Software agents in music and sound art research/creative work: Current state and a possible direction

Composers, musicians and computer scientists have begun to use software-based agents to create music and sound art in both linear and non-linear (non-predetermined form and/or content) idioms, with some robust approaches now drawing on various disciplines. This paper surveys recent work: agent technology is first introduced, a theoretical framework for its use in creating music/sound art works put forward, and an overview of common approaches then given. Identifying areas of neglect in recent research, a possible direction for further work is then briefly explored. Finally, a vision for a new hybrid model that integrates non-linear, generative, conversational and affective perspectives on interactivity is proposed

LEVERAGING THE WEB ENJOYMENT EXPERIENCE FOR INFORMAL ONLINE LEARNING: A FIELD STUDY

Online emotional experiences and their relationship to cognitive states are of growing interest. This study investigates one emotional experience – enjoyment – and its impact on informal online learning. The concept of enjoyable online learning, namely online learning that is not part of a formal instructional undertaking, has not been well studied or understood. The study treats enjoyment as a complex and multi-dimensional construct. A field study was conducted with an operational museum website and 1,815 participants. A cross-over experimental design was employed. Structural equation models were constructed to evaluate the relationship between the web enjoyment experience and informal online learning outcomes. This relationship was significant for all three experimental conditions. Analysis also showed relationships among the website design feature of interactivity, the user’s level of enjoyment and informal learning outcomes: (i) the degree of interactivity influences the level of enjoyment; (ii) the degree of interactivity influences informal learning outcomes. Not all results, however, were in the expected direction. The study points to the need for more research in this complex area

Adult Learners' Motivation in Self-Directed e-Learning

Thesis (PhD) - Indiana University, School of Education, 2005As with traditional instruction, learner motivation is important in designing effective e-learning courses. However, lack of motivation has been a major concern in theory and practice for facilitating successful online learning environments. A review of literature indicated that there is little empirical knowledge on how to motivate online learners, particularly in self-directed e-learning settings (SDEL). Research questions addressed in this study included: 1) what motivates or inhibits adult learning in SDEL? 2) does adult learner motivation change as he or she goes through SDEL? 3) what factors are related to motivational change during SDEL? This study used mixed methods. A content analysis was conducted on three SDEL courses in order to better understand the learning context. Twelve qualitative interviews of typical learners were conducted to identify major motivational factors. Analysis of these interview results led to construction of a 60-item Web survey of adult learners who had taken one or more SDEL courses (n = 368). Approximately 60 percent of the respondents were from corporate settings and 40 percent from higher education. A factor analysis of 33 survey items led to identification of three strong factors: 'e-learning is not for me'; 'e-learning is right for me'; and 'I don't want to be all by myself'. Results from both qualitative and quantitative analyses indicated that learners started SDEL for personal or professional development, and that they chose the online training option because of its flexibility and convenience. Both qualitative and quantitative results suggested that lack of motivational quality in the e-learning course was a key factor for some learners who decided not to complete the course, followed by lack of time. A stepwise multiple regression analysis resulted in five factors that significantly contributed to predicting the learner's reported motivational change: 1) E-learning is right for me; 2) satisfaction with their learning experience; 3) interactivity with an instructor or technical support personnel; 4) age (negative relationship); and 5) learning setting (corporate more than higher education). Implications of findings from this study are discussed for design of self-directed e-learning environments that may help increase or sustain learner motivation

THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY

Scholars have examined a variety of dimensions and models of interactivity in an attempt to articulate a comprehensive definition. Outcome Interactivity Theory (OIT) considers interactivity to be the result of a communication event involving the successful integration of three predictive dimensions: the presence of actual interactive technological features, the presence of similarly reactive content elements, and relevant user experiences that empower the user to employ these interactive elements within the communication event toward a desirable outcome. This dissertation accomplishes three major objectives: clarify the literature relating to the interactivity construct; introduce Outcome Interactivity Theory as a new theory-based conceptualization of the interactivity construct; and test Outcome Interactivity Theory using a pre-test post-test control group full experimental design. The study tests the impact of interactivity on knowledge acquisition and satisfaction student learning outcomes. In addition, the OIT model itself is tested to measure the effect of interactivity on knowledge acquisition and satisfaction. Finally, this study presents a new set of highly reliable interactivity measurement scales to quantify the influence of specific individual dimensions and elements on interactivity as defined by the OIT model. Results are described, and limitations and practical implications are discussed

