22,023 research outputs found
Narrative evolution: Learning from students' talk about species variation
Learners do not always enjoy productive interactions with Multimedia Interactive Learning Environments. Their attention can be distracted away from the educational focus intended by designers and teachers through poor design and operational inadequacy. In this paper we describe a study of groups of learners using a multimedia CD-ROM research tool called Galapagos. This tool was developed to enable us to observe groups of learners interacting with different versions of the same multimedia content. These different versions implemented different forms of guidance for learners both within the presented narrative structure of the material and in the tools offered to learners to help them build the individual content elements into a coherent whole. Our empirical work was conducted with groups of learners within their educational establishment using the Galapagos CD-ROM as part of their studies for national examinations in Biology. Their sessions with Galapagos were recorded using video and audio and our analysis of their dialogue has enabled us to gain a greater understanding of the factors that contribute to productive, educationally focused learning interactions. Through the construction of different representations we have been able to coordinate information about interactivity between learners and system at the interface with interactivity between individual learners within the group around the system interface. Varying the quantity and quality of guidance impacts upon the trajectory learners construct through multimedia content; it also influences the manner in which they use the facilities provided by system designers to assist them in their construction of task answers
Europeana communication bug: which intervention strategy for a better cooperation with creative industry?
Although Europeana as well as many GLAMs are very engaged - beside the main mission, i.e. spreading cultural heritage knowledge- in developing new strategies in order to make digital contents reusable for creative industry, these efforts have been successful just only in sporadic cases. A significant know how deficits in communication often compromises expected outcomes and impact. Indeed, what prevails is an idea of communication like an enhancement âinstrumentâ intended on the one hand in purely economic (development) sense, on the other hand as a way for increasing and spreading knowledge. The main reference model is more or less as follows: digital objects are to be captured and/or transformed by digital technologies into sellable goods to put into circulation. Nevertheless, this approach risks neglecting the real nature of communication, and more in detail the one of digital heritage where it is strategic not so much producing objects and goods as taking part into sharing environments creation (media) by engaged communities, small or large they may be. The environments act as meeting and interchange point, and consequently as driving force of enhancing. Only in a complex context of network interaction on line accessible digital heritage contents become a strategic resource for creating environments in which their re/mediation can occur â provided that credible strategies exist, shared by stakeholders and users. This paper particularly describes a case study including proposals for an effective connection among Europeana, GLAMs and Creative Industry in the framework of Food and Drink digital heritage enhancement and promotion. Experimental experiences as the one described in this paper anyway confirm the relevance of up-to-date policies based on an adequate communication concept, on solid partnerships with enterprise and association networks, on collaborative on line environments, on effective availability at least for most of contents by increasing free licensing, and finally on grassroots content implementation involving prosumers audience, even if filtered by GLAMs
Developing the scales on evaluation beliefs of student teachers
The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named âTeacher Evaluation Beliefsâ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions âwhatâ âwhoâ âwhenâ âwhyâ âhowâ for each existing factor based on Student-centered and Teacher-centered approaches
Weather-driven interactive video
To build this weather-driven interactive video feature, one ingredient, was
necessary to know the conditions of the environment of the user, to do so with greater
accuracy, a simplified version of a weather station was made using an Arduino and
some sensors to measure the environment, the weather of the userâs location. Another
necessary element, was a tool that could use this collected data and convert it in a
meaningful way to the user, contextualise the video content. A digital prototype was
developed, combining the framework Processing and the data from the Arduino, that
would present the user, the viewer with a video, story that would be contextualised to
the user environment, current weather conditions. These videos were a set of 6 parallel
stories, not simple weather effects but live video production, aiming to improve the
connection with the users between the scene actions and their own environment. To
