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"interactive video"
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What is your quest? : from adventure games to interactive books
\"What Is Your Quest? examines the future of electronic literature in a world where tablets and e-readers are becoming as common as printed books and where fans are blurring the distinction between reader and author. The construction of new ways of storytelling is already underway: it is happening on the edges of the mainstream gaming industry and in the spaces between media, on the foundations set by classic games. Along these margins, convergent storytelling allows for playful reading and reading becomes a strategy of play. One of the earliest models for this new way of telling stories was the adventure game, the kind of game centered on quests in which the characters must overcome obstacles and puzzles. After they fell out of fashion in the 1990s, fans made strenuous efforts to keep them alive and to create new games in the genre. Such activities highlight both the convergence of game and story and the collapsing distinction between reader and author. Continually defying the forces of obsolescence, fans return abandoned games to a playable state and treat stories as ever-evolving narratives. Similarly, players of massive multiplayer games become co-creators of the game experience, building characters and creating social networks that recombine a reading and gaming community. The interactions between storytellers and readers, between programmers and creators, and among fans turned world-builders are essential to the development of innovative ways of telling stories. And at the same time that fan activities foster the convergence of digital gaming and storytelling, new and increasingly accessible tools and models for interactive narrative empower a broadening range of storytellers. It is precisely this interactivity among a range of users surrounding these new platforms that is radically reshaping both e-books and games and those who read and play with them. \"-- Provided by publisher.
Book
Investigating interactivity in instructional video tutorials for an undergraduate informatics course
The aim of this study is to investigate the impact of interactive and demonstration (non-interactive) video tutorials for software training on the effectiveness of procedural learning and student satisfaction. An analysis of signalling made by instructional designers was carried out to develop high-quality instructional video materials. These attention cues could be used in both demonstration and interactive video tutorials to enhance the acquisition of procedural knowledge. Both types of video tutorials had a positive effect on the learning process, and students achieved very good learning outcomes. Students who used interactive videos achieved slightly better learning outcomes. The study revealed higher satisfaction with interactive videos which were perceived as more instructive compared to the demonstration videos.
Journal Article
Vision anew : the lens and screen arts
\"The ubiquity of digital images has profoundly changed the responsibilities and capabilities of anyone and everyone who uses them. Thanks to a range of innovations, from the convergence of moving and still image in the latest DSLR cameras to the growing potential of interactive and online photographic work, the lens and screen have emerged as central tools for many artists. Vision Anew brings together a diverse selection of texts by practitioners, critics, and scholars to explore the evolving nature of the lens-based arts. Presenting essays on photography and the moving image alongside engaging interviews with artists and filmmakers, Vision Anew offers an inspired assessment of the medium's ongoing importance in the digital era. Contributors include Ai Weiwei, Gerry Badger, David Campany, Lev Manovich, Christian Marclay, Lâaszlâo Moholy-Nagy, Walter Murch, Trevor Paglen, Pipilotti Rist, Shelly Silver, Rebecca Solnit, and Alec Soth, among others. This vital collection is essential reading for artists, educators, scholars, critics and curators, and anyone who is passionate about the lens-based arts\"--Provided by publisher.
Book
Short-Term Psychological Effects of Interactive Video Game Technology Exercise on Mood and Attention
Recent interest in interactive video game technology (IVGT) has spurred the notion that exercise from this technology may have meaningful physiological and psychological benefits for children and adolescents. The purpose of this study was to examine the short-term psychological effects of interactive video game exercise in young adults and whether IVGT participation was capable of improving mood as has been shown for traditional forms of exercise. In addition, we were interested in comparing both actual physical exercise output and perceived exertion of that output across the exercise conditions. One-hundred and sixty-eight college students were assigned to one of three 30-minute conditions: (1) interactive video game cycle ergometer exercise, (2) regular cycle ergometer exercise, or (3) a video game-only control condition. Positive and negative mood (PANAS; Watson, Clark, & Tellegen, 1988) was assessed before and twice-after experimental conditions, and measures of actual and perceived physical exertion were collected at five-minute intervals across exercise conditions. Participants in the video-game control had higher post-activity negative affect immediately and 10-minutes post activity than either exercise group. In addition, exercise condition participants had higher positive mood at 10-minutes post activity compared to the video game control participants. Results do not support IVGT mood benefits over other forms of exercise, but do support immediate affective benefits of exercise compared to sedentary activity. It is concluded that while there is potential for interactive video-game based applications to elicit affective benefits, there is a need to examine circumstances under which these benefits are most likely to occur.
