Search results

1

Code-Switching Practices among Immigrant Polish L2 Users of English

100%

Ożańska-Ponikwia K.

Theory and Practice of Second Language Acquisition

|

2016

|

vol. 2

|

issue 1

EN

The present paper aims to present a qualitative study on code-switching practices among L2 users immersed in the L2 culture. Code-switching practices were measured among 62 Polish L2 users of English who had immigrated to the UK and Ireland and reported using English on everyday basis. The informants of the study were to answer an open question concerning situations in which they switch from their L2 to L1 most frequently. The analysis of the results reviled that the participants reported code switching mostly in emotionally charged situations as well as when discussing personal topics with known interlocutors. The results of the study are in line with some quantitative studies (Dewaele, 2010) as well as some autobiographical findings (Grosjean, 2010, Pavlenko, 2004, Wierzbicka, 2004) and shed some more light on a complex notion of bilingualism and code-switching.

2

Play the art: Artistic value in video games

100%

Jancsovics K.

|

2021

|

vol. 8

|

issue 1

27-42

EN

Playing a game does not mean that we are doing something childish and useless. Using a new technology to express our feelings and raise the awareness of social issues does not mean we cannot call it art. If we go back in time, we can realize that there has always been a resistance to novelty and machines. Sometimes, they were even considered harmful. The same life cycle happens with video games: they are valuable in many ways, they are far more developed than they were twenty years ago, and they have even reached a stage where we can find art in them. But how can they be art? Is the answer in the story or in the audiovisual elements?

3

Zasady przeciw immersji. Zaangażowanie w narrację i zaangażowanie w system formalny gry

100%

Petrowicz M., Jagielloński U., Mgr Marcin Petrowicz — doktorant w Instytucie Sztuk Audiowizualnych Uniwersytetu Jagiellońskiego p. k. K. P. T. B. G.

Replay. The Polish Journal of Game Studies

|

2015

|

vol. 02

EN

Rules and narratives in video games had a complicated relationship for many years. In game studies this conflict became evident in ludology versus narratology debate, in video game culture critics and players talk about ludo-narrative dissonance. Both of those phenomena express the popular belief that rules and story in videogames oppose each other, that strategic or tactical engagement and narrative immersion cannot coexist in one game. The following article confronts the problem of, supposedly, opposing types of engagement. To understand different aspects of engagement several concepts of immersion are recalled, beginning with those rooted in literary studies by Janet H. Murray, Marie-Laure Ryan and Katarzyna Prajzner, through game specific concept of Laura Ermi and Frans Mäyrä to post-immersion concepts of Gordon Calleja. In the next section of the paper two analyses of specific types of engagement are presented: game formal system engagement in Angry Birds [Rovio Entertainment, 2009] and narrative immersion in The Walking Dead series [Telltale Games, 2012]. The article concludes with a list of mechanical features of a video game that facilitates either engagement in formal system of the game or game’s narrative.

4

KOMPETENCJA MEDIALNA UCZNIÓW I NAUCZYCIELI JĘZYKÓW OBCYCH JAKO CZYNNIK WPŁYWAJĄCY NA POZIOM ICH KOMPETENCJI INTERKULTUROWEJ

89%

Chudak S.

Neofilolog

|

2013

|

issue 40/2

251-263

EN

Intercultural competence is an expected outcome in language learning and teaching in our contemporary world. However, studies show foreign language teachers are not always aware of the importance of this goal for many reasons, the most important of which seems to be the low level of their own intercultural competence. The aim of this article is to discuss the possibilities of increasing the intercultural competence of foreign language teachers and students. The correlation between media literacy and the development of intercultural competence is discussed.

5

Textualism, Materialism, Immersion, Interpretation

88%

Uniłowski K.

