运用AHP对网络游戏规划进行决策

AHP,即层次分析法,合理地将定性与定量的决策结合起来,按照思维、心理的规律把决策过程层次化、数量化。通过对目前网络游戏的社会背景的分析,采用科学的方法收集数据,对数据进行分析整理后,再运用AHP层次分析的科学决策方法,选取最优决策,得出要进行规划的网络游戏项目。     

3D网络游戏中建模技术的应用

通过对目前流行的几款网络游戏的归纳,总结了网络游戏角色模型的一般需求,并能够运用简单的方法制作出满足游戏需求的角色模型。利用Photoshop为模型绘制贴图。     

Computer based assessment: Gender differences in perceptions and acceptance

This study identifies the constructs that affect male and female students’ behavioural intention to use a computer based assessment (CBA). It extends the Computer Based Assessment Acceptance Model (CBAAM) (Terzis & Economides, 2011) by taking into consideration the genders. An appropriate survey questionnaire was completed by 56 male and 117 female students. Results indicate that both genders are more likely to use the CBA if it is playful and its content is clear and relative to the course. Men are also motivated by their perceptions regarding how much useful the CBA is. Also, their attitude towards the CBA is influenced by their social environment. On the other side, women are more likely to use the CBA if it is easy to use and stimulates their efforts for better final exam preparation. The CBAAM incorporating genders explains approximately 50% of the variance of behavioural intention for each gender. These findings are useful for researchers and practitioners in order to understand better the different constructs that affect each gender regarding the acceptance of a CBA system.     

Public Displays of Play: Studying Online Games in Physical Settings

As research on virtual worlds gains increasing attention in educational, commercial, and military domains, a consideration of how player populations are ‘reassembled’ through social scientific data is a timely matter for communication scholars. This paper describes a large‐scale study of virtual worlds in which participants were recruited at public gaming events, as opposed to through online means, and explores the dynamic relationships between players and contexts of play that this approach makes visible. Challenging conventional approaches to quantitatively driven virtual worlds research, which categorizes players based on their involvement in an online game at a particular point in time, this account demonstrates how players' networked gaming activities are contingent on who they are playing with, where, and when.     

Online Word-of-Mouth (or Mouse): An Exploration of Its Antecedents and Consequences

This study developed an integrated model to explore the antecedents and consequences of online word-of-mouth in the context of music-related communication. Based on survey data from college students, online word-of-mouth was measured with two components: online opinion leadership and online opinion seeking. The results identified innovativeness, Internet usage, and Internet social connection as significant predictors of online word-of-mouth, and online forwarding and online chatting as behavioral consequences of online word-of-mouth. Contrary to the original hypothesis, music involvement was found not to be significantly related to online word-of-mouth. Theoretical implications of the findings and future research directions are discussed.     

Even in virtual environments women shop and men build: A social role perspective on Second Life

The present study examined whether traditional gender role expectations (Eagly, 1987) influence behaviors in non-traditional contexts such as online virtual environments. Participants were 352 Second Life users who reported their activities and experiences in Second Life. Results indicated that men and women differed in the types of activities they engaged in a manner predicted by social role theory. Specifically, as compared to women, men were more likely to report building things (e.g. objects), to own and work on their own virtual property, and were less likely to change their avatar’s appearance. Women, as compared to men, were more likely to meet people, shop, regularly change their avatar’s appearance, and buy clothes/objects for their avatar. The present study adds to our understanding of how traditional gender role expectations may carry over to online virtual worlds and influence online behavior.     

The Effects of Anonymity on Self‐Disclosure in Blogs: An Application of the Online Disinhibition Effect

The connections between anonymity and self‐disclosure online have received research attention, but the results have been inconclusive with regard to self‐disclosure in blogs. This quantitative content analysis of 154 personal journal blogs tested some assumptions of the online disinhibition effect in order to examine the effect of types of anonymity on the amount, breadth, and depth of self‐disclosure in blog entries. Results showed that participants disclosed more information in their blog entries when they were more visually identified (sharing a picture of themselves), contrary to the assumptions of the online disinhibition effect. Overall, a trend emerged where visual anonymity led to less disclosiveness, and discursive anonymity (sharing one's real name) led to less disclosiveness for particular types of bloggers.     

