Se diseña un tutorial para enseñar música en Educación Secundaria, para tratar elementos que intervienen en la construcción de una obra musical como la melodía, el ritmo, la armonía, el timbre y el tempo o dinámica. La propuesta pretende ser una guía o trazar un camino diferente hacia la adquisición de estos mismos contenidos curriculares, a través de un tutorial del programa de creación sonora a través de código, Sonic Pi. A través de un aprendizaje lúdico, vinculado a la gamificación, (...) se promulgan nuevas formas de aprendizaje, fomentando la motivación. Se diseña una herramienta de evaluación final. (shrink)

This article examines task-setting sequences in university tutorial sessions. Classes from three higher education institutions were audio- and video-recorded. The resulting data, which included both tutor-led and peer group discussions, were transcribed and analysed using conversation analysis. A number of themes emerged from our analysis. First, we found that the tutor's opening turns routinely followed a three-part sequence, the interpersonal and metadiscursive functions of which, we argue, are crucial components in the educative process. Second, we found that students displayed (...) discursively their reluctance to engage in discussion activities and a resistance towards academic or intellectual identities. In contrast to findings from previous studies of tutor—student interaction, we found that interactional power was negotiated in complex and contradictory ways. This, in turn, may embody a range of complex social functions including attention to the `face' concerns of the group, category membership and orientation to broader cultural trends. (shrink)

ObjectivesTo test whether improving a Christmas tree meringue recipe using reporting guidelines yields more appealing and sweeter meringues.DesignA prospective, superiority, single-blind, cluster-randomised (1:1) controlled trial.SettingA public participatory event in a large cultural facility in France.ParticipantsBudding chefs with basic culinary skills, possessing the utensils necessary for baking Christmas tree meringues, and not having burned pasta in the past month (for safety reasons). Bunding chefs represent the cluster and meringue the unit.InterventionsEach budding chef was randomised to a standard recipe for making Christmas (...) tree meringues or to the same recipe written in consultation with a professional baker using the TIDieR checklist—a reporting guideline for description of complex interventions—plus a short video tutorial.Main outcome measuresThe primary outcome was reproducibility in terms of visual aspect. Secondary outcomes included colour, size, taste and survival time in the course of a sale organised as part of the public event. The visual aspect, colour and size was rated by an independent jury which compared the cooked Christmas tree meringues with the recipe picture on a scale from 1 to 10. Analyses were performed in intention-to-eat (randomization unit: budding chefs / analysis unit: Christmas trees).Results60 budding chefs (30 in each group) baked a total of 845 Christmas tree meringues. There was no significant difference between the groups (mean difference = -0.1; [95%CI -0.99; 0.80]; p-value = 0.84; intra-cluster correlation, ICC = 0.77) on visual aspect. No difference was found for reproducibility in terms of colour (mean difference = -0.31; [95%CI -0.97; 0.35]; p-value = 0.35; ICC = 0.67) or size (mean difference = -0.17; [95%CI -1.07; 0.73]; p-value = 0.71; ICC = 0.74). There was no significant difference in terms of taste between the groups (mean difference = -0.55; [95%CI -1.62; 0.52]; p-value = 0.31). 400 meringues were sold during the public event with no difference in survival time between groups (hazard ratio = 1.26 [95% CI 0.75–2.09], p-value = 0.38, with values > 1 in favour of the control group). e.g. 75% survived for 134 min in intervention group and for 124 min in the control group.ConclusionsOur study failed to demonstrate that an improved recipe using the TIDieR reporting guideline with a video tutorial improved the reproducibility in terms of visual aspect, colour, size, taste and sales for Christmas tree meringues. The best way to succeed in reproducing Christmas tree meringues alike those showcased by the recipe—and thereby to improve reproducibility of experiments—remains a mystery still to be solved by further explorations.Trial registrationhttps://osf.io/dnhbx. (shrink)

This purpose of this qualitative study was to gather detailed information about student perceptions of self-plagiarism and the perceived effectiveness of a brief self-plagiarism video tutorial. Semi-structured interviews were conducted and health sciences doctoral students were queried regarding their knowledge and perceptions of self- plagiarism. The population for this study was new doctoral students, as well as students who had committed self-plagiarism during the semester. Overall, participants reported a specific self-plagiarism intervention was more helpful in preventing self- plagiarism than (...) a traditional plagiarism intervention and that the intervention should be included in initial program orientation. Overwhelmingly, students did not believe self- plagiarism was a serious academic offense and think they own their intellectual property and unpublished works. (shrink)