Praktyka Teoretyczna

|

2019

|

vol. 34

|

issue 4

13-31

EN

Krzysztof Uniłowski passed away earlier this December. For the last twenty years, he has been crucial to Polish literary studies. Writing on a broad range of topics – from reviews of contemporary Polish novels to essays on the idea of modernity, from class-oriented analyses of sci-fi books and TV shows to comments on the politics and ethics of literary criticism – he developed an impressive and highly unique critical perspective, or indeed: a unique language of criticism, one that has managed and will undoubtedly still manage to inspire countless critics of all generations. Throughout his work, Uniłowski drew heavily on historical materialism, constantly balancing his instinctive focus on the political – and, specifically, on class – with his equally instinctive conviction as to the irreplaceability of literary form. While we might not have agreed on every single issue – as is always the case on the Left – we in “Praktyka Teoretyczna” are proud to have called him not just an inspiration, but a comrade. Uniłowski passed away while putting finishing touches to the essay we’re presenting below. Unfortunately, he never managed to send us the finished abstract/summary for this article, so it falls to us to try and summarise its main theses. Krzysztof Uniłowski passed away earlier this December. For the last twenty years, he has been crucial to Polish literary studies. Writing on a broad range of topics – from reviews of contemporary Polish novels to essays on the idea of modernity, from class-oriented analyses of sci-fi books and TV shows to comments on the politics and ethics of literary criticism – he developed an impressive and highly unique critical perspective, or indeed: a unique language of criticism, one that has managed and will undoubtedly still manage to inspire countless critics of all generations. Throughout his work, Uniłowski drew heavily on historical materialism, constantly balancing his instinctive focus on the political – and, specifically, on class – with his equally instinctive conviction as to the irreplaceability of literary form. While we might not have agreed on every single issue – as is always the case on the Left – we in “Praktyka Teoretyczna” are proud to have called him not just an inspiration, but a comrade. Uniłowski passed away while putting finishing touches to the essay we’re presenting below. Unfortunately, he never managed to send us the finished abstract/summary for this article, so it falls to us to try and summarise its main theses.Krzysztof Uniłowski passed away earlier this December. For the last twenty years, he has been crucial to Polish literary studies. Writing on a broad range of topics – from reviews of contemporary Polish novels to essays on the idea of modernity, from class-oriented analyses of sci-fi books and TV shows to comments on the politics and ethics of literary criticism – he developed an impressive and highly unique critical perspective, or indeed: a unique language of criticism, one that has managed and will undoubtedly still manage to inspire countless critics of all generations. Throughout his work, Uniłowski drew heavily on historical materialism, constantly balancing his instinctive focus on the political – and, specifically, on class – with his equally instinctive conviction as to the irreplaceability of literary form. While we might not have agreed on every single issue – as is always the case on the Left– we in “Praktyka Teoretyczna” are proud to have called him not just an inspiration, but a comrade. Uniłowski passed away while putting finishing touches to the essay we’re presenting below. Unfortunately, he never managed to send us the finished abstract/summary for this article, so it falls to us to try and summarise its main theses. The issues raised in this erudite and formally complex piece include such fundamental questions as: in what sense do the fictional worlds resemble the non-fictional one, and how do we inhabit them? What’s the relationship between immersion and interpretation? What real-life figures can help us imagine or visualise our intimate yet inherently social relationship with the fictional (are we guests, dwellers, passersby...)? Uniłowski looks for answers in contemporary Marxist criticism (Eagleton, Jameson, Berardi), sci-fi and fantasy writing (Lem, Sapkowski, Martin), as well as modern continental philoso phy (Gadamer, Heidegger) and – in the last part of the essay – contemporary game studies. We’re happy to be able to present Uniłowski’s piece in two versions, the original Polish as well as its English translation (by Jakob Ziguras). In order to preserve the unmistakable flow of Uniłowski’s thought in English, small changes were introduced – with the author’s full approval – in the English version. We trust that our Polish-speaking readers will fin the comparison of the two versions interesting and instruc tive, as they seem to give a unique insight into Uniłowski’s writing process.

6

The misunderstood variable: Age effects as a function of type of instruction

88%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

529-556

EN

This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL) program in elementary school and who continued CLIL in secondary school (EARLY CLIL), 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX), 50 were late starters who began learning English immersively in secondary school, (LATE CLIL), while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL). Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group), which confirms the link between young starting age, implicit learning and long and massive exposure.

7

The misunderstood variable: Age effects as a function of type of instruction

88%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

529-556

EN

This study was designed to investigate the effects of age of onset and type of instruction on ultimate EFL attainment at the end of the period of normal schooling in Switzerland, measured in terms of written fluency, complexity, morphosyntactic accuracy, vocabulary size, and listening skills. Data were gathered from four groups of 18-year-old Swiss German learners of English: 50 were early starters who had attended an immersion (CLIL) program in elementary school and who continued CLIL in secondary school (EARLY CLIL), 50 had followed the same elementary school program but then received traditional EFL instruction after elementary school (EARLY MIX), 50 were late starters who began learning English immersively in secondary school, (LATE CLIL), while the other 50 attended a traditional EFL program in secondary school (LATE NON-CLIL). Results show that age of onset alone does not seem to be the distinguishing variable since early introduction of English in elementary school did not result in a higher level of roficiency when exposure to the language was limited to a few hours of class per week. The performance of the EARLY MIX participants was equaled and in certain areas significantly surpassed by the other groups, despite the additional five years of English study they had had in elementary school. The best results were found when early CLIL instruction was followed up by the use of English as an additional language of instruction in secondary school (EARLY CLIL group), which confirms the link between young starting age, implicit learning and long and massive exposure.