evaluate the relationship between the video weather effects, its content and the userâs
context, tests were made to measure the impact of this feature on the user experience,
resulting in insights, that help to influence and enhance the userâs experience. Some
suggest that, contextualising the video setting to the userâs current environment
setting, might not be ideal, even detrimental while other might be beneficial to the user
experience.Para construir este projeto de vĂdeo interativo orientado ao clima, era
necessårio saber as condiçÔes do ambiente em que o utilizador se encontrava e, para
fazĂȘ-lo com maior precisĂŁo, foi construĂda uma versĂŁo simplificada de uma estação
meteorológica usando um Arduino e alguns sensores, que fariam a medição do
ambiente, da localização do usuårio. Outro elemento necessårio, era uma ferramenta
que pudesse utilizar estes dados e convertĂȘ-los, de uma forma significativa para o
utilizador, contextualizando o conteĂșdo do vĂdeo ao seu ambiente para enaltecer a
sua experiĂȘncia. Para tal, foi desenvolvido um protĂłtipo digital, combinando o
framework Processing e os dados do Arduino, que apresentaria ao espectador, um
vĂdeo, uma histĂłria que seria contextualizada ao seu ambiente, Ă s suas condiçÔes
meteorolĂłgicas atuais. Estes vĂdeos sĂŁo um conjunto de 6 histĂłrias paralelas e nĂŁo
apenas simples vĂdeo com efeitos meteorolĂłgicos. SĂŁo produção de vĂdeo ao vivo,
com o objetivo de melhorar a conexão com os utilizadores, melhor a confecção entre
as açÔes da cena e seu próprio ambiente, o do espetador. Para avaliar a relação entre
os efeitos meteorolĂłgicos do vĂdeo, o seu conteĂșdo e o contexto do usuĂĄrio, testes
foram feitos para medir esse impacto na experiĂȘncia do utilizador, resultando em
percepçÔes que ajudaram a influenciar e aprimorar a experiĂȘncia do usuĂĄrio. Estas
descobertas sugerem que, contextualizar a configuração do vĂdeo com o ambiente
atual do espectador, não serå o ideal, poderå até mesmo ser prejudicial, enquanto os
restantes cenĂĄrios podem ser benĂ©ficos para a experiĂȘncia do utilizador
How to design a digital storytelling authoring tool for developing pre-reading and pre-writing skills
In the paper we describe an exploration into the design of an authoring tool to support the creation of multimedia stories. We explicitly targeted children with no reading or writing skills and their educators. Children in this age group often enjoy reading and creating stories together with adults and in so doing develop important pre-literacy skills. Literature suggests that when children play an active role in these activities, with a high level of engagement and interaction, there is a significant increase in their vocabulary acquisition and an improvement in their communication skills. Thus, we investigated these issues by conducting an explorative study in a pre-school class with fifteen children and three teachers. Here, we describe the emerging challenges and provide design directions for an authoring system to support the co-creation of stories for pre-literate children
FM radio: family interplay with sonic mementos
Digital mementos are increasingly problematic, as people acquire large amounts of digital belongings that are hard to access and often forgotten. Based on fieldwork with 10 families, we designed a new type of embodied digital memento, the FM Radio. It allows families to access and play sonic mementos of their previous holidays. We describe our underlying design motivation where recordings are presented as a series of channels on an old fashioned radio. User feedback suggests that the device met our design goals: being playful and intriguing, easy to use and social. It facilitated family interaction, and allowed ready access to mementos, thus sharing many of the properties of physical mementos that we intended to trigger
Creativity Support in the Age of Large Language Models: An Empirical Study Involving Emerging Writers
The development of large language models (LLMs) capable of following
instructions and engaging in conversational interactions sparked increased
interest in their utilization across various support tools. We investigate the
utility of modern LLMs in assisting professional writers via an empirical user
study (n=30). The design of our collaborative writing interface is grounded in
the cognitive process model of writing that views writing as a goal-oriented
thinking process encompassing non-linear cognitive activities: planning,
translating, and reviewing. Participants are asked to submit a post-completion
survey to provide feedback on the potential and pitfalls of LLMs as writing
collaborators. Upon analyzing the writer-LLM interactions, we find that while
writers seek LLM's help across all three types of cognitive activities, they
find LLMs more helpful in translation and reviewing. Our findings from
analyzing both the interactions and the survey responses highlight future
research directions in creative writing assistance using LLMs
Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)
"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 â October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.
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