83,044 research outputs found
" I'd rather play than look at statues ": The Experiences of Children with Art Works and Interactive Devices at an Art Exhibition
Young children have been largely neglected in research dedicated to the art museum experience. The art exhibition "Tête à tête" ("Face-to-Face"), designed for 5-12 year olds, became an opportunity to bring an exploratory contribution to three research issues: the relationship that the young child has with works of art and interactive devices, the role the adult plays in this relationship and the benefits derived from the visit. Building on observation and interviews, the article shows that children's attention is clearly drawn more towards interactive devices than art works, yet at the same time, the hypothesis that interactive devices are directly detrimental to children's reception of art works could not be confirmed. The results also emphasize the limited role that adults play in guiding the children towards the art. In the end, both adults and children appear to be satisfied overall with the playful and interactive dimension of their experience. Following this, art museums should questions themselves on how to specifically help families to better guide the young child's perspective towards the art works themselves, and also rely on the adult to encourage, in the child, a more active approach to the art work.Art exhibitions; child; family; museum experience; interactive devices; learning; interpretation; interpretation aids
Mobile Learning in Nursing Practice Education: Applying Koole's FRAME Model
We report here on an exploratory formative evaluation of a project to integrate
mobile learning into a Western Canadian college nursing program. Third-year
students used Hewlett Packard iPAQ mobile devices for five weeks in a practice
education course in April—May, 2007. Koole's (2009) Framework for the Rational
Analysis of Mobile Education (FRAME) model provided our definition of mobile
learning and was used to organize our presentation of the results of the study.
Participants reported positively on the usability of the mobile devices, finding
them easy to learn, readily portable, and the screen size sufficient for mobile
specific programs. However, they had difficulty with the wireless connectivity
and, despite an initial orientation, did not have time to fully learn the devices in
the context of a busy course. As a result, it is not clear if students can effectively
use the social technology provided by such devices or if mobile learning can
support interaction between instructors and learners in this context. The use of
mobile devices in nursing practice education is feasible, but further investigation
is needed on the use of m-learning for communication and interactive purposes
A study of search intermediary working notes: implications for IR system design
This paper reports findings from an exploratory study investigating working notes created during encoding and external storage (EES) processes, by human search intermediates using a Boolean information retrieval (JR) system. EES processes have been an important area of research in educational contexts where students create and use notes to facilitate learning. In the context of interactive IR, encoding can be conceptualized as the process of creating working notes to help in the understanding and translating a user's information problem into a search strategy suitable for use with an IR system. External storage is the process of using working notes to facilitate interaction with IR systems. Analysis of 221 sets of working notes created by human search intermediaries revealed extensive use of EES processes and the creation of working notes of textual, numerical and graphical entities. Nearly 70% of recorded working notes were textual/numerical entities, nearly 30% were graphical entities and 0.73% were indiscernible. Segmentation devices were also used in 48% of the working notes. The creation of working notes during EES processes was a fundamental element within the mediated, interactive IR process. Implications for the design of IR interfaces to support users' EES processes and further research is discussed
Conversational Exploratory Search via Interactive Storytelling
Conversational interfaces are likely to become more efficient, intuitive and
engaging way for human-computer interaction than today's text or touch-based
interfaces. Current research efforts concerning conversational interfaces focus
primarily on question answering functionality, thereby neglecting support for
search activities beyond targeted information lookup. Users engage in
exploratory search when they are unfamiliar with the domain of their goal,
unsure about the ways to achieve their goals, or unsure about their goals in
the first place. Exploratory search is often supported by approaches from
information visualization. However, such approaches cannot be directly
translated to the setting of conversational search.
In this paper we investigate the affordances of interactive storytelling as a
tool to enable exploratory search within the framework of a conversational
interface. Interactive storytelling provides a way to navigate a document
collection in the pace and order a user prefers. In our vision, interactive
storytelling is to be coupled with a dialogue-based system that provides verbal
explanations and responsive design. We discuss challenges and sketch the
research agenda required to put this vision into life.Comment: Accepted at ICTIR'17 Workshop on Search-Oriented Conversational AI
(SCAI 2017
Usability testing for improving interactive geovisualization techniques
Usability describes a product’s fitness for use according to a set of predefined criteria.
Whatever the aim of the product, it should facilitate users’ tasks or enhance their performance
by providing appropriate analysis tools. In both cases, the main interest is to satisfy users in
terms of providing relevant functionality which they find fit for purpose. “Testing usability
means making sure that people can find and work with [a product’s] functions to meet their
needs” (Dumas and Redish, 1999: 4). It is therefore concerned with establishing whether
people can use a product to complete their tasks with ease and at the same time help them
complete their jobs more effectively.
This document describes the findings of a usability study carried out on DecisionSite Map
Interaction Services (Map IS). DecisionSite, a product of Spotfire, Inc.,1 is an interactive
system for the visual and dynamic exploration of data designed for supporting decisionmaking.
The system was coupled to ArcExplorer (forming DecisionSite Map IS) to provide
limited GIS functionality (simple user interface, basic tools, and data management) and
support users of spatial data. Hence, this study set out to test the suitability of the coupling
between the two software components (DecisionSite and ArcExplorer) for the purpose of
exploring spatial data. The first section briefly discusses DecisionSite’s visualization
functionality. The second section describes the test goals, its design, the participants and data
used. The following section concentrates on the analysis of results, while the final section
discusses future areas of research and possible development
Learning outcome dependency on contemporary ICT in the New Zealand middle school classroom
Often studies of children's technology use in the classroom is internally focused and small scale. This study attempts a globalised exploratory overview of an entire New Zealand middle school to understand the technology usages across a range of curriculum and learning outcomes. Observations of the use of technology in the classroom during eight different lessons were conducted followed by structured-open-ended interviews. From our classroom observations and through teacher interviews, we have been able to identify three levels of the dependency of learning outcome on contemporary-ICT
Freeform User Interfaces for Graphical Computing
報告番号: 甲15222 ; 学位授与年月日: 2000-03-29 ; 学位の種別: 課程博士 ; 学位の種類: 博士(工学) ; 学位記番号: 博工第4717号 ; 研究科・専攻: 工学系研究科情報工学専
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Analysing video and audio data: existing approaches and new innovations
Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make sense of what was happening at the time of the recording, sometimes in relation to initial hypotheses or sometimes in terms of a 'post hoc' analysis where a more grounded approach is used. This paper contains an overview of tools and techniques for examining video data and looks at potential new methods borrowed from the field of learning analytics, related to discourse analysis. Discourse analysis, where conversations and the spoken word are explored and dissected in detail, can provide us with information about the learning context and the ways in which learners interact with people and other resources in their environment
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