8

The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

88%

Steinlen A. K.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 3

419-442

EN

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

9

Subordinate questions in Swedish by 12- and 15-year-old Finnish immersion students

88%

Nyqvist E.-L.

Folia Scandinavica Posnaniensia

|

2021

|

vol. 30

15-25

EN

The present study explores how 12- and 15-year-old immersion students (n=75 and n=73) produce subordinate questions in Swedish on a written test. Previous studies are sparse, but they report difficulties with both subject-verb word order and use of the subjunctor om and the subject marker som occurring in these clauses; informants with varying ages and competence levels struggle with similar problems. However, the acquisition order between these two types of constructions, a central theme in this study, has gained less attention. Analyses of the actual data show significant differences with varying effect sizes in accuracy between the different subcategories of subordinate questions and both informant groups. Insertion of grammatical words was mastered by significantly fewer informants than word order. Also, effect sizes were large in these contexts. Older informants do better than the younger ones, but the differences are not always statistically significant, as certain constructions are already mastered at a high level by the younger informants, whereas other constructions are still difficult for the older ones.

10

Różnicowanie się poradnictwa kariery w kulturach

88%

Bilon A.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2012

|

vol. 13

191-208

EN

In the paper, the authoress makes an attempt to reflect on two observable and opposing trends/processes existing in the field of contemporary career counselling, such as the tendency towards homogenization of theories and working methods, and the processes of differentiation between the service systems of career counseling organizations around the world. Both these trends/processes can be treated as consequences of career counselling being ‘immersed’ in culture. The authoress tries to address the questions about various consequences of this immersion. Career counselling is understood here as a social process that is subjected to constant change nowadays, and to make the reflection on culture transparent the authoress uses the results of research conducted by Geert Hofstede and Gert Jan Hofstede. The paper makes use of two dimensions of culture distinguished by these researchers: the distance of power and the collectivism/individualism. The authoress tries to reflect on the impact of these dimensions on career counseling. In conclusion, she claims that there is no possibility of establishing equal systems, theories and even approaches towards counselling in different cultures and countries around the world.

11

Player-avatar similarity and game experience: game efficacy, game enjoyment, and immersion

88%

Paleczna M., Buczkowicz P., Szmigielska B.

Polish Psychological Bulletin

|

2022

|

vol. 53

|

issue 3

12

Recenzja książki Joanny Pigulak „Gra w film. Z zagadnień relacji między filmem i grami wideo”, Universitas, Kraków 2022

88%

Prajzner K.

|

2022

|

vol. 9

|

issue 1

59-64

EN

What is the relationship between computer games and cinema? Why computer games tend to employ camera movement, shot-selection and framing similar to that used in the cinema? To what extent, though, is it useful to look at games more closely in the light of cinema? These are the central organising questions of Joanna Pigulak’s 2022 monograph Gra w film. Z zagadnień relacji między filmem i grami wideo. The book focuses very much on film-like quality of graphics and genres of computer games and explores the extent to which the tools of film analysis can be applied to them. The book argues persuasively that likeness between cinema and games is the reason for calling games virtual reality, what makes the main framework somewhat debatable. Pigulak’s great strength is in analysing fragments of computer games and demonstrating how differences between cinema and games are allowing for defining new qualities of interactive texts even when fundamentally similar building blocks are involved.

13

Ile emersji w grach? Recenzja książki: Piotr Kubiński, Gry wideo. Zarys poetyki, Universitas, Kraków 2016

88%

Krawczyk S.

