L’étude du rôle de l’activisme actionnarial des hedge funds (HF) en matière de gouvernancedans la création de valeur des entreprises françaises constitue l’objet principal de cette thèse.Les réflexions menées, issues de la théorie de la gouvernance nous ont permis d’apporter lespremiers éléments de réponse à notre question centrale. L’approche exploratoire de cephénomène nous a conduits à déterminer un modèle français de l’activisme des HF. De notreapproche hypothético-déductive, nous avons pu élaborer un profil type des entreprises viséescotées et examiner les déterminants de la réaction du marché financier avant de mesurerl’effet de l’activisme des HF sur la création de valeur. Il en ressort que ce dernier est àl’origine de nouvelles situations d’équilibre organisationnel. Il est toutefois entravé par laréticence de la coalition de contrôle, renforcée par les caractéristiques spécifiques de lagouvernance et du contexte juridique en France, à entreprendre ces aménagements. Résultat,des coûts de conviction excessifs, des coûts d’enracinement et l’attentisme des investisseurssur le marché français. Contrairement aux investisseurs traditionnels, il est à admettre quel’activisme des HF est un mécanisme alternatif de contrôle efficient, là où certainsmécanismes de gouvernance actionnariale et partenariale semblent être insuffisammentdisciplinaires. Cependant, il est insuffisant pour inciter la coalition de contrôle à agir dansl’intérêt des différentes parties prenantes de l’entreprise. En France, la concentration et lanature actionnariale limitent, voire bloquent, les actions activistes des HF, contrairement auxentreprises américaines où le capital n’est pas verrouillé. La performance des entreprisesfrançaises est donc l’apanage du pouvoir managérial face à une influence activiste des HF. / This research aims to analyse the role of hedge fund (HF) activism in corporate governanceand French firms value creation. The reflections devoted the theory of governance haveenabled us to provide first elements to our central question. The exploratory study allowed usto determine a French model of HF activism. Our hypothetical-deductive approach enabledus to develop a typical profile of a target-listed firm and to examine the determinants of themarket reaction before measuring the effect of HF activism on value creation. The resultsshow that HF activism is causing new organizational equilibrium situations. However, it isopposed by the reluctance of the control coalition due to French governance and legalcontext. Hence, the exorbitant costs of activism in addition to entrenchment problems andinvestors wait-and-see attitude on the French market. As opposed to traditional investors, HFactivism appears as an efficient alternative control mechanism, where some shareholder andstakeholder governance mechanisms seem to be insufficiently disciplinary. Still, HF activismis unable to encourage the reluctant control coalition to act in the firms’ stakeholders’interest. In France, the controlling and family shareholders are opposed to HF activism. It ismore difficult for them to act as they do in American firms where capital is not locked. Thevalue creation is thus confined to managerial power over HF activism.

One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.

