnaire (GEQ). The faces were found on the videos collected by a face tracking system, developed with existing implementations of the Viola-Jones algorithm for face detection and a variation of the Active Appearance Model (AAM) algorithm for tracking the facial landmarks. Fun was represented in terms of the prototypic emotions and the levels of frustration and immersion. The prototypic emotions were detected with a Support Vector Machine (SVM) trained from existing datasets, and the frustration, immersion and fun levels were detected with a Structured Perceptron trained from the collected data and the self reported levels of each affect, as well as estimations of the gradient of the distance between the face and the camera and the blink rate measured in blinks per minute. The evaluation was supported by a comparison of the self-reported levels of each affect and the answers to GEQ, and performed with measurements of precision and recall obtained in cross-validation tests. The frustration classifier could not obtain a precision above chance, mainly because the collected data didn\'t have enough variability in the reported levels of this affect. The immersion classifier obtained better precision particularly when trained with the estimated blink rate, with a median value of 0.42 and an Interquartile Range (IQR) varying from 0.12 to 0.73. The fun classifier, trained with the detected prototypic emotions and the reported levels of frustration and immersion, obtained the best precision scores, with a median of 0.58 and IQR varying from 0.28 to 0.84. All classifiers suffered from low recall, what was caused by difficulties in the tracking of landmarks and the fact that the emotion classifier was unbalanced due to existing datasets having more samples of neutral and happiness expressions. Nonetheless, a strong indication of the feasibility of assessing fun from recorded videos is in the pattern of variation of the levels predicted. Apart from the frustration classifier, the immersion and the fun classifier were able to predict the increases and decreases of the respective affect levels with an average error margin close to 1. / Este trabalho investiga a viabilidade de medir a diversão apenas a partir da análise computacional de imagens faciais capturadas de webcams de baixo custo. O estudo e desenvolvimento se baseou em vídeos gravados com as faces de voluntários enquanto jogavam três diferentes jogos populares e independentes (horror, ação/plataforma e puzzle). Os participantes também reportaram seus níveis de frustração, imersão e diversão no intervalo discreto [0, 4], e responderam ao renomado Game Experience Questionnaire (GEQ). Faces foram encontradas nos vídeos coletados utilizando um sistema desenvolvido com implementações existentes do algoritmo de Viola-Jones para a detecção da face e uma variação do algoritmo Active Appearance Model (AAM) para o rastreamento das marcas faciais. A diversão foi representada em termos das emoções prototípicas e dos níveis de frustração e imersão. As emoções prototípicas foram detectadas com uma Máquina de Vetores de Suporte (SVM) treinada com bases de dados existentes, e os níveis de frustração, imersão e diversão foram detectados com um Perceptron Estruturado treinado com os dados coletados e os níveis reportados de cada afeto, com o gradiente da distância entre a face e a câmera, e com a taxa de piscadas por minuto. A avaliação foi apoiada pela comparação dos níveis reportados com as respostas ao GEQ, e executada com métricas de precisão e revocação (recall) obtidas em testes de validação cruzada. O classificador de frustração não obteve uma precisão acima de chance, principalmente porque os dados coletados não tiveram variabilidade suficiente nos níveis reportados desse afeto. O classificador de imersão obteve uma precisão melhor particularmente quando treinado com a taxa de piscadas, com uma média de 0.42 e uma Amplitude Interquartil (IQR) entre 0.12 e 0.73. O classificador de diversão, treinado com as emoções prototípicas e os níveis reportados de frustração e imersão, obteve a melhor precisão, com média de 0.58 e IQR entre 0.28 e 0.84. Todos os classificadores sofreram de baixa revocação, causada por dificuldades no rastreamento das marcas faciais e pelo desbalanceamento do classificador de emoções, cujos dados de treinamento continham mais exemplos de expressões neutras e de felicidade. Ainda assim, um forte indicador da viabilidade de medir diversão a partir de vídeos está nos padrões de variação dos níveis previstos. Com exceção da frustração, os classificadores de imersão e de diversão foram capazes de prever os aumentos e reduções dos níveis dos respectivos afetos com uma margem de erro média próxima de 1.

