1,002 research outputs found

    Investigation of methods for user adapted visualisation of information in a hypermedia generation system

    Get PDF
    A literature review of user interaction to support creative processes is given. A design for an authoring system for semi-automatically generated hypermedia presentations is developed. The system designed is called SampLe (a Semi-Automatic Multimedia Presentation generation Environment

    Socially-Aware Multimedia Authoring

    Get PDF
    Bulterman, D.C.A. [Promotor]Cesar, P.S. [Copromotor

    A component framework for personalized multimedia applications

    Get PDF
    Eine praktikable UnterstĂŒtzung fĂŒr eine dynamische Erstellung von personalisierten Multimedia-PrĂ€sentationen bieten bisher weder industrielle Lösungen noch ForschungsansĂ€tze. Mit dem Software-technischen Ansatz des MM4U-Frameworks („MultiMedia For You“) wird erstmals eine generische und zugleich praktikable UnterstĂŒtzung fĂŒr den dynamischen Erstellungsprozess bereitgestellt. Das Ziel des MM4U-Frameworks ist es den Anwendungsentwicklern eine umfangreiche und anwendungsunabhĂ€ngige UnterstĂŒtzung zur Erstellung von personalisierten Multimedia-Inhalten anzubieten und damit den Entwicklungsprozess solcher Anwendungen erheblich zu erleichtern. Um das Ziel eines Software-Frameworks zur generischen UnterstĂŒtzung der Entwicklung von personalisierten Multimedia-Anwendungen zu erreichen, stellt sich die Frage nach einer geeigneten Software-technischen UnterstĂŒtzung zur Entwicklung eines solchen Frameworks. Seit der EinfĂŒhrung von objektorientierten Frameworks, ist heute die Entwicklung immer noch aufwendig und schwierig. Um die Entwicklungsrisiken zu reduzieren, sind geeignete Vorgehensmodelle und Entwicklungsmethoden erstellt worden. Mit der Komponenten-Technologie sind auch so genannte Komponenten-Frameworks entstanden. Im Gegensatz zu objekt-orientierten Frameworks fehlt derzeit jedoch ein geeignetes Vorgehensmodell fĂŒr Komponenten-Frameworks. Um den Entwicklungsprozess von Komponenten-Frameworks zu verbessern ist mit ProMoCF („Process Model for Component Frameworks“) ein neuartiger Ansatz entwickelt worden. Hierbei handelt es sich um ein leichtgewichtiges Vorgehensmodell und eine Entwicklungsmethodik fĂŒr Komponenten-Frameworks. Das Vorgehensmodell wurde unter gegenseitigem Nutzen mit der Entwicklung des MM4U-Frameworks erstellt. Das MM4U-Framework stellt keine Neuerfindung der Adaption von Multimedia-Inhalten dar, sondern zielt auf die Vereinigung und Einbettung existierender ForschungsansĂ€tze und Lösungen im Umfeld der Multimedia-Personalisierung. Mit so einem Framework an der Hand können Anwendungsentwickler erstmals effizient und einfach eine dynamische Erstellung ihrer personalisierten Multimedia-Inhalte realisieren

    The Impact of Augmented Reality (AR) on Vocabulary Acquisition and Student Motivation

    Get PDF
    Although there is a growing body of literature about the use of Augmented Reality (AR) in language learning, research regarding its effectiveness for vocabulary development among secondary students is scarce. This study aims to measure the perception toward AR technology (H1), the effect of its use on vocabulary development (H2), and its impact on student motivation (H3). In this mixed method research based on convenient sampling, 130 students aged 14 to 15 (9th-graders) from two secondary education schools were assigned to an experimental (n = 64) and a control (n = 66) group. Both groups needed to learn 30 geographic terms in English over four weeks. The control group used a traditional method based on a handbook, while the experimental group was exposed to an AR-based lesson containing the same lexical terms. The instruments involved an English pre-post-test about the target vocabulary, a pre-post-survey, and a class discussion. Quantitative and qualitative data were analyzed through SPSS 20 statistical software and a thematic analysis, respectively. The results evidenced positive attitudes and a strong interest in AR integration in language learning. However, no significant differences were observed regarding vocabulary learning performance between both groups of secondary students.This study is part of a larger research project, [The integration of AR in language learning], financed by the Instituto de Ciencias de la Educacion at the University of Alicante (Reference number: 4887)

    Digital life stories: Semi-automatic (auto)biographies within lifelog collections

