This week we focused on the discussion for preparing our final presentation for our game.

Discussion
Cognitive impairments of marijuana may be identified as an indication of more impulse behaviors. Research conveyed that marijuana may cause an increase and a decrease in impulsivity. Users in the game Cloud Nine were able to learn more about the drug they use. They were able to be interactive in the game despite the effects of the high. Results supports the thesis because it shows that marijuana may be used to help stimulate cognitive activity. Those under the effects of the drug were still able to retain some form of information and they were able to interact with the others in the game without being detached. The experiment solves a major problem in the field because now using this game people of all age groups are able to inform themselves about marijuana. They are able to use this game to create further studies on ways a high may be controlled. This relates to the study done by Simons and Carey (2002) because it conveys that people are able to control the effects of being high through self-restraint and control. Using the game Cloud Nine, this gave users and non-users something to focus on the games challenge and an innovate way of engaging interaction, competition and play helped to encourage this type of control. And this overall resulted in their success in the posttest session where they were able to learn more from the game alone rather than simple fact sheets or information sessions.Solving this problem further advances the field because now this can be seen as another way in which marijuana may be viewed as a positive image. It can also be used as a way to stimulate thinking. Now researchers and marijuana experts now have another way of further studying the effects of marijuana on brain activity and impulsivity. Some problems within this study may be regression to the mean, because players were playing this game for more than one day they could have gotten used to games mechanics. Another issue in this study was could have been how well the behaviors were measured and operationalized. Over the course of the study the focus did shift from how impulsivity may increase or decrease to more so if the game will help them to learn. Compared to other studies maybe a correlational research design would be preferred as opposed to an experimental design. This is so because this way experimenters could be able to determine if there’s a relationship between impulsivity and marijuana as opposed to causation. Another problem in this study could have been the age group allowing smokers to continue to use marijuana may not have benefited their addiction so putting a restriction to the amount of marijuana smoked or if marijuana can be utilized in the study could have impacted the outcome of the results. The issue of whether marijuana can cause consistent sustained attention and impulse control can be an area that can be further studied. Researchers may look to see if it can be effectively trained through conditioning techniques whether operant or classical conditioning.

This week we analyzed the results for Cloud Nine.
Subject:
A total of 160 subjects were used. Subjects were recruited from schools; they were told that they would take part in an informative study about marijuana. Inclusion criteria were history of smoking and smoker or non-smoker. Also those who have cigarette addictions where excluded. Subjects who smoked weed only were used, however subjects with any other addictions were also excluded from the study. Subjects were mixed in both the experimental and control groups where participants in the experimental groups played a game to test their knowledge.

Apparatus
In order to collect the data, I used tallies of correct answers before the game was played and after. Responses were measured in tallies and also by the number of chips a person had at the end of the game. Initially game-rs were given 3 chips, if the individual guessed the answer correctly they lost one chip. If the individual was unable to guess the correct answer of their cards two consecutive times of the game going around they gain another chip. The person with the less number of chips wins the game. Players were also provided a sheet which thoroughly and clearly stated the rules of the game.

Procedures
The game was presented to marijuana users and non marijuana users in order to test their knowledge of marijuana. In the non-experimental condition they were given a questionnaire. In the experimental condition the subjects were asked to play the Cloud Nine. The whole process of the study will use between subject research design w but in a pretest- post-test manner, which will measure the effect of the game on increasing knowledge of marijuana. This is done in order to compare results from both conditions. Subjects were given a post assessment in order to assess the effectiveness of the game. This assessment for both pretest and post-test consisted of 20 questions. Data was collected by research assistants who recorded the correct number of answers. Subjects were explained how to play the game through given game instructions, which explained the rules of the game and how to play the game

Results
Participants in the experimental group played Cloud Nine for about a week for roughly an hour. Each participant had an average of about 4 to 5 correct answers per game. There were 80 participants for the experimental group, with a mean of 4.45 correct answers in the pretest and an average of 17.39 correct answers in the post-test. In the pretest the control group had a total average of roughly on average 4.48 in the pretest. In the post-test scores significantly increased by an average of 15.44 questions out of 20. For the experimental group scores were lower in the pretest by about .03 but in the post-test scores were significantly better than the control group. So the game and the control group both effectively worked to inform and teach subjects about marijuana.