Online education as a toll good: An examination of the South Carolina virtual school program

Education has long been considered merit good; however, inequitable distribution has made it more akin to a toll good. This was most recently demonstrated by Henry, Fortner, and Thompson (2010). Choice requirements designed to remedy the inequitable distribution of education, have largely been confined to brick and mortar schools. Subsequently, they face challenges comparable to traditional programs. With shrinking state budgets and an increasing achievement gap, online choice options are growing in popularity as means of satisfying choice requirements specified in No Child Left Behind. This paper considers whether online options facilitate education as a merit good, or if they extend education as a toll good.     

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

To date the most popular and sophisticated types of virtual worlds can be found in the area of video gaming, especially in the genre of Massively Multiplayer Online Role Playing Games (MMORPG). Game developers have made great strides in achieving game worlds that look and feel increasingly realistic. However, despite these achievements in the visual realism of virtual game worlds, they are much less sophisticated when it comes to modeling face-to-face interaction. In face-to-face, ordinary social activities are “accountable,” that is, people use a variety of kinds of observational information about what others are doing in order to make sense of others’ actions and to tightly coordinate their own actions with others. Such information includes: (1) the real-time unfolding of turns-at-talk; (2) the observability of embodied activities; and (3) the direction of eye gaze for the purpose of gesturing. But despite the fact that today’s games provide virtual bodies, or “avatars,” for players to control, these avatars display much less information about players’ current state than real bodies do. In this paper, we discuss the impact of the lack of each type of information on players’ ability to tightly coordinate their activities and offer guidelines for improving coordination and, ultimately, the players’ social experience. “They come here to talk turkey with suits from around the world, and they consider it just as good as a face-to-face. They more or less ignore what is being said—a lot gets lost in translation, after all. They pay attention to the facial expressions and body language of the people they are talking to. And that’s how they know what’s going on inside a person’s head—by condensing fact from the vapor of nuance.” —Neal Stephenson, Snow Crash, 1992     

Third-Person Perceptions and Online Games: A Comparison of Perceived Antisocial and Prosocial Game Effects

The popularity of online games has inspired controversial discussion on the effects of game-play in both mass media and academia. However, we know little about ordinary people's opinions about the effects of game-play. The current study applies the theory of the third-person effect (TPE) to examine people's perceptions of game effects on self and on others, and detects significant third-person perceptual discrepancies. The results show that the magnitude of third-person perceptions is influenced by the social desirability of the message, the social distance between self and others, and by differential exposure to online games. The data supports the hypotheses that Internet efficacy and interdependent self-construal are significant antecedents of third-person perceptions, and partially supports the interaction effect of self-construal with Internet-efficacy and the interaction effect of self-construal with media social desirability.     

Antecedents and consequences of perceived value in Mobile Government continuance use: An empirical research in China

This paper examines the antecedents and consequences of perceived value in m-government continuance use. Drawing upon service science studies and Chinese m-government context, a research model is constructed by extending the technology acceptance model (TAM). Data collected from a field survey of 326 m-government users are analyzed to test the proposed hypotheses. The results indicate that perceived value is strongly influenced by mobility, perceived usefulness and security, which is, in turn, significant impact on satisfaction and trust in technology, trust in agent and trust in government. These results contribute to drawing attention to the important role of perceived value in m-government continuance use and providing a new view that supplements to the extant technology acceptance research.     

A reexamination of gender-based attitudes toward group projects: Evidence from the Google Online Marketing Challenge

Using data from the Google Online Marketing Challenge participant survey, we reexamined the notion that women have a universal preference for group work. Our data suggest that there are gender differences in respondents’ answers to group-related questions. However, our analysis suggests that - in most cases - these differences are accounted for by the tendency of males to have greater confidence in their Internet-related skills than females. For the most part, our results are consistent with expectations. That is, males, or more specifically those with greater confidence in their technical skills, are more likely to prefer working alone on difficult tasks or tasks in which the needed information is spread across several sources (e.g., the Internet, journals, and books). When asked about a generic project, however, the results contradicted expectations, indicating that women are more likely to prefer working alone. More importantly, the data suggest that confidence in Internet skills also plays a role in explaining this counter-intuitive result. That is, females with low confidence in their skills prefer to work in groups, while those with greater confidence are more independent. Finally, female participants, of all confidence levels, reported that their groups were less cooperative during the Challenge.     

