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Magnetic hysteresis holds significant technical and physical importance in the design of electromagnetic components. Despite extensive research in this area, modeling magnetic hysteresis remains a challenging task that is yet to be fully resolved. The purpose of this paper is to study vector hysteresis play models for anisotropic ferromagnetic materials in a physical, thermodynamical approach.

In this work, hysteresis play models are implemented to interpret magnetic properties, drawing upon classical rate-independent plasticity principles derived from continuum mechanics theory. By conducting qualitative and quantitative verification and validation, various aspects of ferromagnetic vector hysteresis were thoroughly examined. By directly incorporating the hysteresis play models into the primal formulations using fixed point method, the proposed model is validated with measurements in a finite element (FE) environments.

The proposed vector hysteresis play model is verified with fundamental properties of hysteresis effects. Numerical analysis is performed in an FE environment. Measured data from a rotational single sheet tester (RSST) are validated to the simulated results.

The results of this work demonstrates that the essential properties of the hysteresis effects by electrical steel sheets can be represented by the proposed vector hysteresis play models. By incorporation of hysteresis play models into the weak formulations of the magnetostatic problem in the h-based magnetic scalar potential form, magnetic properties of electrical steel sheets can be locally analyzed and represented.

In a postmodern context this paper proposes that analogical scholarship in which one conceptual schema is used to view another in order to generate new perspectives, be used to view play. Hermeneutic philosophy specifically is used in a process modelling hermeneutic inquiry. Included are a review of play, hermeneutic philosophy, and the outcomes of the juxtaposition of hermeneutic concepts against play. Resultant perspectives on key issues in play, such as the meaning of play, play in meaning making, the binaries of play, play and practice, and play in the reconceptualizing movement in early childhood education, follow.

This chapter discusses children’s imaginative play and literacy practices as mediated by mobile digital technologies and media. In this chapter, drawing on sociocultural theory and the notion of dynamic literacies, we consider how digital technologies including mobile technologies interact and potentially expand children’s imaginative play, leading to dynamic literacy practices and learning opportunities. Based on this understanding, we will propose some pedagogical principles that can be applied to play-based early childhood education in support of young children’s creative thinking, storytelling and dynamic literacy practices, both indoors and outdoors.

This chapter investigates sidewalk sociability and neighborhood use, by focusing on the regular encounter of a group of retired men to play cards on their neighborhood’s main street. Direct and ethnographic observations were used on one Lisbon suburban working and lower middle-classes residential district.

Sidewalk card-playing is understood as “focused gathering” (Goffman, 1971a) and this concept discloses the social organization of a public gaming held encounter and the specific rules created to regulate interactions between players and their audience. The sidewalk sociability effects produced by card-playing are interpreted as originating from “triangulation stimuli” (Lofland, 1998; Whyte, 2002) and “sociability pillar” construction (Charmés, 2006).

Card-playing encounters are discussed in detail as a practical and symbolical neighborhood-use (Blokland, 2003) enacted by an elder-men peer-group. Research underscores the relationship between the elderly peer-group members’ practices and the neighborhood’s public space appropriation, their public characters’ attributes (Jacobs, 1972) and behavior, and social construction of a sidewalk small social place. Among aged peer-group members, sidewalk card-playing accounts for an increase in social and psychological benefits, ranging from social contacts to memories self-expression, derived either from the gaming situation or from its pervasive sociability.

This study provides empirical support for a link between video game play and likelihood to major in a STEM field.

Using the National Longitudinal Study of Adolescent Health (Add Health), this study investigates whether adolescents who play video games are more likely than those who do not to choose a STEM field major in college, and if other characteristics explain this relationship.

Results from a nested series of logistic regression models show that – compared to those who do not play video games in adolescence – teens who play video games are 70% more likely to major in a STEM field when they attend college.

The Add Health dataset allows for empirical verification of the link between video game play and STEM major choice, but it is dated. Future research should use more recent data. Factors such as gaming platform and game genre are likely to be key variables in future research.

This finding lends support for including video game play as a potential factor in future studies on college major choice, and offers further empirical support for utilizing video games as a potential gateway into STEM.

Going beyond previous research, this study finds that playing commercial video games may be one entry point to STEM fields, and implies that it is important to understand the impact of games that millions of young people play.