An accompanying website offers a set of interactive debate tutorials, which include photographs of debates; a guide to the participants; a grammar of Tibetan debating, which includes sample propositions, responses, and strategies; the ethnomethods employed by debaters; videos of illustrative debates, complete with English translations, all analyzed in detail in the book; and an appendix comprising an interactive debate, glossary, manual, and illustrations. Please see www.thdl.org/DebateTutorials/ for this material. -- back cover.

_Formal Logic_ is an undergraduate text suitable for introductory, intermediate, and advanced courses in symbolic logic. The book’s nine chapters offer thorough coverage of truth-functional and quantificational logic, as well as the basics of more advanced topics such as set theory and modal logic. Complex ideas are explained in plain language that doesn’t presuppose any background in logic or mathematics, and derivation strategies are illustrated with numerous examples. Translations, tables, trees, natural deduction, and simple meta-proofs are taught through over 400 (...) exercises. A companion website offers supplemental practice software and tutorial videos. (shrink)

We give an introductory tutorial to assumption-based argumentation (referred to as ABA) – a form of argumentation where arguments and attacks are notions derived from primitive notions of rules in a deductive system, assumptions and contraries thereof. ABA is equipped with different semantics for determining ‘winning’ sets of assumptions and – interchangeably and equivalently – ‘winning’ sets of arguments. It is also equipped with a catalogue of computational techniques to determine whether given conclusions can be supported by a ‘winning’ set (...) of arguments. These are in the form of disputes between (fictional) proponent and opponent players, provably correct w.r.t. the semantics. Albeit simple, ABA is powerful in that it can be used to represent and reason with a number of problems in AI and beyond: non-monotonic reasoning, preferences, decisions. While doing so, it encompasses the expressive and computational needs of these problems while affording the transparency and explanatory power of argumentation. (shrink)

This is a tutorial for the Minlog Proof Assistant, version 5.0.

The goal of this tutorial is twofold: to provide a description of some basic causal inference problems, models, algorithms, and assumptions in enough detail to understand recent developments in these areas; and to compare and contrast these with machine learning problems, models, algorithms, and assumptions.

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...) collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. (shrink)

This workshop session provided a tutorial for the session participants on how to develop, assign and conduct course presentations and projects using Davenport’s Twenty Principles of Corporate Citizenship. Session participants received sample materials from the panelists and heard about their successes and lessons learned. The majority of the session’s time was dedicated to discussing how the participants might use the sample material in their classes or adapt these materials for the participants’ unique application for their class presentations or project assignments.

I have written extensively of the topic of this tutorial. But in order to reach a broad audience I have in many of my more recent works refrained from using equations. That approach makes those works accessible in principle both to readers who are repelled by equations, and also to quantum physicists who are sufficiently familiar with the details of the quantum theory of measurement to be able to fill in for themselves the omitted equations. However, that approach means also (...) that an important class of potential readers is not being optimally reached. This class consists of persons having an engineering or mathematical background, and possessing perhaps even some familiarity with classical physics, but who have little knowledge of quantum mechanics. (shrink)

Much of the philosophical discussion of video game ethics is dominated by the literature on the Gamer's Dilemma, which forces us to focus on the ethics of certain forms of extreme virtual content in video games, such as virtual murder or molestation. While a focus on the ethics of video game content is important, we argue that scrutinizing the ethics of video game systems is needed to properly capture the full range of ethical concerns raised by (...) video games. Drawing on a distinction between intravirtual and extravirtual effects, we identify ethical issues with video game content and, by linking to the dark patterns literature, video game systems. To illustrate our view, we give examples of how a game can appear to have morally objectionable content without the game being, at least clearly, morally objectionable, and how a game can appear to be morally unobjectionable despite having morally objectionable systems. (shrink)

