Thematische Bibliographien / Interactive multimedia / Dissertationen
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Dissertationen zum Thema „Interactive multimedia“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Juli 2024

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1

Celerier, Jean-Michael. „Authoring interactive media : a logical & temporal approach“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0037/document.

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La question de la conception de médias interactifs s'est posée dès l'apparition d'ordinateurs ayant des capacités audio-visuelles. Un thème récurrent est la question de la spécification temporelle d'objets multimédia interactifs : comment peut-on créer des présentations multimédia dont le déroulé prend en compte des événements extérieurs au système.Ce problème rejoint un autre champ d'application, qui est celui de la musique et plus spécifiquement des partitions interactives : des pièces musicales dont l'interprétation pourra varier dans le temps en fonction d'indications données par la partition.Dans les deux cas, il est nécessaire de spécifier les médias et données musicales qui seront orchestrées par le système. C'est le sujet de la première partie de cette thèse, qui présente un modèle adapté pour la conception d'applications multimédia permettant de répondre à des problématiques d'accès réparti et de contrôle à distance, ainsi que de documentation.Une fois ce modèle défini, on construit en s'inspirant des systèmes à flots de donnée courants dans les environnements adaptés à la musique en temps réel un environnement de calcul permettant de contrôler les paramètres des applications définies précédemment, ainsi que de générer des entrées & sorties sous forme audio-visuelle. En particulier, une notion d'environnement permanent dans ce modèle de données est introduite. Elle simplifie certains cas d'usages courants en informatique musicale, et améliore les performances par rapport à une solution uniquement basée sur de la communication entre nœuds explicites du système.Enfin, une structure de graphe temporel est introduite : elle permet de définir les parties du graphe de données qui vont être actives à un instant donné d'une partition interactive. En particulier, les connections entre objets du graphe de données sont étudiées dans le cadre de déroulements synchrones et différés.Un langage d'édition visuel est introduit pour l'écriture de scénarios dans un modèle graphique réunissant les éléments introduits précédemment.La structure temporelle est par la suite étudiée sous l'axe de la répartition. On montre notamment qu'il est possible d'acquérir un pouvoir expressif supplémentaire en supposant une exécution concurrente de certains objets de la structure temporelle.Enfin, on présente comment le système permet de recréer nombre de systèmes musicaux existants : séquenceurs, live-loopers, et patchers, ainsi que les nouveaux types de comportements multimédias rendus possibles
Interactive media design is a field which has been researched as soon as computers started showing audio-visual capabilities. A common research theme is the temporal specification of interactive media objects: how is it possible to create multimedia presentations whose schedule takes into account events external to the system.This problem is shared with another research field, which is interactive music and more precisely interactive scores. That is, musical works whose performance will evolve in time according to a given score.In both cases, it is necessary to specify the medias and musical data orchestrated by the system: this is the subject of the first part of this thesis, which presents a model tailored for the design of multimedia applications. This model allows to simplify distributed access and remote control questions, and solves documentation-related problems.Once this model has been defined, we construct by inspiration with well-known data-flow systems used in music programming, a computation structure able to control and orchestrate the applications defined previously, as well as handling audio-visual data input and output.Specifically, a notion of permanent environment is introduced in the data-flow model: it simplifies multiple use cases common when authoring interactive media and music, and improves performance when comparing to a purely node-based approach.Finally, a temporal graph structure is presented: it allows to score parts of the data graph in time. Especially, nodes of the data graph are studied in the context of both synchronous and delayed cases.A visual edition language is introduced to allow for authoring of interactive scores in a graphical model which unites the previously introduced elements.The temporal structure is then studied from the distribution point of view: we show in particular that it is possible to earn an additional expressive power by supposing a concurrent execution of specific objects of the temporal structure.Finally, we expose how the system is able to recreate multiple existing media systems: sequencers, live-loopers, patchers, as well as new multimedia behaviours
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2

Fenley, Sue. „Navigational patterns in interactive multimedia“. Thesis, Open University, 2006. http://oro.open.ac.uk/56471/.

