13 research outputs found

    Exploitation of multiplayer interaction and development of virtual puppetry storytelling using gesture control and stereoscopic devices

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    With the rapid development of human-computer interaction technologies, the new media generation demands novel learning experiences with natural interaction and immersive experience. Considering that digital storytelling is a powerful pedagogical tool for young children, in this paper, we design an immersive storytelling environment that allows multiple players to use naturally interactive hand gestures to manipulate virtual puppetry for assisting narration. A set of multimodal interaction techniques is presented for a hybrid user interface that integrates existing 3D visualization and interaction devices including head-mounted displays and depth motion sensor. In this system, the young players could intuitively use hand gestures to manipulate virtual puppets to perform a story and interact with props in a virtual stereoscopic environment. We have conducted a user experiment with four young children for pedagogical evaluation, as well as system acceptability and interactivity evaluation by postgraduate students. The results show that our framework has great potential to stimulate learning abilities of young children through collaboration tasks. The stereoscopic head-mounted display outperformed the traditional monoscopic display in a comparison between the two

    Development of a VR Prototype for Enhancing Earthquake Evacuee Safety

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    Training and education for enhancing evacuee safety is essential to reduce deaths, injuries and damages from disasters, such as fire and earthquake. However, traditional training approaches, e.g. evacuation drills, hardly simulate the real world emergency, which lead to the limitation of reality and poor interaction. In addition, traditional approaches may not provide investigation of participants' behavior during evacuations and give feedback after training. As a novel and effective alternative to overcome these limitations, in this paper, a VR-based training prototype system is designed and implemented for enhance earthquake evacuation safety. Key modules including earthquake scenario simulation, damage representation, interaction, player investigation and feedback are developed. In the immersive VR environment, players can be provided with learning outcomes as well as behavior feedback as crucial goals for safety training. Based on the result of the evaluation, this prototype has proven to be promising for enhancing earthquake evacuee safety and shows positive pedagogical functions

    From narrative to spectacle: An examination of contemporary theatre performance

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    Drawing on Debord and Baudrillard, this thesis takes its starting point the shift from text to image dominated representations of the world. It argues the parallel shifts in theatre practice and reception away from work which subordinates itself to textual narrative and towards theatre with foreground the non-textual theatrical elements is becoming more defined in Britain. Within there is a concern with the relationship between narrative, the spectacle and disruptive modes of engagement, drawing out in each chapter a different aspect of the implications for creating and engaging with theatre where the spectacle of society is ubiquitous.The introductory chapter will first outline how narrative can be defined and discuss the significance of experience of reality through spectacular representation looking at how the notion of the spectator and the experience of engagement with theatre have changed, then the following six chapters will address the relationship between the spectacle and virtuosity in performance; the implications for politics of identity and for resistance to the spectacle; the experience of immersion through participation in spectacular performance; and distance through engagement with ironic spectacle, before in the final chapter, addressing theatre which constructs itself as international through multilingualism and new media technology.Each chapter focuses on one or two practitioners examining one of their performances in detail in relation to one of the areas outlined above. This analysis will be based on my own experience as a spectator, research into the companies, their reception in the media and academic writing, and where possible through interviews with members of the company

    Garis panduan capaian maklumat melalui kepelbagaian deria dalam penceritaan digital