The Internet provides a wealth of comedy videos for us to enjoy and a site called Instagram has an algorithm which presents me with many. But some of these videos, unlike my own, appear to be the product of a team effort (discounting whoever built my apartment as a member of my team, etc.). There are actors in the sketch and I suspect others are writers and people who do graphics for the video. But these others get no accreditation. (...) But surely they want accreditation and some may even think it is an injustice that they are not accredited. Why do they do the work then? One explanation is that someone pays them and the money compensates for the lack of accreditation. Another explanation is that they cannot get creative jobs which give them accreditation, on reasonable terms anyway: you only get them if you are a part of a social network and they are not. A third explanation is that some of these comedy videos copy their main idea from other videos and a process of accreditation would require crediting the original source, which they don’t want to do. There are probably other explanations. (shrink)

Today’s everyone normal life can include a normal rate of playing computer games or video games; but what about an excessive or compulsive use of video games that impact on our life? Our kids, who usually spend a lot of time in playing video games will likely have a trouble in paying attention to their school lessons. In this paper, we introduce an expert system to help users in getting the correct diagnosis of the health problem of (...) video game addictions that range from (Musculoskeletal issues, Vision problems and Obesity). Moreover, this expert system provides information about the problem and tell us how we can solve it. SL5 Object expert system language was used to design and implement the expert system. (shrink)

Short video addiction (SVA) has emerged as a growing behavioral and social issue, driven by the widespread use of digital platforms that provide highly engaging, personalized, and brief video content. We investigated the neuroanatomical and functional substrates of SVA symptoms, alongside brain transcriptomic and cellular characteristics, using Inter-Subject Representational Similarity Analysis (IS-RSA) and transcriptomic approaches. Behaviorally, we found that dispositional envy was associated with SVA. Structurally, SVA was positively correlated with increased morphological volumes in the orbitofrontal cortex (OFC) (...) and bilateral cerebellum. Functionally, the dorsolateral prefrontal cortex (DLPFC), posterior cingulate cortex (PCC), cerebellum, and temporal pole (TP) exhibited heightened spontaneous activity, which was positively correlated with SVA severity. Transcriptomic and cellular analyses also showed specific genes linked to gray matter volume (GMV) associated with SVA, with predominant expression in excitatory and inhibitory neurons. These genes showed distinct spatiotemporal expression patterns in the cerebellum during adolescence. This study offers a comprehensive framework integrating structural, functional, and neurochemical evidence to highlight the neural-transcriptomic underpinnings of SVA symptoms in a non-clinical population. (shrink)

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

Speedrunning is a kind of ‘metagame’ involving video games. Though it does not yet have the kind of profile of multiplayer e-sports, speedrunning is fast approaching e-sports in popularity. Aside from audience numbers, however, from the perspective of the philosophy of sport and games, speedrunning is particularly interesting. To the casual player or viewer, speedrunning appears to be a highly irreverent, even pointless, way of playing games, particularly due to the incorporation of “glitches”. For many outside the speedrunning community, (...) the use of glitches appears to be cheating. For speedrunners, however, glitches are entirely within the bounds of acceptability. Because of this, however, speedrunning frequently involves sidestepping what are typically taken to be the core challenges of the game. By examining the distinction between the use of glitches and cheating in speedrunning, we can gain a greater understanding of the unique ethos of this activity; that is, we can make sense of what fundamentally constitutes speedrunning as a metagame. I argue that by understanding the code of the game not as rules but as physics, and by examining what actions are deemed impermissible by the speedrunning community – such as hardware modification and hacking – we can see that the ethos of speedrunning has three components: constitutive skills (including dexterity, memorisation and mental fortitude); a collective, fine-grained knowledge of the game and the desire to subvert the intentions of the programmers. Each of these components limits and structures the earlier ones: collective knowledge takes priority over constitutive skills, and subversion takes priority over both. These three components form the ethos that structures speedrunning as a metagame, expressing what speedrunners take to be its central aim. (shrink)

Se diseña un tutorial para enseñar música en Educación Secundaria, para tratar elementos que intervienen en la construcción de una obra musical como la melodía, el ritmo, la armonía, el timbre y el tempo o dinámica. La propuesta pretende ser una guía o trazar un camino diferente hacia la adquisición de estos mismos contenidos curriculares, a través de un tutorial del programa de creación sonora a través de código, Sonic Pi. A través de un aprendizaje lúdico, vinculado a la gamificación, (...) se promulgan nuevas formas de aprendizaje, fomentando la motivación. Se diseña una herramienta de evaluación final. (shrink)