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The central purpose of this thesis is to investigate whether users have distinct preferences for specific navigational patterns in multimedia: that is preferences for moving through multimedia. Subsidiary questions are whether users have preferences for working strategies, (the mental approach to investigating software) whether these preferences are similar for specific groups and whether these preferences are affected by the software's system and navigational design. Four groups were investigated within two ranges: children to adults, and novices to experts. The literature review revealed four different perspectives of investigating navigation: user, designer, pedagogy and human computer interaction and although this research concentrates on the first two perspectives the other two are integral and of equal importance. Two empirical studies elicited the navigational information. The first studied pairs of children undertaking set tasks in multimedia, and demonstrated that although each pair had definite preferences, each group did not utilise the full pattern range discerned from the observations, literature review and multimedia package analysis. The second study was redesigned using individual adults to ascertain the full range of preferred patterns in use. The essential element from the investigations was the wide range of variation between individuals and within groups. There was a gradual progression in their range and speed using these patterns, related to their skills, abilities and experience, and each individual could be placed along a continuum. Topologies of the multimedia packages and diagrams of the fit of the navigation patterns were included. Finally an expert panel was convened to verify the pattern range and their comments supported the new classification. The research outcomes included navigational patterns and working strategies classifications, future techniques for designers, and user methods. These will create more successful and informed multimedia, and forward developments and improvements in the design of high quality user preference software.
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3

Lopes, Rui Jorge H. C. „New platforms for interactive multimedia services“. Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431458.

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4

Herrington, Janice A. „Authentic learning in interactive multimedia environments“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.

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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Almeroth, Kevin C. „Support for efficient, scalable delivery of interactive multimedia services“. Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/12369.

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6

Asawadechsakdi, Wilai. „Interactive origami /“. Online version of thesis, 1992. http://hdl.handle.net/1850/11636.

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7

Shan, Yeung M. „The beauty of multimedia /“. Online version of thesis, 1991. http://hdl.handle.net/1850/11301.

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8

Brown, Brian Wayne. „Interactive versus non-interactive platforms for teaching plant morphology“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/BROWN_BRIAN_48.pdf.

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9

Harvey, Darren S. „Interactive multimedia for classroom and web use“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA362548.

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Thesis (M.S. in Electrical Engineering) Naval Postgraduate School, March 1999.
Thesis advisor(s): Jon T. Butler. "March 1999". Includes bibliographical references (p. 157-158). Also available online.
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Pleuss, Andreas. „Model-Driven Development of Interactive Multimedia Applications“. Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-114969.

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11

Chobe, Amol S. „Multilingual interactive integrated multimedia based e-commerce“. FIU Digital Commons, 2000. http://digitalcommons.fiu.edu/etd/2343.

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As we approach the end of the twentieth century, E-commerce is a critical force shaping the world of today and tomorrow. E-commerce have introduced a new society where people can buy freely, anywhere, at anytime, across the globe on the web. There seems to be a market for consultants and outsourcing purveyors who will take your money and put together an online business for you. These are all very different markets, however. As lot of people speak different language than English, the concept of Multilingual Technology is essential. The primary purpose of this research paper is to study the Integrated Multimedia interaction with today's technology secondary purpose is to check out the Application of this technology in E -Commerce with the help of Multilingual technology. Multilingual-based E-commerce would prompt more widespread use of the types of services now available and prompt the development of new and better services and the benefits brought by information, technology, and information services available will be magnified and extended globally.
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Nguyen, Mai Lan. „A multimedia presentation system for interactive learning“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39990.pdf.

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13

Yuan, Lei. „Metadata management for Multimedia Interactive TeleLearning System“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61013.pdf.

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14

Erbad, Aiman. „Real-time support for interactive multimedia applications“. Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42878.

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Emerging interactive multimedia applications, such as real-time visualizations, animations, on-line games, virtual reality, and video conferencing have low latency interactions and continuous high resource (e.g., CPU processing and network bandwidth) demands. The combination of latency sensitive interactions and high resource demands is challenging for best-effort platforms, such as the Internet, general-purpose operating systems and Web browsers because these platforms have no timing or resource guarantees and tend to favor high utilization. When demands exceed available resources, it is impossible to process all computations and data in a timely fashion resulting in diminished perceived quality (e.g., frame rate) and brittle real-time performance. The mismatch between application demands and available resources is observed to varying degrees in all resources including network, processing, and storage. To deal with the volatility and shortage of resources, we build upon and extend the Priority-Progress quality adaptation model. Our approach enables applications to scale demands (up or down) based on available resources and to utilize the limited resources in processing the computations and data with more influence over perceived quality. We develop enhancement layers to improve timeliness and guarantee more consistent quality using quality adaptation while maintaining the strengths of the existing best-effort transports and execution platforms. DOHA, our execution layer, extends the Priority-Progress CPU adaptation to work in games and across multiple execution threads. The modified game has better timing, higher perceived quality, and linearly scalable quality with a small number of cores. Our transport layer, Paceline, introduces low latency techniques over TCP and exposes Priority-Progress adaptation as an essential transport feature improving upon TCP's end-to-end latency while preserving its fairness and utilization.
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15

Torres, José. „Visual information retrieval through interactive multimedia queries“. Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431417.

