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Anxiety has become one of the common problems in society in recent years. As an emerging interactive medium, games can create a first-hand experience for players. Therefore, it is possible to guide the player through behavioral experiments implemented with the game. But in order to reduce the direct damage to the player and make the problem more obvious, metaphorical game is one of the good choices.   In order to design and make such a metaphorical game, I firstly need to collect anxiety triggers and game design related theories into an initial design framework. These theories mainly include metaphorical game, experiential game model and reflection game design. After two iterations of game design core development, I'll be doing demos and interviews with several players. After that, I will summarize these data into several themes. These themes will extend the original design framework, which will also serve as an outcome of this paper. The two most prominent points in the expansion are beat chart and reward.

<p>Preceptorship is an experiential learning approach whereby a senior B.Sc.N. student, a direct care Registered Nurse (preceptor), and a faculty member collaborate to successfully facilitate a students’ learning in a clinical course. Preceptors act as both clinical teachers and professional role models to students. Role modelling can be a powerful experiential teaching-learning strategy. The objective of this cross-sectional survey was to examine students’ viewpoints about role modelling by their preceptors during senior clinical courses, as viewed through faculty members’ reflections. A conceptualization of preceptors as stage role models was developed, providing a unique perspective that includes role modelling typology, re-examination of “negative” role modelling, and intentionality. Data were collected and analyzed using Q-methodology procedures. By-person factor analysis revealed that students’ priorities for role modelling by preceptors vary. Four distinct student viewpoints emerged: the importance of explicit teaching (Factor 1), the significance of socialization behaviours (Factor 2), the foundations of practice knowledge and skills (Factor 3), and the pivotal role of preceptor authenticity (Factor 4). The findings also highlighted the importance of harnessing role modelling as an intentional teaching-learning strategy, including use of critical reflection on the part of the role model and the learner, and being explicit about what is being role modelled. Implications for education, clinical practice, and future research are discussed.</p> / Master of Science (MSc)

<p>The act of engineering is synonymous with design. It is a skill that is inherently understood by experienced engineers, but also one of the most difficult topics to teach. For many years, Engineering Design and Graphics has been a required first year course for all engineering students at McMaster University. The course has taught hand-sketching, 3D solid modeling, system simulation, 3D rapid prototyping, and culminated in a design project in gear train design that requires a combination of the core course topics. Students chose their own three-member teams, and lab sections were randomly assigned one of three modalities for completion of the design project: Simulation (SIM) where they produced and verified a design using a simulation tool, Prototyping (PRT) where they used a 3D printer to create a working plastic model of a design, or Simulation and Prototyping (S+P) where they used both tools to complete a design.</p> <p>The design process used in the project represents Kolb's Experiential Learning Cycle (through Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) as well as Bloom's Taxonomy providing opportunities for Cognitive, Affective and Psychomotor skill development.</p> <p>This study examines student self-efficacy and performance outcomes between design project modalities that include simulation and 3D printing. It is hypothesized that students who complete a design project using the Simulation and Prototyping (S+P) modality will show the highest scores in both categories.</p> <p>To measure self-efficacy, a new scale for Engineering Design Self-Efficacy was developed and validated. The project groups were surveyed before and after the completion of the design project. Data collected as part of the study included project individual, project group, and project total grades as well as final course grades. Statistical analysis for survey and performance data was completed using ANOVA to test for differences between the modalities.</p> <p>Results indicated an overall increase in self-efficacy from the start of term to the end of term for all design project modalities. Performance scores for project group and project total grade were highest for students in the Simulation (SIM) modality. There were no significant differences between the modalities for self-efficacy, project individual grade, final exam or final course grade.</p> <p>Based on the findings, engineering course designers with the goal of increasing self-efficacy, professional engagement, and performance should consider supplementing courses with experiential learning exercises such as simulation and prototyping. This study will be relevant for engineering course designers and instructors looking to add simulation or rapid prototyping to first-year engineering design courses.</p> / Master of Applied Science (MASc)

Analytical Music Therapy (AMT) is an advanced model of music therapy practice in the United States. Inter Music Therapy (IMT) is one of four required training stages to becoming an analytical music therapist. IMT is an experiential process where two AMT trainees take turns being therapist and client to one another, while under the direct supervision of the AMT trainer. Music is an integral component throughout IMT. All clinical material addressed and processed in IMT is lived experience, rather than role-play. To date, there is limited research documenting the experience of IMT for the AMT trainee. This study describes the IMT experience for AMT trainees, reveals the most significant experiences of IMT, and identifies how IMT shapes the clinical skills of music therapists who experience it. Findings from this study may add value to the training of music therapists in general. This study implemented the qualitative interpretivist research approach of Transcendental Phenomenology to explore the lived experience of IMT from the perspective of persons who have participated in it. Six participants were interviewed, interviews were recorded and transcribed, and the data were analyzed in two phases. Phase one resulted in a synthesis for each participant. Syntheses are rich descriptions of each participant’s IMT experience. The final step in phase one resulted in a global distilled global essence describing what it is like to experience IMT. Phase two was a cross participant analysis resulting in six global themes, and some of these themes were further developed through sub-themes. The self-experience of IMT provided multiple learning opportunities for AMT trainees. IMT shaped AMT trainees’ clinical skills in the following ways: increased capacity for empathy, enhanced therapeutic presence, recognition of how personal material influenced the therapy session, further developed self-awareness, and expanded musical creativity. The supervisory process enhanced AMT trainees’ appreciation for supervision, and the value of trust in the therapy process. Log writing was instrumental to integrating learning. The following recommendations are suggested to strengthen music therapy training and supervision in general: opportunities for music making while in the role of self to increase self-awareness in training and supervision, with an emphasis on creativity; opportunities for live or recorded observation of clinical work in supervision (in academic settings and professional supervision); and training opportunities for music therapy supervisors along with improved clarity in the competency of music therapy supervisors. / Music Therapy