By March 4, 2005
New advances in imaging technology have enabled many computer games and modeling programs to combine the use of increasingly realistic depictions of environments. In a talk sponsored by the Cornell Theory Center (CTC) on Monday evening, Patrik Svensson, director of HUMlab at Umea University in Sweden, argued that in certain activities, more abstract and less realistic images are more effective in engaging and teaching the user. The research that Svensson conducted so far resonates with the work that is being done at the Theory Center. “I know that the work we have been doing has been skidding up against each other [these] past six years,” said Margaret Corbit, manager of outreach and public relations at the CTC. Svensson described HUMlab, where much of his research is conducted, as a “humanities I.T. environment.” This “unique technological and creative space” is a facility where individuals from various disciplines, ranging from humanities to engineering, can meet together and work on research and educational projects dealing with computer game studies, visualization and virtual environments. In his work analyzing virtual environments, Svensson found that “it is not always the best thing to recreate perfect worlds [and] images.” However, he noted that creating incredibly realistic worlds has been the trend, especially in the computer gaming industry. “Gamers” who have played the latest popular computer games, such as Chronicles of Riddick and America’s Army Game, are often drawn to the “enhanced facial features [and] realistic shadows” present in these modern programs. They respond to “graphics [meant] to drench [their] senses.” He compared these latest games to several older ones, such as The Hobbit, which was released in 1982. These older games incorporated the use of much more abstract images which were used to symbolize the protagonists in the virtual scenarios. They also incorporated a much greater use of text. Much of the crude images and two dimensional representations were the result of very little memory and processing powers of older computers. However, Svensson noted that the use of text and simpler graphics caused users to think more creatively, and therefore, were actually more successful in engaging them. Svensson noticed that in educational settings, many teachers desired game-like environments when using software demonstrations in lessons. Anything less was “not good enough,” and problems arose when the graphics were not completely realistic. The solution, Svensson said, lay in “not trying to get there.” In several studies that Svensson conducted, a “lower level of realism [was found to be] functionally and esthetically advantageous.” One such study conducted in 1999 was designed as an educational project where students of English created virtual worlds instead of writing a final thesis paper. Students incorporated the use of text, as well as computer graphics to create game like environments that visitors could walk through. Students were given basic training, after which they were free to design the project on their own. The images in these projects were found to be mid-level between incredibly realistic “high fidelity iconic representations” and abstract symbols. Both the students and those who visited the virtual city found the project to be “fun and motivating”, especially because of the collaboration of text and less realistic images. Medical studies on human phobias, conducted at the V.R. Medical Centers in San Diego, have shown that medium level graphics also work better in getting human subjects to overcome their fear of spiders. One theory on why this works is that more abstract-looking spiders look real enough, yet the patient can realize that they are not actually real. With that established, researchers can further help those with phobias to overcome their aversion. Svensson also mentioned the use of the Traveler platform, a computer program in which multiple users are assigned cartoon-like avatars which they use to represent themselves in virtual chat rooms, and interact with everyone else by using their voice. This platform has been extremely effective in distance learning programs, especially when students are learning a foreign language. This abstract interaction can be more effective than videoconferencing, because the group interactions in the virtual classrooms incorporate a sharing of space between the avatars. “In high-tech videoconferencing,” Svensson explained, users “talk, but don’t share space,” something that is naturally done in classrooms. Not all in the audience were convinced by Svensson’s arguments, however. Joydeep Chatterjee ’06 felt that “[Svensson’s] arguments were too sociological and psychological and did not examine how [game] systems were designed” and described the talk as “techno-poetry.” Yet the gaming industry has realized some of the advantages of less realistic images, and Svensson notes that there is a commercial arena for reissued Retro and experimental games that use some degree of abstract images and textual incorporation. “Abstractions bring benefits,” Svensson concluded.Archived article by Samira ChandwaniSun Staff Writer
By March 4, 2005