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    School teachers are interested to produce their own digital storytelling materials for their teaching purposes. However, the intention cannot be materialized as there is no guideline they can refer to. Meanwhile, digital storytelling in the market is less interesting, therefore teachers and students refuse to use them in their teaching and learning process. Consequently, this study aims to develop the guidelines for information accessibility for multi-sensory in digital storytelling. The use of multisensory is a method to enhance memory and understanding. The respective multisensory the element of audio, visual, and kinesthetic. The study was conducted in four phases, namely the development research fundamental which involved observations and interviews. The guideline development phase is made after the problems are understood. It involves observations, interviews and documentation review. Guidelines formed were tested by five experts. The third phase is the prototype design (utilizing user-based design (UCD) approach). After going through pre-production, production and post-production processes, then the prototype is formed, which was proceeded with user experience analyzation involving teachers and students. User experience was analyzed using qualitative and empirical measures. The empirical data were gathered using Computer System Usability Questionnaire (CSUQ). Through observation, users were found utilizing the prototype smoothly while feeling good. Meanwhile, empirical data show that 100% of the users are satisfied with the quality and 82.05% agreed that digital storytelling is very easy to understand. The prototypes created are well accepted by all 117 students. The guidelines can be used as a reference by teachers in developing their teaching materials. Meanwhile, the prototype can be used by students as learning materials. It can transcend a virtual teaching system called Frog Virtual Learning Environment (VLE) which has been recommended by the Ministry of Education of Malaysia. These guidelines can be proposed to the Ministry of Education of Malaysia to be extended to schools as one of the techniques to produce teaching aids

    Cinematic games : the aesthetic influence of cinema on video games

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    During its first decade, Game Studies debate mainly revolved around the juxtaposition between two perspectives: the one of ludology and the one of narratology, each positing a primary quality of video games against the other. The study of the relationship between cinema and video games got somehow caught in the crossfire between these two fields. In this work, I investigate the extent to which representation in video games is connected to cinema and its representational codes. A number of authors before challenged this assumption, theorising models that only partially connect the cinematic form to video games. Such investigations have always started from the ludologically educated assumption that video games are different from cinema and, therefore, for the premises of this comparison to be considered “vitiated”, only tangentially useful due to the irreconcilably different nature of the two media. The adjective “cinematic” is a concept constantly evoked in cultural discourses concerning video games. Magazines, reviewers, critics, but also designers, artists, users and commentators (even scholars) often summon the idea of cinematic games in the attempt of describing some peculiar features that share affinities with films and suggesting that video games possess the aura of the big screen. Cinematic games are born at the crossroads between interactive movies and video games, for which the cinematic expression is retained by means of audiovisual representation while keeping the action in the hands of the player. Due to the vast scale of the subject, my work focuses on relatively recent developments in game design which have yet to be fully investigated, and seeks to extend existing attempts to apply the tools of film theory to Game Studies. A secondary value of this work is an annotation on the disengagement of moving image scholars with video games, and it partly serves as an invocation for this to change

    My Story. Digital Storytelling across Europe for Social Cohesion

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    ‘My Story’ (Mysty) is a pan-European, Erasmus+ funded Digital Storytelling project focused on intercultural competency. It has eight partners (HE, secondary schools and NGOs) across four countries (Austria, Italy, Hungary and the UK) and involves the collection, editing and uploading of digital stories to a shared ‘toolbox’. These stories focus on ‘food’, ‘family’ and ‘festival’ and act as a platform for diversity awareness and digital upskilling. The project is driven by the principle that innovative teaching resources form part of broader pedagogic strategies that can actively help tackle issues of diversity common across the EU. The paper discusses the process the project went through, some of its challenges and its results and, on the basis of these, looks at the role digital storytelling as a way of expressing different ethical, cultural or personal issues

    Object narratives, imaginings and multilingual communities: young people’s digital stories in the making

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    This paper draws on research from a global 5-year project, Critical Connections: Multilingual Digital Storytelling (2012-2017), which links language and intercultural learning with literacy, active citizenship and the arts. A critical ethnographic approach was adopted in the research project and the multilingual digital stories were an integral part of the research process. With the project’s focus on multilingualism and creation of bilingual digital texts, young people had to imagine how to use language in new contexts, uncover narratives around objects, and negotiate interfaces between different cultural landscapes. The research findings revealed the complexity of multilingual digital storytelling and how young people (aged 6-18 years old) learnt to become meaning makers discovering their own voices in unfamiliar contexts. Through these digital stories the young people forged strong links with the past and created new multilingual communities
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