9 research outputs found
KEER2022
Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202
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EVA London 2022: Electronic Visualisation and the Arts
The Electronic Visualisation and the Arts London 2022 Conference (EVA London 2022) is co-sponsored by the Computer Arts Society (CAS) and BCS, the Chartered Institute for IT, of which the CAS is a Specialist Group. Of course, this has been a difficult time for all conferences, with the Covid-19 pandemic. For the first time since 2019, the EVA London 2022 Conference is a physical conference. It is also an online conference, as it was in the previous two years. We continue with publishing the proceedings, both online, with open access via ScienceOpen, and also in our traditional printed form, for the second year in full colour. Over recent decades, the EVA London Conference on Electronic Visualisation and the Arts has established itself as one of the United Kingdom’s most innovative and interdisciplinary conferences. It brings together a wide range of research domains to celebrate a diverse set of interests, with a specialised focus on visualisation. The long and short papers in this volume cover varied topics concerning the arts, visualisations, and IT, including 3D graphics, animation, artificial intelligence, creativity, culture, design, digital art, ethics, heritage, literature, museums, music, philosophy, politics, publishing, social media, and virtual reality, as well as other related interdisciplinary areas.
The EVA London 2022 proceedings presents a wide spectrum of papers, demonstrations, Research Workshop contributions, other workshops, and for the seventh year, the EVA London Symposium, in the form of an opening morning session, with three invited contributors. The conference includes a number of other associated evening events including ones organised by the Computer Arts Society, Art in Flux, and EVA International. As in previous years, there are Research Workshop contributions in this volume, aimed at encouraging participation by postgraduate students and early-career artists, accepted either through the peer-review process or directly by the Research Workshop chair. The Research Workshop contributors are offered bursaries to aid participation. In particular, EVA London liaises with Art in Flux, a London-based group of digital artists. The EVA London 2022 proceedings includes long papers and short “poster” papers from international researchers inside and outside academia, from graduate artists, PhD students, industry professionals, established scholars, and senior researchers, who value EVA London for its interdisciplinary community. The conference also features keynote talks. A special feature this year is support for Ukrainian culture after its invasion earlier in the year. This publication has resulted from a selective peer review process, fitting as many excellent submissions as possible into the proceedings.
This year, submission numbers were lower than previous years, mostly likely due to the pandemic and a new requirement to submit drafts of long papers for review as well as abstracts. It is still pleasing to have so many good proposals from which to select the papers that have been included. EVA London is part of a larger network of EVA international conferences. EVA events have been held in Athens, Beijing, Berlin, Brussels, California, Cambridge (both UK and USA), Canberra, Copenhagen, Dallas, Delhi, Edinburgh, Florence, Gifu (Japan), Glasgow, Harvard, Jerusalem, Kiev, Laval, London, Madrid, Montreal, Moscow, New York, Paris, Prague, St Petersburg, Thessaloniki, and Warsaw. Further venues for EVA conferences are very much encouraged by the EVA community. As noted earlier, this volume is a record of accepted submissions to EVA London 2022. Associated online presentations are in general recorded and made available online after the conference
Metafore mobilnih komunikacija ; Метафоры мобильной связи.
