213,500 research outputs found
Modelling the relationship between planning, control, perception and execution behaviours in interactive worksystems
This paper presents a model of planning carried out by interactive worksystems which attempts: 1. To describe the relationship between planning, control, perception and execution behaviours; 2. To make explicit how these may be distributed across the user and physically separate devices. Such a model, it is argued, is more suitable to support HCI design practice than theories of planning in cognitive science which focus on problem-solving methods and representations. To demonstrate the application of the model to work situations, it is illustrated by examples drawn from an observational study of secretarial office administration
Interactive Lesson as a Macro-Unit of Teaching Russian as a Foreign Language in Short-Term Courses
The relevance of the topic of this article is due to the need to strengthen the interactive side of the process of teaching a foreign language in short-term courses in the language environment. The purpose of the study is to establish the ratio of interactive forms and methods that determine the specifics of an interactive lesson of foreign language. In contrast to the existing points of view, we attempted to prove that the effectiveness of interactive learning depends on the systematization of interactive forms and methods of teaching and the sequence of their use. To study the patterns of interactive learning of a foreign language, we applied the following methods: observation, experiment, and analysis method. An analysis of the interactive forms and methods of teaching foreigners the Russian language in short-term courses in Russia shows that the use of the learning potential of the language environment makes the content of learning natural, topical and interesting. Avoiding traditional teaching methods allows organizing the exchange of thoughts and feelings in terms of speech interaction when creating a joint product (both verbal and non-verbal). The interactive lesson, which acts as a macro unit for selecting and organizing the content of Russian as a foreign language (RFL) training in short-term courses, consists of three blocks (motivational-introductory, activity-oriented and resultant). Specially selected for each communication situation and arranged in a certain order interactive forms and methods are presented in the system of interactive exercises and tasks, classified according to the stages of mastering speech actions in different communicative situations. The article presents the forms and methods of interactive teaching of Russian as a foreign language, which teachers can use in short-term courses. The authors have shown that interactive methods and forms of teaching stimulate foreign students to speak and communicate in the target language. This contributes to the development of skills of social and academic interaction of students to solve pressing communication problems in real situations of communication. We see the perspective of research in the development of interactive methods of teaching a foreign language for different age groups of students and different levels of proficiency in a foreign language.ΠΠΊΡΡΠ°Π»ΡΠ½ΠΎΡΡΡ ΡΠ΅ΠΌΡ Π΄Π°Π½Π½ΠΎΠΉ ΡΡΠ°ΡΡΠΈ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡΡ ΡΡΠΈΠ»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΡΡΡΠ°Π½ΠΎΠ²ΠΈΡΡ ΡΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΡΡ ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΡΠΎΠΊΠ° ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ°. Π ΠΏΡΠΎΡΠΈΠ²ΠΎΠΏΠΎΠ»ΠΎΠΆΠ½ΠΎΡΡΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΠΌ ΡΠΎΡΠΊΠ°ΠΌ Π·ΡΠ΅Π½ΠΈΡ ΠΌΡ ΠΏΡΠ΅Π΄ΠΏΡΠΈΠ½ΡΠ»ΠΈ ΠΏΠΎΠΏΡΡΠΊΡ Π΄ΠΎΠΊΠ°Π·Π°ΡΡ, ΡΡΠΎ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π·Π°Π²ΠΈΡΠΈΡ ΠΎΡ ΡΠΈΡΡΠ΅ΠΌΠ°ΡΠΈΠ·Π°ΡΠΈΠΈ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈ ΠΏΠΎΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈΡ
ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠΎΠ½ΠΎΠΌΠ΅ΡΠ½ΠΎΡΡΠ΅ΠΉ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΌΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΠ»ΠΈ ΡΠ»Π΅Π΄ΡΡΡΠΈΠ΅ ΠΌΠ΅ΡΠΎΠ΄Ρ: Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΠ΅, ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ ΠΈ Π°Π½Π°Π»ΠΈΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΌΠ΅ΡΠΎΠ΄. ΠΠ½Π°Π»ΠΈΠ· ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΠΈ ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½ΡΠ΅Π² ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
