12244 research outputs found
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Creativity-related elements of cognition and emotions influenced by videogames
Full text linkTo date, the impact of various types of videogame stimuli on creativity-related elements of cognition and emotions is unknown. The current research investigated the effects of action and non-action visual videogame stimuli on cognitive load, attentional breadth, and emotional processes. To measure cognitive load, participants responded to a red fixation cross during videogame presentation (RT task). Following the stimuli, the effects on attentional breadth were measured using the Navon letter task and emotional responses were obtained using a self-report scale. Results from the simple RT task showed that viewing the action videogame stimuli were associated with greater cognitive load compared to the no game condition. The Navon task revealed that attentional breadth was similar in the action game and the no-game condition, but that attentional breadth was narrowed in the non-action game condition. The emotional responses after viewing action videogame stimuli were less pleasant than viewing non-action videogame visual stimuli but more arousing than a no game control condition. These findings show that visual stimuli used in action and non-action videogames differentially affect creativity-related elements of cognition and emotions
Sensitivity to negative-feedback processing in people with Parkinson’s disease and impulsive-compulsive behaviours
No full textBackground: Biomarkers of impulsive compulsive behaviors (ICBs) in Parkinson's (PD) are lacking. We combined behavioural and electrophysiological markers of sensitivity to negative feedback to address this lack of knowledge.
Methods: Eighteen PD patients (ICB+, N=8; ICB-, N=10) underwent electroencephalography during the Balloon Analogue Risk Task (BART), a measure of risky behaviour, and the feedback-related negativity (FRN), a measure of negative feedback processing, was recorded. Participants also completed the Questionnaire for Impulsive-Compulsive Disorders in Parkinson’s Disease Rating Scale (QUIP-rs), and underwent cognitive, affective and motivation measures.
Results: Behaviour on the BART and FRN measures did not differ between the ICB+ and ICB- groups. However, a significant positive correlation was observed between the amplitude of the FRN at the Cz electrode and the BART discrepancy score when the two groups were combined into one PD group (rs(18) = 0.52, p = 0.03; 95% CI = 0.07, 0.80). No additional correlations were found between FRN amplitudes and the QUIP-rs score, nor with cognitive, affective, or motivational measures.
Conclusions: Our findings indicate that, regardless of ICB status, PD patients may be able to process negative feedback to mitigate risky behaviour during reward-related decision-making. We observed that a higher feedback-related negativity (FRN) is linked to a decrease in risky behaviour following a balloon burst. However, due to the small sample size, these findings should be interpreted with caution. Future studies should explore both positive and negative feedback processing using a task that maintains the dynamics of the ongoing decision-making process while increasing risk
What does it mean? Exploring staff and student understandings of pedagogical buzzwords in Higher Education
Full text linkMany ‘buzzwords’ are used to describe approaches to teaching and learning in Higher Education, but what do they actually mean? Do students actually need to know about these terms? If so, how should universities communicate this information? Whilst existing studies have been conducted on the interpretations of individual buzzwords in Higher Education, relatively little research has explored how multiple buzzwords are understood and managed within one particular Higher Education institution. This explorative study involved an analysis of public-facing documents at a UK university in order to gather a broad picture of the pedagogical terms used within the institution. The researchers then conducted focus groups with lecturers and students to explore their perspectives of the meanings of four key terms: student-centred learning, inclusive learning, independent learning and blended learning. The study found that there was a lack of understanding of some terms, inconsistency of interpretation, and a lack of knowledge on the part of lecturers with regard to how their students understood such terms. Two distinct approaches were suggested regarding how universities could manage staff and student understandings of buzzwords in Higher Education. The first implied the introduction of explicit strategies to help stakeholders reach shared understandings of key terms. The second implied a more implicit approach, in which stakeholders learnt how to operationalise concepts through their practical use. This study provides stimulus for reflection for stakeholders and decision-makers in Higher Education, encouraging them to identify their own approaches to ‘terminology management’
Competition and business law in the gaming industry
No full textIndicative talking points for the panel:
• Each of the speakers should be encouraged to share what they perceive as the most interesting issue for research into competition or business law in the video game industry (including eSports).
