414 research outputs found

    Sketch-Based Annotation and Visualization in Video Authoring

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    CuriosityXR: Contextualizing Learning through Immersive Mixed Reality Experiences Beyond the Classroom

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    The focus of education is shifting towards a learner-centered approach that highlights the importance of engagement, interaction, and personalization in learning. This thesis explores new technologies to facilitate immersive, self-directed, curiosity-driven learning experiences aimed at addressing these key factors. I explore the use of Mixed Reality (MR) to build a context-aware system that can support learners’ curiosity and improve knowledge recall. I design and build “Curiosity XR,” an application for MR headsets using a research-through-design methodology. Curiosity XR is also a platform that enables educators to create contextual multi-modal interactive mini-lessons, and learners can engage with these lessons and other AI-assisted learning content. To evaluate my design, I conduct a user participant study followed by interviews. The participants’ responses show higher levels of engagement, curiosity to learn more, and better visual retention of the learning content. I hope this work will inspire others in the MR community and advance the use of MR and AI hybrid designs for the future of curiosity-driven education

    A developmental model for the design and implementation of Web-based psychological interventions

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    D.Litt. et Phil.This study aims at constructing a developmental model which can serve as a guide for the design and development of Web-based psychological interventions. It should be kept in mind that this study is grounded methodologically in a developmental research design but also uses this developmental research design as a basis for intervention design. Psychology has already made use of the Internet in terms of different applications but no formalised structure exists for the development of Web-based interventions. Due to this gap in knowledge the model needs to be developed by utilising existing models for intervention design and integrating them with existing models for the design of instructional and Web-based training. Due to the unique, adaptive nature of Web-based psychological interventions, it is necessary to also move beyond these models and focus on user and environmental characteristics which can be addressed during the development and design phases. In order to develop and refine the proposed model, a Web-based career guidance intervention will be developed and implemented. Users‟ feedback from their experience of this intervention will provide indications of the feasibility of the model and also suggest any modifications that should be made

    Digital storytelling in an L2 context, and its impact on student communication, engagement, and motivation.

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    The communicative second language (L2) classroom requires a dual focus. On the one hand, students must be motivated (willing) to communicate, and teachers need to create activities that promote and facilitate peer interaction. Allied to this, is a need for accuracy. However, some L2 learners communicate rarely, if at all, while others struggle to achieve accuracy due to the constraints of time and space, and a lack of teacher feedback in class. This study has adopted the visual (and conceptual) metaphor of Yin and Yang to symbolize the equilibrium needed within the ideal communicative L2 classroom. This study explores the behaviours and perspectives of a group of L2 learners creating culture-based digital stories on VoiceThread. It examines whether this digital storytelling project can have an impact on students’ communicative experience, both online and in the classroom, their motivation and engagement, and their levels of spoken output in class. This interpretive study recognizes learner behaviours and perspectives as being unique to both the individual and the setting. A literature review presents an overview of digital storytelling, as well as research relevant to the pedagogical, affective, and technological aspects of this study. Data was collected through observation, interviews, and analysis of the digital stories. Findings indicate this digital storytelling project had a positive impact upon students’ communicative experience in different ways, which emphasizes the value of a subjectivist approach. The results also suggest high levels of motivation and communication. This study suggests the constituent elements of this digital storytelling project can enhance the overall communicative experience, promote spoken communication in the classroom, and motivate students. This thesis concludes by offering a series of recommendations for educators, to facilitate meaningful interactivity, and place the student and their culture at the centre of the learning experience

    As cinemåticas e narrativas de jogos digitais: implicaçÔes para o design de jogos

