An interactive multimedia learning environment for VLSI built with COSMOS

This paper presents Bigger Bits, an interactive multimedia learning environment that teaches students about VLSI within the context of computer electronics. The system was built with COSMOS (Content Oriented semantic Modelling Overlay Scheme), which is a modelling scheme that we developed for enabling the semantic content of multimedia to be used within interactive systems

Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

Defining user perception of distributed multimedia quality

This article presents the results of a study that explored the human side of the multimedia experience. We propose a model that assesses quality variation from three distinct levels: the network, the media and the content levels; and from two views: the technical and the user perspective. By facilitating parameter variation at each of the quality levels and from each of the perspectives, we were able to examine their impact on user quality perception. Results show that a significant reduction in frame rate does not proportionally reduce the user's understanding of the presentation independent of technical parameters, that multimedia content type significantly impacts user information assimilation, user level of enjoyment, and user perception of quality, and that the device display type impacts user information assimilation and user perception of quality. Finally, to ensure the transfer of information, low-level abstraction (network-level) parameters, such as delay and jitter, should be adapted; to maintain the user's level of enjoyment, high-level abstraction quality parameters (content-level), such as the appropriate use of display screens, should be adapted

An educational tool for enhanced mobile e-Learning for technical higher education using mobile devices for augmented reality

In all dimensions of education and all subjects, Smartphones have turned out to be broadly acknowledged technology. It plays an essential task in advanced online education systems. Because of smart devices� effortlessness and extension property, it is getting to be mandatory for portable applications. This paper analyses the research on Smart Devices (SD) to incorporate visual simulation into e-learning. The researchers created an Augmented Reality (AR) platform for e-learners to expand the coursebook with graphics and virtual multimedia applications. This paper recommends a Mobile e-Learning (MeL) application termed �MeL app. The advanced MeL app methods have been tested using Mann-Whitney �U� Test in the lecture hall using real-time learners. The proposed MeL app planned to create the learning practice easier, focusing on e-learner�s requirements by encouraging e-learners and instructor relationships to maintain communicative development-based e-learning for Technical Higher Education (THE). Software engineering learners assess this proposed framework in THE. Future work in this investigation incorporates new highlights, testing the device in extreme situations, evaluating the instructive perspectives utilizing more significant and increasingly various understudy and beginner inhabitants, and at last, extending the application space

Cultural matter in the development of an interactive multimedia self-paced educational health program for aboriginal health workers

Aboriginal and Torres Strait islander health workers are key providers of primary health services to Aboriginal communities especially in remote and rural areas. They are often overloaded with competing demands. There has been limited attention given to the maintenance and ongoing enhancement of their skills and knowledge following the completion of formal training. A culturally appropriated interactive multimedia self-paced health program as a mechanism to improve the accessibility and the use of scientific data and information for health purposes is proposed as a basic method for better supporting Aboriginal and Torres Strait Islander primary health care workers in their practice locations. This paper explores different approaches for the development of a culturally appropriate interactive multimedia educational health program for Aboriginal and Torres Strait islander health workers and it also explore cultural matters concerning program development in the light of existing literature

Perceptual multimedia quality: Implications of an empirical study

Copyright @ 2005 HCI InternationalIf commercial multimedia development continues to ignore the user-perspective in preference of other factors, i.e. user fascination (i.e. the latest gimmick), then companies ultimately risk alienating the customer. Moreover, by ignoring the user-perspective, future distributed multimedia systems risk ignoring accessibility issues, by excluding access for users with abnormal perceptual requirements. This paper presents an extensive examination of distributed multimedia quality. We define a model that considers multimedia quality from three distinct levels: the network, the media- and the content-levels; and two views: the technical- and the user-perspective. By manipulating both technical and user-perspective parameters, we examine the impact on quality perception at the three quality levels identified. Results show that: a significant reduction in frame rate does not proportionally reduce the user's understanding of the presentation, independent of technical parameters; the type of video clip significantly impacts user information assimilation, user level of enjoyment and user perception of quality; the display type impacts user information assimilation and user perception of quality. Finally, to ensure transfer of informational content, network parameter variation should be adapted; to maintain user enjoyment, video content variation should be adapted

The evolving landscape of learning technology

This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires’ (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work