This paper presents a large scale (N=101) exploratory relational study of computer gamers ’ experiences and habits related to presence. The study posited and examined the effect of two presence maximization strategies (controlling distracters and maintaining updated computer hardware) and two

This paper presents a large scale (N 101) exploratory relational study of com-puter gamers ’ gaming habits and their presence experiences. The study posited and examined the effect of two presence maximization strategies (controlling distracters and maintaining updated computer hardware) and two

have been found to distinguish themselves clearly in factor analyses and to display adequate levels of reliability (Ryan & Connell, 1989, Study 1; On the Social Determinants of School Motivation Research reveals that the social context in education can have an important influence on motivation

these various approaches for better understanding how entrepreneurs think. Over the past decade, then, the entrepreneurial cognition literature has seen a substantial development in the study of thinking and decision making, especially in the examination of cognitions relating to entrepreneurial decision making

the design of a tele-presence interface for controlling an unmanned ground vehicle and an initial, exploratory study. The findings of this experiment show that we were not able to elicit a robust tele-presence effect yet. We discuss the results in relation to the present state of technology, interface

experience stems from the interactions among three presences – social, cognitive, and teaching – the relative influences of the presences on e-learning experience are moderated by five extrinsic factors: content richness, perceived ease of use of e-learning platform, type of curriculum, teaching orientation

of three manipulated social presence online learning conditions to watch a short lecture. The student perceptions of social presence, instructor-student rapport, and perceptions of the instructor competence were examined as influential factors in learning (i.e., perceived and actual recall). Generally

  by students taking  a  course when  the  content was  not  as well  suited  to  the instructional method. The  findings  are  discussed  in  relation  to  the  three components of  Garrison,  Anderson  and  Archer’s  (2000)  Community  of Inquiry model  of  learning:  cognitive,  social  and  teacher

) and when it is an individual difference factor (study 3). M ost practitioners see consumer knowledge as an advantage, targeting many new products at expert heavy users. This strategy seems intuitively appealing when based on the assumption that experts have a learning or information processing advantage

information (symbolic versus symbolic plus iconic) in chemistry simulations. Additionally, Study 1 examined how instructional format of the learning materials (exploratory simulation versus worked-out example) interacts with the individual factors of prior knowledge and executive functions to affect learning