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From signal to signification in interactive environments  [cached]
Jonas Fritsch
Journal of Aesthetics & Culture , 2012, DOI: 10.3402/jac.v4i0.18155
Abstract: There is no doubt that the shift to real-time interactive and electronic media can benefit from a renewed focus on the signal and a signaletic paradigm in addition to the sign. However, in this article I argue that we must be careful not to simply fall into the idea of one paradigm to simply replace the other. Rather, we should investigate what the fusion between paradigms allows us to say about digital and interactive technologies. This article attempts to do this through a thinking-together of signal and signification as well as affect and emotion based on the work of French philosopher of technology Gilbert Simondon. Through an analysis of the minimal media installation Touched Echo, I argue that it is necessary to account for the dynamics of a larger experiential continuum to uncover the affective–emotive relations that occur through the transindividual workings of the signal and signification in interactive environments.
Interactive learning environments in augmented reality technology
Rafa? Wojciechowski,Bogdan Cellary
EduAction : Electronic Education Magazine , 2010,
Abstract: In this paper, the problem of creation of learning environments based on augmented reality (AR) is considered. The concept of AR is presented as a tool for safe and cheap experimental learning. In AR learning environments students may acquire knowledge by personally carrying out experiments on virtual objects by manipulating real objects located in real environments. In the paper, a new approach to creation of interactive educational scenarios, called Augmented Reality Interactive Scenario Modeling (ARISM), is mentioned. In this approach, the process of building learning environments is divided into three stages, each of them performed by users with different technical and domain knowledge. The ARISM approach enables teachers who are not computer science experts to create AR learning environments adapted to the needs of their students.
Mathematics for Maths Anxious Tertiary Students: Integrating the cognitive and affective domains using interactive multimedia  [cached]
Janet Taylor,Linda Galligan
Literacy and Numeracy Studies , 2011,
Abstract: Today, commencing university students come from a diversity of backgrounds and have a broad range of abilities and attitudes. It is well known that attitudes towards mathematics, especially mathematics anxiety, can affect students’ performance to the extent that mathematics is often seen as a barrier to success by many. This paper reports on the design, development and evaluation of an interactive multimedia resource designed to explicitly address students’ beliefs and attitudes towards mathematics by following five characters as they progress through the highs and low of studying a preparatory mathematics course. The resource was built within two theoretical frameworks, one related to effective numeracy teaching (Marr and Helme 1991) and the other related to effective educational technology development (Laurillard 2002). Further, it uses a number of multimedia alternatives (video, audio, animations, diarying, interactive examples and self assessment) to encourage students to feel part of a group, to reflect on their feelings and beliefs about mathematics, to expose students to authentic problem solving and generally build confidence through practice and self-assessment. Evaluation of the resource indicated that it encouraged students to value their own mathematical ability and helped to build confidence, while developing mathematical problem solving skills. The evaluation clearly demonstrated that it is possible to address the affective domain through multimedia initiatives and that this can complement the current focus on computer mediated communication as the primary method of addressing affective goals within the online environment.
Individual Learner Differences In Web-based Learning Environments: From Cognitive, Affective and Social-cultural Perspectives  [cached]
Mustafa KOC
The Turkish Online Journal of Distance Education , 2005,
Abstract: Individual Learner DifferencesIn Web-based Learning Environments:From Cognitive, Affective and Social-cultural Perspectives Mustafa KOCPh.D Candidate Instructional TechnologyUniversity of Illinois at Urbana-ChampaignUrbana, IL - USA ABSTRACT Throughout the paper, the issues of individual differences in web-based learning, also known as online instruction, online training or distance education were examined and implications for designing distance education were discussed. Although the main purpose was to identify differences in learners’ characteristics such as cognitive, affective, physiological and social factors that affect learning in a web-enhanced environment, the questions of how the web could be used to reinforce learning, what kinds of development ideas, theories and models are currently being used to design and deliver online instruction, and finally what evidence for the effectiveness of using World Wide Web (WWW) for learning and instruction has been reported, were also analyzed to extend theoretical and epistemogical understanding of web-based learning.
FCJ-149 Affect and Care in Intimate Transactions  [cached]
Lone Bertelsen
Fibreculture Journal , 2012,
Abstract: This article considers the ‘co-affective’ power of the new media artwork Intimate Transactions. This co-affective power operates at the ‘trans-subjective’ level of experience. In order to explore this level of experience the article draws on the work of Brian Massumi, Bracha Ettinger and Felix Guattari amongst others. For these thinkers the ‘trans-subjective’ level of experience, precisely because it is ‘co-affective’, holds ethical potential. The article argues for the importance of tending to ‘co-affective’ level of experience – both in designing “interactive” art, such as Intimate Transactions, and in life more generally.