Cette recherche porte sur l’interface entre la sémantique lexicale et la syntaxe, et elle s’inscrit dans le cadre du projet de base lexicale DiCo (acronyme pour Dictionnaire de combinatoire) à l’Observatoire de Linguistique Sens-Texte [OLST] de l’Université de Montréal. Le projet découle d'une volonté d'inscrire de façon concise et complète, à même le dictionnaire, le comportement syntaxique typique à chaque unité lexicale. Dans cette optique, nous encodons la cooccurrence des lexies nominales du DiCo avec leurs actants à l'intérieur d'un tableau de régime lexical (aussi connu sous le nom de schéma valenciel, structure argumentale, cadre de sous-catégorisation, structure prédicats-arguments, etc.), en notant entre autres les dépendances syntaxiques de surface impliquées. Dans ce mémoire, nous présentons les propriétés syntaxiques d'une dépendance nominale du français, celle que nous avons nommée attributive adnominale, de façon à exposer une méthodologie d'identification et de caractérisation des dépendances syntaxiques de surface. Nous donnons également la liste des dépendances nominales régies identifiées au cours de ce travail. Par la suite, nous exposons la création d'une base de données de régimes généralisés du français nommée CARNAVAL. Finalement, nous discutons des applications possibles de notre travail, particulièrement en ce qui a trait à la création d'une typologie des régimes lexicaux du français. / This research focuses on the interface between lexical semantics and syntax, and is part of the lexical database project called DiCo (acronym for Dictionnaire de combinatoire) at the Observatoire de Linguistique Sens-Texte [OLST] at the University of Montreal. The project aims to register in a concise and complete way the typical syntactic behavior of each lexical unit directly in the dictionary. To this end, we encode the co-occurrence of the DiCo's nominal lexical units with their actants within a government pattern (also known as valency structure, subcategorization frame, predicate-argument structure, etc.), using, among other things, the surface syntactic dependencies involved. In this dissertation, we present the syntactic properties of a French nominal dependency, the one that we named attributive adnominale, so as to expose a methodology for the identification and the characterization of surface syntactic dependencies. We also give the list of valence-controlled nominal dependencies that were identified in our work. Subsequently, we describe the creation of a database of generalized French government patterns named CARNAVAL. Finally, we discuss possible applications of our work, particularly in regard to the creation of a typology of French government patterns.

Nous proposons dans cette thèse la méthode STREE de construction d'arbres de décision avec des données symboliques. Ce type de données permet de caractériser des individus de niveau supérieur qui peuvent être des classes ou catégories d’individus ou des concepts au sens des treillis de Galois. Les valeurs des variables, appelées variables symboliques, peuvent être des ensembles, des intervalles ou des histogrammes. Le critère de partitionnement récursif est une combinaison d'un critère par rapport aux variables explicatives et d'un critère par rapport à la variable à expliquer. Le premier critère est la variation de la variance des variables explicatives. Quand il est appliqué seul, STREE correspond à une méthode descendante de classification non supervisée. Le second critère permet de construire un arbre de décision. Il s'agit de la variation de l'indice de Gini si la variable à expliquer est nominale et de la variation de la variance si la variable à expliquer est continue ou bien est une variable symbolique. Les données classiques sont un cas particulier de données symboliques sur lesquelles STREE peut aussi obtenir de bons résultats. Il en ressort de bonnes performances sur plusieurs jeux de données UCI par rapport à des méthodes classiques de Data Mining telles que CART, C4.5, Naive Bayes, KNN, MLP et SVM. STREE permet également la construction d'ensembles d'arbres de décision symboliques soit par bagging soit par boosting. L'utilisation de tels ensembles a pour but de pallier les insuffisances liées aux arbres de décisions eux-mêmes et d'obtenir une décision finale qui est en principe plus fiable que celle obtenue à partir d'un arbre unique. / In this thesis, we propose the STREE methodology for the construction of decision trees with symbolic data. This data type allows us to characterize individuals of higher levels which may be classes or categories of individuals or concepts within the meaning of the Galois lattice. The values of the variables, called symbolic variables, may be sets, intervals or histograms. The criterion of recursive partitioning is a combination of a criterion related to the explanatory variables and a criterion related to the dependant variable. The first criterion is the variation of the variance of the explanatory variables. When it is applied alone, STREE acts as a top-down clustering methodology. The second criterion enables us to build a decision tree. This criteron is expressed as the variation of the Gini index if the dependant variable is nominal, and as the variation of the variance if thedependant variable is continuous or is a symbolic variable. Conventional data are a special case of symbolic data on which STREE can also get good results. It has performed well on multiple sets of UCI data compared to conventional methodologies of Data Mining such as CART, C4.5, Naive Bayes, KNN, MLP and SVM. The STREE methodology also allows for the construction of ensembles of symbolic decision trees either by bagging or by boosting. The use of such ensembles is designed to overcome shortcomings related to the decisions trees themselves and to obtain a finaldecision that is in principle more reliable than that obtained from a single tree.

