scholarly journals Effects of Online Game Experiences on the Quality of Interpersonal Relationships in the Real World

Author(s):  
Keisuke TAKADA
Author(s):  
Stephen Verderber

The interdisciplinary field of person-environment relations has, from its origins, addressed the transactional relationship between human behavior and the built environment. This body of knowledge has been based upon qualitative and quantitative assessment of phenomena in the “real world.” This knowledge base has been instrumental in advancing the quality of real, physical environments globally at various scales of inquiry and with myriad user/client constituencies. By contrast, scant attention has been devoted to using simulation as a means to examine and represent person-environment transactions and how what is learned can be applied. The present discussion posits that press-competency theory, with related aspects drawn from functionalist-evolutionary theory, can together function to help us learn of how the medium of film can yield further insights to person-environment (P-E) transactions in the real world. Sampling, combined with extemporary behavior setting analysis, provide the basis for this analysis of healthcare settings as expressed throughout the history of cinema. This method can be of significant aid in examining P-E transactions across diverse historical periods, building types and places, healthcare and otherwise, otherwise logistically, geographically, or temporally unattainable in real time and space.


2001 ◽  
Vol 65 (1) ◽  
pp. 78-91 ◽  
Author(s):  
Page L. Anderson ◽  
Barbara O. Rothbaum ◽  
Larry Hodges

Author(s):  
Jamie S. Switzer

Colleges and universities are adept at teaching students in the academic sense. Often what is lacking in a student’s education is a thorough grasp of the “real world”; how their chosen field actually functions and operates. One way for students to gain an understanding of a particular occupation is to interact with a mentor. Mentors can offer valuable intellectual resources to students (O’Neil & Gomez, 1996). Regardless of the quality of their education, students still need the practical information that can only be provided by a working professional who can present students an awareness of the real world (O’Neil, 2001). A mentor, however, is much, much more than a professional with unique expertise in a specific vocation. While mentors do provide career knowledge and the means for technical skill development, mentors can offer a myriad of services. They provide support, encouragement, and guidance. Mentors act as role models, teaching and nurturing students, demonstrating appropriate skills and behaviors. They are friends to students, providing them a means to network and find jobs.


2019 ◽  
Author(s):  
Stefan Carlo Michalski ◽  
Ancret Szpak ◽  
Dimitrios Saredakis ◽  
Tyler Ross ◽  
Mark Billinghurst ◽  
...  

Objective: The present study investigates skill transfer from Virtual Reality (VR) sports training to the real world, using the fast-paced sport of table tennis.Background: A key assumption of VR training is that the learned skills and experiences transfer to the real world. Yet, in certain application areas, such as VR sports training, the research testing this assumption is sparse.Design: Real-world table tennis performance was assessed using a mixed-model analysis of variance. The analysis comprised a between-subjects (VR training group vs control group) and a within-subjects (pre- and post-training) factor. Method: Fifty-seven participants (23 females) were either assigned to a VR training group (n = 29) or no-training control group (n = 28). During VR training, participants were immersed in competitive table tennis matches against an artificial intelligence opponent. An expert table tennis coach evaluated participants on real-world table tennis playing before and after the training phase. Blinded regarding participant's group assignment, the expert assessed participants’ backhand, forehand and serving on quantitative aspects (e.g. count of rallies without errors) and quality of skill aspects (e.g. technique and consistency).Results: VR training significantly improved participants’ real-world table tennis performance compared to a no-training control group in both quantitative (p<.001, partial eta2 = .301) and quality of skill assessments (p<.001, Cohen’s d = 1.10).Conclusions: This study adds to a sparse yet expanding literature, demonstrating real-world skill transfer from Virtual Reality in an athletic task.


Author(s):  
Elizabeth Minchin

The epics that are associated with Homer’s name, the Iliad and the Odyssey, emerge from a long tradition of oral song that extends back into the Late Bronze Age. The poems themselves, however, date from the late 8th or early 7th centuries bc. From the perspective of religious belief and religious practice, the society that is described in these epics, like the society of the 8th- and 7th-century Aegean world, is a polytheistic society: the heroes within the epics, like the audiences themselves of that epic tradition, worship not one but a number of gods. The gods of the epics, such as Zeus, Hera, Athena, Apollo, and Aphrodite, are, however, remarkably vivid, in that they have not only been intensely personalized, being endowed with humanlike form and appearance, but also socialized. These gods are portrayed as a family that lives together on Mount Olympus, where they are embedded in a complex web of interpersonal relationships. And yet, despite their divine status, the gods of epic mingle with the race of heroes on earth; indeed, when they choose, they are key players in human affairs. On occasions the gods behave in ways that, to another culture, might appear undignified, ridiculous, or ungodly; but, for the most part, they presented as powerful figures and at times terrible. To turn from theology of belief, as represented in the Homeric epics, to the theology of religious practice, it will become clear from the discussion in this article that the Homeric account of religious practice is different in some respects from the religious practice of the archaic Greek world; what is observable is that the epic tradition has omitted from its account of religious practice a number of elements important to worshippers in the real world, such as divination through the consultation of entrails or rituals of fertility. And a certain poetic stylization of presentation has made some real-world practices less recognizable. More recently there have been fruitful attempts to identify elements of religious belief and practice that can be traced back in time to the wider Bronze Age world. At the same time, too, scholars have reflected on the gods’ role in the epic as participants in and observers of the action.


2020 ◽  
pp. 237337992092809
Author(s):  
Olivia S. Anderson ◽  
Ella August

Writing is a key skill for Public Health students, but instructors are not necessarily trained in how to teach writing. The Real-World Writing Project requires students to produce a writing project proposed by a community partner, for example, a report. The project includes multiple assignments that incorporate recommended characteristics for effective assigned writing. This article describes implementation of this project in two Public Health undergraduate courses at a large Midwestern University, including the type of products students produced, the number and type of community partners who participated, and student and community partner evaluations. Anonymous online evaluation surveys were distributed to community partners and students. We received responses from 19 community partners and 53 students. Partners were satisfied with the quality of 94% of the student products and were satisfied with their overall experience with the Real-World Writing Project (mean rating 5.14 on 6-point Likert-type scale, where 6 = extremely satisfied). Partners rated 85% of students as having satisfactory communication with them and were satisfied with the professionalism of 94% of students. Ninety-four percent of students reported being satisfied with the final product they produced and 84% of students indicated that working with their community partner was “very easy.” Students reported that the Real-World Writing Project was beneficial to them versus a more traditional assignment (mean response of 8.0 [ SD 2.3], where 1 represented the least and 10 represented the most satisfaction). Future work will include an evaluation of the project within graduate-level courses.


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