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    Game cinematics integrating filming techniques, cutscenes, and animations are likely to have a pivotal role in the player experience, emotional attachment, and relatedness to the game narrative content. In recent years, the avoidance of cuts to generate a seamless and connected game experience has challenged older patterns on storytelling in games and find new ways of intertwining gameplay with the narrative. However, a one-size-fits-all strategy may not be applied when considering different storytelling purposes, structures, and language used in diversified game genres. The purpose of this research is to examine the contributions of cinematics to affect game story comprehension, especially in young adults. A multi-stage development research method is applied, encompassing the following activities: (1) identification of requirements to develop game cinematics based on the literature review and interviews with 16 scholars and industry professionals in Game UX, and cinematic development; (2) Development of a Game Cinematics experiment for the game Mutation Madness, using first- and third- perspectives; and a (3) Comparative evaluation of game cinematics in terms of experience and narrative comprehension. The cinematics developed are tested with 46 young adults to assess the effect of the Point Of View (POV) camera on visual attention and story comprehension in Mutation Madness, using an eye- tracking experiment. The results suggest that third- perspective in game cinematics constitute omniscient knowledge of the story, evoking the sense of time and focusing on the story agents, while first- perspective visually guides the player to the game events happening in the time of gameplay. This research contributes to the Communication Sciences and Technologies field by presenting a set of best practices developing game cinematics.As cinemĂĄticas de jogos que integram tĂ©cnicas de filmagem, cutscenes, e animaçÔes, tendem a ter um papel central na experiĂȘncia do jogador, envolvimento emocional, e relação com a narrativa. Nos Ășltimos anos, os padrĂ”es mais antigos inerentes ao processo de contar histĂłrias nos jogos tĂȘm sido desafiados pela ausĂȘncia de cortes e interrupçÔes na experiĂȘncia, de modo a garantir a interconexĂŁo e o entrelaçar da jogabilidade com a narrativa. No entanto, a adoção de uma estratĂ©gia de dimensĂŁo Ășnica pode nĂŁo atender a diferentes propĂłsitos da narrativa, estruturas e linguagem utilizadas em diferentes gĂ©neros de jogos. O objetivo desta investigação Ă© compreender o modo como as cinemĂĄticas podem afetar a compreensĂŁo de histĂłrias de jogos, especialmente em jovens adultos. O mĂ©todo de investigação de desenvolvimento Ă© aplicado, subdividido nas seguintes etapas: (1) Identificação de requisitos para desenvolver cinemĂĄticas de jogos com base na revisĂŁo da literatura e entrevista a 16 acadĂ©micos e profissionais da indĂșstria em experiĂȘncia de jogo, e desenvolvimento de cinemĂĄticas; (2) Desenvolvimento de cinemĂĄticas do jogo Mutation Madness, com recurso Ă  primeira e terceira perspetiva; e (3) Avaliação comparativa das cinemĂĄticas de jogo em termos de experiĂȘncia e compreensĂŁo da narrativa. As cinemĂĄticas desenvolvidas sĂŁo testadas por 46 jovens adultos, recorrendo Ă  metodologia eye-tracking, para avaliar o efeito da perspetiva da cĂąmara [Point Of View (POV)] na atenção visual e na compreensĂŁo da narrativa do jogo Mutation Madness. Os resultados sugerem que a cinemĂĄtica em que Ă© adotada a terceira perspetiva no jogo proposto contribui para um conhecimento omnisciente da histĂłria, evocando o sentido do tempo e concentrando-se nos agentes da histĂłria, enquanto a primeira perspetiva orienta visualmente o jogador para os eventos do jogo que acontecem no tempo da jogabilidade. Esta investigação contribui para a ĂĄrea das CiĂȘncias da Tecnologia da Comunicação ao apresentar um conjunto de melhores prĂĄticas para desenvolver as cinemĂĄticas nos jogos.Mestrado em Comunicação MultimĂ©di

    Designing interactive virtual environments with feedback in health applications.

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    One of the most important factors to influence user experience in human-computer interaction is the user emotional reaction. Interactive environments including serious games that are responsive to user emotions improve their effectiveness and user satisfactions. Testing and training for user emotional competence is meaningful in healthcare field, which has motivated us to analyze immersive affective games using emotional feedbacks. In this dissertation, a systematic model of designing interactive environment is presented, which consists of three essential modules: affect modeling, affect recognition, and affect control. In order to collect data for analysis and construct these modules, a series of experiments were conducted using virtual reality (VR) to evoke user emotional reactions and monitoring the reactions by physiological data. The analysis results lead to the novel approach of a framework to design affective gaming in virtual reality, including the descriptions on the aspects of interaction mechanism, graph-based structure, and user modeling. Oculus Rift was used in the experiments to provide immersive virtual reality with affective scenarios, and a sample application was implemented as cross-platform VR physical training serious game for elderly people to demonstrate the essential parts of the framework. The measurements of playability and effectiveness are discussed. The introduced framework should be used as a guiding principle for designing affective VR serious games. Possible healthcare applications include emotion competence training, educational softwares, as well as therapy methods

    ALT-C 2011 Abstracts

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    This is a PDF of the abstracts for all the sessions at the 2011 ALT conference. It is designed to be used alongside the online version of the conference programme. It was made public on 1 September, with a "topped and tailed" made live on 2 September

    Using punctuation as an iconic system for describing and augmenting video structure

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    Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2001.Includes bibliographical references (leaves 98-101).Affordable digital cameras, high bandwidth connectivity and large-scale video hosting websites are combining to offer an alternative mode of production and channel of distribution for independent filmmakers and home moviemakers. There is a growing need to develop systems that meaningfully support the desires of these filmmakers to communicate and collaborate effectively with others and to propel cinematic storytelling into new and dynamic realms. This document proposes the development of a networked software application, called PlusShorts, that will allow a distributed group of users to contribute to and collaborate upon the creation of shared movie sequences. This system introduces an iconic language, consisting of punctuation symbols, for annotating, sharing and interpreting conceptual ideas about cinematic structure. The PlusShorts application presents individual movie sequences as elements within an evolving cinematic storyspace, where participants can explore, collaborate and share ideas.Aisling Geraldine Mary Kelliher.S.M
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