Journal Article
99 Tips for Creating Simple and Sustainable Educational Videos
The research is clear: online learning works best when faculty build regular, positive, and interactive relationships with students. A strategy that helps forge such a relationship is the use of videos. Student satisfaction and course engagement levels also increase with the use of instructor-generated videos - the subject of this book.Beginning by outlining the different types of videos you can create, and what the research says about their effectiveness, Karen Costa explains how they can be designed to reinforce learning, to align with and promote course outcomes, and to save you time across your courses. She then describes how to create successful videos with commonly available technologies such as your smartphone, and without a major investment of time, demonstrating the simple steps she took to develop her bank of videos and build her confidence to deliver short, straightforward learning aids that are effective and personal.Embedded QR codes in the text enable you to view sample videos and screencasts that bring the book's advice to life as you read.If you've been wanting to include videos in your teaching but haven't found the time or confidence, this book will help you to develop a simple and sustainable video development process, supporting both your success and the success of your students.
eBook
Using 360-degrees interactive videos in patient trauma treatment education: design, development and evaluation aspects
Extremely catastrophic situations are rare in Sweden, which makes training opportunities important to ensure competence among emergency personnel who should be actively involved during such situations. There is a requirement to conceptualize, design, and implement an interactive learning environment that allows the education, training and assessment of these catastrophic situations more often, and in different environments, conditions and places. Therefore, to address these challenges, a prototype system has been designed and developed, containing immersive, interactive 360-degrees videos that are available via a web browser. The content of these videos includes situations such as simulated learning scenes of a trauma team working at the hospital emergency department. Various forms of interactive mechanisms are integrated within the videos, to which learners should respond and act upon. The prototype was tested during the fall term of 2017 with 17 students (working in groups), from a specialist nursing program, and four experts. The video recordings of these study sessions were analyzed and the outcomes are presented in this paper. Different group interaction patterns with the proposed tool were identified. Furthermore, new requirements for refining the 360-degrees interactive video, and the technical challenges associated with the production of this content, have been found during the study. The results of our evaluation indicate that the system can provide the students with novel interaction mechanisms, to improve their skills, and it can be used as a complementary tool for the teaching and learning methods currently used in their education process.
Journal Article
Skype Me! Socially Contingent Interactions Help Toddlers Learn Language
Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24–30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology.
Journal Article
Using open source technologies and open internet resources for building an interactive video based learning environment that supports learning analytics
The use of online videos is a common practice today amongst education professionals. Interactive features in videos are constantly evolving and a recent trend is the integration of interactive elements and web content into educational videos. The paper (a) provides a roadmap for using open source tools and open internet resources to develop a learning environment where video content is aggregated with interactive elements, educator content and content coming from the web, (b) describes how these open source tools are used for capturing and storing learner activity data, and, (c) presents findings obtained from analyzing learner activity data gathered in an educational setting during an academic year.
Journal Article
Interactive video retrieval in the age of effective joint embedding deep models: lessons from the 11th VBS
This paper presents findings of the eleventh Video Browser Showdown competition, where sixteen teams competed in known-item and ad-hoc search tasks. Many of the teams utilized state-of-the-art video retrieval approaches that demonstrated high effectiveness in challenging search scenarios. In this paper, a broad survey of all utilized approaches is presented in connection with an analysis of the performance of participating teams. Specifically, both high-level performance indicators are presented with overall statistics as well as in-depth analysis of the performance of selected tools implementing result set logging. The analysis reveals evidence that the CLIP model represents a versatile tool for cross-modal video retrieval when combined with interactive search capabilities. Furthermore, the analysis investigates the effect of different users and text query properties on the performance in search tasks. Last but not least, lessons learned from search task preparation are presented, and a new direction for ad-hoc search based tasks at Video Browser Showdown is introduced.
Journal Article
International Exchange of Ideas in Student-Interactive Videoconferences – Sustainable Communication for Developing Intercultural Understanding with Student Teachers
International communication with different digital tools is now established both at universities and in other contexts worldwide. It is therefore relevant to describe how one of these tools is used in higher education. In the present study the focus is on seminars carried out in student-interactive video-conferences on didactic and pedagogical issues with student teachers. The participants were international and Swedish student teachers at the Department of Education at a Swedish university and at two different campuses. The results are based on analyses of the students’ written reports completed after the seminars and show that the interactive video-conference is useful to establish contacts between students in different places and to develop intercultural understanding of school-related matters. The video-conference is thus a way to work with internationalization in a sustainable way in teacher education, giving opportunities for the exchange of ideas and experiences both at personal and professional levels without mobility.
Journal Article