MHP Oriented Interactive Augmented Reality System for Sports Broadcasting Environments
Igor G. Olaizola,I?igo Barandiaran Martirena,Tobias D. Kammann
Journal of Virtual Reality and Broadcasting , 2007,
Abstract: Television and movie images have been altered ever since it was technically possible. Nowadays embedding advertisements, or incorporating text and graphics in TV scenes, are common practice, but they can not be considered as integrated part of the scene. The introduction of new services for interactive augmented television is discussed in this paper. We analyse the main aspects related with the whole chain of augmented reality production.Interactivity is one of the most important added values of the digital television: This paper aims to break the model where all TV viewers receive the same final image. Thus, we introduce and discuss the new concept of interactive augmented television, i. e. real time composition of video and computer graphics - e.g. a real scene and freely selectable images or spatial rendered objects - edited and customized by the end user within the context of the user's set top box and TV receiver.We demonstrate a sample application introducing "Interactive Augmented Television" for sport broadcasts additionally with 3D virtual objects in order to enhance or alter the presentation of the match with a new interface. We also introduce a pure virtual world where the user can select the camera position.
Computation Environments, An Interactive Semantics for Turing Machines (which P is not equal to NP considering it)  [PDF]
Rasoul Ramezanian
Mathematics , 2012,
Abstract: To scrutinize notions of computation and time complexity, we introduce and formally define an interactive model for computation that we call it the \emph{computation environment}. A computation environment consists of two main parts: i) a universal processor and ii) a computist who uses the computability power of the universal processor to perform effective procedures. The notion of computation finds it meaning, for the computist, through his \underline{interaction} with the universal processor. We are interested in those computation environments which can be considered as alternative for the real computation environment that the human being is its computist. These computation environments must have two properties: 1- being physically plausible, and 2- being enough powerful. Based on Copeland' criteria for effective procedures, we define what a \emph{physically plausible} computation environment is. We construct two \emph{physically plausible} and \emph{enough powerful} computation environments: 1- the Turing computation environment, denoted by $E_T$, and 2- a persistently evolutionary computation environment, denoted by $E_e$, which persistently evolve in the course of executing the computations. We prove that the equality of complexity classes $\mathrm{P}$ and $\mathrm{NP}$ in the computation environment $E_e$ conflicts with the \underline{free will} of the computist. We provide an axiomatic system $\mathcal{T}$ for Turing computability and prove that ignoring just one of the axiom of $\mathcal{T}$, it would not be possible to derive $\mathrm{P=NP}$ from the rest of axioms. We prove that the computist who lives inside the environment $E_T$, can never be confident that whether he lives in a static environment or a persistently evolutionary one.
Implicit scaffolding in interactive simulations: Design strategies to support multiple educational goals  [PDF]
Noah S. Podolefsky,Emily B. Moore,Katherine K. Perkins
Physics , 2013,
Abstract: We build on theoretical foundations of tool-mediated learning, tool design, and human computer interaction to develop a framework for implicit scaffolding in learning environments. Implicit scaffolding employs affordances, constraints, cueing, and feedback in order to frame and scaffold student exploration without explicit guidance, and it is a particularly useful design framework for interactive simulations in science and mathematics. A key purpose of implicit scaffolding is to support a range of educational goals including affect, process, and content. In particular, the use of implicit scaffolding creates learning environments that are productive for content learning and are able to simultaneously support the affective goals of student agency and ownership over the learning process - goals that may not be addressed in more directed learning environments. We describe how the framework is applied in the context of the Energy Skate Park: Basics simulation, a simulation aimed at middle school student learning of energy concepts. Interview data provides an exemplar of the process by which implicit scaffolding can support productive student exploration with a computer simulation. While we present this framework for implicit scaffolding in the context of computer simulations, the framework can be extended and adapted to apply to a range of tool-mediated learning environments.
Affective assessment
Oakland, Thomas;
Psicologia Escolar e Educacional , 1997, DOI: 10.1590/S1413-85571997000100002
Abstract: the purpose of this paper are to present a taxonomy of affective qualities, to describe basic terms, to discuss principles that help ensure accuracy, to provide examples of methods commonly used to measure affective qualities, and to provide information that may further assist persons seeking more in-depth knowledge of some topics.
Interactive Building  [PDF]
Henriette Bier
Advances in Internet of Things (AIT) , 2012, DOI: 10.4236/ait.2012.24011
Abstract: Distributed, networked, electronically tagged, interactive devices are increasingly incorporated into the physical environment blurring progressively the boundary between physical and virtual space. This changing relationship between physical and virtual implies not only a change in the operation and use of buildings but also a change in their physical configuration, and therefore, their design and production. Interactive building addresses, therefore both the building defined as physically built environment and the building process implying on the one hand the changing role of architecture with respect to incorporation of interactivity and the resulting multiple and varied use of built environments in reduced timeframes; On the other hand, it is implying the changing role of the architect with respect to the use of networks connecting digital databases and parametric models with customizable design and production tools allowing for linking design to production and use. This paper discusses both by presenting two case studies within the larger framework of interactive building.
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