Loafing in the digital age: The role of computer mediated communication in the relation between perceived loafing and group affective outcomes

Virtual work has become an increasingly central practice for the organization of the 21st century. While effective virtual workgroups can create synergies that boost innovation and performance, ineffective workgroups become a great burden for organizations. Empirical research has shown that some negative behaviors, such as social loafing, negatively influence a group’s affective outcomes, in both collocated (face-to-face) and virtual workgroups. In this study, we explore if working through low fidelity computer mediated communication (CMC) increases the negative impact of perceived loafing over cohesion and work satisfaction. On this rationale, we conducted a laboratory study with 44 groups of four members each, who worked on a project in four sessions over a one-month period, in either face-to-face or low fidelity CMC conditions. Results show that the communication media condition moderates the effect of perceived loafing in the expected direction, meaning that, in the low fidelity CMC condition perceived loafing had an increased negative effect on group cohesion and satisfaction with the work process and its results.     

高中化学在线考试系统的设计与实现

介绍高中化学在线考试系统出现的背景和意义,描述基于Java的在线考试系统的系统结构．该系统实现以学生为主体、教师为主导的在线练习与在线考试的网络环境,详细阐述组卷算法设计、在线练习模块等系统实现的关键技术．并给出具体实现步骤和相关界面图,总结系统的优势与特色。     

Toward a Complexity of Online Learning: Learners in Online First-Year Writing

In response to the growing presence of online first-year writing courses, this paper describes a case study of two online first-year writing courses and addresses the questions: What do students in an online first-year writing course perceive as good study habits, and what helps them succeed? Data includes surveys, online discussions, course management statistics, and selected interviews. The study is supported by social cognitive theory described by psychologist Albert Bandura; this methodology allows for examination of internal, external, and behavioral characteristics of participating students. Results of the study indicate that students who rated themselves as making good use of study time also succeeded in the course. Insights from students include information about study activities, management of study time, access to technology, and attitudes about online courses. A surprising result of the study was that students did not consider communication with peers as a productive study activity, despite a deliberate attempt by instructors to build peer interaction into the course. Yet students also reported high levels of engagement and positive attitudes about online learning. The social cognitive lens provides helpful insights about these complex findings by examining the external, internal, and behavioral aspects of online first-year writing students in this study.     

A private versus a public space: Anonymity and buying decorative symbolic goods for avatars in a virtual world

The virtual world has become a new channel in which people can contact with others, and organizations can provide service to their customers. Selling symbolic virtual goods has also emerged as a new economy in the virtual world. Such symbolic goods cannot facilitate people to accomplish any specific tasks; people buy them simply to decorate their avatars. This study is based on the theories of symbolic consumption, self-presentation, and computer-mediated environment, to investigate why people buy decorative symbolic goods in the virtual world. The results show that people buy symbolic virtual goods for both emotional and social values. While user perceived social presence and telepresence affect both social and emotional value of symbolic goods, individual self-presentation motivation affects only social value. Besides, anonymous users in the virtual world show behaviors that differ with non-anonymous ones.     

Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived learning and satisfaction) in relation to social presence through scrutiny of differences between the studies. The results showed a moderately large positive average correlation between social presence and satisfaction (r = 0.56, k = 26) and social presence and perceived learning (r = 0.51, k = 26). Large variation among correlations (86.7% for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online course settings. We found that (a) the strength of the relationship between social presence and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) the relationship between social presence and perceived learning was moderated by the course length, discipline area, and target audience of the course. Implications and future research are discussed.     

Antecedents of customer satisfaction with online banking in China: The effects of experience

This study investigates the antecedents of customer satisfaction with online banking in China, and explores the effects of experience on the relationships between the antecedents and customer satisfaction. Based on prior research, the six antecedents of customer satisfaction – ease of use, design, speed, security, information content and customer support service – are proposed, and the effects of experience on the relationships between these and customer satisfaction are analyzed using a structural multi-group (a high-experience group and a low-experience group) model.     

Optimistic bias about online privacy risks: Testing the moderating effects of perceived controllability and prior experience

This study examined the ways in which Internet users construct their risk judgments about online privacy. The results, based on telephone survey data from a national probability sample in Singapore (n = 910), revealed that (a) individuals distinguish between two separate dimensions of risk judgment (personal level and societal level), (b) individuals display a strong optimistic bias about online privacy risks, judging themselves to be significantly less vulnerable than others to these risks, and (c) internal belief (perceived controllability) and individual difference (prior experience) significantly moderate optimistic bias by increasing or decreasing the gap between personal- and societal-level risk estimates. The implications of the findings for research and practice are discussed.