Exploring multimedia and interactive technologies

The goal of multimedia design strategies and innovation is to produce meaningful learning environments that relate to and build upon what the learner already knows and what the learner seeks. The multimedia tools used to achieve knowledge transfer should activate recall or prior knowledge and help the learner alter and encode new structures. Traditionally, multimedia has been localized to specific delivery systems and demographics based on the government, industry, or academic concentration. The presenter will explore the introduction of immersive telecommunications technologies, constructivist learning methodologies, and adult learning models to standardize networking and multimedia-based services and products capable of adapting to wired and wireless environments, different devices and conditions on a global scale

Studying Games in School: a Framework for Media Education

This paper explores how media education principles can be extended to digital games, and whether the notion of ‘game literacy’ is an appropriate metaphor for thinking about the study of digital games in schools. Rationales for studying the media are presented, focusing on the importance of setting up social situations that encourage more systematic and critical understanding of games. The value of practical production, or game making, is emphasized, as a way of developing both conceptual understanding and creative abilities. Definitions of games are reviewed to explore whether the study of games is best described as a form of literacy. I conclude that games raise difficulties for existing literacy frameworks, but that it remains important to study the multiple aspects of games in an integrated way. A model for conceptualizing the study of games is presented which focuses on the relationship between design, play and culture

End-User Development of Experience Sampling Smartphone Apps - Recommendations and Requirements

Professional programmers are significantly outnumbered by end-users of software, making it problematic to predict the diverse, dynamic needs of these users in advance. An end-user development (EUD) approach, supporting the creation and modification of software independent of professional developers, is one potential solution. EUD activities are applicable to the work practices of psychology researchers and clinicians, who increasingly rely on software for assessment of participants and patients, but must also depend on developers to realise their requirements. In practice, however, the adoption of EUD technology by these two end-user groups is contingent on various contextual factors that are not well understood. In this paper, we therefore establish recommendations for the design of EUD tools allowing non-programmers to develop apps to collect data from participants in their everyday lives, known as "experience sampling" apps. We first present interviews conducted with psychology researchers and practising clinicians on their current working practices and motivation to adopt EUD tools. We then describe our observation of a chronic disease management clinic. Finally, we describe three case studies of psychology researchers using our EUD tool Jeeves to undertake experience sampling studies, and synthesise recommendations and requirements for tools allowing the EUD of experience sampling apps

Co-present and remote audience experiences: intensity and cohesion

This article presents the results of modelling audience response to new types of networked theatre plays. As the main contribution of the work we introduce two types of metrics: intensity, relating to how intensively co-present and remote aspects of a performance are rated, and cohesion, relating to how a performance as a whole, the combination of co-present and remote aspects, affects an audience. In particular, we model audience response based on two in the wild evaluations, staged by a low budget theatre company, a streamed and a distributed performance. The streamed performance is similar to NT Live, where a theatre play is delivered to other theatres with an audience. The distributed performance, on the other hand, connects actors in two different theatres (with audiences) creating one single play. The streamed performance was experienced as less intense as well as less cohesive by the remote audience, whilst the distributed performance integrated co-present and remote aspects tightly. Remote aspects of the distributed performance were still experienced as less intense, but the performance as a whole was highly cohesive. Apart from the identification of these two new metrics (intensity and cohesion), based on our experiences we argue that an innovative way of bundling relevant emerging technologies is needed to give a voice to the, as yet silent, remote audience

STEM Identity Authoring: Intergenerational Collaborative Learning in Informal STEM Programs

The problem this research addresses is the lack of opportunities for many people to develop positive identification with STEM fields (i.e., science, technology, engineering and math). This multiple case study will investigate STEM identity authoring in three intergenerational collaborative learning partnerships in an informal STEM program. Adults and high school teens were paired in two-day workshops to learn conservation science and geospatial technologies with the goal of designing and implementing community conservation projects and further developing their identification with STEM. This research examined how the design and implementation of intergenerational projects provided opportunities for: (1) adults and teens to demonstrate competence in STEM knowledge and understandings, (2) adults and teens to participate in the performances of STEM practices, and (3) adults and teens to be recognized for their competence in knowledge and performances of STEM fields. The study also examined how underlying social structures (e.g., race, gender, age, socioeconomic status) may have promoted or inhibited identification with STEM. Qualitative methods were used throughout. Data consisted of field observations of intergenerational teams followed by separate semi-structured interviews with each participant. Artifacts such as presentation posters, online maps and websites, educational materials (e.g., pamphlets and booklets) email and forum posts were used as secondary data sources. Findings inform how formal and informal STEM education programs can foster positive identification with STEM fields and lead to increased participation in STEM pursuits throughout the lifespan