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Children who have grown up with the Internet as a dominant form of cultural production bring to their identity development a complex and unique set of expectations and assumptions about identity fluidity and presentation. In addition, these "cyberchildren" are spending much of their social-interaction time in environments populated and controlled by adults, and yet beyond the purview or authority of the adults in their "real" lives. Understanding the nature of their identity development in virtual spaces and its implications for their real-world behaviors offers new opportunities for interventions that more effectively empower children to navigate and negotiate their experiences in relationship with online audiences. The study proposes that Goffman's dramaturgical metaphor can be productively applied to cyberspace, where children are rehearsing their identity performances in backstage, virtual environments; transferring their most salient and valuable identities to middle-stage spaces in real life, where they are performed for their peers and friends; and finally adopting them for presentation in front-stage, public spheres. The work draws on sociological interaction, dramaturgical analysis, information flow theory, and cyberstudies theory to propose a new theoretical framework. Its mixed-methodology approach incorporates a quantitative online survey, including benchmark questions drawn from three national surveys, and open-ended questions analyzed through qualitative methodologies. Taken together, the results confirmed the author's hypotheses that: (1) Cyberchildren have access to adult information and situations; (2) Traditional interventions to protect children in cyberspace are largely ineffective; (3) Cyberchildren maintain distinct online and real-life identities; and (4) Cyberchildren perceive of their virtual identities as valuable and salient.

Thesis (M.B.A.)----University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May viewed May 28, 2009) Includes bibliographical references (p. 35-37)

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Elizabeth A. Vandewater. Vita. Includes bibliographical references. Available also from UMI company.

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997. / Source: Masters Abstracts International, Volume: 45-06, page: 2706. Typescript. Abstract precedes thesis as preliminary leaves iii-iv. Includes bibliographical references (leaves 62-63).

Thesis of (M.A.)--University of Alberta, 2009. / Title from pdf file main screen (viewed on August 25, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Faculty of Physical Education and Recreation, University of Alberta. Includes bibliographical references.

Background: It is widely recommended that children engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) per day for health, well-being and development benefits. However, few Hong Kong children are physically active. Environmental factors unique to Hong Kong, such as dense population, highly urbanized, and high level of outdoor air pollution, suggest need to develop indoor PA programs. Active video games (AVGs) may provide an innovative approach to designing such indoor programs. Aim: This thesis sought to identify opportunities for interventions using AVGs to promote PA among children, and to develop and evaluate the effect of an AVG intervention on PA among Hong Kong Chinese children. We also intended to clarify the mechanisms of the intervention. Methods: Three studies were undertaken for the aim of the thesis. First, a systematic review was conducted to evaluate the effects of AVGs on PA and PA-related outcomes (i.e. psychosocial factors and fitness) among healthy children. Secondly, a validation study was conducted that examined the validity and reliability of three scales used to measure PA-related self-efficacy, social support, and enjoyment among Hong Kong Chinese children aged 9-12 years (n=273). Third, a quasi-experimental study was conducted that examined the effects of a school-based AVG intervention on PA, sedentary time, body composition, and psychosocial factors (self-efficacy, social support, and enjoyment) among Hong Kong children aged 9-12 years (n=87). Moderation and mediation effects of psychosocial factors on PA were also tested in the study. Results: In the first study, fifty-four articles were identified in the review. AVG led to light to moderate intensity PA among children. No effect was identified of AVG on PA in the home setting. Structured AVG play (i.e. AVG play of participants organized by teachers or researchers) may improve PA. However, none of the previous school-based AVG interventions have measured habitual PA objectively. In the second study, confirmatory factor analyses supported the one-factor structure of the tested scales. All of the psychosocial factors (self-efficacy, social support from family, social support from friends, and enjoyment) were significantly (p<0.01) associated with self-reported PA (r ranged from 0.23-0.40). All of the scales suggested acceptable internal consistency (Cronbach’s alpha>0.7) and test-retest reliability (intraclass correlation coefficient>0.7). The third study found that an AVG intervention delivered during after-school hours, approximately twice a week, significantly (p<0.05) increased total PA (counts per minute) and reduced sedentary behavior at week 8. However, this treatment effect was not maintained at 15 weeks when the frequency of AVG play decreased to approximately once a week during weeks 9-15. No significant differences were noted on body mass index z score and percentage body fat, and PA related psychosocial factors. The measured psychosocial factors did not act as mediators or moderators in this intervention. Discussion: AVGs may be useful to promote PA of children when it is structured. Future interventions should consider the frequency of AVG play in order to increase PA. AVG play should occur at least twice a week based on current research. Other components may be necessary to enhance the treatment effects of AVG interventions on PA among children.