Replay. The Polish Journal of Game Studies

|

2016

|

vol. 3

|

issue 1

155-161

EN

Piotr Kubiński’s monograph is an outline of certain specific aspects of video games, examined from the perspective of poetics. Apart from a semiotic analysis of the user interface and a look at how games influence various texts and practices, what the readers will find here is an investigation into the strained relationship between immersion and emersion in video games. Contrary to the popular belief that immersion is unquestionably desirable, Kubiński shows that emersion – a group of phenomena that disrupt the players’ impression of unmediated presence in the game world – can also be a source of ludic and artistic effects that merit a scholarly study. The book offers a well-organized and carefully documented analysis of an understudied dimension of digital games; the tensions between immersion and emersion are present in many, if not all, video games; and the author’s efforts in other publications are making the term “emersion” more visible. For these three reasons, the monograph has the potential to become a significant work in Polish game studies, encouraging other scholars to apply Kubiński’s term in their own research. This would be instrumental in the development of an academic field that has suffered from insufficient accumulation of knowledge.

PL

-

14

Płacząc po norwesku. Serial Skam jako opowieść transmedialna dla międzynarodowej publiczności

87%

Mączko M.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

|

2020

|

vol. 28

|

issue 37

328-337

EN

The article aims to analyse the phenomenon of a Norwegian Internet-TV show for teenage audiences, Skam (2015–2017). The transmedia storytelling used in this production resulted in unforeseen international acclaim, subsequently leading to the creation of local remakes of the series. The article will outline the main issues that the show has dealt with, as well as the immersion-building narrative solutions used by the creators. Moreover, it will discuss Skam’s reception by Norwegian and international audiences, and suggest potential directions for the future development of this format.

15

Reading as Synthesis of Immersion and Interactivity: Multimodal Metaphors in "The Fantastic Flying Books of Mr. Morris Lessmore" Combo

75%

Deszcz-Tryhubczak J., Marecki M.

Anglica Wratislaviensia

|

2015

|

issue 53

45 - 54

EN

In addition to being praised for promoting the healing power and the pedagogical potential of literature, William Joyce and Moonbot Studios’ The Fantastic Flying Books of Mr. Morris Lessmore, a cross-media narrative,which consists of four thematically related but discrete versions of one story (a film, an e-book app, a picturebook and an IMAG-N-O-TRON app), has been criticized for two main reasons. First, it has been revealed that the book emphasizes the significance of books at large at the expense of foregrounding the benefits and mechanics of the act of reading. Second, one of its components, the e-book app, has been regarded as ineffective in enhancing the reading experience due to its limited interactive options. Whereas we partially agree with the latter argument, we nevertheless argue that, if seen as a whole, the Lessmore combo employs a catalogue of metaphors, such as reading is sharing or reading is remaining young, with a view to deepening and refreshing the reader/viewer/user’s appreciation of reading as an activity that fosters one’s affective and cognitive development. Significantly, depending on the narrative platform, these metaphors can be cued textually, visually, musically or/and kinesthetically. Focusing specifically on the metaphor reading is engaging with fictive minds, this article explores how the Lessmore film and its remediations recycle that metaphor along with encouraging the experience of immersion or/and interactivity.

16

ТЕОРЕТИЧНІ ЗАСАДИ ТА МЕТОДИЧНІ АСПЕКТИ ІНШОМОВНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ-ПРЕДМЕТНИКІВ ВНЗ ДО ПОДАЛЬШОЇ УЧАСТІ В МІЖНАРОДНИХ ПРОЕКТАХ В УМОВАХ ІННОВАЦІЙНОГО РОЗВИТКУ ОСВІТНЬОГО ПРОСТОРУ

75%

Мединська С.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 3(47)

407-416

EN

The article deals with the issues of effective foreign language training of the lecturers teaching the core subjects at higher educational institutions of economic specialization in Ukraine for their further participation in the international scientific and educational projects under the conditions of innovative development of educational opportunities. To achieve the objective of analyzing the peculiarities of the adult approach to foreign language learning and providing methodological principles for foreign language training such research methods as critical analysis of scientific pedagogical and psychological publications, scientific observation, testing, methodical experiment as well as analysis and synthesis are used. The peculiarities of the adult approach to foreign language learning («second language acquisition»), its strengths and constraints as well as optimal conditions of immersion in the foreign language environment are considered. The existing methods and approaches to teaching foreign languages applied to would-be experts in a particular sphere are analyzed so that the methodological principles for teaching lecturers, i.e. experienced and highly qualified experts, are formulated taking into consideration the psychological, social and linguistic factors among whichthere should be mentioned rich teaching experience, proneness to perfectionism, constant linguistic comparative analysis, lack of given information in case studies for making economically grounded decisions and solving the problem, priority of authority. Optimal organization of the teaching process based on the foreign educational resources taking into account specifics of assessment and testing of the specified category of the students including impossibility of applying the traditional system of grades due to its educational limitations, professional ethics and a system of subordination is offered. Since the international projects with the Ukrainian scientists and lecturers participating in them are getting increasingly common in the process of innovative development of the educational sphere this direction involves intensive learning English as a language of international communication and requires particular attention to creating and pursuing specific teaching strategies and cost-effective approaches which need further methodological development.

