scholarly journals Multi-User Virtual Environments for Physical Education and Sport Training

2019 ◽  
pp. 20-41
Author(s):  
Pooya Soltani ◽  
João Paulo Vilas-Boas
Keyword(s):  
Physical Education ◽  
Virtual Environments ◽  
Learning Style ◽  
Future Directions ◽  
Research Attention ◽  
Effective Learning ◽  
Sport Training ◽  
And Gender ◽  
And Training ◽  
Minimal Research

For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed.

scholarly journals Multi-User Virtual Environments for Physical Education and Sport Training

2021 ◽  
pp. 734-755
Author(s):  
Pooya Soltani ◽  
João Paulo Vilas-Boas
Keyword(s):  
Physical Education ◽  
Virtual Environments ◽  
Learning Style ◽  
Future Directions ◽  
Research Attention ◽  
Effective Learning ◽  
Sport Training ◽  
And Gender ◽  
And Training ◽  
Minimal Research

For effective learning and training, virtual environments may provide lifelike opportunities, and researchers are actively investigating their potential for educational purposes. Minimal research attention has been paid to the integration of multi-user virtual environments (MUVE) technology for teaching and practicing real sports. In this chapter, the authors reviewed the justifications, possibilities, challenges, and future directions of using MUVE systems. The authors addressed issues such as informal learning, design, engagement, collaboration, learning style, learning evaluation, motivation, and gender, followed by the identification of required elements for successful implementations. In the second part, the authors talked about exergames, the necessity of evaluation, and examples on exploring the behavior of players during playing. Finally, insights on the application of sports exergames in teaching, practicing, and encouraging real sports were discussed.

scholarly journals Animal-oriented virtual environments: illusion, dilation, and discovery

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 202
Author(s):  
Bradly Alicea
Keyword(s):  
Virtual Environments ◽  
Brain Activity ◽  
Emotional Valence ◽  
Space Time ◽  
Time Dilation ◽  
Neural Basis ◽  
Future Directions ◽  
And Behavior ◽  
And Training ◽  
Dilate Space

As a research tool, virtual environments (VEs) hold immense promise for brain scientists. Yet to fully realize this potential in non-human systems, theoretical and conceptual perspectives must be developed. When selectively coupled to nervous systems, virtual environments can help us better understand the functional architecture of animals’ brains during naturalistic behaviors. While this will no doubt allow us to further our understanding of the neural basis of behavior, there is also an opportunity to uncover the diversity inherent in brain activity and behavior. This is due to two properties of virtual environments: the ability to create sensory illusions, and the ability to dilate space and/or time. These and other potential manipulations will be characterized as the effects of virtuality. In addition, the systems-level outcomes of virtual environment enhanced perception will be discussed in the context of the uncanny valley and other expected relationships between emotional valence, cognition, and training. These effects and their usefulness for brain science will be understood in the context of three types of neurobehavioral phenomena: sensorimotor integration, spatial navigation, and interactivity. For each of these behaviors, a combination of illusory and space/time dilation examples will be reviewed. Once these examples are presented, the implications for improving upon virtual models for more directly inducing the mental phenomena of illusion and space/time dilation will be considered. To conclude, future directions for integrating the use of VEs into a strategy of broader biological inquiry will be presented.

scholarly journals Animal-oriented virtual environments: illusion, dilation, and discovery

F1000Research ◽  
2015 ◽  
Vol 3 ◽  
pp. 202 ◽  
Author(s):  
Bradly Alicea
Keyword(s):  
Virtual Environments ◽  
Brain Activity ◽  
Emotional Valence ◽  
Space Time ◽  
Time Dilation ◽  
Neural Basis ◽  
Future Directions ◽  
And Behavior ◽  
And Training ◽  
Dilate Space

As a research tool, virtual environments (VEs) hold immense promise for brain scientists. Yet to fully realize this potential in non-human systems, theoretical and conceptual perspectives must be developed. When selectively coupled to nervous systems, virtual environments can help us better understand the functional architecture of animals’ brains during naturalistic behaviors. While this will no doubt allow us to further our understanding of the neural basis of behavior, there is also an opportunity to uncover the diversity inherent in brain activity and behavior. This is due to two properties of virtual environments: the ability to create sensory illusions, and the ability to dilate space and/or time. These and other potential manipulations will be characterized as the effects of virtuality. In addition, the systems-level outcomes of virtual environment enhanced perception will be discussed in the context of the uncanny valley and other expected relationships between emotional valence, cognition, and training. These effects and their usefulness for brain science will be understood in the context of three types of neurobehavioral phenomena: sensorimotor integration, spatial navigation, and interactivity. For each of these behaviors, a combination of illusory and space/time dilation examples will be reviewed. Once these examples are presented, the implications for improving upon virtual models for more directly inducing the mental phenomena of illusion and space/time dilation will be considered. To conclude, future directions for integrating the use of VEs into a strategy of broader biological inquiry will be presented.

scholarly journals Estilos de aprendizaje y rendimiento académico de universitarios de Educación Física chilenos (Learning styles and academic performance of Chilean Physical Education university students)

Retos ◽  
2016 ◽  
pp. 62-67
Author(s):  
Jaime Serra-Olivares ◽  
Carlos Leonel Muñoz Valverde ◽  
Consuelo Cejudo Armero ◽  
Pedro Gil Madrona
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
Active Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
And Gender ◽  
New Research ◽  
The Relationship ◽  
Academic Year