Gamification (spelifiering på svenska) är ett ämne i akademiska studier som ökar i popularitet och denna studie tar vid efter Treiblmaiers, Putzs och Lowrys (2018) upptäckter om förslag på forskningsagenda inom ämnet. En litteraturstudie utfördes i syfte att besvara forskningsfrågan ”Vilka resultat och slutsatser om spelifierings påverkan på spelares känsla av nöje och kul har presenterats i forskningspublikationer?”, som utfördes genom en sökning i världens största databas av forskningspublikationer. Sökträffarna filtrerades och analyserades för att identifiera dess upptäcker som sedan sammanfattades. Resultaten visar exempelvis att spelifiering gynnar känslor av nöje och kul, att spelifiering som erbjuder nöje och kul har påverkan på andra saker och individer som inte alltid är positiva. Det upptäcktes även studier som fokuserar på hur de individuella komponenterna som bildar spelifiering påverkar känslor av nöje och kul. Vidare forskning bör exempelvis fokusera på dessa komponenter då inte alla studier är överens om resultaten. / Gamification is a subject in academical research that is increasing in popularity. This study follows Treiblmaier’s, Putz’s and Lowry’s (2018) proposed research agenda on gamification. A literature study was made in an attempt to answer the research question “What results and conclusions about gamification’s influence on enjoyment and fun have been presented in research publications?”. A search for literature was conducted in the world's largest database of research publications. The search results were filtered and analyzed to identify its findings, which was then summarized. The results show, for example, that gamification benefits emotions of enjoyment and fun, that gamification that offer those feelings have an impact on other things and individuals that may not always be positive. Many studies focuses on the individual components that form gamification and how they affect feelings of enjoyment and fun. Further research should for example focus on these components, since not all studies agree on their influence.

This essay explores the theme of identity in Kiley Reid’s Such a Fun Age (2019). The study departs from intersectionality (Crenshaw 1989; McCall 2005) and focuses on the concepts of race (Barnshaw 2008; Keaton 2018), social class (Peckham 2010) and privilege (Bhopal 2018), which rest on a common ground of gender. Moreover, these are all elements of a person’s social identity (Eriksen 2014) and will be examined as such. Through the main characters of Emira and Alix, this essay analyzes and compares the construction of the self, how their social identities affect that process of construction, and how they relate to those social identities.

This thesis deals with the design of play in public places; this can mean both pervasive games and other freer play activities. In these activities (as well as in many other game activities) the same game can spur many different ways to play it, and the same activity can be experienced differently by different players, and even differently on different occasions for the same player. An activity such as playing must be observed as a whole. The surrounding cul- ture, player preconceptions and the emergent mood within the group will affect the experience. By analysing previous frameworks, and using own design examples, a three level design framework is developed, functioning as a lens towards understanding the design of playful activities. The framework focuses on the player perspective, offering game design as an invitation and encouragement to engage in certain activities. The framework distinguishes between design at three levels: Designed construct (e.g. artefacts and rules) Activity Experiences But it remains to be understood why people engage in the activities that lead to playful experiences. What encourages playful engagement? And why do people want to play one game, and not another? This question can be split into two parts: Engagement: starting to be interested in the activity Commitment: actually caring for the experience This issue is identified in the thesis, and examples show how convoluted this problem is, in particular in pervasive game settings. Challenges are pre- sented for future work. / Mobile Life Centre / Playspaces

No description available.

Subject of my graduation theses was to define an isolated room of the Práce square, to create a central assembly room, which is isolated from the traffic of the adjacent Tomáš Baťa avenue, to complete dominant buildings of the Bata’s period, to stimulate and to make attractive it for the pedestrians and to design a traffic, street’s and new street’s lay-out, to draw a scientific and technical park and living in the city centre, parking places pro the new designed objects. The architectural - urban project is solving a new function of the square, which originally used as ascending area for then expanding Bata’s plants. After failure of the plants has the square lost his function. The designed solution removes the cars, respects viewed axes, and creates a new raster due to straighten of Březnicka Street, which is parallel to the “green axe”, which separates the old and the new part of Zlín, vertical to Tomáš Baťa avenue. It is bringing new restaurants, coffee-bars, shops, housings and jobs. Scientific and Technical Park concludes the square from the north site. It is designed at the place, where formally a hospital building were - in front of he building 21. It is continuing towards the street and joins the faculty of management and economies with the new university centre. The building height is similar as the surrounding buildings. It is parted in two parts; between them is the viewed axe through the district of SVIT. Block of flats concludes the square form the west. Orientation of the flats is also to the east – west. The flats can serve for the employees, too, for the neighbouring Scientific and Technical Park. Kce is from skeleton and is brick-faces KLINKER, which corresponds to the surrounding building-up area. It contains smaller flats to 100 m2, category 2+eating nook, and 1+eating nook.