17

Modern documentary in the age of virtual reality: Deapening engagement with nonfiction storytelling through technological innovation

75%

Pomianowska I.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

|

2017

|

vol. 21

|

issue 30

EN

After decades of research, technological development as well as few discouraging setbacks, virtual reality (VR) appears to be on the cusp of its settled adoption. The incorporation of VR technology into the palette of everyday communication media is not only exciting for filmmakers and game designers, but also for every manner of storytellers: documentarians, journalists, educators, scientists – all professions involved in clarifying surrounding us reality and communicating about it. They all discovered that social change can be valuably stimulated by development of new technology – technology that serves in the same time as a classic medium to communicate and spread this news around. Considering the factors enabling us to capture and disseminate “a true story” in a highly captivating, immersive way (which previously has been preserved exclusively for entertainment and commercial productions), we should mention at least 3 crucial elements: technological innovation, psychological evolution of the viewer, application of VR beyond storytelling. The first two factors mutually interact and play off each other in terms of the changing threshold of perceptual tolerance as well as rising needs of the new spectator. The first part of this paper deals with the interdependency of these two elements. Structured conclusions will be enumerated as a practical reference for VR storytelling productions. The second part of the paper will deal with the third element enumerating the most inspiring cases from recent years – eye-openers for instigating social change, adding value and promoting wellbeing via VR technology. The engagement of VR in social change, innovation and nonfiction storytelling introduced the VR technology within the current media palette. It not only changes the nature of storytelling about reality, but fulfills the story that our reality builds.

18

Narrative in Virtual Reality? Anatomy of a Dream Reborn

75%

Ryan M.-L.

Facta Ficta. Journal of Theory, Narrative & Media

|

2018

|

vol. 2

|

issue 2

91-111

EN

When the big leap forward of computer technology took place for the general public in the 80s and 90s, virtual reality technology (VR) was touted as the “next big thing” that digital media would bring into our lives. Janet Murray’s influential book Hamlet on the Holodeck (1997) explored the possibility of turning narrative into the “immersive, interactive experience generated by a computer” that defines VR. But VR did not live up to its expectations, and after the year 2000, it faded from the radar of popular interest. It regained attention around 2011 when Mark Zuckerberg, the founder/CEO of Facebook, bought Oculus Rift, the maker of a relatively cheap and lightweight head-mounted display. Currently available VR narratives are distinguished from other digital narratives through three-dimensional images, interactive panoramic representations, and the ability to manipulate our experience of our own body. In this article I discuss three projects that use some of these resources in order to assess the storytelling potential of the medium: Clouds Over Sidra, a documentary about a camp for Syrian refugees in Jordan; Hard World for Small Things, a fictionalized version of the shooting of an unarmed black man by white policemen; and VRwandlung, a project that puts the user in the situation of the hero of Franz Kafka’s The Metamorphosis, who wakes up one day to discover that he has been transformed into a giant insect. Basing my judgment of this limited corpus, I assess the potential of VR narrative with respect to four kinds of immersion: ludic, spatial, temporal and emotional.

19

Chronic adaptations of lung function in breath-hold diving fishermen

75%

Diniz C., Farias T., Pereira M., Pires C., Gonçalves L., Coertjens P., Coertjens M.