Synen på vad som utgör akademisk skrivkompetens varierar över tid och i olika kulturer. Förmågan att strukturera texter på ett logiskt och begripligt sätt kan dock ses som en universell vetenskaplig kompetens oavsett skrivmiljö, liksom förmågan att värdera kunskap och ta ställning i relation till olika källor. Denna studies syfte är att undersöka och kategorisera förekomsten av markörer för textuell organisation och ställnings­tagande i en grupp gymnasieelevers utredande texter samt att undersöka sambandet mellan bruket av dessa markörer och texternas betyg. Studiens korpus består av 18 utredande elevtexter, jämnt fördelade mellan betygen A, C och E. Texterna har analyserats genom kvalitativ närläsning med en analysmodell avsedd att fånga uttryck för textuell organisation och ställningstagande. Resultatet visar att elevernas bruk av organisations- och ställningstagandemarkörer varierar, men att det finns mönster i användandet som har kopplingar till texternas betyg. A-texterna utmärker sig genom en större variation av organisations- och ställningstagandeuttryck än texterna med lägre betyg. Markörer för textuell organisation och ställningstagande används i A- och C-texterna främst för att belysa och jämföra olika perspektiv, medan E-skribenterna i högre grad använder samma markörer för att förklara och ge uttryck för personliga åsikter om ämnet. I materialet som helhet finns få exempel på källkritiska värderingar. En slutsats av resultatet är att eleverna befinner sig olika långt ifrån de normer som kännetecknar akademiskt skrivande. Framförallt E-texterna innehåller drag som inte är funktionella i vetenskapliga sammanhang. Detta väcker frågor om hur undervisningen om akademiskt skrivande bör utformas för att möta elevernas utvecklingsbehov – på såväl språklig som innehållsmässig nivå. / The idea of what constitutes academic writing competence varies through time and in different cultures. However, the ability to structure texts in a logical and comprehensible way can be seen as a universal scholarly competence regardless of writing context, like the ability to appraise knowledge and take a stance concerning different sources. The aim of this study is to investigate and categorize the occurrence of textual organizational markers and stance markers in explanatory texts written by a group of high school students, and to investigate the relation between the use of these markers and the grading of the texts. The corpus of the study consists of 18 explanatory student texts, equally divided between grades A, C and E. The texts have been analyzed through qualitative close reading using an analytical model designed to capture organizational markers and stance markers. The result shows that the students’ usage of these markers varies, but that patterns of usage connected to the grades of the texts can be identified. The A-texts excel through a larger variation of organizational markers and stance markers than the texts given lower grades. In the A- and C-texts organizational markers and stance markers are used primarily to illustrate and compare different perspectives, while in the E-texts the students use the same markers to explain and express personal opinions on the subject. The material as a whole contains very few examples of critical evaluation of sources. A conclusion of the result is that the students are at different distances from the norms that distinguish academic writing. Especially the E-texts contain many features that are not functional in academic contexts. This raises questions about how the teaching of academic writing should be designed to suit the students’ needs for writing development – on the level of language as well as content.