Lately in the past couple of years, there are an increasing in the normal rate of playing computer games or video games compared to the E-learning content that are introduced for the safety of our children, and the impact of the video game addictiveness that ranges from (Musculoskeletal issues, Vision problems and Obesity). Furthermore, this paper introduce an intelligent tutoring system for both parent and their children for enhancement the experience of gaming and tell us about the health (...) problems and how we can solve them, with an easy user interface that way can our children be happy and excited about the information and their health. (shrink)

Since the 1980s, British social anthropologists have been increasingly doing social anthropology at home, instead of or in addition to doing fieldwork in exotic societies (from our perspective). But strangely they have not devoted much attention to personal computers, which came into wider and wider use around the same time. Why is that? It is not that anthropologists are technology-averse, because they do write much about new reproductive technologies. My explanation is that social anthropology, for various anthropologists, is pursued like (...) a game, in which there are more points for contributing to some topics as opposed to others (e.g. kinship, gift exchange), and it seems there are not many points to be scored by focusing on computers. But I feel this impression is not quite right. Victorian social anthropology involves specifying evolutionary stages for a society, such as Frazer's famous magic, then religion, then science. Video games provided the opportunity to test evolutionary stage hypotheses, by formulating some, e.g. there will be simple 2 dimensional shooting and tennis games, then more complex 2d games, and finally 3d games. ("Victorian evolutionism is too far in the past to appeal to; you need something better than this to manage these anthropologists"?). (shrink)

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

In a recent and provocative essay, Christopher Bartel attempts to resolve the gamer’s dilemma. The dilemma, formulated by Morgan Luck, goes as follows: there is no principled distinction between virtual murder and virtual pedophilia. So, we’ll have to give up either our intuition that virtual murder is morally permissible—seemingly leaving us over-moralizing our gameplay—or our intuition that acts of virtual pedophilia are morally troubling—seemingly leaving us under-moralizing our game play. Bartel’s attempted resolution relies on establishing the following three theses: (1) (...) virtual pedophilia is child pornography, (2) the consumption of child pornography is morally wrong, and (3) virtual murder is not murder. Relying on Michael Rea’s definition of pornography, I argue that we should reject thesis one, but since Bartel’s moral argument in thesis two does not actually rely thesis one that his resolution is not thereby undermined. Still, even if we grant that there are adequate resources internal to Bartel’s account to technically resolve the gamer’s dilemma his reasoning is still unsatisfying. This is so because Bartel follows Neil Levy in arguing that virtual pedophilia is wrong because it harms women. While I grant Levy’s account, I argue that this is the wrong kind of reason to resolve the gamer’s dilemma because it is indirect. What we want is to know what is wrong with virtual child pornography itself. Finally, I suggest alternate moral resources for resolving the gamer’s dilemma that are direct in a way that Bartel’s resources are not. (shrink)

This study investigates the factors contributing to perceived difficulty in video games, integrating user scores, cognitive requirements, novelty, and structural complexity. Using a dataset of 100 video games across multiple genres, we performed logistic regression analyses to identify the relative contributions of various gameplay and cognitive factors to player-perceived difficulty. Our findings indicate that task complexity and cognitive load are primary predictors of perceived difficulty, whereas narrative novelty and kinetic demands exert secondary but meaningful influences. This framework provides (...) a quantitative approach for evaluating and predicting game difficulty in both design and research contexts. (shrink)

Forty years have passed since video-games were first made widely available to the public and subsequently playing games has become a favorite past-time for many. Players continuously engage with dynamic visual displays with success contingent on the time-pressured deployment, and flexible allocation, of attention as well as precise bimanual movements. Evidence to date suggests that both brief and extensive exposure to video-game play can result in a broad range of enhancements to various cognitive faculties that generalize beyond the (...) original context. Despite promise, video-game research is host to a number of methodological issues that require addressing before progress can be made in this area. Here an effort is made to consolidate the past 30 years of literature examining the effects of video-game play on cognitive faculties and, more recently, neural systems. Future work is required to identify the mechanism that allows the act of video-game play to generate such a broad range of generalized enhancements. (shrink)

