Vilem Flusser, the 21st Century and the Interactive Technologies

When Vilem Flusser developed his idea of the technical \ud images, he could not foresee how far the technical development of producing images would go. The technical image has become an important part of the perception of the public, eventhough it still remains purely virtual. In the media the technical image is omnipresent and is also used as to manipulate society and its members in favor of political \ud mainstreams or to create an atmosphere for or against something or somebody. A future ideal society, the telematic society, is created out of the generation of information by technical images

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

Preteens\u27 Engagement With Interactive Technology: Implications For Face-To-Face Interactions And Social Distancing

Interactive technologies are widely accepted as important communication tools. This said, they may not function the same way for all age groups. Preteens, for instance, spend a considerable amount of time with media devices, however their interactions involve little social content. Therefore, for preteens, engagement with technology may create a social disconnect. This can happen in at least two ways. 1) Interactive technologies may displace face-to-face interactions with individuated screen time. 2) Interactive technologies may create social distance by making individuals independent of other people and devices. To address the social correlates and the situational consequences of interactive technology use among preteens, the present research utilized survey and experimental design. Results of the survey indicated that preteens who spend more time with interactive technologies have fewer face-to-face interactions with their family members and friends. Experimental findings of this research provided preliminary support for interactive technologies potential to bolster social distance. Specifically, it was found that priming interactive technologies increases children’s preference for solitude, as evidenced by less willingness to engage with another child on a collage task. Analyses also demonstrated that children from individualistic cultures who hold independent self-construal are more susceptible to the social distancing effect of interactive technologies, than children with collectivist background, who have interdependent self-construal. Results of this research help address pediatricians’, developmentalists’, and parents’ concerns regarding social consequences of interactive technology use for children. The significance of findings for social development, family dynamics, education, and research design are discussed in detail

Engaging consumer through the storefront: evidences from integrating interactive technologies

Although previous studies identified the importance of storefront windows on consumer’s entry decision, there is still a lack of research on engaging consumers at the storefront through the integration with interactive technologies. The purpose of this study is to carry out an exploratory investigation into the consumers preference for a certain store based on the storefront windows (in terms of entry decision), with emphasis on the current most attractive interactive technologies. Thus, we examine the extent to which an exploratory sample of consumers is influenced by storefront interactive technologies. Emotional aspects emerge as the most influencing ones in the case of traditional storefronts, while both emotional and functional aspects emerge as the most influencing factors while considering the integration of interactive technologies. In particular, our results shed light on the way these elements can be managed for the design of future attractive storefront windows, by providing important insights for scholars and practitioners

Open Innovation and Applied Interactive Technologies

Applied Interactive Technologies (APITs) are developed interdisciplinarily. Intersectoral and smart crosslinking are essential in this field. Which sectors and which applications could be combined in synergistic networking projects? This paper deals with the design of an advanced APITs networking matrix. This matrix thus enables strategic planning, advantageous cross-industry synergies and technological advantages in applied software development. Applied Interactive Technologies combine at least three so-called “Emerging Technologies”. They join Cognitive Sciences, Information and Communication Technologies (ICT), Artificial Intelligence (AI), Economic Sciences and particular know-how of the referring industrial sector

The possibility of using interactive teaching methods in the educational process

Interactive technologies are widely used in the learning process, allowing you to make it more dynamic and richer. The use of interactive technologies is possible in any form of education, but has its own characteristicsИнтерактивные технологии широко используются в процессе обучения, позволяя сделать его динамичнее и насыщеннее. Применение интерактивных технологий возможно в любой форме обучения, но имеет свои особенност

Interactive technology in professional education

The article aims to consider the main interactive technologies used in modern professional education. It is shown that modern interactive technologies solve one of the fundamental principles of the educational process – the principle of humanizationВ статье ставится задача рассмотреть основные интерактивные технологии, применяемые в современном профессиональном образовании. Показано, что современные интерактивные технологии решают один из основополагающих принципов образовательного процесса – принцип гуманизаци