In this week we focused on the Beta Play test. For this game Cloud Nine subjects were recruited from schools; they were told that they would take part in an informative study about marijuana. Inclusion criteria were history of smoking and smoker or non-smoker. Also those who have cigarette addictions where excluded. Subjects who smoked weed only were used, however subjects with any other addictions were also excluded from the study. Subjects were mixed in both the experimental and control groups where participants in the experimental groups played a game to test their knowledge. In order to collect the data, I used tallies of correct answers before the game was played and after. Responses were measured in tallies and also by the number of chips a person had at the end of the game. Initially game-rs were given 3 chips, if the individual guessed the answer correctly they lost one chip. If the individual was unable to guess the correct answer of their cards two consecutive times of the game going around they gain another chip. The person with the less number of chips wins the game.

The game was presented to substance and non substance users in order to test their knowledge of marijuana. In the non-experimental condition they were given a questionnaire. In the experimental condition the subjects were asked to play the Cloud Nine. The whole process of the study will use within game subject design which will basically utilize the same subjects but in a pretest post-test manner, which will measure the effect of the game on increasing knowledge of marijuana. Subjects were given a pre-assessment in order to test their initial knowledge. They were then given a posttest to assess the effectiveness of the game. Data was collected by research assistants who recorded the correct number of answers. Subjects were explained how to play the game through given game instructions, which explained the rules of the game and how to play the game.

Data conveyed that there was a difference in the control and experimental groups. The game was effective at being an informative strategy for teaching others about weed. However, it was difficult for others to guess the answers due to some lack of knowledge. Despite this the difference in scores In the experimental and control group ( game vs. no game), showed a small difference, but Cloud Nine may be used to teach others about weed. Some things that need to be further examined are reasons why there was no significant difference in scores for both groups.

This week we recreated our games and made significant changes to them. In the Alpha of cloud nine the learning objective of this game is to try to inform people (smokers and non-smokers) about marijuana. The primary interaction that the player has with the game is guessing correct answers using cards that the player himself can’t see but the other teammates can. The player can ask questions to help find the answer, but they can only be yes or no questions. This supports the learning objective because the repetition of these actions will help them memorize and learn about the key facts.The cognitive behavior process will probably be most affected by the game design. The game attempts to affect this system because players will be able to learn and must use critical thinking skills to find answers. The physiological process will also be affected by this game when players take longer to answer the game or if they’re doing good this will affect the way they behave in the game; it will also affect their perception of the game.

The game can be played using a total of 6 to 8 players each round. This game is both cooperative and competitive because your depending on other players to help obtain the correct answer. However, it is also competitive because although the teammates are helping you obtain the correct answers, players are also trying to lose all of their plastic chips. So the person who is able to guess all of their cards correctly and has the least amount of plastic chips will be deemed the winner of the game.The primary game objective of this game is to teach others about marijuana, using key facts and terms. The game will reinforce the learning objective through repetition and also definitions are provided at the bottom of the cards, under the bold words. Each player begins the game with 3 clear plastic chips. They must place a head band on their heads which has a small slot for them to insert their cards. Players are not allowed to look at their own cards, only the teammates can see the cards. Each player has a total of 60 seconds to try to guess the information on the card. Players can only as questions which will only be answered as yes or no questions and only one hint can be allowed. Questions such as it is a person? Place? Or thing is acceptable. Questions such as does it start with an M or what does it rhyme with are not permitted. As the game after 1 round is completed players who are unable to guess the correct answers for their card switches to a different card. If a player is unable to guess the answer for their card after they’ve gone twice (2 attempts to guess. 2x 60seconds.), the player will gain another chip. This helps the learning objective because it motivates players to continue to play and guess the answers. This also conflicts with the learning objective because it makes it a little harder to actually win the game, so players might be more focused on trying to win the game rather than learning. In the game, conflict between the players occur when they gain chips for not guessing the correct answer after two rounds. Its only resolved when they begin to get correct answers this will help them loose chips and hopefully win the game. This game, Cloud Nine has no boundaries as far as behavior wise. This game only prevents players from seeing their designated card/ the noun that they must guess. The game ends when a player loses all of their plastic chips or if prolonged for an extended period of time, the game will end, having the person with the least amount of chips be deemed as the winner of the game.

