Using interactive video in vocational training of mildly retarded students

This paper is a literature review of studies and articles done in both fields in order to expose the characteristics of interactive video and the learning characteristics of mentally retarded students to the reader. This paper will also address the instructional design process. There are some special considerations that need to be made when designing instruction for the handicapped learner. A selection model has been included to further aid the reader in the decision to use interactive video by bringing some alternatives to light. Interactive video is but a single component in the larger instructional program. Therefore, other elements of the instructional design will affect the decision to use interactive video or not

The Convergence of Structure and Design Between Video Games and Video Gambling

This study looks at the incorporation of video game design and structure into contemporary slot machines. The investigation was guided by theoretical and empirical works from a range of scholarly fields: gambling studies, video-game studies, digital communication, psychology, and sociology. Two methodological designs were employed. The first phase used a content analysis that identified the distribution of video-game styles and design in the most recent slot games on display at a major industry conference. The second phase employed semi-structured interviews with both experienced and inexperienced slot players to assess the impact of different design elements on their playing experience and motivation to play. Findings indicate that current slot machines share some similarities with video game mechanics through the introduction of more complex structure and multiple goals or games within games. Slot machines can resemble the immersive elements video games with the use of sophisticated graphics and sound design as well as the incorporation of complex themes and interactive animated characters. Eight gamblers with experience ranging from novice to highly experience participated in in-depth interviews. The interviews suggest that, like with video game players, some slot players might be more attracted to complex game mechanics in slot machines while other players are more interested in the immersive elements. The implications for the future of slot machine design, the study of slot machine design on problem gambling, and the use of digital space to introduce play into gambling are discussed

Cały ten elektroniczny zgiełk : formy diegetyczne/niediegetyczne oraz nowe wymiary dźwięku w rozrywce interaktywnej

This paper aims to show how the development of music and sound design formed an inseparable bond with such concepts as immersion, narrative formation, mood, and even gameplay of video games. The first part analyses the diegetic and non-digetic elements, as well as some special cases were the two intermingle, creating new forms: spatial representations and meta representations. The forms discussed bear many similarities to the sound design theories of cinematography. Nevertheless, it is the aim of this paper to elucidate upon some significant differences and note that making straightforward parallels may lead to skewed perceptions of what video game sound actually is. The results of this analysis may shed a new light upon the largely unexplored aspect of interactive entertainment and emphasise the necessity for a new approach to the analysis of music and sound in video games

Balancing the power of multimedia information retrieval and usability in designing interactive TV

Steady progress in the field of multimedia information retrieval (MMIR) promises a useful set of tools that could provide new usage scenarios and features to enhance the user experience in today s digital media applications. In the interactive TV domain, the simplicity of interaction is more crucial than in any other digital media domain and ultimately determines the success or otherwise of any new applications. Thus when integrating emerging tools like MMIR into interactive TV, the increase in interface complexity and sophistication resulting from these features can easily reduce its actual usability. In this paper we describe a design strategy we developed as a result of our e®ort in balancing the power of emerging multimedia information retrieval techniques and maintaining the simplicity of the interface in interactive TV. By providing multiple levels of interface sophistication in increasing order as a viewer repeatedly presses the same button on their remote control, we provide a layered interface that can accommodate viewers requiring varying degrees of power and simplicity. A series of screen shots from the system we have actually developed and built illustrates how this is achieved

Making in-class skills training more effective: the scope for interactive videos to complement the delivery of practical pedestrian training

Skills and awareness of young pedestrians can be improved with on-street practical pedestrian training, often delivered in schools in the United Kingdom by local authorities with the intention of improving road safety. This training is often supplemented by in-class paper based worksheet activities which are seen to be less effective than practical training in that they focus on knowledge acquisition rather than directly improving the correct application of safe pedestrian skills at the roadside. Previous research indicates that interactive video tools have the potential to develop procedural skills whilst offering an engaging road safety educational experience, which could positively impact on road crossing behaviour.In this paper, the design and development of a hazard-identification interactive road safety training video targeting child road crossing skills is presented. The interactive video was shown to be an engaging training resource for 6-7 year old children. The tool’s scope for improving pedestrians’ roadside skills is considered along with the wider implications for interactive video to aid safety training in other areas

Formal features as a design factor of video segments in interactive video programmes

Video segments may be characterized by formal design features with respect to factors such as complexity of narration, mutual influence of picture and sound, use of superimposed texts, information load due to technical terms, and animation. The paper suggests ways to operationalize these factors and reports about an experiment in which the influence of these formal features was studied with respect to perceived information load of video segments by learners. The length of a segment was thereby counted as the number of information elements it contains. An information element is defined as one uninterrupted statement of the narrator about which one factual question can be presented. The experiment was carried out by using an experimental videodisc programme about cheesemaking that contains 252 information elements which form a connected discourse of 36 min if the programme is played linearly without stopping. Subjects had the task to divide this programme into segments by deciding for themselves how often they would stop before completing the programme. At every stopping place, the subjects were questioned about the content of the just completed segment.\ud \ud The results of the experiment suggest that: (a) subjects tend to perceive narrated sentences as one whole, regardless of the number of facts implied, (b) content-related technical terms seem not to determine difficulty level, (c) superimposed texts show a trend to help subjects who prefer short segments to choose longer segments and subjects who prefer long segments to choose shorter segments, (d) animation is positively (but moderately) correlated with mean self-chosen segment length

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Democratic Replay: Enhancing TV Election Debates with Interactive Visualisations

This paper presents an online platform for enhancing televised election debates with interactive visualisations. Election debates are one of the highlights of election campaigns worldwide. They are also often criticised as appearing scripted, rehearsed, detached from much of the electorate, and at times too complex. Democratic Replay enhances videos of election debates with a collection of interactive tools aimed at providing a replay experience centred around citizens' needs. We present the system requirements, design and implementation, and report on an evaluation based on the ITV Leaders' Debate from the 2015 UK General Election campaign