Looking at the Interactive Narrative Experience through the Eyes of the Participants.

The topic of interactive narrative has been under research for many years. While there has been much research exploring the development of new algorithms that enable and enhance interactive narratives, there has been little research focusing on the question of how players understand and internalize their interactive narrative experiences. This paper addresses this problem through conducting a phenomenological study on participants playing Façade; we specifically chose a phenomenological methodology due to its emphasis on the participants‟ lived experience from the participants‟ viewpoint. We chose Façade, because it is the only accessible example of an experience that revolves around social relationships, conflict, and drama as its core mechanics. In this paper, we discuss sixteen themes that resulted from the analysis of the data gathered through the study. In addition, we reflect on these themes discussing their relationship to participants‟ backgrounds, and project implications on the design of future interactive narratives

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

IMPLEMENTING GROUP PRESENTATION USING POWERPOINT ( GPPPt ) TO IMPROVE THE STUDENTS’ SPEAKING COMPETENCE ( A Classroom Action Research at the Tenth Grade ( X-C ) , the Second Semester Students of SMA Negeri 1 Ngawi in 2009/2010 Academic Year )

Implementing Group Presentation Using PowerPoint ( GPPPt ) to Improve the Students’ Speaking Competence ( A Classroom Action Research at the Tenth Grade ( X-C ) , the Second Semester Students of SMA Negeri 1 Ngawi in 2009/2010 Academic Year ) . A Thesis: English Education Department, Graduate School, Sebelas Maret University, 2010. The objectives of this research are to: ( 1 ) identify whether or not and to what extent the use of “GPPPt” is able to improve the students’ speaking competence; and ( 2 ) describe the situations when GPPPt is being applied in the speaking class. In this research, the problem refers to the learning English, especially their speaking competence which is still low. The research methodology applied in this research is action research with two cycles in which each cycle starts from planning, acting, observing, and reflecting. The data collected are the qualitative data and the quantitative data. The qualitative data are collected from observation, interview, questionnaire, and document. The quantitative data are collected from the pre test in pre research and the post test in Cycle 1 and Cycle 2. The qualitative data are analyzed by Constant Comparative Method and the quantitative data are analyzed by descriptive statistics. The implementation of GPPPt has succeeded in improving and enhancing the students’ English speaking competence. It could be seen from these indicators: 1 ) it is able to: ( a ) help the students to express their mind and ideas quickly; ( b ) help the students make sentence ( s ) fluently; ( c ) improve the students’ pronunciation to be relatively accepted; ( d ) influence the students to use correct grammar to make sentence ( s ) ; and ( e ) increase the students’ achievement in speaking evaluation; and 2 ) it enables to: ( a ) reduce the students’ temptation to have a chat with their desk mates; ( b ) respond the teacher’s questions actively; ( c ) influence the students to avoid doing non academic activities; and ( d ) motivate the students to use either their dictionaries or grammar books in English class. Besides, from the collected data, the students had obtained better score from Cycle 1 to Cycle 2. For instance, the mean of pre test score of the pre research was 66.76, while the mean of the post test score in Cycle 1 was 74.00 and that of Cycle 2 was 77.64. That the implementation of GPPPt has succeeded in improving and enhancing the students’ English speaking competence, I would like to propose some suggestions for the English teachers, especially those who teach in senior high school to: ( 1 ) apply GPPPt to conduct the teaching learning process in the speaking class; ( 2 ) improve their acquisition of knowledge about GPPPt; and ( 3 ) provide more chance for the students to practice their English orally through GPPPt

Project-based Learning to Raise Students\u27 Speaking Ability: Its\u27 Effect and Implementation (a Mix Method Research in Speaking II Subject at Stain Ponorogo)

This research tries to attempt to know the effect of Project-based learning toward speaking ability and its\u27 effective implementation. The design of the research sequential was designs in which data that are collected and examined in one stage inform the data collected in the next phase. This research applied a quantitative design for the first stage. It is categorized into causal comparative method, or ex post facto research design and the second stage is qualitative design. Population in this research was the 2 STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class. semester of English Department Students in STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class

Underdogs and superheroes: Designing for new players in public space

We are exploring methods for participatory and public involvement of new 'players' in the design space. Underdogs & Superheroes involves a game-based methodology – a series of creative activities or games – in order to engage people experientially, creatively, and personally throughout the design process. We have found that games help engage users’ imaginations by representing reality without limiting expectations to what's possible here and now; engaging experiential and personal perspectives (the 'whole' person); and opening the creative process to hands-on user participation through low/no-tech materials and a widely-understood approach. The methods are currently being applied in the project Underdogs & Superheroes, which aims to evolve technological interventions for personal and community presence in local public spaces

Use of an agile bridge in the development of assistive technology

Engaging with end users in the development of assistive technologies remains one of the major challenges for researchers and developers in the field of accessibility and HCI. Developing usable software systems for people with complex disabilities is problematic, software developers are wary of using user-centred design, one of the main methods by which usability can be improved, due to concerns about how best to work with adults with complex disabilities, in particular Severe Speech and Physical Impairments (SSPI) and how to involve them in research. This paper reports on how the adoption of an adapted agile approach involving the incorporation of a user advocate on the research team helped in meeting this challenge in one software project and offers suggestions for how this could be used by other development teams

An audience perspective on the second screen phenomenon

Second screen applications are among the latest of the TV industry’s innovations to retain the TV viewer’s attention in a challenging multi-screen environment. These applications can be regarded as an extension of TV content consumed on a TV set towards lightweight portable devices such as tablets. While numerous commercial instances are available internationally and the existing literature on the topic from a technical perspective is extensive, the audience side of this phenomenon has been paid far less attention to. Moreover, in the case of Flanders, the successful commercial implementation of second screen applications remains limited. In this research, we aim to elicit what TV viewers’ expectations and preferences are regarding second screen functionalities. By applying means-end theory and a laddering approach we were able to discern how these preferences subsequently relate to the TV show itself, the consequences for the viewing experience, as well as how second screen applications and usages are expected to fit in the viewer’s everyday life

Social Justice Documentary: Designing for Impact

Explores current methodologies for assessing social issue documentary films by combining strategic design and evaluation of multiplatform outreach and impact, including documentaries' role in network- and field-building. Includes six case studies

Process Drama, Play and Popstars: Integrating Expository Writing Rehearsal Opportunities Across the Day in a Fourth Grade Inclusive Classroom

With increased focus on informational writing and opinion writing in U.S. curriculum, Common Core State Standards, and state standardized tests, upper elementary school teachers need to teach their students to write expository paragraphs and the five-paragraph essay structure. This ethnographic study focused on how one fourth grade teacher of an inclusive classroom integrated playful talk-based activities across each day in support of her students learning to write in the expository genre. Qualitative data were collected, including field notes, interviews, and documents such as lesson plans and student writing. Classroom talk and interviews were audio-recorded and transcribed. Findings indicate that the teacher facilitated structured student talk in Morning Meeting, Shared Reading and Interactive Writing times. These structured “talk” times where students rehearsed ideas for writing involved process drama, music, and games, and all helped students’ understanding of and appropriation of the D/discourse of essay writing. This understanding and fluency with the spoken essay structure paved a path for students’ success when organizing ideas for and writing essays. This article offers narratives of classroom talk that could serve as inspiration for creating engaging, rigorous, and inter-disciplinary writing curriculum and instruction