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16

Wayanti, Rina. „Interactive multimedia instruction for teaching western animation /“. The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.

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17

Buchanan, Maria Cecelia. „Specifying temporal behavior in interactive multimedia documents /“. Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/6933.

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18

Welch, Amanda L. „Multimedia and interactive components in converged media“. [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000288.

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19

Cairncross, Sandra. „Interactive multimedia and learning : realising the benefits“. Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4628.

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Interactive multimedia has the potential to create high quality learning environments that actively engage the learner. For example it can combine explanation with illustrative examples, on-line assessment with feedback and provide opportunities to practise and experiment. A range of media elements can be used to convey a given message and the learner can study at a time, place and pace convenient to them. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. Early designs were often driven by technology rather than pedagogy, with a focus on the physical interface. This thesis argues that if we are to design effective interactive learning applications then a learner-centred approach to their design and implementation should be taken. Design and development should not focus solely on the application: integration into the curriculum must be planned, and designed for, carefully. Attention should be given to social, or contextual, factors; these strongly affect whether learners actually use applications and learn from them. A series of experimental trials and associated studies into learning with interactive multimedia were carried out in order to explore this further. The results indicate that whilst there is some evidence that the use of interactive multimedia can aid learning, its effect and benefits are not as clear-cut as its proponents suggest. This work demonstrates the importance of considering the wider context when designing for learning with interactive multimedia and informs the integration of multimedia into the curriculum. The result is a curriculum integration framework, which highlights the need to locate the application design in the context of use and advocates user involvement throughout the design and development process. Curriculum integration should be designed for at the outset and evaluated as ongoing activity. Advice is given on how to do this This thesis also explores problems associated with conducting research in real-world learning contexts. A rich description is provided through a reflective analysis of the difficulties encountered with the methodological approach taken here. Alternative approaches are reviewed. Guidance is provided, which practitioners wishing to engage in educational research can use in selecting which method, or methods, to use.
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Cicha, Cheryl R. „Effective communication in interactive media through application of Gestalt principles /“. Online version of thesis, 1995. http://hdl.handle.net/1850/12260.

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21

Cockett, W. A. „Multimedia and the curriculum“. Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260301.

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22

Uscamayta, Andrey Omar Mozo. „Ubiquitous collaborative multimedia capture of live experiences toward authoring extensible interactive multimedia documents“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-14092017-083647/.

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The growing importance of multimedia content generated by ordinary users demands research for models, methods, technologies and systems that support multimedia production. Despite recent results allowing the collaborative capture of video via mobile devices, there is gap in supporting the collaborative capture of multiple media. In this dissertation we propose that ubiquitous collaborative multimedia production can be carried out by users who capture and annotate multiple media using the CMoViA mobile application. CMoViA also allows export the user-generated content to the CI+WaC, which allows them to edit the user-generated content in the form of interactive and extensible multimedia documents. The proposal demanded extending recent work reported in the literature, namely the I+WaC-IE (Interactors+WaC-Interaction Events) model, the I+WaC-Editor tool and MoViA tool. Hence, CMoViA follows the proposed CI+WaC-IE model. We discuss results from a case study, carried out in the educational domain, in which students collaboratively capture a lecture.
A crescente importância de conteúdo multimídia gerado por usuários amadores exige pesquisas por modelos, métodos, tecnologias e sistemas que apoiem a produção multimídia. Apesar dos recentes resultados que permitem captura colaborativa em vídeo utilizando dispositivos móveis, existe uma lacuna no apoio à captura colaborativa de múltiplas mídias. O trabalho apresentado nesta dissertação propõe que a produção multimídia colaborativa ubíqua possa ser alcançada por usuários que realizem a captura de múltiplas mídias e de anotações utilizando o aplicativo móvel CMoViA. CMoViA também permite que o conteúdo gerado por esses usuários seja exportado para a plataforma CI+WaC, a qual permite editar e anotar documentos multimídia interativos. Essa proposta requer a extensão de trabalho recentes reportados na literatura: o modelo I+WaC-IE (Interactors+WaC-Interaction Events), a ferramenta I+WaC-Editor e a ferramenta MoViA. Assim, a aplicação CMoViA segue o modelo CI+WaC-IE proposto neste trabalho como extensão do modelo I+WaC-IE. A proposta foi avaliada por meio de estudo de caso realizado no domínio educacional, no qual estudantes capturam colaborativamente uma palestra.
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Ruan, Hui Yu. „Robot rescue : an interactive game /“. Online version of thesis, 2006. https://ritdml.rit.edu/dspace/handle/1850/2802.