Results of a new study appear in the March-April issue of American Journal of Health Behavior that investigated the occurrences and issues related to hazing at Cornell. The study reported that 6.7 percent of students had been a hazer in the past while 12.4 percent reported they had been hazed by someone else. Over 700 undergraduates completed a survey about the prevalence of hazing within the Cornell community. There was a 37 percent response rate for the online hazing survey. Shelly Campo, an assistant professor at the University of Iowa, conducted the study at Cornell and believes that hazing is a prevalent issue on many college campuses nationwide. “Approximately one in three students reported being involved in ‘hazing activities’ on Cornell’s campus,” Campo said. Hazing is prohibited by the Cornell Campus Code of Conduct, the Fraternity and Sorority Judicial Code and New York State Law. According to the fraternity and sorority advisory council’s annual report, there were eleven complaints to the judicial board of hazing reported between 2003 and 2004. Changes in the social policy and system-wide education led to a decrease in social violations between 2002-2003 and 2003-2004. “The InterFraternity Council, Panhellenic Association, and Multicultural Greek Letter Council had all been making steps to educate people in the Greek system about hazing. A lot of people were inquiring about the prevalence of hazing on campus,” Campo said. “There was confusion as to what students thought was hazing and what actually meets the state law and University definitions,” Campo said. “We found hazing in all types of organizations. Students were members of the Greek system, choral groups, athletic teams etc. It did not matter what sort of organization,” she added. “The essential lesson is that hazing exists in a lot of different places and exists anywhere where there is a sense of status that needs to be earned.” Campo added, “One interesting finding was that those who participated in hazing were also more likely to participate in other community service activities, volunteer work, and team-building activities.” Campo suggested that students who are leaders in other non-hazing organizations probably take leadership roles in their hazing-organization as well. No studies have been conducted to investigate the prevalence and nature of hazing among college students nationwide. This study at Cornell is probably the third major study in the U.S. done on hazing. Campo worked with Gretchen Poulos ’03 on this research project. “[Campo] and I built on the existing knowledge that we obtained about hazing to understand how hazing works and how we could influence people to make positive choices within their organization,” Poulos said. “We asked students about their belief and attitudes toward hazing; we tried to figure out what makes people join organizations that haze.” “A lot of people who are hazed actually don’t realize that they are hazed. They don’t identify their experience as being hazed and therefore do not think that hazing can be a destructive act,” Poulos added. Poulos and Campo agree that the identification of hazing is one the first steps in getting people to change. “I think that it really hit home for me how important friends are. People who are hazed usually need a friend outside of that organization to give them new perspectives on how to deal, and to assist in providing help for the individual,” Poulos said. “I think the biggest thing that we derived from the study was that we really need to educate people about hazing. We have finally begun to turn this matter into a number of initiatives such as educating the Greek system in more ways, putting up the hazing website, and beginning a poster campaign to stop hazing activities on campus,” she said. Suzy Nelson, associate dean of students, fraternity and sorority affairs, has been working extensively with Cornell administration and other organizations on an anti-hazing campaign. Nelson said, “Hazing is a by-product of group affiliation especially if you have to prove your worth to the organization. It is definitely an inherent problem in our society and one important question we must ask is: how do we turn around this culture?” She added, “Cornell is fully aware that hazing can be linked to both fraternities and sororities. However, a committee has been formed to discuss hazing policies and study the Greek and athletic community, as well as other student organizations.” Hazing may foster unity among members but with costs. “It may provide members with a sense of accomplishment, commitment, and dedication to the organization. However, performing tasks for your organization should be purposeful, not mindless,” Nelson said. “Hazing shows a strong disregard for fellow students.” “We have seen men conduct more physical acts of hazing such as binge drinking and physical beatings. Women play mind games, make their new members feel uncomfortable, and lower self esteem,” Nelson said. “I am not surprised that students who engaged in hazing activities were also more likely to experience positive team-building activities. These students like to be involved in positive, social groups. Greeks, for example, are smart, organized, and effective leaders. They know how to self-govern their organization, but hazing can be the dark side that they may cross over to.” A new website, hazing.cornell.edu, will be launched later this semester to allow visitors to learn about hazing at Cornell, report hazing incidents, explore alternative organization-building activities and find out what people can do to prevent hazing. The site is a resource for students, staff and alumni. Examples of the wide range of hazing activities that have occurred in past years will be available to view on the site as well. “This website is a courageous attempt to show the Cornell community that we do not promote any form of hazing. Cornell is one of the only schools that will publicly list the organizations that have hazed in the past,” Nelson said. The “Sunshine Policy” allows any chapters that are found to be in violation of the hazing policy to have their name and details of the incident posted on the website. However, chapters that self-disclose acts of hazing to judicial officials and re-structure their programs will not be subject to the “Sunshine Policy.” Archived article by Allison MarkowitzSun Staff Writer