Mobilne komunikacije su polje informacione i komunikacione tehnologije koje karakteriše brzi
razvoj i u kome se istraživanjem u analitičkim okvirima kognitivne lingvistike, zasnovanom na
uzorku od 1005 odrednica, otkriva izrazito prisustvo metafore, metonimije, analogije i
pojmovnog objedinjavanja. Analiza uzorka reči i izraza iz oblasti mobilnih medija, mobilnih
operativnih sistema, dizajna korisničkih interfejsa, terminologije mobilnih mreža, kao i slenga
i tekstizama koje upotrebljavaju korisnici mobilnih naprava ukazuje da pomenuti kognitivni
mehanizmi imaju ključnu ulogu u olakšavanju interakcije između ljudi i širokog spektra
mobilnih uređaja sa računarskim sposobnostima, od prenosivih računara i ličnih digitalnih
asistenata (PDA), do mobilnih telefona, tableta i sprava koje se nose na telu. Ti mehanizmi
predstavljaju temelj razumevanja i nalaze se u osnovi principa funkcionisanja grafičkih
korisničkih interfejsa i direktne manipulacije u računarskim okruženjima. Takođe je analiziran
i poseban uzorak od 660 emotikona i emođija koji pokazuju potencijal za proširenje značenja,
imajući u vidu značaj piktograma za tekstualnu komunikaciju u vidu SMS poruka i razmenu
tekstualnih sadržaja na društvenim mrežama kojima se redovno pristupa putem mobilnih
uređaja...Mobile communications are a fast-developing field of information and communication
technology whose exploration within the analytical framework of cognitive linguistics, based
on a sample of 1005 entries, reveals the pervasive presence of metaphor, metonymy analogy
and conceptual integration. The analysis of the sample consisting of words and phrases
related to mobile media, mobile operating systems and interface design, the terminology of
mobile networking, as well as the slang and textisms employed by mobile gadget users shows
that the above cognitive mechanisms play a key role in facilitating interaction between people
and a wide range of mobile computing devices from laptops and PDAs to mobile phones,
tablets and wearables. They are the cornerstones of comprehension that are behind the
principles of functioning of graphical user interfaces and direct manipulation in computing
environments. A separate sample, featuring a selection of 660 emoticons and emoji, exhibiting
the potential for semantic expansion was also analyzed, in view of the significance of
pictograms for text-based communication in the form of text messages or exchanges on social
media sites regularly accessed via mobile devices..
The politics of cyberconflict: ethnoreligious conflicts in computer mediated environments
This thesis argues that it is important to distinguish between two different phenomena in cyberpolitical spaces: First of all, between ethnic or religious groups fighting over in cyberspace, as they do in real life (Ethnoreligious cyberconflict) and second, between a social movement and its antagonistic institution (Sociopolitical cyberconflict). These different kinds of cyberconflict can be explained in the context of international conflict analysis for ethnoreligious cyberconflict and social movement theory for sociopolitical cyberconflict, while keeping in mind that this takes place in a media environment by using media theory. By combining elements of these approaches and justifying the link to cyberconflict, it is possible to use them as a theoretical light to look at the environment of Cyberconflict (CC) and analysis of incidents of CC. Consequently, this work looks at the leading groups using the internet either as weapon or a resource against governments, while also looking at networks, international organisations and new social movements. Searching for a satisfactory theoretical framework, I propose the following parameters to be looked at while analysing cyberconflicts:
1. Environment of Conflict and Conflict Mapping (real and virtual). The world system generates an arborescent apparatus, which is haunted by lines of flight, emerging through underground networks connected horizontally and lacking a hierarchic centre (Deleuze and Guattari). The structure of the internet is ideal for network groups, (a global network with no central authority) has offered another experience of governance (no governance), time and space (compression), ideology (freedom of information and access to it), identity (multiplicity) and fundamentally an opposition to surveillance and control, boundaries and apparatuses.
2. Sociopolitical Cyberconflicts: The impact of ICTs on: a. Mobilising structures (network style of movements using the internet, participation, recruitment, tactics, goals), b. Framing Processes (issues, strategy, identity, the effect of the internet on these processes), c. Political opportunity structure (the internet as a component of this structure), d. hacktivism.
3. Ethnoreligious Cyberconflicts: a. Ethnic/religious affiliation, chauvinism, national identity, b. Discourses of inclusion and exclusion, c. Information warfare, the use of the internet as a weapon, propaganda and mobilisational resource d. Conflict resolution depends on legal, organisational framework, number of parties issues, distribution of power, values and beliefs.
4. The internet as a medium: a. Analysing discourses (representations of the world, constructions of social identities and social relations), b. Control of information, level of censorship, alternative sources, c. Wolsfeld: Political contest model among antagonists: the ability to initiate and control events, dominate political discourse, mobilise supporters, d. Media effects on policy (strategic, tactical, and representational)
Optimising gamification using constructive competition and videogames
This thesis is concerned with the use of gamification to make studying more fun. Games are designed to be compulsive and enjoyable, so if we can apply game design principles to studying then it might increase student engagement.
Gamification is the name given to this concept and describes how some game design principles (like points, leaderboards, competition, rewards, etc.) can be applied generically to non-gaming, real-world activities, like studying.