There is no main character in this game. The players are motivated to play because they’re getting paid and some are earning credit. But what overall gets them to continue to play is the thought of winning the game and losing all of their chips.The player must learn to master the art of guessing the correct answers. As time passes guessing the answer should become easy when they’re asking the right questions. there is no fictional world in cloud nine, it also does not include a general premise to the story, nor does it include a narrative and also no items are accrued during this game. The game is playful because players are competing to get rid of the chips all while trying to guess the correct answers. According Bartle’s Taxonomy this game will probably appeal to the achievers, because they’re able to learn about marijuana and try to achieve the goal of the game by playing to learn and loose chips. the game systems dynamics include the head bands, index cards with the noun on it, plastic chips and the hour glass. these are the objects that make up the game and are used in the game. No general systems emerge within the game.In the game the noun on the card is hidden to the player and the teammates. Players will receive feedback when they guess a card incorrectly or unable to guess what it is they are able to read the definitions on the cards. The game is a fully functional game and it is also interactive and fun. I think that this game is imbalanced because players are unable to know the item on their card , but, this is intentionally done to make the game challenging and fun. The game is engaging players are motivated to play when they try to win and get less chips. The game will promote obscure learning by allowing players to get choices right and learn about different marijuana facts.The player’s decisions and question choices are vital for the game objective and outcome.The fun Killers of the game could be that the game was going on for too long, so the game feel like its dragging along. It’s easy to play the game, the game takes about 2 to 5 minutes to get players familiarized on how to play the game. But it takes about another 5 to 10 minutes for them to actually get the hang of the game as far as switching the cards after every turn and gaining chips after ever two consecutive fail attempts.

This week i also had to focus on week 9 tutorial which was Space Shump. In this tutorial i had to create a ship with about 5 enemies which will attack my ship. The primary objective of this game will basically be to kill off the enemy ships. In this week i was more successful than i was in the first two weeks, i still faced challenges in the coding but it was interesting.

Music from the 20^th century has more of a positive effect on emotion than 21^st century. My results showed that a mean of 85 students reported they felt a positive change in their emotion when they listened to music from the 20^th century music than when they listened to music from the 21^st century. Depression is a rising issue in the U.S. More people are depression now than they were years ago. My experiment answers that. It proves that music is one of the leading causes of depression. Now that we understand how much music effects depression, we have an idea of what to do and what not to do. If we know that something is purposely causing a negative effect on our emotion, we can stay away from it. The more people that stay away from negative music the more emotionally healthy people there will be.  Other studies neglected to pay attention to the genre of music. It is very critical to pay attention to the genre. As different genres have different effects on emotion. The implication is the music from the 21^st century causes a negative effect on a person’s mood which causes them to eventually become depressed. Music is heard and seen now more than ever. With all the technology we have now there are so many different ways to be influenced. Future studies can look at the different genders. The study will answer whether or not males or females are more negatively affected by music from the 21^st century.

I have to start my project presentation and include the power point presentation.  I need to adjust the slides in order to ensure that all my points are met and are straightforward.  I recently bought the trifold poster board and need to start working on my project this week.  I will make some time to do so because finals are about to be here and studying is definitely required for that.  I hope everyone’s projects are going good and their power point presentation does not take them long to make.

Dyslexia: dyslexia is primarily associated with learning to read,  which can be related to hereditary factors or other factors that affect brain development.  The  effects of dyslexia go well beyond having trouble  with words or  spellings, it also affects the ability to memorize or  remember names, facts, numbers, and the ability to tie shoe laces and tying ties. according to Dyslexia information page, Pamphlet by: National Institute of Neurological Disorders and Stroke “Dyslexia is a brain-based type of learning disability that specifically impairs a person’s ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence”. unfortunately this disorder cannot be blamed on genetics alone, it is sometimes caused by the environment origin. this disorder not only causes problems educationally, it causes emotional distress which often times leads to depression.      Dyslexia is most most certainly relevant because, those with this disorder most times do not feel socially or environmentally valued. most especially the in educational aspect, once you have difficulties performing tasks, your classmates are performing, the set back starts from there and onward. however, research and experiments are being conducted and improved daily in order to fix or reduce dyslexia or chances of having one. according to Dyslexic children learn a new visual strategy for reading: a controlled experiment.”Recent studies by Geiger, Lettvin and Zegarra-Moran have proposed a new non-reading test for the diagnosis of dyslexia, and a new method for remediation. The latter involves the learning of a “visual strategy”. On adult dyslexics the test was reliable and the remediation apparently effective. The purpose of this study is to confirm the usefulness of the remediation and test with children”. souces: “Dyslexia information page.” Pamphlet by: National Institute of Neurological Disorders and Stroke. National Institute of Neurological Disorders and Stroke, 2011. Psychology Collection. Web. 28 Feb. 2016. Dyslexic children learn a new visual strategy for reading: a controlled experiment.(http://www.ncbi.nlm.nih.gov/pubmed/8184565