Π² Π ΠΎΡΡΠΈΠΈ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°Π΅Ρ, ΡΡΠΎ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»Π° ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Ρ Π΄Π΅Π»Π°Π΅Ρ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠΌ, Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΠΌ ΠΈ ΠΈΠ½ΡΠ΅ΡΠ΅ΡΠ½ΡΠΌ. ΠΡΡ
ΠΎΠ΄ ΠΎΡ ΡΡΠ°Π΄ΠΈΡΠΈΠΎΠ½Π½ΡΡ
ΠΏΡΠΈΠ΅ΠΌΠΎΠ² ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΠ΅Ρ ΠΎΡΠ³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡΡ ΠΎΠ±ΠΌΠ΅Π½ ΠΌΡΡΠ»ΡΠΌΠΈ ΠΈ ΡΡΠ²ΡΡΠ²Π°ΠΌΠΈ Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΠΏΡΠΈ ΡΠΎΠ·Π΄Π°Π½ΠΈΠΈ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΄ΡΠΊΡΠ° (ΠΊΠ°ΠΊ ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ, ΡΠ°ΠΊ ΠΈ Π½Π΅ΡΠ΅ΡΠ΅Π²ΠΎΠ³ΠΎ). ΠΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠΉ ΡΡΠΎΠΊ, Π²ΡΡΡΡΠΏΠ°ΡΡΠΈΠΉ ΠΊΠ°ΠΊ ΠΌΠ°ΠΊΡΠΎΠ΅Π΄ΠΈΠ½ΠΈΡΠ° ΠΎΡΠ±ΠΎΡΠ° ΠΈ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ (Π ΠΠ) Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
, ΡΠΎΡΡΠΎΠΈΡ ΠΈΠ· ΡΡΠ΅Ρ
Π±Π»ΠΎΠΊΠΎΠ² (ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎ-ΠΎΠ·Π½Π°ΠΊΠΎΠΌΠΈΡΠ΅Π»ΡΠ½ΡΠΉ, Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΡΠΉ ΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΈΠ²Π½ΡΠΉ). Π‘ΠΏΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎ ΠΎΡΠΎΠ±ΡΠ°Π½Π½ΡΠ΅ Π΄Π»Ρ ΠΊΠ°ΠΆΠ΄ΠΎΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΠΎΠ±ΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ°ΡΠΏΠΎΠ»ΠΎΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΠΎΠΌ ΠΏΠΎΡΡΠ΄ΠΊΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ ΠΈ Π·Π°Π΄Π°Π½ΠΈΠΉ, ΠΊΠ»Π°ΡΡΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΡΡ
Π² Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΠΈ ΠΎΡ ΡΡΠ°Π΄ΠΈΠΉ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΡΠ΅ΡΠ΅Π²ΡΡ
Π΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π² ΡΠ°Π·Π½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ ΡΠΎΡΠΌΡ ΠΈ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ ΠΊΠ°ΠΊ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»ΠΈ ΠΌΠΎΠ³ΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΡΡΡ Π½Π° ΠΊΡΠ°ΡΠΊΠΎΡΡΠΎΡΠ½ΡΡ
ΠΊΡΡΡΠ°Ρ
. ΠΠ²ΡΠΎΡΡ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΈ, ΡΡΠΎ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΈ ΡΠΎΡΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΠΈΠΌΡΠ»ΠΈΡΡΡΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΡ
ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΊ ΡΡΡΠ½ΠΎ-ΡΠ΅ΡΠ΅Π²ΠΎΠΌΡ ΠΎΠ±ΡΠ΅Π½ΠΈΡ Π½Π° ΠΈΠ·ΡΡΠ°Π΅ΠΌΠΎΠΌ ΡΠ·ΡΠΊΠ΅. ΠΡΠΎ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΌΠ΅Π½ΠΈΠΉ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ ΡΡΠ΅Π±Π½ΠΎΠ³ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΡΠ°ΡΠΈΡ
ΡΡ Π΄Π»Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π°ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π·Π°Π΄Π°Ρ Π² ΡΠ΅Π°Π»ΡΠ½ΡΡ
ΡΠΈΡΡΠ°ΡΠΈΡΡ
ΠΎΠ±ΡΠ΅Π½ΠΈΡ. ΠΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΈΠ΄ΠΈΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΠ΅ ΠΏΡΠΈΠ΅ΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π΄Π»Ρ ΡΠ°Π·Π½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΡΡ
Π³ΡΡΠΏΠΏ ΡΡΠ°ΡΠΈΡ
ΡΡ ΠΈ ΡΠ°Π·Π½ΡΡ
ΡΡΠΎΠ²Π½Π΅ΠΉ Π²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΈΠ½ΠΎΡΡΡΠ°Π½Π½ΡΠΌ ΡΠ·ΡΠΊΠΎΠΌ
Distributed Learning System Design: A New Approach and an Agenda for Future Research
This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed
Video Data Visualization System: Semantic Classification And Personalization
We present in this paper an intelligent video data visualization tool, based
on semantic classification, for retrieving and exploring a large scale corpus
of videos. Our work is based on semantic classification resulting from semantic
analysis of video. The obtained classes will be projected in the visualization
space. The graph is represented by nodes and edges, the nodes are the keyframes
of video documents and the edges are the relation between documents and the
classes of documents. Finally, we construct the user's profile, based on the
interaction with the system, to render the system more adequate to its
references.Comment: graphic
The aesthetic zone of interaction. How are aesthetic design qualities experienced?