Cultural impacts on web: An empirical comparison of interactivity in websites of South Korea and the United Kingdom

This thesis was submitted for the degree of Doctor of Philosophy and was awarded by Brunel UniversityThis thesis explores cultural differences on interactive design features used in websites of South Korea and the United Kingdom from the perspective of both: professional website designers and end-users. It also investigates how the use of interactive design features from different cultures change over time. Four interaction types on websites; User to Interface (U2I), User to Content (U2C), User to Provider (U2P), and User to User (U2U) interactivity, and three interaction types on blogs; Blogger to Interface (B2I), Blogger to Content (B2C) and Blogger to Blogger (B2B) interactivity have been identified. Four cultural dimensions were used for the theoretical base of this study based on which four hypotheses were proposed in relation to the interaction types identified above; (a) High versus Low Context cultures for U2I, (b) High versus Low Uncertainty Avoidance for U2C, (c) High versus Low Power Distance for U2P and (d) Individualism versus Collectivism for U2U interactivity, in order to discover the effects of national cultures on interactivity in websites. We derived our own interactivity dimensions and mapped them to the four interaction types for websites and three for blogs. Interactive design features were derived from interactivity dimensions and examined in our studies. The findings revealed that there have been some changes towards homogeneity in the use of interactive design features on charity websites between South Korea and United Kingdom although there is still evidence of some cultural differences. With regard to end-users’ perspective, the result show that the use of interactive design features of blogs may be influenced by culture but this is only within a certain context. The findings also provide a valuable indication that users interacting within the same blog service can be considered as being shared concerns rather than shared national location, thus create a particular type of community in which bloggers are affected by social influence so they adopt a shared set of value, preferences and style that would indicate almost a common social culture. As a result, the cultural differences derived from their country of origin do not have that much impact

On the Impact of Stereo 3D Image on User Learning in the Web Environment

Recent technological breakthroughs have cultivated a Web3D movement. It is safe to say we will see more and more stereo 3D images on websites. This research investigates how stereo 3D can be employed on websites to influence user learning. A set of theory-driven hypotheses were developed to compare websites with embedded stereo 3D and websites with either static 2D images or virtual realities in terms of user comprehension, user control in learning, and user adoption of the website. Controlled experiments were conducted to test the hypotheses. The results show that stereo 3D can reduce learning effort and induce positive user attitude. At the same time, it can also reduce users’ perceived control. While answering some fundamental research questions, this research also reveals that more investigation is needed regarding the use of stereo 3D on websites

Understanding the Adoption of Convergent Services: The Case of IPTV

Today, many IT innovations that affect our daily lives originate from digital convergence. This study examines the factors influencing consumers’ adoption of Internet protocol TV (IPTV), a representative convergent service combining communication and media technologies. Using innovation diffusion theory, we developed an adoption model reflecting the unique characteristics and usage contexts of IPTV. The results indicate that relative advantage, compatibility, trialability, content diversity, monetary value, personal innovativeness, and social influence have significant direct effects on the consumer’s adoption of IPTV. In addition, the specific attributes of IPTV—namely, interactivity, content diversity, and monetary value—have significant mediating effects on the consumer’s adoption via relative advantage. These results not only provide practical insights into consumer acceptance of new convergent services but also help practitioners plan their marketing strategies more effectively. Available at: https://aisel.aisnet.org/pajais/vol4/iss1/3

Towards a Video Consumer Leaning Spectrum: A Medium-Centric Approach

Purpose: As TV and digital video converge, there is a need to compare advertising effectiveness, advertising receptivity, and video consumption drivers in this new context. Considering the emerging viewing practices and underlying theories, this study examines the feasibility of the traditional notion of differentiating between lean-back (LB) and lean-forward (LF) media, and proposes a revised approach of addressing video consumption processes and associated advertising effectiveness implications. Methodology: An extensive, systematic literature review examines a total of 715 sources regarding current lean-back/lean-forward media research and alternative approaches as by (1) basic terminologies, (2) limitations of lean-back/lean-forward situations, (3) advertising effectiveness implications, (4) video-specific approaches. Findings/Contribution: Key differences between lean-back and lean-forward video consumption are presented. A conceptual integration of video ad receptivity/effectiveness drivers is proposed to guide future media and marketing research and practice. Video consumption today is no longer lean-back or lean-forward, but a “leaning spectrum” with two dimensions: leaning direction and leaning degree. Designing video content today requires focusing on consumption drivers and platform synergies for owning the “leaning spectrum”