Se analizó la relación entre los estilos de aprendizaje y el rendimiento académico de los estudiantes universitarios de Educación Física de la Universidad Católica de Temuco en Chile 2015/16 (n = 122). Los participantes completaron el cuestionario CHAEA-36 y se analizaron los datos en función del curso, la edad y el género. Los hallazgos demostraron la predominancia, principalmente, de los estilos de aprendizaje combinado (56%) y activo (21%). No se observó relación significativa entre los estilos de aprendizaje y el curso (χ² = 14.324; p =.575), y tampoco la edad (χ² = 14.324; p =.575). Sin embargo, el análisis inferencial demostró una relación significativa entre los estilos de aprendizaje y el género (χ² = 11.257; p =.024). Por último, los estudiantes con un estilo de aprendizaje activo demostraron un rendimiento académico significativamente inferior que sus compañeros con estilos de aprendizaje pragmático (F = 9.517; p = .011) y combinado (F = 14.625; p = .013). No se observaron diferencias significativas en el resto de comparaciones. Estos hallazgos determinan la importancia de atender a los procesos de formación inicial docente desde una perspectiva flexible, adaptada al contexto sociocultural y educativo de los aprendices. En este sentido, se necesitan nuevos estudios de investigación que analicen la relación entre los estilos de aprendizaje y el rendimiento académico, principalmente desde la perspectiva de género.Abstract: The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (χ² = 14.324; p =.575) nor age (χ² = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (χ² = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners’ cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.

scholarly journals Animal-oriented Virtual Environments: illusion, dilation, and discovery

2014 ◽  
Author(s):  
Bradly Alicea
Keyword(s):  
Virtual Environments ◽  
Brain Activity ◽  
Emotional Valence ◽  
Research Area ◽  
Space Time ◽  
Time Dilation ◽  
Neural Basis ◽  
Future Directions ◽  
And Behavior ◽  
And Training

As a research tool, virtual environments hold immense promise for brain scientists. Yet to fully realize this potential in non-human systems, theoretical and conceptual perspectives must be developed. When selectively coupled to nervous systems, virtual environments can help us better understand the functional architecture of animals’ brains during naturalistic behaviors. While this will no doubt allow us to further our understanding of the neural basis of behavior, there is also an opportunity to uncover the diversity inherent in brain activity and behavior. This is due to two properties of virtual environments: the ability to create sensory illusions, and the ability to dilate space and/or time. These and other potential manipulations will be characterized as the effects of virtuality. In addition, the systems-level outcomes of virtual environment-enhanced perception will be discussed in the context of the uncanny valley and other expected relationships between emotional valence, cognition, and training. These effects and their usefulness for brain science will be understood in the context of three types of neurobehavioral phenomena: sensorimotor integration, spatial navigation, and interactivity. For each of these behaviors, a combination of illusory and space/time dilation examples will be reviewed. Once these examples are presented, the implications for improving upon virtual models for more directly inducing the mental phenomena of illusion and space/time dilation will be considered. To conclude, future directions for integrating this research area into a strategy of broader biological inquiry will be presented.

Why so Humorous? The Roles of Traditionality and Gender (Dis)Similarity in Leader Humor Behavior and Employee Job Performance

2020 ◽  
pp. 154805182096414
Author(s):  
Ling Tan ◽  
Yongli Wang ◽  
Hailing Lu
Keyword(s):  
Job Performance ◽  
Field Study ◽  
Process Model ◽  
Individual Characteristic ◽  
Mediating Effect ◽  
Future Directions ◽  
Research Attention ◽  
Behavior Based ◽  
And Gender ◽  
Relational Process

Although the consequences of leader humor have been well documented, limited research attention has been devoted to its antecedents. The current research addresses this important issue by exploring whether and when an individual characteristic (i.e., traditionality) influences leader humor behavior. Based on the relational process model of humor and data from one multiwave, multisource field study, we find that leaders scoring low on traditionality are more likely to express humor with their followers, which in turn affects followers’ job performance. Moreover, the mediating effect of leader humor behavior on the link between leader traditionality and employee job performance is stronger when the genders of the leader and subordinates differ. We discuss the implications of the findings and future directions for research concerning the antecedents of leader humor.

scholarly journals Animal-oriented Virtual Environments: illusion, dilation, and discovery

2014 ◽  
Author(s):  
Bradly Alicea
Keyword(s):  
Virtual Environments ◽  
Brain Activity ◽  
Emotional Valence ◽  
Research Area ◽  
Space Time ◽  
Time Dilation ◽  
Neural Basis ◽  
Future Directions ◽  
And Behavior ◽  
And Training

As a research tool, virtual environments hold immense promise for brain scientists. Yet to fully realize this potential in non-human systems, theoretical and conceptual perspectives must be developed. When selectively coupled to nervous systems, virtual environments can help us better understand the functional architecture of animals’ brains during naturalistic behaviors. While this will no doubt allow us to further our understanding of the neural basis of behavior, there is also an opportunity to uncover the diversity inherent in brain activity and behavior. This is due to two properties of virtual environments: the ability to create sensory illusions, and the ability to dilate space and/or time. These and other potential manipulations will be characterized as the effects of virtuality. In addition, the systems-level outcomes of virtual environment-enhanced perception will be discussed in the context of the uncanny valley and other expected relationships between emotional valence, cognition, and training. These effects and their usefulness for brain science will be understood in the context of three types of neurobehavioral phenomena: sensorimotor integration, spatial navigation, and interactivity. For each of these behaviors, a combination of illusory and space/time dilation examples will be reviewed. Once these examples are presented, the implications for improving upon virtual models for more directly inducing the mental phenomena of illusion and space/time dilation will be considered. To conclude, future directions for integrating this research area into a strategy of broader biological inquiry will be presented.

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