This study examines three popular theories of computer-mediated communication (CMC) and how they relate to increased modes of interactivity. The research takes place in a highly interactive virtual world called "There." A total of 18 participants took part in the study. Using participant-observation and in-depth interviews, the study found that all three perspectives manifested themselves in both the reported and observed behavior. The three perspectives examined are the social information processing theory (SIPT), the social identity model of de-individuation effects (SIDE), and the hyperpersonal perspective. The study found that SIPT and the hyperpersonal perspective did the best job at explaining the observed behavior, although many factors of the SIDE model also helped.

Virtual reality-based instruction such as virtual worlds, games, and simulations are becoming very popular in K-12 and higher education. Three manuscripts that report the results of investigations of these increasingly prevalent instructional media were developed for this dissertation. The purpose of the first study, a meta-analysis, was to analyze the instructional effectiveness of virtual reality-based instruction when compared to the traditional methods of instruction. In addition, this study also explored selected instructional design features of the virtual learning environment that moderated the relationship between instructional method and the academic achievements. Analyses of 63 experimental or quasi-experimental studies that studied learning outcomes of virtual reality-based instruction in K-12 or higher education settings yielded a mean effect size of g = 0.47 (SE = 0.02) suggesting that virtual reality-based instruction is an effective medium of delivering instruction. Further analyses examined factors that influence its effectiveness. The purpose of the second study was to examine a model of the impact of a 3-D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. A theoretical model of the relationships of features of 3-D virtual reality environments and students' experiences in the environments to outcomes on a chemistry learning test and measures of spatial ability and self-efficacy was tested using structural equation modeling. Usability strongly mediated the relationship between 3-D virtual reality features, spatial orientation, self-efficacy, and presence. Spatial orientation and self-efficacy had a statistically significant, positive impact on the chemistry learning test. The purpose of the third study was to investigate the potential of Second Life (SL), a 3-D virtual world, to enhance undergraduate students? learning of a foundational chemistry concept, spatial ability, and self-efficacy. A quasi-experimental pretest-posttest control group design was used. A total of 387 participants completed three assignment activities either in Second Life or using 2-D images. The difference between the scores of 3-D virtual environment-based group and the 2-D images-based group was not statistically significant for any of the measures.

In this thesis I present an account of the formal semantics of counterfactuals that systematically deals with impossible antecedents. This, in turn, allows us to gain a richer understanding of what makes certain thought experiments informative in spite of the impossibility of the situations they consider. In Chapter II, I argue that there are major shortcomings in the leading theories of counterfactuals. The leading theories of counterfactuals (based on classical two-valued logic) are unable to account for counterfactuals with impossible antecedents. In such accounts, everything and anything follows from an impossible antecedent. In Chapter III, I examine some crucial notions such as conceivability, imaginability, and possibility. Herein I argue that there is a distinction to be made between the notions of conceiving and imagining. Conceivability, it turns out, is a sufficient condition for being a case. Recent literature on the semantics for relevance logic have made some use of the notion of a “state”, which differs from a world in that contradictions are true in some states; what is not done in that literature is to clarify how the notion of a state differs from an arbitrary collection of claims. I use the notion of a case as a (modal) tool to analyze counterfactuals with impossible antecedents, one for which, unlike the notion of states, it is clear why arbitrary collections of claims do not count. In Chapter IV, I propose a new account of counterfactuals. This involves modifying existing possible worlds accounts of counterfactuals by replacing possible worlds by the “cases” identified in Chapter III. This theory discerns counterfactuals such as: “If Dave squared the circle, he would be more famous than Gödel” which seems true, from others like: “If Dave squared the circle, the sun would explode”, which seems false. In Chapter V I discuss one of the main pay offs of having an account of counterfactuals that deals systematically with counterfactuals with impossible antecedents. To apply the new account of counterfactual to thought experiments, first we have to transform the thought experiment in question into a series of counterfactuals. I show how this is to be done, in Chapter V. There are two advantages of such an account when we apply it to thought experiments: First, for thought experiments with impossible scenarios, our new account can explain how such thought experiments can still be informative. Secondly, for thought experiments like the Chinese Room, where it is not clear whether there is a subtle impossibility in the scenario or not, this new account with its continuous treatment of possible and impossible cases makes clear why the debate about such thought experiments looks the way it does. The crucial question is not whether there is such an impossibility, but what is the "nearest" situation in which there is a Chinese Room (whether it is impossible or not) and what we would say there (about the intentionality of the room). On traditional accounts, it becomes paramount to deal with the possibility question, because if it is an impossible scenario the lessons we learn are very different from the ones we learn if it is possible. There are no available theories of thought experiments that account for thought experiments with impossible/incomplete scenarios. With the new account of counterfactual and by applying it to thought experiments we over come this difficulty.

In this thesis I present an account of the formal semantics of counterfactuals that systematically deals with impossible antecedents. This, in turn, allows us to gain a richer understanding of what makes certain thought experiments informative in spite of the impossibility of the situations they consider. In Chapter II, I argue that there are major shortcomings in the leading theories of counterfactuals. The leading theories of counterfactuals (based on classical two-valued logic) are unable to account for counterfactuals with impossible antecedents. In such accounts, everything and anything follows from an impossible antecedent. In Chapter III, I examine some crucial notions such as conceivability, imaginability, and possibility. Herein I argue that there is a distinction to be made between the notions of conceiving and imagining. Conceivability, it turns out, is a sufficient condition for being a case. Recent literature on the semantics for relevance logic have made some use of the notion of a “state”, which differs from a world in that contradictions are true in some states; what is not done in that literature is to clarify how the notion of a state differs from an arbitrary collection of claims. I use the notion of a case as a (modal) tool to analyze counterfactuals with impossible antecedents, one for which, unlike the notion of states, it is clear why arbitrary collections of claims do not count. In Chapter IV, I propose a new account of counterfactuals. This involves modifying existing possible worlds accounts of counterfactuals by replacing possible worlds by the “cases” identified in Chapter III. This theory discerns counterfactuals such as: “If Dave squared the circle, he would be more famous than Gödel” which seems true, from others like: “If Dave squared the circle, the sun would explode”, which seems false. In Chapter V I discuss one of the main pay offs of having an account of counterfactuals that deals systematically with counterfactuals with impossible antecedents. To apply the new account of counterfactual to thought experiments, first we have to transform the thought experiment in question into a series of counterfactuals. I show how this is to be done, in Chapter V. There are two advantages of such an account when we apply it to thought experiments: First, for thought experiments with impossible scenarios, our new account can explain how such thought experiments can still be informative. Secondly, for thought experiments like the Chinese Room, where it is not clear whether there is a subtle impossibility in the scenario or not, this new account with its continuous treatment of possible and impossible cases makes clear why the debate about such thought experiments looks the way it does. The crucial question is not whether there is such an impossibility, but what is the "nearest" situation in which there is a Chinese Room (whether it is impossible or not) and what we would say there (about the intentionality of the room). On traditional accounts, it becomes paramount to deal with the possibility question, because if it is an impossible scenario the lessons we learn are very different from the ones we learn if it is possible. There are no available theories of thought experiments that account for thought experiments with impossible/incomplete scenarios. With the new account of counterfactual and by applying it to thought experiments we over come this difficulty.

This study is an exploratory look at the social world of indoor rock climbers, specifically, those at Texas A&M University. A specific genre of rock climbing originally created to allow outdoor rock climbers a place to train in the winter, indoor climbing has now found a foothold in areas devoid of any natural rock and has begun to develop a leisure social world of its own providing benefit to the climbers, including social world members. This study explored this social world of indoor rock climbing using a naturalistic model of inquiry and qualitative methodology, specifically Grounded Theory (Spradley, 1979; Strauss & Corbin, 2008). This research borrows from the literature on social world theory, serious leisure as well as specialization. This study confirmed indoor rock climbing to be a form of serious leisure for some participants. Furthermore, it found the social world of indoor rock climbing at Texas A&M provides a deep sense of belonging to some members who were found to coalesce at a mesostructural level into a confederacy of peers (R. A. Stebbins, 1993). Bouldering was found to be an avenue for social world entry for men but the female experience in social world entry was found to be different. The most prominent finding of the study was that the facility itself provides a place of belonging for social world members, even diverse and different groups which, outside of the social world, may be expected to come into conflict. Lastly, it was found that the social world has the ability to mediate conflict or negative experiences arising from competition and feelings of risk and fear. This exploratory study is expected to provide a framework for which to conduct further, more in depth studies into phenomena affecting the lives and experiences of indoor rock climbers. Furthermore this study has practical significance in assisting climbing wall managers to better understand the culture that surrounds and utilizes the facilities they operate. A review of the current literature on rock climbing, research questions that guided the study and methodologies, as well as the study results and conclusions are discussed in this paper.

This thesis examines the activity of pleasure reading as conducted within three kinds of virtual environments: role-playing and adventure video games, Massively Multiplayer Online Games (MMOGs) such as World of Warcraft, and graphical online social worlds such as Second Life. I ask how and to what extent different types of virtual environments are able to provide immersive reading experiences. This analysis relies upon the concepts of telic (purpose-driven) and paratelic (pleasure-driven) modes of reading, and I examine how virtual environments provide affordances for one or the other mode. How they do so usually has to do with how their situate reading materials in relation to the environment’s diegetic world, as well as whether the diegetic world is coherent and bounded. I conclude that while paratelic reading is encouraged in all virtual environments, role-playing and adventure video games are conducive to partially telic reading experiences, with players reading in order to better understand the diegetic world in which they act. MMOGs feature largely immutable diegetic worlds lacking normal relations of causality, but they still manage to some degree to encourage telic reading by circumscribing and enriching the world with lore. Virtual social worlds are generally unable to provide this sort of telic reading experience due to their lack of coherent diegetic worlds, and their effectiveness for paratelic reading is currently hampered by unwieldy interfaces and lack of innovation in the format of virtual books. Although MMOGs and social virtual worlds both feature synchronous collaboration between players with the potential for emergent narratives, neither has been able to leverage this advantage for the creation of immersive reading experiences. Finally, all three forms of virtual environment have inspired innovative user-created narratives and interfaces, but they have done so outside the contexts of their diegetic game worlds, in the sphere of participant culture. / text

This case study investigated the ways in which its participants drew from available language and literacy practices as they constructed identities in various contexts. Data was gathered using ethnographic methods, including field notes, interviews, artifact collection, and video data. Observations took place within a fifth grade classroom and select focal participants were interviewed and collected video data on their own outside of school. The study was framed through theories of context-dependent identities, built from the semiotic resources available to people based on context and positionality. Findings suggest the participants engaged in multimodal, heteroglossic composing practices outside of school, while inside of school their composing practices were defined by accountability measures imposed on them from outside the classroom. Findings also showed how the classroom community was discursively built and maintained, at times functioning as a homogenizing force even though the discourses defining the community were those of acceptance and diversity. Participants cultivated what they viewed were acceptable identities within the classroom through the language and literacy norms and practices therein. The study suggests implications for educators in how language and literacy practices shape acceptable identities and the spaces for them, and for how the construct of community is understood and intended in classrooms versus how it functions in practice. / text

Developments in video games over the last few decades have opened up many new kinds of musical experiences that pose substantial challenges to traditional understandings of music and musical agency. Virtual spaces grant us opportunities and freedoms to interact with music in manners that might not be prudent, practical, or even possible in the physical world. Players and creators of games have considerable license to play with music – to push the boundaries of music’s signifying and sensational potential within far-reaching narrative, ludic, and social contexts. This dissertation investigates how modern technologies of digital gaming enable and motivate such transgressive modes of musical engagement. Video game players, composers, and designers frequently employ (or otherwise interact with) music, noise, and speech in ways that deliberately or inadvertently violate technical rules, social expectations, cultural conventions, aesthetic norms, and ethical codes. Just as creators of games are constantly surprising gamers with innovative concepts and progressive designs, so gamers often come up with forms of emergent play that creators themselves might not have anticipated or intended. Though gameplay isn’t always explicitly transgressive, I argue here that it can be productively conceptualized as an activity that is largely bound up in potentialities for transgression. Play isn’t simply about make-believe, but additionally about re-making belief – about redrawing the limits of the imagination through accomplishments of acts previously unimaginable (or believed to have been outright impossible). The particular liberties that can be taken with (and in) games may ultimately teach us some profound things about what (we think) music is (and isn’t), how it works, what it’s good for, and why and to whom these questions should matter in broader social, cultural, and intellectual contexts. / Music

Issues of pension viability are at the forefront of gerontological debate. The uncertainty of long-term effects of the societal aging process on public pensions and the constant public policy struggle to maintain income levels among pensioners are critical points of discussion. As existing pension policies are examined and amended, policymakers increasingly rely on experts of pension research and income inequality for policy frameworks. Gosta Esping-Andersen's (1990) Three Worlds of Welfare Capitalism has provided the seminal typology for nearly two decades. His typology consists of three regimes: liberal, conservative, and social-democratic. The purpose of this research was to examine and compare the outcomes of historical pension policy in a social-democratic nation (Finland) with pension-receiving cohorts in a comparison nation of each regime: liberal (the United States), conservative (Germany), and social-democratic (Sweden). Specific aims were: to investigate the continuing viability of Esping-Andersen's typology at a national (macro) level; to explore a new analytical approach by disaggregating the population and conducting micro analyses; and to examine the value of using more sensitive inequality indices (Atkinson and Theil) in lieu of the commonly used Gini Index. Finland provides a case study focus of the comparative analysis. Analysis of Luxembourg Income Study (LIS) data confirms that Esping-Andersen's typology remains viable at the macro level for the liberal United States. However, conservative Germany and social-democratic Sweden and Finland may be shifting their respective classifications with possible convergence of the conservative and social-democratic regimes info a European regime.

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