As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.

Background; In today's social debate, much is written and spoken of how poor psychiatric care works, care places are closed and there are difficulties in recruiting nurses / psychiatric nurses. Psychiatric care has problems with its image, and this is based on the media's angle that the people who work there themselves have some kind of psychiatric diagnosis and are ineffective, neurotic and controlling and have no limits to their patients. Media and large parts of society in general have a driving role that contributes to the psychiatric care and psychiatric care patients being stigmatized and the nurse working in psychiatric care is stigmatized through association. This has a negative effect and causes nursing students and registered nurses not to choose psychiatric care. Aim; of the study was to describe how nurses/psychiatric nurses' experiences of working at a psychiatric ward. Method; was a qualitative, descriptive study, based on eight interviews with nurses/psychiatric nurses working in a psychiatric ward. The interviews were analyzed using qualitative content analysis. Results Made up in three categories as "Stigma by association", "Experienced deficiencies" and "Work joy. The nine subcategories were "Stamped", "Stagnation", "Competence and recruitment problems", "Leadership", "Poor working environmen", "Mentor's role", "A rewarding and fun work", "Developing", "Good patient relationship". Conclusion; The informant think they have a educational and fun job but they are sad and frustrated that they are experiencing shortcomings and do not have the correct conditions for doing the best work. Stigma by association is obtained through the work.

The intent of this thesis is to examine and interpret the representation of the Holocaust in young adult literature. The tone, style, and emotion used to convey the Holocaust experience, both in fiction and nonfiction stories, in eyewitness and indirect accounts, affects its representation to a young adult audience. I will study the effects of sentimentality, realism, and fun and their impact on our understanding and remembrance of the Holocaust. I will analyze several texts, including Island on Bird Street, The Book Thief, and Night. The paradox of finding an appropriate balance between presenting a realistic portrayal of the Holocaust and understanding that we could never fathom the horrors of the Holocaust is one that plagues both writers and readers of this genre of literature and I plan to critique the ways in which different works discuss the subject. Ultimately, I will consider the conflict of how we negotiate between complete repression versus obsessive memorialization. What is the role of memory? What is the proper way to move on from the horrors of the past while still honoring the innocent people who lived and died? Through my analysis, I hope to attempt to answer these questions and, perhaps, provide suggestions for appropriate representation and memorialization.

Teachers can expect that autonomy support positively influences students’ affective-emotional perception in physical education (PE), when considering assumptions of the Self-Determination theory. Highly autonomy-supportive PE teaching comprises students’ free choices regarding organizational, procedural, and cognitive aspects of a PE lesson, whereas low autonomy support addresses these aspects only partly and controlling teaching refers to students as recipients of the teacher’s decisions. This quasi-experiment investigates effects to determine the effects of high autonomy-supportive (PEhigh), low autonomy-supportive (PElow) and controlling (PEcontrol) PE class teaching styles on affective valence and enjoyment. As such, we compare the effects of these teaching styles on beneficial psychological outcomes (i.e., affective valence, enjoyment) in students. In a sample of German students (N = 57; age: M ± SD = 15.6 ± 0.6; gender: 53% female, 47% male) perceived autonomy support, affective valence, and enjoyment were assessed via self-report questionnaires before and after a 20-min PE class intervention focusing on high or low autonomy-supportive, or controlling teaching. Students who participated in PEhigh perceived significantly more positive valence and enjoyment over time compared to students in the PElow and PEcontrol groups (affective valence: p = 0.025, ηp 2 = 0.13; enjoyment: p = 0.007, ηp 2 = 0.17). Differences between groups show significant results for valence between PEhigh and PEcontrol, and between PElow and PEcontrol. Thus, PEhigh should be preferred over PElow to intensify these effects. Based on these results, PE teachers can employ a high autonomy-supportive teaching style (e.g., through a combination of free choices, social interaction, and informative feedback) to improve students’ positive affective-emotional perception and to foster an increase in students’ time engaged in physical activity.