Opin vísindi
Opin vísindi er varðveislusafn vísindaefnis og doktorsritgerða í opnum aðgangi á vegum íslenskra háskóla og Landsbókasafns Íslands - Háskólabókasafns.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
Opinn aðgangur að rannsóknaniðurstöðum er í samræmi við 10. gr. laga nr. 3/2003 um opinberan stuðning við vísindarannsóknir sem og kröfur innlendra og erlendra rannsóknasjóða. Markmiðið með opnum aðgangi er að niðurstöður rannsókna séu aðgengilegar sem flestum óhindrað og án endurgjalds á rafrænu formi. Vistun í varðveislusafninu er varanleg og ætlað að tryggja aðgang að vísindaefni íslenskra háskóla í opnum aðgangi um ókomna tíð. Varðveislusafnið Opin vísindi er tengt við rannsóknagáttina IRIS og rannsóknaniðurstöður í opnum aðgangi sem eru skráðar í IRIS eru um leið vistaðar og gerðar aðgengilegar til framtíðar í varðveislusafninu. Með því að safna þessu efni saman í eitt safn verður aðgangur að því einfaldur og þægilegur fyrir alla sem vilja kynna sér það og geta þannig notið þess öfluga vísindastarfs sem fram fer í háskólum landsins.
Varðveislusafnið er OpenAIRE / OpenAIREplus samhæft og samrýmist kröfum sem gerðar eru um birtingu rannsóknaniðurstaðna úr verkefnum sem styrkt eru úr evrópsku rannsóknaáætlununum FP7 og H2020.
Varðveislusafnið notar opna hugbúnaðinn DSpace.
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‘Supporting the Support Staff’: A Narrative Review of Nutritional Opportunities to Enhance Recovery and Wellbeing in Multi-Disciplinary Soccer Performance Staff
(2024-10-14) Curtis, Christopher; Carling, Christopher; Tooley, Edward; Russell, Mark; Department of Sport Science
Community, Storytelling, and Play : Making and Breaking Rituals in Destiny 2
(Association for Computing Machinery, 2024-05-11) Larsen, Bjarke Alexander; Carstensdottir, Elin; Department of Computer Science
Modern video game development relies increasingly on live service models and storytelling, putting strain on developer-player interactions and community management, the success of which is key to the success of such games. In this paper we report on a 2.5-year ethnography study on the Destiny player community, specifically on how players and developers interact and communicate about the game, and how is this interaction is affected by and affects ongoing rituals and storytelling in that game. Our findings indicate that rituals of play are fundamental. They reinforce the players' collective experiences, created by the ongoing relationship between the players and developers. Players test and break boundaries of rituals, and developers continually adjust and experiment with those boundaries in turn. Our findings show that developers create positive feedback loops from the community when they lean into creativity efforts and boundary-breaking from players, and use storytelling directly as a community management tool.
The Masquerade of Play : A Reappraisal of the Magic Circle
(Association for Computing Machinery, 2024-05-21) Larsen, Bjarke Alexander; Carstensdottir, Elin; Smith, Gillian; Whitehead, Jim; Samuel, Ben; Spiel, Katta; van Rozen, Riemer; Department of Computer Science
The Magic Circle has been a subject of continuous debate and criticism, and declared obsolete several times. Despite this, it has endured and reappeared in discussions and comparisons of play and non-play, and the boundaries thereof. It has proven persistent despite all its criticism and yet the reason for its continued existence has not been clarified. Understanding why it has been persistent is crucial to help explain its power as a metaphor. In this paper, we draw on a literature review of the criticisms and defense of the Magic Circle, and argue that it should not be conceptualized as a hard boundary between play and non-play, but rather a social construction that is itself "played with"during play. We argue that the Magic Circle explains the magic (allure, enchantment) of play and thus should be reinterpreted to explain why people play games rather than when they do and do not. This allows us to define how games create a double-nature of seeming like they are frivolous yet are more meaningful, a construct we call "the masquerade of play". It is precisely through socially defining the Magic Circle that players maintain this illusion.
An Instructor's Lens into the Role of AI in Teaching Experimental Research via Gamification
(Association for Computing Machinery, 2024-04-08) Maram, Sai Siddartha; Amato, Anna; Troiano, Giovanni M.; Sutherland, Steven C.; Matuk, Camillia; Melcer, Edward; Carstensdottir, Elin; Harteveld, Casper; Seif El-Nasr, Magy; Department of Computer Science
In higher education, while there's an emphasis on training students in diverse research methods and offering hands-on experimental research experience, traditional textbooks often miss real-world intricacies, especially with human subjects. Recently, gamified techniques using interactive narratives have emerged as a popular teaching tool, allowing students to design experiments within a storyline and gather real-world data. Despite their promise, challenges persist in conveying complex terminology, biases, and methods, and in seamlessly integrating research questions into these narratives. Additionally, ensuring aesthetic coherence and tracking variable manipulations add layers of complexity. With the advent of AI tools like feedback providers, question generators, and chatbots in classrooms, this paper, based on workshops and instructor interviews, seeks to outline the potential of AI in enhancing the teaching and learning experience of experimental research using interactive narratives.
Understanding the differences in the use of graphic tool and planning during graphic execution between individuals with autism and typically developing individuals
(2024) Verma, Pragya; Singh, Madhu; Lahiri, Uttama; Department of Computer Science
Individuals with autism (ASD) often face difficulty in executing graphic tasks. This can be related to how one uses a graphic tool (e.g., pen) and plans ahead the graphic execution. Use of graphic tool can be captured using attributes, e.g., pen-tip pressure, number of pen lifts, etc. One’s ability to plan a graphic execution can be quantified using the total duration of pen lifts (i.e., air time). Though pen-and-paper-based Trail Making Test-Part A (TMT-A) can estimate planning of graphic execution, yet it cannot capture other attributes, e.g., pen-tip pressure, pen lift, etc. This can be possible if TMT-A is administered on a pressure-sensitive tablet as seen from existing studies with typically developing (TD) individuals. However, quantification of such attributes using TMT-A administered on a pressure-sensitive tablet remains unexplored for individuals with ASD. In addition, such objective measures can help to understand variations in the use of graphic tool and ability to plan graphic execution even outside the TMT-A task, e.g., while drawing shapes which is important to the development of children’s graphic skills. Here, we conducted a study with 12 pairs of TD children and those with ASD who executed TMT-A (in Phase-I) and shape drawing (in Phase-II) on a pressure-sensitive tablet. Results of our study show differences in the use of graphic tool and planning ahead the graphic execution between two participant groups in both the Phases. Such insights can offer clinical inputs that can be helpful in designing individualized intervention paradigms for children facing difficulties in graphic execution.
Flokkar í Opnum vísindum
Veldu flokk til að skoða.
- University of Iceland
- University of Akureyri
- Bifröst University
- Hólar University College
- IRIS
- Agricultural University of Iceland
- National and University Library of Iceland
- Iceland University of the Arts