The aim of the present position paper is to raise issues concerning aesthetic experience in relation to an
ongoing work of designing an artefact encouraging video reporting of personal experiences. The work
serves as an example of a design experiment where aesthetic qualities are emphasized, but where the
resulting interactions have not yet been analyzed in relation to these qualities. Our position is that the
aesthetics of an interactive artefact evolves in the interactive zone between people who use it and the
artefact itself. The aesthetic qualities are, thus, crystallized in the use of the artefact β whether it ranks high on a usability scale or not. Just as usability qualities, the aesthetic qualities contain contextual factors of its users, such as their pre-comprehension of the artefact, their cultural background and their emotional states. Furthermore, they include the context of the artefact, such as its physical design and the environment of its use. Our standpoint is consistent with Shustermanβs pragmatist approach to aesthetics, as related by
Petersen et al. [2]. This approach promotes aesthetics of use rather than aesthetics of appearance. The experience of aesthetics lies in the interaction with the artefact rather than merely in the visual perception
of it
USAge of Groupware in Software Engineering Education at the Cscw Laboratory of University Duisburg-essen: Possibilities and Limitations
This paper analyzes the application level in CSCW laboratory there are Electronic meeting rooms, Video Conferencing, Desktop Conference (Passenger), and BSCW system which conducting in The University Duisburg β Essen Germany. This analysis included short analysis and discussion about possibilities and limitation of each experiment followed by outlook how this lab can be further developed.Multi-user to Multipoint Videoconferences is introduced to cover all of devices join to the conferences. A computer network, PSTN (Public Switched Telephone Network), ISDN Phone, Wireless Infrastructures (accessed by laptop, smart phone, PDA) and videoconferences systems is proposed to be integrate
Applications of computer communications in education.
Applications of computer communications can be used in many ways in education. An overview is given of a number of categories of computer communications applications in learning-related activities. Particular attention is given to a new type of system called a course-support environment. In this type of system a database is integrated with Web-based tools and applications, and used to generate a course-support environment accessed via a standard Web browser. Some examples are given. The article moves on to an overview of various issues confronting the acceptance of computer communication systems in educational settings, and indicates some of the ways in which computer communications engineers will have to deal with those issue
A study of user perceptions of the relationship between bump-mapped and non-bump-mapped materials, and lighting intensity in a real-time virtual environment
The video and computer games industry has taken full advantage of the human sense of vision by producing games that utilize complex high-resolution textures and materials, and lighting technique. This results to the creation of an almost life-like real-time 3D virtual environment that can immerse the end-users. One of the visual techniques used is real-time display of bump-mapped materials. However, this sense of visual phenomenon has yet to be fully utilized for 3D design visualization in the architecture and construction domain. Virtual environments developed in the architecture and construction domain are often basic and use low-resolution images, which under represent the real physical environment. Such virtual environment is seen as being non-realistic to the user resulting in a misconception of the actual potential of it as a tool for 3D design visualization. A study was conducted to evaluate whether subjects can see the difference between bump-mapped and nonbump-mapped materials in different lighting conditions. The study utilized a real-time 3D virtual environment that was created using a custom-developed software application tool called BuildITC4. BuildITC4 was developed based upon the C4Engine which is classified as a next-generation 3D Game Engine. A total of thirty-five subjects were exposed to the virtual environment and were asked to compare the various types of material in different lighting conditions. The number of lights activated, the lighting intensity, and the materials used in the virtual environment were all interactive and changeable in real-time. The goal is to study how subjects perceived bump-mapped and non-bump mapped materials, and how different lighting conditions affect realistic representation. Results from this study indicate that subjects could tell the difference between the bump-mapped and non-bump mapped materials, and how different material reacts to different lighting condition
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