This chapter reiterates the conclusions drawn on Pokémon Go in the context of intergenerational play. We begin by reflecting on the exigency of this book, before summarising our key findings under the following headings: (1) spatial activity and cognisance, (2) familial rhythms and digital labour, (3) playful bonding and ‘non-confrontational spaces’, (4) personal development and cursory connections, (5) familial challenges and concerns, (6) surveillance and the game beneath the game. Importantly, these findings are discussed in a manner that extends beyond the specificity of Pokémon Go. That is to say, our findings are used to establish how the next generation of locative games differs from the previous generations. Here, we pay particular attention to the various ways this current generation is predicated on a more dynamic digital architecture than earlier locative games and location-based social networks (LBSNs). Accordingly, this section is critical in terms of both surveying the area as it stands and positioning the current project in the canon of both locative media and intergenerational play. Moving forward, we reflect on how the experience of playing Pokémon Go has changed to accommodate the social restrictions put in place to help combat the COVID-19 global pandemic (Byford, 2020a, 2020b; Orland, 2020; Takahashi, 2020). In particular, this section highlights the adaptability of current hybrid reality games (HRGs) such as Pokémon Go in the wider field of locative games. Finally, this section looks to the future by deliberating how Pokémon Go might continue to develop in a COVID-19 world and what these developments might suggest about our approach to environments that increasingly feel at odds with the notion of play.

The purpose of this study is to explore the relationship of gamification design elements on social play habit and we-intention to continue playing in a mobile multiplayer game context. The study further intends to reveal the mediating role of social play habit in the relationship between gamification design elements and we-intention to continue playing.

The proposed model was empirically evaluated using survey data collected from 292 PUBG users based in Malaysia. PLS-SEM analysis was used to assess the model since it includes formative and reflective constructs.

The results indicated that gamification design elements significantly affect social play habit in a positive direction. In the simultaneous condition, social play habit also significantly affects the we-intention to continue playing the mobile multiplayer game. However, these three elements of gamification design did not significantly affect the formation of we-intention to continue playing in the context of mobile multiplayer games. Notably, social play habit was found to fully mediate the relationships between immersive-related interaction, achievement-related interaction, social-related interaction and we-intention to continue playing.

This study highlights the importance of social play habits as a factor linking the relationship between gamification design elements and we-intention to continue playing. In addition, this study also provides significant insights for the game creators to emphasise the gamification design elements so that the sustainability of the game can be secured from the perspective of retaining the current users through the social play habit element.

The study is noteworthy because it is the first attempt to use gamification design elements to explain how social play habit affect the formation of we-intention to continue playing in the setting of a mobile multiplayer game environment. In addition, the findings may add to the body of knowledge in the field of gamification theory.

Examines what thinkers have said about the nature of play, in particular its value to adults, and its relation to happiness and goals. Shows how play is natural to the digital generation, as back packers travelling around the world. Cites the pronouncements of writers like philosophers Jean‐Paul Sartre and Aristotle, psychologists George Butterworth and Margaret Harris, and Pat Kane (in “The Play Ethic”). Contrasts traditional attitudes towards play as being something of no cultural value, plus the views that play is “a separate activity” (Lev Semeonivich Vygotsky) and “pure waste” (Meyer Barash) with the view of Johan Huizinga that culture derives from play. Explores the views of Mihaly Csikszmenmiahlyi, who investigated the nature of enjoyment as an optimal experience based on the concept of flow. Moves onto the Policies Studies Institute study which sees fun as something which jobs can offer instead of security and promotion, and notes the use of fun items as part of companies’ competitive stance, for instance Virgin Airways’ computer games in each airline seat. Concludes with the “No Logo” radicals who subvert billboards and advertising through use of the Internet and street protests.

The average American child spends more time “playing”¹ than doing any other activity besides sleeping and attending school (watching television comes in next, with children gradually replacing play time with TV time as they grow older) (Hofferth & Sandberg, 2001a, b). In fact, free, unstructured time makes up between 20 and 50% of children’s waking hours² (Hofferth & Sandberg, 2001a, b; Larson & Richards, 1989). Nonetheless, sociologists currently know very little about how children’s free time use influences their well-being. Although scholars, teachers, and parents all have strong opinions about the types of free-time activities that they think are “best” for children, recent studies of the association between children’s time use and their well-being have failed to find consistent associations (Hofferth & Sandberg, 2001a, b; McHale, Crouter & Tucker, 2001).