• In general - is there a competition/concentration problem in the games industry?
o Who are the powerful players in the industry? How do
we know they are powerful?
o Why are games now on the radar of competition authorities (e.g. Microsoft/Blizzard merger)? Does this say something more broadly about e.g. politics or economy in a given jurisdiction?
o Are app stores and distribution platforms stifling competition in the gaming market? (e.g., Apple/Epic)
• Often we are preoccupied with ensuring innovation is happening in a market as a principle of competition law/cultural policy. Is innovation happening in the games industry? And is that the only thing that’s important?
• Are there harmful behaviours in the games industry that could be ascribed to an abuse of market power?
• Increasingly, there are calls for unionisation in the gaming industry, particularly given e.g., toxic work cultures. What are the legal factors that affect this
Developing legal reasoning skills through the IRAC method in business and entrepreneurship education
No full textThis PechaKucha session explores the integration of the IRAC (Issue, Rule, Application, Conclusion) method in business and entrepreneurship modules to enhance legal reasoning skills. Through dynamic visuals, we demonstrate how IRAC helps students navigate contract law, torts, and competition law, equipping them with practical legal insights for strategic decision-making and risk management in business
Self-directed learning - a framework for inclusion ‘in’ and ‘through’ education – a systematic review
Full text linkThere is a dearth of knowledge regarding how self-directed learning and inclusion relate as concepts. In this paper, we explore how self-directed learning and inclusion are discussed together in the educational literature. With the aim of advancing our conceptual and theoretical understanding in this regard, we present the findings of a systematic review that critically explores the relevant literature on self-directed learning and inclusion. We included peer-reviewed texts with an explicit focus on both inclusion and self-directed learning in any educational phase. There were no restrictions on date of publication or methodology adopted. We searched five databases in July 2023: British Education Index, Education Research Complete, ERIC, International Bibliography of the Social Sciences, Australian Education Index, and Web of Science. We located 19 studies published in the past 15 years—8 studies concerned childhood education settings and 11 studies were written in the context of adult education, with the majority from higher education. We analysed the texts using thematic analysis and key findings were that: (1) self-directed learning can be used as a framework to promote both inclusion ‘in’ education (as in pedagogical methods and strategies) and ‘through’ education (as in educational products and outcomes); and (2) engaging with self-directed learning has the potential to further inclusion and social justice aims in education. However, these findings can only be interpreted by taking into consideration the tensions associated with inclusion that were rarely acknowledged in the included studies
Metamorphic frontiers: the influence of generative AI on enhancing student employability
No full textThis chapter critically examines the dynamic interplay between Generative AI and the enhancement of student employability within the context of higher education institutions in the United Kingdom. Examining the transformative horizons introduced by Generative AI, the chapter explores its impact on the evolving landscape of skills development, career readiness, and the broader implications for students navigating the contemporary job market. It advocates for the integration of Generative AI in educational frameworks, highlighting its role in fostering adaptive learning environments and preparing students for the demands of a technologically advanced workforce. Examining case studies and emerging best practices, the chapter unravels the ways in which Generative AI contributes to shaping the employability landscape in higher education institutions in the United Kingdom. Furthermore, the chapter offers valuable insights into the challenges and ethical considerations associated with the integration of Generative AI in higher education. It critically assesses the potential benefits and risks, providing a nuanced perspective on the ethical dimensions inherent in leveraging advanced technologies for educational purposes
Encountering environments through the arts: interdisciplinary embodiments, politics, and imaginaries
No full textThis edited collection of essays and artist reflections presents perspectives from arts and humanities researchers exploring how individuals and collectives engage with, relate to and experience environments. The term environment is broadly conceived in this volume and encompasses rural landscapes and nature spaces, urban and architectural sites, institutional, workplace and organisational spaces, domestic environments and public and private realms