International Journal of Occupational Medicine and Environmental Health

|

2014

|

vol. 27

|

issue 2

216-223

EN

Objectives: The aim of this study was to verify and analyze the existence of chronic adaptations of lung function in freediving fishermen whose occupation is artisanal fishing. Material and Methods: This was a cross-sectional study involving 11 breath-hold diving fishermen and 10 non-breath-hold diving fishermen (control) from the village of Bitupitá in the municipality of Barroquinha (Ceará - Brazil). Anthropometric measurements, chest and abdominal circumferences as well as spirometric and respiratory muscle strength tests were conducted according to the specifications of the American Thoracic Society/European Respiratory Society (ATS/ERS). In order to compare the measured values versus the predicted values, Student t test was used in the case of parametric test and Wilcoxon test in the case of nonparametric test. To compare the inter-group means Student t test was used for parametric test and Mann-Whitney test for the nonparametric one. The level of significance was set at α = 5%. Results: The forced vital capacity (FVC) (4.9±0.6 l vs. 4.3±0.4 l) and forced expiratory volume in 1 s (FEV₁) (4.0±0.5 l vs. 3.6±0.3 l) were, respectively, higher in the group of divers compared to the control group (p ≤ 0.05). Furthermore, in the group of free divers, the measured FVC, FEV₁ and FEV₁/FVC ratios were significantly greater than the predicted ones. No differences were found between the measured respiratory pressures. Conclusions: These results indicate that breath-hold diving seems to produce chronic adaptations of the respiratory system, resulting in elevated lung volumes with no airway obstruction.

20

Increasing awareness and empathy among university students through immersive exercises – testing of the virtual reality application: A pilot study

75%

Raposo R., Vairinhos M., Laska-Leśniewicz A., Sztobryn-Giercuszkiewicz J.

Medycyna Pracy

|

2023

|

vol. 74

|

issue 3

187-197

EN

Background This paper presents an overview of a pilot study focused on testing the effectiveness of immersive virtual reality (VR) exercises, within extended reality experiences, in increasing awareness and empathy among university students towards pregnant women, elderly people, people in wheelchairs, and people with some sort of sight impairment. The extended reality experience was designed to simulate various scenarios that reflect the experiences of people from diverse backgrounds, to promote a better understanding of different perspectives and social issues related to some of the challenges tackled by people whose limitations are many times overlooked. Material and Methods A design-based research methodology was applied and qualitative and quantitative data were collected in samples of 20 students from 3 countries. Results Overall, the results suggest that immersive VR applications can be an effective tool in increasing awareness and empathy among higher education students. The use of VR technology can create a sense of presence and immersion that allows students to experience situations that they may not have encountered otherwise. The results attained with the immersive experiences have provided evidence that these solutions can foster a greater understanding of different perspectives and promote empathy towards individuals from diverse backgrounds. Conclusions Ongoing research correlated with the Mixed Reality on Universal Design’s Secret Service (Mr. UD) project results is already expanding on these findings by testing the effectiveness of VR applications in different contexts and with larger and more diverse samples. Additionally, the research conducted has provided relevant evidence that suggests that VR applications and their inclusion in training programs may help promote behavior change and reduce prejudice and discrimination towards marginalized groups.

Refine search results

Code-Switching Practices among Immigrant Polish L2 Users of English

Play the art: Artistic value in video games

Zasady przeciw immersji. Zaangażowanie w narrację i zaangażowanie w system formalny gry

KOMPETENCJA MEDIALNA UCZNIÓW I NAUCZYCIELI JĘZYKÓW OBCYCH JAKO CZYNNIK WPŁYWAJĄCY NA POZIOM ICH KOMPETENCJI INTERKULTUROWEJ

Textualism, Materialism, Immersion, Interpretation

The misunderstood variable: Age effects as a function of type of instruction

The misunderstood variable: Age effects as a function of type of instruction

The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

Subordinate questions in Swedish by 12- and 15-year-old Finnish immersion students

Różnicowanie się poradnictwa kariery w kulturach

Player-avatar similarity and game experience: game efficacy, game enjoyment, and immersion

Recenzja książki Joanny Pigulak „Gra w film. Z zagadnień relacji między filmem i grami wideo”, Universitas, Kraków 2022

Ile emersji w grach? Recenzja książki: Piotr Kubiński, Gry wideo. Zarys poetyki, Universitas, Kraków 2016

Płacząc po norwesku. Serial Skam jako opowieść transmedialna dla międzynarodowej publiczności

Reading as Synthesis of Immersion and Interactivity: Multimodal Metaphors in "The Fantastic Flying Books of Mr. Morris Lessmore" Combo

Modern documentary in the age of virtual reality: Deapening engagement with nonfiction storytelling through technological innovation

Narrative in Virtual Reality? Anatomy of a Dream Reborn

Chronic adaptations of lung function in breath-hold diving fishermen

Increasing awareness and empathy among university students through immersive exercises – testing of the virtual reality application: A pilot study