The effect of violent video games is among the most widely discussed topics in media studies, and for good reason. These games are immensely popular, but many seem morally objectionable. Critics attack them for a number of reasons ranging from their capacity to teach players weapons skills to their ability to directly cause violent actions. This essay shows that many of these criticisms are misguided. Theoretical and empirical arguments against violent video games often suffer from a number of (...) significant shortcomings that make them ineffective. This essay argues that video games are defensible from the perspective of Kantian, Aristotelian, and utilitarian moral theories. (shrink)

Machine learning has become a key component of contemporary information systems. Unlike prior information systems explicitly programmed in formal languages, ML systems infer rules from data. This paper shows what this difference means for the critical analysis of socio-technical systems based on machine learning. To provide a foundation for future critical analysis of machine learning-based systems, we engage with how the term is framed and constructed in self-education resources. For this, we analyze machine learning tutorials, an important information source (...) for self-learners and a key tool for the formation of the practices of the machine learning community. Our analysis identifies canonical examples of machine learning as well as important misconceptions and problematic framings. Our results show that machine learning is presented as being universally applicable and that the application of machine learning without special expertise is actively encouraged. Explanations of machine learning algorithms are missing or strongly limited. Meanwhile, the importance of data is vastly understated. This has implications for the manifestation of social inequalities through machine learning-based systems. (shrink)

English is commonly used in academic settings despite being a secondary language for a considerable portion of the student population. Recognising the critical role that language plays in shaping educational experiences in the South African constitution and related legislative tools provides a supportive framework for multilingual education. In support of the framework Auditing and Internal controls lecturers developed multilingual glossaries which were translated into the majority of the South African official languages and also introduced tutorial classes that were conducted in (...) IsiZulu and Sepedi. Therefore, the purpose of this paper is to determine whether these tutorials conducted in indigenous languages for second-year students in auditing had an impact on their level of participation and engagement in the tutorial classes. The study will follow a mixed methodology approach to evaluate the participation and engagement levels of students who attended the multilingual tutorials. Qualitative data will be collected through focus group discussions, which will explore students’ experiences and attitude towards attending multilingual tutorials and using the glossaries. Quantitative data would be collected through google forms, which will include questions about students’ engagement levels and understanding of Auditing concepts. This will provide numerical data to complement the qualitative insights, obtained from the focus group discussion. The findings from this study will assist universities in recognising the necessity of using translanguaging or code-switching to breach the gap caused by monolingual use of English. (shrink)

This article gives a tutorial introduction to the ASPIC+ framework for structured argumentation. The philosophical and conceptual underpinnings of ASPIC+ are discussed, the main definitions are illustrated with examples and several ways are discussed to instantiate the framework and to reconstruct other approaches as special cases of the framework. The ASPIC+ framework is based on two ideas: the first is that conflicts between arguments are often resolved with explicit preferences, and the second is that arguments are built with two kinds (...) of inference rules: strict, or deductive rules, whose premises guarantee their conclusion, and defeasible rules, whose premises only create a presumption in favour of their conclusion. Accordingly, arguments can in ASPIC+ be attacked in three ways: on their uncertain premises, or on their defeasible inferences, or on the conclusions of their defeasible inferences. ASPIC+ is not a system but a framework for specifying systems. A main objective of the study of the ASPIC+ framework is to identify conditions under which instantiations of the framework satisfy logical consistency and closure properties. (shrink)

In this article, we provide a tutorial overview of some aspects of statistical learning theory, which also goes by other names such as statistical pattern recognition, nonparametric classification and estimation, and supervised learning. We focus on the problem of two-class pattern classification for various reasons. This problem is rich enough to capture many of the interesting aspects that are present in the cases of more than two classes and in the problem of estimation, and many of the results can be (...) extended to these cases. Focusing on two-class pattern classification simplifies our discussion, and yet it is directly applicable to a wide range of practical settings. (shrink)