Notre thèse de pharmacie clinique est une contribution à l’optimisation de l’efficience du traitement antirétroviral (TAR) par des méthodes de modélisation en Côte d’Ivoire. La première étude a été consacrée à une modélisation de la réponse antirétrovirale par taxonomie des trajectoires de taux de CD4 en utilisant un modèle de méta-apprentissage des trajectoires d’indicateurs biomédicaux. Ce modèle appliqué à la taxonomie des trajectoires des taux de CD4 a montré son intérêt dans la mise en évidence de classes distinctes de patients avec des caractéristiques particulières justifiant et/ou déterminant le profil particulier de méta-trajectoires de leur marqueur immunologique au cours du traitement. La deuxième tâche a consisté en une évaluation de l’impact de principaux déterminants des méta-trajectoires de taux de CD4 sur divers types de réponse immunologique à partir d’un modèle explicatif avec une équation de régression logistique. Les réponses immunologiques considérées ont été exprimées en termes d’absence de gain de CD4, de gain sub-optimal et de gain optimal de CD4 à différentes périodes de suivi du TAR. Enfin l’évaluation de l’efficience des stratégies antirétrovirales de première ligne en Côte d’Ivoire, a été abordée dans la dernière partie avec un modèle pharmaco-économique. Nous avons effectué une étude préliminaire ouvrant des perspectives pour encourager la mise en oeuvre d’évaluations pharmaco-économiques complètes par modélisation en Côte d’Ivoire. Elle a permis de mettre en exergue les parties méthodologiques pouvant être sujettes à caution dans une étude de modélisation pharmaco-économique des TAR de première ligne dans un contexte de ressources limitées / Our thesis of Clinical pharmacy is a contribution to optimize the efficiency of antiretroviral therapy (ART) by modeling methods in Côte d'Ivoire. The first study was devoted to modeling the antiretroviral response from taxonomy of CD4 counts trajectories, using a meta-learning model of biomedical markers trajectories. This model applied to the taxonomy of the CD4 counts trajectories showed its interest in the identification of distinct classes of patients with particular characteristics justifying and/or determining the specific profile of meta-trajectories of the immunological marker during treatment. The second task was an assessment of the impact of key determinants of CD4 counts meta-trajectories on various types of immune response from an explanatory model with a logistic regression equation. Antiretroviral immune responses considered were expressed in terms of absence of CD4 gain, sub-optimal gain and optimal gain of CD4 at different periods of follow-up of ART. Finally the evaluation of the efficiency of first-line antiretroviral strategies in Côte d'Ivoire, was discussed in the last part with a projective pharmaco-economic model. We conducted a preliminary exploratory study opening up prospects to encourage the implementation of comprehensive pharmaco-economic assessments by modeling in Côte d'Ivoire. This study helped to highlight the unreliable methodological sections in a pharmaco-economic modeling of first-line ART in resource-limited settings

The objective of this investigation is to conduct research into the authors of Sepedi essays (and their works) whose essays display elements of excellence. The works that are investigated include only essay collections that were published between 1968 and 1996. The investigation has shown that the excellence of this type of literary text is derived from the skill that is evident in the construction of their plots and on the internal arrangement of the essays themselves. The research uses the three methods of comparison, definition and interpretation for analysing the Sepedi essays. The purpose in comparing the essays is to identify the similarities that exist among them. The definition of the essays demonstrates that the essays function as literary texts. The interpretation that follows comparison and definition enables the researcher to show and emphasise the distinctive abilities and talents of the authors of this selection of Sepedi essays. The researcher defines the meaning of the term “essay” in order to provide the reader with a basis for understanding the concept as it is used in this research. An essay is accordingly defined as the way in which a single theme is used in different situations. The researcher argues that an essay is “excellent” when the author of the essay uses language in such a way that he or she inspires enthusiasm and interest in the reader. In her definition of the concept “essay”, the researcher makes specific reference to the type of essays with which this research deals. She also deals in the text with the three layers or components that make up an essay, namely content, plot and style. The totality of the plot is contained by the following four elements: (a) title, (b) introduction, (c) body, and (d) conclusion. This chapter concludes with a typology of essays, namely: narrative essays, explanatory essays, descriptive essays and self-reflective essays. These are the kinds of essays on which this research is based. The research also makes special mention of Mabitje’s essays because it has been shown that his essays are based on five parts, four of which represent the seasons of the year. It is notable that while Mabitje used three different methods of narrating his essays, he only wrote narrative and self-reflective essays. Selwalekgwadi produced a collection of essays which comprises five essays. The title of his collection is based on a unique language. While some of Selwalekgwadi’s essays belong to the category of narrative essays, others may be classified as self-reflective essays. Makopo, on the other hand, produced ten essays which are narrated by means of songs and recitations. Because the purpose behind Makopo’s essays is educational, the dominant theme of these essays is democracy. While some of Makopo’s essays can be classified as narrative in style, others are more descriptive. Although the essays produced by Mabitje and Phala are based on different themes, their messages are similar and they are all based on what was happening around them when they were written. An analysis of these essays shows that they all belong to either the narrative or descriptive categories. Chupyane’s collection of essays deal with topics that occurred a long time ago. Because they describe the traditional roles of women in their society, Chupyane’s essays are essentially self-reflective. This investigation has produced convincing evidence that there are only a few authors of Sepedi essays whose work may be described as excellence because the signs of excellence of presence, in each case, in (a) the topic of the essay; (b) the introduction to the essay; (c) the body of the essay; (d) the conclusion of the essay, and (e) the handling of the type of essay chosen by the author. The Sepedi authors who distinguished themselves by producing essays that are excellent in each of these components during the time frame under consideration are Mahapa, Mabitje, Selwalekgwadi, Makopo, Phala and Chupyane. Because all of the six essays selected by the researcher for this investigation demonstrate excellence in each of these elements, they meet all the criteria for excellence as defined in this research. This research further demonstrates the exceptional skills of Mahapa, Mabitje, Selwalekgwadi, Makopo, Phala and Chupyane by analysing selected passages from the essays of the authors concerned. These analyses focus on various elements in the content, plot and the style of the essays. The unique talents and distinctive abilities of the Sepedi authors who are the subject of this research are supported by an analysis of selected quotations and particular examples from the essays by Mahapa, Mabitje and Chupyane. AFRIKAANS : Die doel van hierdie ondersoek is om navorsing te doen oor die skrywers van Sepedi-essays wat ’n element van uitnemendheid bevat (en hierdie skrywers se werk). Die tekste wat in aanmerking geneem is, sluit essayversamelings in wat tussen 1968 en 1996 gepubliseer is. Die ondersoek het getoon dat die uitnemendheid van hierdie soort literêre teks enersyds berus op die vaardigheid waarmee die intrige saamgestel is, en andersyds, op die rangskikking van die essays. Die navorsing maak gebruik van drie metodes vir die ontleding van Sepedi- essays-te wete vergelyking, definiëring en interpretasie. Die doel met die vergelyking van essays is om inherente ooreenkomste te identifiseer. Die definiëring van die essays toon aan dat die essays as literêre tekste funksioneer. Die interpretasie wat volg op die vergelyking en definisie, stel die navorser in staat om die uitsonderlike vermoëns en talent van die Sepedi- skrywers bloot te le en te benadruk. Die navorser defineer die term “essay” en voorsien die leser sodoende van ‘n grrondige uiteensetting van die konsep wat in hierdie navorsing vervat is. ’n Essay word derhalwe gedefinieer as ‘n skrywe waarin ‘n enkele tema op verskillende maniere toegepas word. Die navorser is van mening dat die essay “uitsonderlik’ is, wanneer die taalgebruik van die skrywer op so ‘n wyse aangewend word dat dit die leser inspireer om entoesiasties en met belangstellings verder te lees. In haar definisie van die koonsep ‘essay’, verwys die navorser in die besonder na die tipe essay wat in hierdie navorsing voorkom. In die teks hanteer die navorser ook die drie vlakke of komponente waaruit ‘n essay bestaan, naamlik die inhoud, intrige en styl. Die intrige in sy geheel, bestaan uit die volgende vier elemente: (a) titel, (b) inleiding, (c) hoofdeel en (d) die slot. Hierdie hoofstuk eindig met ’n tipologie wat verskillende essays lys, te wete verhalende essays, verklarende essays, beskrywende essays en selfbesinnende essays. Dit verteenwoordig die essay-soorte waarop hierdie navorsing gebaseer is. Die navorsing maak spesifieke melding van Mabitje se essays omdat dit op vyf dele gebaseer is - vier van vyf dele verteenwoordig die vier seisoene van die jaar. Dit is merkwaardig dat alhoewel Mabitje drie werskillende vertellingsmetodes in sy essays gebruik het, hy slegs verhalende en selfbesinnende essays geskry het. Selwalekgwadi het ’n versameling van vyf essays geskryf. Die titel van hierdie versameling is op ’n unieke taal gebaseer. Sommige van Selwalekgwadi se essays val in die verhalende kategorie, terwyl ander as selfbesinnend geklassifiseer kan word. Makopo het tien essays geskryf, waarvan die vertelling by wyse van liedere en voordragte geskied. Omdat die doel van die Makopo essays didakties van aard is, handel die dominante tema oor demokrasie. Sommige van Makopo se essays kan as verhalend geklassifiseer word, terwyl ander meer beskrywend van aard is. Alhoewel Mabitje en Phala se essays op verskillende temas gebaseer is, is hulle boodskappe soortgelyke en is hulle almal gegrond op die werklikheidsgebeure van die tydvak waarin hulle geskryf is. ‘n Ontleding van hierdie essays dui daarop dat hulle in een van twee kategorieë val, of verhalende of beskrywende essays. Chupyane se versameling essays is gebaseer op gebeurlikhede uit ‘n verre verlede. Oomrede hierdie essays die tradisionele rolle van vroue in die gemeenskap uitbeeld, word Chupyane se werk as oorwegend selfbesinnend geklasifiseer. Hierdie ondersoek het oortuigende bewys gelewer dat daar slegs ’n paar Sepedi skrywers is wie se werk as uitnemend beskryf kan word. Hierdie aanname berus op tekens van uitsonderlike teenwoordigheid in elk van die volgende onderafdelings: (a) die onderwerp van die essay; (b) die inleiding tot die essay; (c) die hoofdeel van die essay; (d) die slot van die essay en (e) die hantering (deur die spesifieke skrywer) van die gekose, bepaalde soorte essay. Die Sepedi skrywers wat, in die tydgleuf onder bespreking, aan hierdie hoë verwagtinge voldoen, en daarin uitgeblink het, sluit die volgende in: Mahapa, Mabitje, Selwalekgwadi, Makopo, Phala en Chupyane. Al ses essays wat gekies is deur die navorser, getuig van uitnemendheid in elk van die elemente omdat hulle aan al die kriteria, soos uiteengesit in hierdie navorsing, voldoen. Voorts demonstreer hierdie navorsing die uitsonderlike vaardigheid van Mahapa, Mabitje, Selwalekgwadi, Makopo, Phala en Chupyane deur middel van die ontleding van gekose uittreksels uit die werke van genoemde skrywers. Hierdie ontledings fokus op verskeie elemente rakende die inhoud, intrige en die styl van die essays. Die unieke talent en uitsonderlike vermoëns van die Sepedi skrywers, wat die onderwerp van hierdie navorsing is, word verder ondersteun deur ‘n analise van geselekteerde aanhalings en spesifieke voorbeelde uit die essays van Mahapa, Mabitje en Chupyane. Copyright / Dissertation (MA)--University of Pretoria, 2010. / African Languages / unrestricted

Many epistemic attitudes including belief and knowledge have already been examined to determine the extent to which they can be attributed to collectives. The epistemological literature on explanatory understanding and objectual understanding, on the other hand, has focused almost exclusively on individual subjects. However, there are many situations that can be described by sentences of the form “We understand P”, “We understand why p”, “Group G understands P”, or “G understands why p”. As I shall show, these situations can be classified into five categories: distributive, common, joint, deferential, and cooperative understanding. Based on a definitional scheme, according to which the general concept of understanding has a cognitive component, a factivity component, and an epistemic-pro-attitude component, this paper aims to analyse these five types.

This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.

No description available.