Many commonly used game design principles, like those mentioned, are extrinsic motivators. For example, scoring points has nothing to do with learning times tables, but points can be used to motivate someone to learn maths. Extrinsic motivation like this can have negative side effects as people may feel pressure or stress, which can then reduce the inherent enjoyment of the activity. The joy
of learning, the pleasure of practicing some skill, is known as intrinsic motivation.
Some activities do not rely on intrinsic motivation; consider a worker performing a task that requires no creativity or imagination, something that can be learnt by
rote. However, many activities require inquisitiveness and creativity, a key feature of intrinsic motivation; consider a student learning a new subject in a school. In these situations, great care must be taken when using extrinsic motivation (a key part of gamification) such that it does not reduce someone’s intrinsic motivation. Historically, this was not well understood and gamification was used
inappropriately in environments such as schools where reductions in intrinsic motivation could not be tolerated (Deci, Koestner, & Ryan, 2001).
In an education setting, where there are concerns around intrinsic motivation, anda gamification approach could feel ‘tacked on’; custom designed educational games are often preferred as they can capture the essence of the activity directly. Therefore they are usually seen as more beneficial and less prone to reducing intrinsic motivation, but are often expensive and inflexible (Egenfeldt-Nielsen,
2005). Gamification can be cheaper, more flexible and easier to embed within existing learning activities (Sebastian Deterding, Dixon, Khaled, & Nacke, 2011).In these studies, gamification with constructive competition was used to engagestudents, without using extrinsic motivational levers (e.g. real-world reward and compulsory participation) that may reduce intrinsic motivation.
This thesis provides a theoretical and empirical exploration of “constructive competition”: design techniques that seek to minimise gamification’s negative effect on intrinsic motivation. Two studies are described which detail the
development of a new approach to gamification design based on constructive competition and its use in classes with computing students. A mobile gamification application called 'Unicraft' was developed to investigate these ideas, and the
results of the studies suggest that it is possible to design for constructive competition and create positive gamification experiences. Full results and implications are presented, providing guidelines on gamification design best
practice, development methodology and an example technical implementation using mobile devices
Multimedia Development of English Vocabulary Learning in Primary School
In this paper, we describe a prototype of web-based intelligent handwriting education
system for autonomous learning of Bengali characters. Bengali language is used by more than
211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the
population does not have the chance to go to school. This research project was aimed to develop
an intelligent Bengali handwriting education system. As an intelligent tutor, the system can
automatically check the handwriting errors, such as stroke production errors, stroke sequence
errors, stroke relationship errors and immediately provide a feedback to the students to correct
themselves. Our proposed system can be accessed from smartphone or iPhone that allows
students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a
multi-stroke input characters with extremely long cursive shaped where it has stroke order
variability and stroke direction variability. Due to this structural limitation, recognition speed is
a crucial issue to apply traditional online handwriting recognition algorithm for Bengali
language learning. In this work, we have adopted hierarchical recognition approach to improve
the recognition speed that makes our system adaptable for web-based language learning. We
applied writing speed free recognition methodology together with hierarchical recognition
algorithm. It ensured the learning of all aged population, especially for children and older
national. The experimental results showed that our proposed hierarchical recognition algorithm
can provide higher accuracy than traditional multi-stroke recognition algorithm with more
writing variability
Central Washington University 2018-2019 Undergraduate Catalog
https://digitalcommons.cwu.edu/catalogs/1180/thumbnail.jp
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Examining university student satisfaction and barriers to taking online remote exams
Recent years have seen a surge in the popularity of online exams at universities, due to the greater convenience and flexibility they offer both students and institutions. Driven by the dearth of empirical data on distance learning students' satisfaction levels and the difficulties they face when taking online exams, a survey with 562 students at The Open University (UK) was conducted to gain insights into their experiences with this type of exam. Satisfaction was reported with the environment and exams, while work commitments and technical difficulties presented the greatest barriers. Gender, race and disability were also associated with different levels of satisfaction and barriers. This study adds to the increasing number of studies into online exams, demonstrating how this type of exam can still have a substantial effect on students experienced in online learning systems and
technologies