Introducción. La tutoría académica concreta el proceso educativo sustentado en estándares de calidad, características y necesidades de aprendizaje del estudiante; se desenvuelve confrontando actividades pedagógicas y consolida solidaridades. En este contexto, el estudio se realizó con el propósito de realizar la analítica de la solidaridad que surge de la relación tutorial. Método. Desde el ámbito de la hermenéutica, se realizó un estudio en cuatro fases: analítica, comprensiva, reconstructiva, crítica. Se construyó el concepto de solidaridad en la relación tutorial con propuestas (...) de Gadamer, Habermas, Adela Cortina y Edgar Morín. Las categorías de análisis fueron: construcción social del sentido en la relación tutorial, relación tutorial de naturaleza epistémica, compleja, infinita y cambiante; y práctica tutorial generadora de solidaridades. Resultados. La solidaridad como praxis humana orientada al cuidado del otro promueve el encuentro con el estudiante. La tutoría académica regula la experiencia vital de la dualidad enseñar-aprender; articula la decisión del docente y alumno con la responsabilidad solidaria. El docente concreta un asentimiento aconsejado por la amistad de estar-ahí-con el estudiante, acompañándolo, posibilitando elecciones y decisiones entre posibilidades para una vida sustentable mediante la virtud de la phrónesis. Conclusiones. La solidaridad en la relación tutorial como horizonte de sentido engarza la cosmovisión del binomio docente-estudiante en la relación tutorial. Dado el vínculo social, se ubica en el escenario de la relación tutorial el sentido originario de la amistad y la solidaridad con los siguientes baremos: compasión, saber hacer, confidencialidad, confianza, conciencia de sí mismo y del otro, tacto, escucha atenta y solícita, comprensión del otro. Introduction. Tutoring specific educational process based on quality standards, characteristics and needs of student learning; it operates confronting educational activities and strengthens solidarity. In this context, the study was conducted with the purpose of performing analytics solidarity arising from the mentoring relationship. Method. From the field of hermeneutics, a study was conducted in four phases: analytical, comprehensive, reconstructive, critical. The concept of solidarity is built with Gadamer, Habermas, Adela Cortina and Edgar Morín proposals. The categories of analysis were: social construction of meaning in the mentoring relationship, relationship epistemic tutorial, complex, infinite and changing nature; tutorial praxis generating solidarities. Results. The solidarity as praxis oriented caring for others promotes the meeting with the student. Tutoring regulates the vital experience of duality teaching-learning; articulates the decision of the teacher and student with joint liability. The teacher specifically advised by a nod of friendship being-there-with the student, accompanying, allowing choices and decisions between possibilities for sustainable living by virtue of phronesis. Conclusions. The solidarity as horizon of meaning engages the worldview of the teacher-student duo in the mentoring relationship. Given the social bond is at the stage of the tutorial regarding the original meaning of friendship and solidarity with the following rates: compassion, expertise, confidence, trust, awareness of self and other, touch, attentive listening and caring, understanding others. (shrink)

In this paper, I consider a particular amoralist challenge against those who would morally criticize our single-player video play, viz., “come on, it’s only a game!” The amoralist challenge with which I engage gains strength from two facts: the activities to which the amoralist lays claim are only those that do not involve interactions with other rational or sentient creatures, and the amoralist concedes that there may be extrinsic, consequentialist considerations that support legitimate moral criticisms. I argue that the (...) amoralist is mistaken and that there are non-consequentialist resources for morally evaluating our single-player game play. On my view, some video games contain details that anyone who has a proper understanding of and is properly sensitive to features of a shared moral reality will see as having an incorrigible social meaning that targets groups of individuals, e.g., women and minorities. I offer arguments to support the claim that there are such incorrigible social meanings and that they constrain the imaginative world so that challenges like “it’s only a game” lose their credibility. I also argue that our responses to such meanings bear on evaluations of our character, and in light of this fact video game designers have a duty to understand and work against the meanings of such imagery. (shrink)

Many have offered moral objections to video games, with various critics contending that they depict and promote morally dubious attitudes and behaviour. However, few have offered moral arguments in favour of video games. In this chapter, we develop one such positive moral argument. Specifically, we argue that video games offer one of the only morally acceptable methods for acquiring some ethical knowledge. Consequently, we have (defeasible) moral reasons for creating, distributing, and playing certain morally educating video (...) games. (shrink)

In this paper, I consider the tutorial conversation in Higher Education. To focus the discussion I use the scenario of a tutorial conversation between a lecturer and a student. I begin by suggesting that the increasing emphasis placed on student satisfaction in certain Higher Education Institutions tends to focus the tutorial conversation towards a form of settlement that I then consider in light of Thoreau's Walden. To explore what other conversation might be possible, I turn to the philosophical writing of (...) Martin Buber. I discuss his ‘life of dialogue’ in relation to the distinction he draws between I and Thou and between I and It and to how Nancy Vansieleghem and Jan Masschelein analyse this in relation to the 2002 film, Le Fils. With reference to the film adaptation of Alan Bennett's The History Boys, I suggest a different starting point for the tutorial conversation. I conclude that the tutorial discussion, seen as an invitation to speak, and as a form of exposition and dialogue, is the possibility of the opening up of a new dimension of thinking and acting. This is the invitation to a conversation in education that is itself truly educative. (shrink)

Purpose The purpose of this paper is to defend the notion of “trust in technology” against the philosophical view that this concept is misled and unsuitable for ethical evaluation. In contrast, it is shown that “trustworthy technology” addresses a critical societal need in the digital age as it is inclusive of IT-security risks not only from a technical but also from a public layperson perspective. Design/methodology/approach From an interdisciplinary perspective between philosophy andIT-security, the authors discuss a potential instantiation of a (...) “trustworthy information and communication technology (ICT)”: a solution for privacy respecting video surveillance. Here, strong data protection measures address grave concerns such as the threat of bulk biometric tracking of citizens. In a logical argument, however, the authors show that this technical notion of “trust” needs to be complemented by interlocking trust relations to justify public trust. Findings Based on this argument, the authors demonstrate that the philosophical position considering “trust in technology” to denote either “reliability” or “interpersonal trust” is too limited as it fails to address critical aspects of IT-security. In a broader, socio-technical sense, however, it is shown that several distinct accounts of trust – technical, interpersonal and institutional – should meaningfully interlock, to address concerns with ICTs. Originality/value This conceptual study demonstrates the potential of “trust in technology” for a more comprehensive evaluation of ICTs within the context of operation. Furthermore, it adds to the discussion of trust in IT-security by highlighting the layperson’s challenge of judging a technology’s trustworthiness. Vice versa, it contributes to Ethics of Technology by highlighting crucial IT-security needs. (shrink)

Contributing to the burgeoning philosophical aesthetics of video games, this paper argues that the medium is capable of a unique form of class-based discrimination. Following C. Thi Nguyen’s framework of agential aesthetics, a central element of video game art is the scenario for practical reasoning set up by the goals, abilities, and obstacles presented to the player. However, when ‘microtransactions’—the opportunity to use of real-world money to effect in-game opportunities—are included, the real world properties of the player—i.e. one’s (...) access to financial resources—determine the kind of practical scenario one is presented. The poor and the rich ‘see’ different artworks, and in ways not easily circumvented because this discrimination is intrinsic to the artwork itself, rather than due to social context. I show that this lack of circumvention makes this discrimination unlike the kinds of classist discrimination seen in traditional artforms like painting, theater, or film. (shrink)

The prevalence of plagiarism, cheating, and other acts of academic dishonesty may be as high as 80% in populations of high school and post-secondary students. Various educational interventions have been developed and implemented in an effort to educate students about academic integrity and to prevent academic misconduct. We reviewed the peer-reviewed research literature describing face-to-face workshops, e-learning tutorials, or blended approaches for promoting academic integrity and the effectiveness of these approaches. In general, the educational interventions were described as effective (...) in terms of satisfaction with the intervention, and changes in students’ attitudes and knowledge of academic integrity. Few studies provided evidence that the educational interventions changed student behaviour or outcomes outside the context of the intervention. Future research should explore how participation in educational interventions to promote academic integrity are linked to long-term student outcomes, such as graduate school admission, alumni career success, service to society, and personal stability. (shrink)

Increasing behavioural evidence suggests that expert video game players (VGPs) show enhanced visual attention and visuospatial abilities, but what underlies these enhancements remains unclear. We administered the Poffenberger paradigm with concurrent electroencephalogram (EEG) recording to assess occipital N1 latencies and interhemispheric transfer time (IHTT) in expert VGPs. Participants comprised 15 right-handed male expert VGPs and 16 non-VGP controls matched for age, handedness, IQ and years of education. Expert VGPs began playing before age 10, had a minimum 8 years experience, (...) and maintained playtime of at least 20 hours per week over the last 6 months. Non-VGPs had little-to-no game play experience (maximum 1.5 years). Participants responded to checkerboard stimuli presented to the left and right visual fields while 128-channel EEG was recorded. Expert VGPs responded significantly more quickly than non-VGPs. Expert VGPs also had significantly earlier occipital N1s in direct visual pathways (the hemisphere contralateral to the visual field in which the stimulus was presented). IHTT was calculated by comparing the latencies of occipital N1 components between hemispheres. No significant between-group differences in electrophysiological estimates of IHTT were found. Shorter N1 latencies may enable expert VGPs to discriminate attended visual stimuli significantly earlier than non-VGPs and contribute to faster responding in visual tasks. As successful video-game play requires precise, time pressured, bimanual motor movements in response to complex visual stimuli, which in this sample began during early childhood, these differences may reflect the experience and training involved during the development of video-game expertise, but training studies are needed to test this prediction. (shrink)

Short-form moving images such as YouTube shorts, TikTok videos and Instagram reels can be conceptualized as symbiotic parasitic artificial organisms that live only when they occupy a viewer’s attention and otherwise lie dormant in status like viruses or within the unconsciousness of the viewer. This paper presents an argument that these videos exhibit life-like behavior: inert in isolation, but capable of infecting hosts or viewers and propagating by exploiting cognitive and social networks. Drawing on film and media theory, posthumanist philosophy, (...) and empirical scientific studies, the paper explores how viral videos parallel biological viruses or parasites. The discussion is directed towards the life-cycle of a short-form video, from its latent zero-view state to its activation during viewing, during which it affects the host’s cognition and behavior (often leaving an aftereffect or afterglow post-exposure). The paper situates this analogy in broader theoretical contexts including Deleuze’s concepts of the image and network, Michel Serres’s philosophy of the parasite, Nick Land’s concept of hypervirus and examines empirical research on attention and neuropsychology of short-form media. (shrink)

This paper bridges phenomenological theory with practical game design by examining how players of ASCII Roguelikes develop unconscious mastery through mental simulation—a process with implications for interface design, player onboarding, and cognitive load management in games. While the framework is philosophical, its applications extend to empirical player experience research, particularly in understanding how minimalistic or abstract interfaces can leverage embodied learning. Employing a postphenomenological framework, I take ‘Roguelike’ video games, which use ASCII graphics, as a case study for examining (...) ‘mental simulation’, which is described in neuroscience as an automatic, unconscious process by which the mind readies us for performing tasks that we have learned from previous experience. The experience of playing ASCII Roguelikes is analyzed phenomenologically using the concepts of ‘intentionality’ and Heidegger’s ‘ready-to-hand’, and through this analysis the connection of these concepts to mental simulation is explored. I argue that the development of the capacity for mental simulation runs concurrently with the different stages of intentional disclosure and the development of what Heidegger calls ‘readiness-to-hand’, in which our intentional relationship and level of conscious engagement with an object changes as we become more familiar with it. (shrink)

PurposeThe purpose of this paper is to investigate the ethical implications of video game companies employing psychologists and using psychological research in game design.Design/methodology/approachThe author first argues that exploiting psychology in video games may be more ethically problematic than familiar application domains like advertising, gambling and political rhetoric. Then an overview of the effects particular types of game design may have on user behavior is provided, taking into account various findings and phenomena from behavioral psychology and behavioral economics.FindingsFinally, (...) the author concludes that the corresponding ethical problems cannot – and should not – be addressed by means of regulation or rating systems. The author argues instead that a more promising countermeasure lies in using the same psychological research to educate gamers (children in particular) and thereby increase their capacity for meta-cognition.Originality/valueThe importance of this lies in the tremendous effect these behavior-modifying technologies may have upon our self-determination, well-being and social relations, as well as corresponding implications for the society. (shrink)

As is evident from the observations of Ian Bogost and Thomas J. Spiegel, video games can be philosophical qua video games: they can express philosophical insights not only through verbal rhetoric, but also through the “procedural rhetoric” of the interactive processes defined by their programmed rules. However, prior work has not adequately explored what it is about some video games which make them particularly philosophically valuable. After reviewing previous literature and some relevant examples of procedural rhetoric, this (...) article looks to Plato’s Phaedrus for an account of what distinguishes true philosophy from mere un-philosophical sophistry. Ultimately, this article suggests that if expressive artifacts (including video games) are to be evaluated qua works of philosophy, then they should be evaluated with reference to their usefulness in a broader context of dialectical exchange, rather than evaluated solely as standalone products. (shrink)