Introduction: Video game is an emerging technology with potential to overcome many of the current barriers to behavior change. Video game playing is now woven into the fabric of children’s life and has been developed to educate individuals in health-related areas. Story immersion refers to the experience of being fully absorbed within a story in the game and is a key factor that contributes to the mechanism of behavior change. “Escape from Diab (Diab)is a health videogame designed to lower the risk of obesity and type 2 diabetes through behavior change components that were integrated into activities within the game storyline. This thesis was designed to investigate the effect of Diab for childhood obesity prevention among Hong Kong Chinese children. Methods: A literature review was conducted. Subsequently, study one conducted the validation of the Physical Activity Questionnaire for Older Children (PAQ-C) with 469 Hong Kong Chinese children. Study two was a cross-sectional study to explore the associations of self-efficacy, motivation, preference with both self-reported and objective physical activity (PA) in 301 children. Study three consisted of two phases. Phase one conducted individual interviews with 34 Hong Kong Chinese children to gather their perceptions of Diab and to assess Diab’s acceptability and applicability. Phase two examined the effect of playing nine episodes of Diab on children’s health outcomes (i.e., motivation, self-efficacy, preference for diet and PA, and PA behavior) through a non-randomized intervention. Results: The review demonstrated the effects of interventions by using health videogames on the psychological correlates. However, limited evidence is available to draw conclusions on the games’ behavioral modification efficacy. In study one, good internal consistency and test-retest reliability suggest that the PAQ-C is an adequately reliable instrument for use among Chinese children. The significant moderate correlation between the PAQ-C score and accelerometer measured moderate-to-vigorous PA support the PAQ-C’s acceptable validity. Study two revealed the important effects of self-efficacy and autonomous motivation in predicting PA. Differences were found between the prediction of self-reported PA and objective PA, which is likely due to self-reported error variance common to the PAQ-C and psychological correlates but not common to acclerometry. Study three indicated that Diab was perceived to be an immersive game by most of participating Hong Kong Chinese children. Four themes emerged from the interviews indicated that story immersion was a perceptible component and that Diab, developed for American children, was acceptable to the Hong Kong Chinese children. The pilot intervention study found short-term benefits after completing the game. However, the effects were not sustained at follow-up testing 8-10 weeks later. Conclusion: The current thesis demonstrated the validity of PAQ-C and the important effects of self-efficacy and autonomous motivation in predicting PA, which could inform the development of efficacious interventions. Diab, a Health videogames with appealing characters and immersive stories, partially motivated children to improve their motivation, self-efficacy, and preference for diet and PA behaviors immediately after completing nine episodes of the game, however, the lasting effectiveness and mechanisms of change require more thorough investigation.

Thesis (M.S.)--University of North Carolina Wilmington, 2008. / Title from PDF title page (viewed May 27, 2009) Includes bibliographical references (p. 31-34)

The overall purpose of this mixed method study was to describe adolescents’ experiences of ease while enduring treatment for cancer. Specifically, the study used avatar image-guided story-sharing (AIGSS) to explore adolescent sense-of-self, experiences of feeling uneasy, descriptions of qualities of ease, and best places for finding ease during treatment. The innovative research approach used in this study incorporated avatar images representing ‘ease’ in typical environments. By testing a developmentally relevant approach, AIGSS, to explore ease for adolescents enduring cancer, this study addressed a pressing need for meaningful approaches to engage adolescents in health-related dialogue about what matters most. While 10 qualities captured adolescent ease (beauty, fun, safety, strength, connectedness, calmness, rest, comfort, independence, and familiarity), connectedness, strength, fun, rest, and safety were the most significant qualities of ease threaded throughout stories. Two themes of self-reflected identity emerged: (a) valued personal qualities (extrinsic/admired) and (b) infused unique demeanors. Three themes described adolescent uneasiness during cancer treatment: (a) persistent uncertainty, (b) fearful anticipation, and (c) disrupted self. While home was most conducive for ease, personal meaning was given to the hospital enabling finding ease. This new knowledge is foundational for nurses who support adolescents during cancer treatment. This research lays the groundwork to re-define ease as a relevant outcome of quality nursing care, focusing on positive outcomes rather than catastrophic ones such as infection and death. Advancing caring science with interactive participative research enhanced communication with adolescents, having implications for both clinical research and pediatric oncology nursing practice. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection