O crescente uso de ambientes virtuais de aprendizagem faz com que os professores e desenvolvedores precisem avaliar qual o melhor formato de visualização a ser utilizado. Infográfico é tipo de visualização de informação que vem ganhando popularidade no contexto educacional. Ele utiliza figuras, gráficos e curtas explicações textuais associados à elementos de design, para transformar informações complexas em visualizações simples. No entanto, poucos trabalhos empíricos investigam a interferência do formato infográfico no processo de aprendizagem e consideram a influência dos estados afetivos (em particular a satisfação) e a preferência (i.e. estilo de aprendizagem) do aluno na sua capacidade de reter informação quando o material apresentado é o infográfico. Esse trabalho de mestrado tem como objetivo investigar os benefícios educacionais do uso de infográficos como material de aprendizagem comparando-os com materiais tradicionais, texto puro e gráfico+texto. Também visa analisar a influência de outras variáveis experimentais no processo de aprendizagem como complexidade do infográfico, satisfação e estilo de aprendizagem. Para isso, foi executado um experimento com 74 alunos de graduação distribuídos entre três formatos de materiais de aprendizagem (i.e. infográficos, gráficos+texto e texto puro) em uma sessão de aprendizagem individual suportada por computador. Os sujeitos foram avaliados quanto à aprendizagem imediata, retenção e perda de conhecimento, satisfação, estilos de aprendizagem e tempo. Os resultados obtidos sugerem que os infográficos são tão bons para a aprendizagem e retenção de conhecimento quanto os materiais tradicionais. Não foram encontradas evidências de que os estilos de aprendizagem visual ou verbal têm impacto na aprendizagem ou na satisfação dos alunos. Além disso, foram encontrados indícios de que satisfações positivas podem resultar em uma maior retenção de conhecimento. Para analisar a variável complexidade, foi proposto um framework para classificação dos infográficos. Pode-se concluir que, de fato, infográficos classificados como de baixa complexidade proporcionam maior aprendizagem. No entanto, o aprendizado por meio dos infográficos de complexidade alta não foi significativamente menor. É possível atribuir essa queda não significativa à natureza explicativa dos infográficos, capaz de estabilizar o aprendizado do aluno a partir de um determinado nível de complexidade, mesmo que a complexidade aumente. / The increasing use of virtual learning environments lead teachers and developers to assess what is the best visualization format to use. Infographic is an information visualization format that has gained the educational context. It uses figures, graphs, and short textual explanations associated with design elements, to transform complex information into simple display. However, few empirical studies investigate the interference of the infographic format in the learning process and consider the influence of affective states (in particular enjoyment) and preference (i.e., learning styles) in students information retention when using infographics. This masters dissertation aims at investigating the educational benefits of using infographics as learning material and comparing them to traditional materials, pure text and graphic+text. In addition, it aims at analysing the influence of other experimental variables such as infographics complexity, students satisfaction and learning style. For this, an experiment was carried out with 74 undergraduate students distributed among three formats of learning materials (i.e., infographics, graphics+text and pure text) in a computer-supported individual learning session. Subjects were evaluated about immediate learning, retention and loss of knowledge, satisfaction, learning styles and time. The results suggest that infographics are as good for learning and retention as traditional materials. There is no evidence that visual or verbal learning styles impact on student learning or enjoyment. In addition, evidence has been found that positive satisfactions may result in greater retention of information. To analyze the infographics complexity, a framework was proposed to classify infographics. It can be concluded that, in fact, infographics classified as low complexity provide greater results for learning. However, learning through infographics of high complexity was not significantly smaller. It is possible to assign this non-significant dacay to the infographics explanatory nature, capable of steading the students learning from a certain level of complexity.

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.

<div>With the advent of Machine Learning and Deep Learning models, many avenues of development have opened. Today, these technologies are being leveraged to perform a wide variety of tasks that were otherwise not possible with traditional systems. The power of Machine Learning and Artificial Intelligence makes it possible to compute very complicated tasks at near real-time speeds. To provide an example, Machine Learning models are used extensively in the retail industry to predict and analyze critical parameters such as sales, promotions, customer behavior, recommendations, and offers.</div><div><br></div><div><br></div><div>Today, it is increasingly common to observe AI being used across many of the biggest domains such as Health, Environment, Military, and Business. Artificial Intelligence being used in educational settings has thus been a growing field of focus and study. For example, conversational AI being deployed to act as virtual tutors to answer student questions and concerns. Additionally, there is a fill-the-hole type of AIs that will help students learn tasks such as coding by either showing them how to do it or by predicting where the student might go wrong and suggesting preemptive corrective steps. </div><div><br></div><div>As described, a great deal of literature exists about the use of Deep Learning and Machine Learning models in education. However, the existing tools and models act as external appendages that add to the course structure, thereby altering it. This proposed study introduces a Bayesian Knowledge Transfer model based on the Long Short Term Memory structure (BKT-LSTM) utilized in a live STEM (Science, Technology, Engineering, and Mathematics) classroom. The model discovers individual student learning profiles based on past quiz performance and customizes future quizzes based on the learned patterns. The BKT-LSTM model works in tandem with the existing course curriculum and only tests those knowledge items that have already been covered in the classroom. The model does not change the course structure but rather aims to improve the student’s learning experience by focusing on areas of the student's knowledge that require more practice in learning. </div><div><br></div><div><br></div><div>Within a live STEM classroom, the BKT-LSTM model acts as a herald of change in the way students interact with the curriculum, even though no major changes are observed in the course structure. Students interacting with the model are subjected to quizzes with questions that target the individual student’s lack of learning in particular knowledge areas. Thus, students can be expected to perceive the change as unwelcoming due to the increasing difficulty in subsequent quizzes. Regardless, the study focuses on measuring the learning performance of the students. Do the students learn more in the new system? Another focus of the study is the student’s perception of engagement while interacting with the BKT-LSTM model. The effectiveness of the new educational process is determined not only by increased student learning performance, but also by the student’s perception of engagement while interacting with the model. Are the students enjoying the new experience? Do the students feel like they are learning something? Another important factor was also studied, that is learning performance of students interacting with the BKT-LSTM. </div><div><br></div>

L’individu est abordé, et même défini, par des théories sous-tendues de postulats philosophiques construisant le monde : l’individu est théorisé. Une vision plus ou moins spécifique de cet individu est proposée par chaque théorisation. Celui-ci peut être considéré seul, individuellement, ou en relation avec les autres, collectivement. La psychanalyse tend à s’orienter selon la subjectivité de l’individualité, produisant son Sujet. Le Droit tend à s’orienter selon l’objectivité de la collectivité, produisant son sujet. Pour l’individu, la prise dans ces édifices théoriques est fatalement enclavante. Nous focalisons sur le terme jouissance, champ lacanien pour la psychanalyse et prérogative de la propriété pour le Droit. Foulant la terre lacanienne, la jouissance est impossibilité là où dans l’enceinte juridique elle est possibilité. Très certainement infructueuse pour le Sujet mais tout spécialement fructueuse pour le sujet. Très abstraite, elle est insoumise et abusive chez Lacan, à s’y méprendre. Très concrète, elle est soumise et conditionnée dans le Code civil, à s’y comptabiliser financièrement. Dans un effort paradoxal de fixation sur des jouissances dissemblables bien qu’essentiellement philosophiquement décrétées, c’est le champ lacanien qui se superpose aux prérogatives de la propriété juridique. Ce faisant, les turbulences de la psychopathologie de la postmodernité quotidienne s’éclairent, l’attitude de la psychanalyse vis-à-vis de son Sujet se révèle, l’absolue relativité de l’abord de l’individu lorsqu’assujetti à une théorie se rappelle. Ceci devant la constatation d’un abus radicalement hors la propriété juridique, à situer davantage du côté de la psychanalyse qu’à déposer sur les épaules de son culpabilisé Sujet, atteint du malaise dans la jouissance. / The individual is broached, and even defined, by theories underpinned by world-building philosophical assumptions: he is theorized. A more or less specific view of this individual is proposed by each theorization. He can be considered alone, individually, or in relation to others, collectively. Psychoanalysis tends to be oriented towards the subjectivity of individuality, producing its Subject. The Law tends to be oriented towards the objectivity of the community, producing its subject. For the individual, being caught in theses theoretical structures is inevitably ensnaring. We will focus on the term of jouissance, Lacanian field for psychoanalysis, and prerogative of property for the Law. Treading the Lacanian grounds, jouissance is impossibility, while she is possibility wherein the juridical precinct; most certainly unfruitful for the Subject, but especially fruitful for the subject; very abstruse, she is unruly and abusive for Lacan, uncannily; very practical, she is obedient and conditioned in the french Civil Code, for financial profitability. In a paradoxical effort to fixate on dissimilar, although essentially philosophically decreed, jouissances, the Lacanian field superimposes itself onto the juridical property prerogatives. Thus, the turbulences of the psychopathology of everyday postmodernity are enlightened, the attitude of psychoanalysis vis-à-vis its Subject reveals itself, the absolute relativity at the outset of the individual when liable to a theory is recalled. This being brought before the finding of an abuse, radically apart from juridical property, to place more towards psychoanalysis than to lay upon the shoulders of its guilty Subject, affected by discontent in jouissance.

This study investigated the effects of ungraded running and graded walking as modalities of HIIT on enjoyment, perceived exertion, and affect. 29 healthy males and females (aged 23.3 ± 5.1) volunteered to participate in the study. Participants completed six visits to the laboratory: the first was a medical screening to ensure safety of the participants. For the second and third visits, participants completed two maximal treadmill exercise tests, one running and one walking. On the fourth visit, the speed needed for the run HIIT (running speed: 6.9 ± 1.2mph) and the grade needed for the walk HIIT (walking speed: 3.3 ± 0.3mph, walking grade: 17.2 ± 3.1%) experimental trials were confirmed. During the last two visits, participants completed both of the two (run HIIT and walk HIIT) randomized and counterbalanced experimental trials. Affective valence was measured at baseline and post-exercise. The single-item Feeling Scale (FS) and the Borg 6-20 RPE scale (both overall exertion and legs-only exertion) were used to measure in-task ratings of affect and exertion. The Physical Activity Enjoyment Scale (PACES) and FS were used to measure post-exercise ratings of enjoyment and affect. Results revealed a main effect for condition for post-exercise enjoyment (p < 0.001), with the run HIIT being more enjoyable. A main effect was also found for time for both overall exertion and legs-only exertion (p < 0.001 for both interactions), with the walk HIIT producing higher exertion ratings. There was a main effect for condition of legs-only exertion (p = 0.004), again walk HIIT produced higher exertion ratings. Lastly, there was a main effect when comparing 20% and 100% of total time in the run HIIT and the walk HIIT conditions, for both overall exertion and legs-only exertion (p < 0.001 for all interactions). This shows that exertion increased over time for both conditions. Exertion ratings, both overall and legs-only tended to be highest during the run HIIT condition when compared to the walk HIIT. The opposite was true for affective valence, the ratings were higher in the run HIIT condition than the walk HIIT. In conclusion, the perceptual responses in this study, which represent enjoyment, exertion and affective valence, were generally more favorable during the run HIIT condition. These results support previous findings to suggest that doing a running protocol is a well-tolerated and favorable modality for HIIT exercise.

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

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The internet has enabled billions of online transactions with customers transacting in real-time from various geographical points, while ecommerce could make more for Quebec traders dealing in various commodities. Quebec's ecommerce is still underdeveloped. This thesis seeks to understand the factors behind an e-consumer making a purchasing decision on a Quebec ecommerce site by using the Online Purchase assessment tool (OPAT) model to pinpoint emerging e-commerce trends, a literature review, and a questionnaire to discover the reality of why consumers purchase online. It discovered that e-commerce is not well-developed in Quebec because platforms use French and leave out English-speaking shoppers, most residents prefer physical shopping, and poor pricing strategies by foreign ecommerce platforms. This study aims to uncover why the Quebec retail industry is underdeveloped when it has enormous potential to lead among Canadian provinces. It evaluates consumer purchasing behaviors from online stores based on three moments that happen during the purchasing process. Summarily, it measures the first moment a retailer visits the platform, when they decide to purchase, and loyalty when they return to purchase again. It also provides recommendations for Quebec retailers regarding factors to consider when setting up their ecommerce stores to be successful.

