Pacific McGeorge School of Law
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The End of Self-Checkout: Why SB 1446 Would Limit Technological Advancements Rather Than Protect Jobs and Deter Theft
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Heart Rate Elevation and Virtual Currency Preference in a Virtual Reality Exergame
No full textThis study investigates the use of the Infinadeck omni-directional treadmill, a 360-degree moving floor that enables users to naturally navigate virtual reality (VR) environments by continuously returning their position to the center of the treadmill. The research aims to evaluate the reception of two methods of earning virtual currencies, walking points (distance travelled in km) versus kill points (number of enemies killed), and the percentage of objective completions within our VR game. Additionally, the study plans to examine participants\u27 heart rates to assess the potential of the application as an exercise game, known as an exergame. This study seeks to contribute new insights into the features of VR walking games that encourage prolonged and vigorous engagement to meet the criteria for effective exercise. Participants will be tasked with completing a ~15-minute playtest session in which they fulfill the objective of delivering energy orbs to four goal posts, called terminals. After the session, they will complete a brief questionnaire to provide feedback on their preferred currency-earning method and offer suggestions for improvement. As of April 4th, 2025, we have completed 27 playtests in which all participants were able to complete the objectives and each had a raised heart rate. To determine whether the difference between their starting heart rate and max heart rate was significant, we performed a paired samples T-Test which gave a p-value of \u3c0.001, indicating that there is a statistically significant increase in heart rates. The average maximum heart rate was 135.8 bpm, and all participants successfully reached the target heart rate zone for moderate-intensity activity for individuals aged 18 to 29, based on the American Heart Association\u27s Target Heart Rates Chart. For the preferred currencies, we executed a proportions test to see which shop door was most commonly chosen. The options for Door 1 are to purchase extra energy with walking points, health refill with kill points, or extra energy with kill points. The options for Door 2 are to purchase extra energy with walking points, health refill with kill points, or purchase missiles, a new weapon choice, with kill points. For Door 1, there was an almost equal split between choices, showing no significant preference. On the other hand, Door 2 had a higher proportion of users choosing the missile\u27s weapon upgrade, indicating a preference for weapon upgrades. The results for currency preferences are inconclusive, though we gained insight on the upgrade options that participants are more inclined to choose. In conclusion, this research was able to determine that there is a definite increase in heart rates throughout the playtest. It is important to note that the figures from the American Heart Association are averages, so we cannot definitively say that our playtest is a moderate intensity activity. Although currency preferences were unclear, the weapon upgrade was the most frequently selected option, suggesting that participants prefer this option. Overall, the findings support the potential of VR walking games using omnidirectional treadmills to promote physical activity while offering valuable insights into player preferences that can inform future exergame designs
Discrete Math for Computer Science - Chapter 5: Direct proofs: Proofs by contrapositive
No full textSee this OER textbook full record by clicking here.https://scholarlycommons.pacific.edu/open-videos/1007/thumbnail.jp
A Qualitative Inquiry of Adult English Language Instructor Experiences Fostering Inclusion, Community Building, and Student Motivation
No full textAbstract
By Kathrene Marie Razo
University of the Pacific
2025
The central focus of this inquiry is on understanding adult English instructor experiences fostering inclusion, community building, and student motivation in the language classroom. In addition, it highlights contextual background relative to common life barriers faced by the adult English language learner population as they relate to an immigrant’s journey of establishing themselves in a new land.
Furthermore, this inquiry was prompted by a need to gain a clearer understanding of the best practices that are revealed by educators’ shared lived experiences to assist in the support of learners in their efforts to attain personal, educational, and professional goals as well as positively impact English language program retention.
For this inquiry, the participants taught adult English as a second language in a California Adult Education Program (CAEP) school, which included adult schools and community colleges for at least 5 years in the northern region of Central Valley, California. This inquiry used a general qualitative approach, along with a conceptual framework composed of Malcolm Knowles and Associates’ (1968) Adult Learning Theory and Geneva Gay’s (2010) Culturally Responsive Teaching will benefit adult English language programs of study because it will help educators, program administers, and staff to more thoroughly understand the lived experiences of seasoned adult English instructors who have fostered inclusion, community building, and student motivation while also answering the study’s research questions.
The data collection tools for this study included an initial participant interest form, semi-structured one-on-one interviews that were recorded and transcribed, researcher notes, and a researcher positionality journal. The findings for this study revealed five major themes that were identified through the data analysis process. Theme 1: Creating a Positive Learning Environment is comprised of one subtheme: (a) Modeling Positivity, Compassion, Kindness, and Sensitivity. Theme 2: Incorporating Culturally Diverse Content, is comprised of two themes, (a) Sharing Students’ Cultural Background and Traditions, and (b) Culturally Responsive Curriculum. Theme 3: Being a Reflective Instructor included three subthemes, (a) Consider Lesson Topics with Care, (b) Check Biases, and (c) Get to Know Your Students. Theme 4: Offering Opportunities for Student Collaboration encompasses two subthemes, (a) Students Teach One Another, and (b) Be Mindful of Student Pairing. Lastly, Theme 5: Success Breeds Success unveiled two subthemes, (a) Building on Student Prior Knowledge, and (b) Immigrant Success Stories. The insights and understandings obtained from this research study can contribute to and assist new instructors of adult English programs, program staff, and administrators in an effort to enhance program retention and facilitate the successful completion of language learning by students
Benefits of a Faculty Mentored Personalized Instructional Program for Dental Students
No full textThe rigors and focus required of dental education often leaves students without time to pursue in-depth learning experiences in areas of personal interest related to dentistry/healthcare. In response to student interest in such learning and enrichment opportunities, a Personalized Instructional Program (PIP) course was created at the Arthur A. Dugoni School of Dentistry to allow students to engage in a faculty-mentored experiential learning project of their own creation. With its already condensed three-year curriculum, there was initial concern at Pacific Dugoni about whether an additional self-regulated experience could fit into students’ already busy schedules. Thirty hours of curricular time was cleared in the existing curriculum of second year students to allow school time for students to work with mentors or student colleagues on their projects. There was an intention that such a project would be of benefit to both students and mentoring faculty. Mentor involvement varies with the project and student need and could be one-on-one or with a small group. Six graduating classes have successfully completed this assignment. Student and mentor surveys support the positive value of our PIP experience to both student education and faculty development. Curriculum materials and patient education resources were created from student projects, and faculty and students alike enjoyed the experience. Although not intended, this assignment has become, in fact, a catalyst for creating “professional identities” for many students. This “hidden curriculum” supporting student understanding of what it means to be a professional will benefit our institution and community in years to come