    Get PDF
    Our life stories enable us to reflect upon and share our personal histories. Through emerging digital technologies the possibility of collecting life experiences digitally is increasingly feasible; consequently so is the potential to create a digital counterpart to our personal narratives. In this work, lifelogging tools are used to collect digital artifacts continuously and passively throughout our day. These include images, documents, emails and webpages accessed; texts messages and mobile activity. This range of data when brought together is known as a lifelog. Given the complexity, volume and multimodal nature of such collections, it is clear that there are significant challenges to be addressed in order to achieve coherent and meaningful digital narratives of our events from our life histories. This work investigates the construction of personal digital narratives from lifelog collections. It examines the underlying questions, issues and challenges relating to construction of personal digital narratives from lifelogs. Fundamentally, it addresses how to organize and transform data sampled from an individual’s day-to-day activities into a coherent narrative account. This enquiry is enabled by three 20-month long-term lifelogs collected by participants and produces a narrative system which enables the semi-automatic construction of digital stories from lifelog content. Inspired by probative studies conducted into current practices of curation, from which a set of fundamental requirements are established, this solution employs a 2-dimensional spatial framework for storytelling. It delivers integrated support for the structuring of lifelog content and its distillation into storyform through information retrieval approaches. We describe and contribute flexible algorithmic approaches to achieve both. Finally, this research inquiry yields qualitative and quantitative insights into such digital narratives and their generation, composition and construction. The opportunities for such personal narrative accounts to enable recollection, reminiscence and reflection with the collection owners are established and its benefit in sharing past personal experience experiences is outlined. Finally, in a novel investigation with motivated third parties we demonstrate the opportunities such narrative accounts may have beyond the scope of the collection owner in: personal, societal and cultural explorations, artistic endeavours and as a generational heirloom

    Supporting the tutor in the design and support of adaptive e-learning

    Get PDF
    The further development and deployment of e-learning faces a number of threats. First, in order to meet the increasing demands of learners, staff have to develop and plan a wide and complex variety of learning activities that, in line with contemporary pedagogical models, adapt to the learners’ individual needs. Second, the deployment of e-learning, and therewith the freedom to design the appropriate kind of activities is bound by strict economical conditions, i.e. the amount of time available to staff to support the learning process. In this thesis two models have been developed and implemented that each address a different need. The first model covers the need to support the design task of staff, the second one the need to support the staff in supervising and giving guidance to students' learning activities. More specifically, the first model alleviates the design task by offering a set of connected design and runtime tools that facilitate adaptive e-learning. The second model alleviates the support task by invoking the knowledge and skills of fellow-students. Both models have been validated in near-real-world task settings

    Player agency in interactive narrative: audience, actor & author

    Get PDF
    The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

    The Effects of Group-Based Context Personalization on Learning Outcomes and Motivation

    Get PDF
    The rise of online course enrollments in higher education has highlighted the need to establish and validate effective online instructional strategies focused on improving learning outcomes and affective responses towards instruction. One such strategy, group-based context personalization, frames instructional materials within contexts relevant to shared interests among groups of students. This study sought to investigate the effects of group-based context personalization on learning outcomes and motivation towards the instruction when materials were contextualized based on a learner’s academic major. This study employed a true experimental design to explore the effects of group-based context personalization on learning outcomes and motivation for 20 undergraduate fashion merchandising majors enrolled in a four-year institution in the East Central Region of the U.S. Participants were randomly assigned to either the personalization or non-personalization group. The personalization group received an online unit on fair use and copyright contextualized with fashion merchandising examples, while the non-personalization group received the same instructional materials but with general, education-related examples. Both groups completed Keller’s (2010) Instructional Materials Motivation Survey and a posttest that consisted of recall, general transfer, and fashion merchandising-related transfer questions. This study found no significant between-groups differences on learning outcomes or motivation towards the instruction, though the within-groups posttest performance on general education questions did approach significance over performance on fashion merchandising transfer questions. Suggestions for future research and implementation of group-based context personalization instructional strategies are provided

    Collaborative geographic visualization

    Get PDF
    Dissertação apresentada na Faculdade de CiĂȘncias e Tecnologia da Universidade Nova de Lisboa para a obtenção do grau de Mestre em Engenharia do Ambiente, perfil GestĂŁo e Sistemas AmbientaisThe present document is a revision of essential references to take into account when developing ubiquitous Geographical Information Systems (GIS) with collaborative visualization purposes. Its chapters focus, respectively, on general principles of GIS, its multimedia components and ubiquitous practices; geo-referenced information visualization and its graphical components of virtual and augmented reality; collaborative environments, its technological requirements, architectural specificities, and models for collective information management; and some final considerations about the future and challenges of collaborative visualization of GIS in ubiquitous environment
    • 

    corecore