Thesis advisor: Eileen C. Sweeney / Francis Mayronis was a Franciscan friar and one of John Duns Scotus’s primary students; he became a master of theology in 1323. His Commentary on the Sentences is preserved in more than 100 medieval manuscripts. In recent literature, Mayronis’s work has received considerable attention, especially in his cognitive theory and metaphysics. However, his ethical work has generally received very little attention. Mayronis occupies an important place in the early fourteenth century’s Franciscan intellectual tradition, particularly in the onset of the Scotist tradition. Mayronis not only creatively explicated and developed Scotus’s thoughts in his writings but also actively engaged in conversation with Peter Auriol and William Ockham as the “first” Scotist.My dissertation is organized to present Mayronis’s relational teleology in his notion of beatitude as the enjoyment of God. While generally maintaining a volitional agent-centered perspective that an agent or efficient cause is not determined to seek the good, Mayronis argues for the certitude of the ultimate end of the blessed and sees God, i.e., the final cause, as the total cause of the end. Mayronis harmonizes these seemingly contradictory causal powers of the final and efficient causes with the notion of habitus. First, Mayronis affirms the traditional view of habitus as an active power. In the present life, the free will gradually acquires a habitus toward the good through its own actions, and in heaven, grace or charity, i.e., supernatural habitus, is infused in the will of the blessed so that the will is eventually necessitated by the good. However, he could not maintain this position, i.e., the will’s habitus determines the will’s character, without abandoning Scotus’s emphasis on the will’s free aspect over its natural aspect since habitus is natural, though it is second nature. Hence, he develops a novel story of relation that completely replaces the role of habitus: God freely accepts someone due to a relational change to the person, rather than because the person has a supernatural habitus that is ‘acceptable’ to God. I begin by presenting Mayronis’s metaphysics of final causality in its historical context. For Plato and Aristotle, the end is formal. Plato considers the end as the form externally given by the divine craftsman, and Aristotle depicts nature’s motion toward the end as matter’s internal desire for its form. Then, Avicenna, while defining the final cause as the cause of causes, develops two ways the efficient cause can be central: the intellect can see something other than the good as its end, and the will can seek something not as determined by its goodness. I treat Averroes, Aquinas, Scotus, Ockham, and Mayronis in developing Avicenna’s notion of the final cause and the relationship between the final and efficient causes. In medieval teleology, we see fully developed agent-centered perspectives. In his unique rendering of Avicennian final causality, Mayronis shows that, although the final cause is the primary and necessary cause, it potentially causes our relations with God; then, we, as the efficient cause, contingently actualize the relations. Then, to situate Mayronis’s ethical teleology as a continuation of Scotus’s voluntarism, I argue for Duns Scotus’s ethical teleology against Thomas Williams’s view that sees Scotus’s ethics as proto-Kantian. I then present Mayronis’s notion of our intellect’s vision of God and our will’s enjoyment of God according to his metaphysics of final causality. First, I examine Mayronis’s cognitive theory that holds the vision of God, i.e., intuitive cognition, as a relation. I then argue for his relational teleology based on the premise that Mayronis views our enjoyment of God as a relation. For Mayronis, our ultimate end is our beatific enjoyment of God; it is neither our beatific act nor the object of the act, i.e., God, but the relation between the act and the object. Happiness is the relation to the Supreme Good, and misery is the lack of the relation. The purpose or goal of our life is neither merely internal nor external but relational. Finally, I present how Mayronis translates the role of habitus that grants the certitude of the enjoyment of the blessed into divine acceptance. For Mayronis, our moral life is not a long journey of accumulating habitus or virtues until we finally reach our destination; it is an everyday journey of love where we actualize the final cause, which potentially orders us to the Supreme Good. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Philosophy.

Denna studie utforskar hur synergier mellan mekaniker påverkar Player satisfaction. Player satisfaction är ett paraplybegrepp som används för att samla termerna enjoyment och achievement. För att utforska detta gjordes en kvantitativ undersökning som utgått från Games Experience Questionnaire. Tre prototyper utvecklades: en utan synergier (A), en med synergier som spelaren inte kan bestämma själv (B) samt en där spelaren har full kontroll över vilka mekaniker den vill kombinera (C). Undersökningens deltagare delades upp i grupper som antingen spelade prototyp A och B eller A och C. Deltagarna fyllde sedan i enkäterna för de spelade prototyperna och resultatet jämfördes. Resultatet av undersökningen visar på att synergier har en stor positiv påverkan på spelupplevelsen, samt att valet av synergier har en mindre positiv påverkan. Fortsatt forskning bör leta efter skillnader mellan spel där spelaren själv kontrollerar sina synergier mot de där de inte har den möjligheten i spel med ett högt strategiskt djup.