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24

Leggett, Michael Graham College of Fine Art &amp Design UNSW. „Burning the Interface : artists' interactive multimedia 1992 - 1998“. Awarded by:University of New South Wales. College of Fine Art & Design, 2000. http://handle.unsw.edu.au/1959.4/19334.

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The thesis describes the development during the 1990s of visual artists' utilisation of computer-based interactive multimedia and the production internationally, with a focus on Australian artists, of artworks on the CD-ROM media format. Earlier parts of the author's research led to the exhibition, 'Burning the Interface < International Artists' CD-ROM>', which he co-curated, opening at the Museum of Contemporary Art, Sydney, in 1996, before touring to Perth, Brisbane, Melbourne and Adelaide. The thesis surveys the range of practice by artists working with digital media and the opportunities for exhibition in the public spaces of museums, galleries and the street, and advances scenarios for correcting the laxity of response by the exhibiting institutions to the vigour with which Australian artists represented their work and ideas at this time in national and international forums. Four published artists' work on CDROM are analysed in detail, and a concluding chapter about 'interactive multimedia' and its usefulness as an art medium to the artist introduces the studio practice component of this MFA submission. This takes the form of a prototype 'experimental' version of an interactive multimedia work on CD-ROM, ('Strangers on the Land') a copy of which is contained in a pocket at the rear of the bound version.
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Poon, Nelson. „3D scenario and interactive multimedia courseware authoring system“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ48443.pdf.

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26

Agamanolis, Stefan Panayiotis. „High-level scripting environments for interactive multimedia systems“. Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/29104.

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27

Choi, S. H. „Congestion control for real-time interactive multimedia streams“. Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1310151/.

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The Internet is getting richer, and so the services. The richer the services, the more the users demand. The more they demand, the more we guarantee(1). This thesis investigates the congestion control mechanisms for interactive multimedia streaming applications. We start by raising a question as to why the congestion control schemes are not widely deployed in real-world applications, and study what options are available at present. We then discuss and show some of the good reasonings that might have made the control mechanism, specifically speaking the rate-based congestion control mechanism, not so attractive. In an effort to address the problems, we identify the existing problems from which the rate-based congestion control protocol cannot easily escape. We therefore propose a simple but novel windowbased congestion control protocol that can retain smooth throughput property while being fair when competing with TCP, yet still being responsive to the network changes. Through the extensive ns-2 simulations and the real-world experiments, we evaluate TFWC, our proposed mechanisms, and TFRC, the proposed IETF standard, in terms of network-oriented metrics (fairness, smoothness, stability, and responsive), and end-user oriented metrics (PSNR and MOS) to throughly study the protocol’s behaviors. We then discuss and conclude the options of the evaluated protocols for the real application. (1)We as congestion control mechanisms in the Internet.
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WANG, ZHUO. „AN INTERACTIVE WEB-BASED MULTIMEDIA COURSEWARE WITH XML“. University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1037990192.

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Poon, Nelson (Nelson Sheung Kwan) Carleton University Dissertation Computer Science. „3D scenario and interactive multimedia courseware authoring system“. Ottawa, 2000.

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30

Curtis, Kelley. „Designing Interactive Multimedia for the Anthropology Exhibit Gallery“. [Tampa, Fla. : s.n.], 2003. http://purl.fcla.edu/fcla/etd/SFE0000079.

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31

Daly, Maura R. „An interactive multimedia presentation for the Department of Residence Life apartment area /“. Online version of thesis, 1994. http://hdl.handle.net/1850/12199.

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32

Stemler, Luann K. Rhodes Dent. „Templates and training materials for the development of instructional multimedia modules using Visual BASIC“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633410.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 25, 2006. Dissertation Committee: Dent M. Rhodes (chair), Fay F. Bowren, Janet D. Hartman, Kenneth F. Jerich. Includes bibliographical references (leaves 91-100) and abstract. Also available in print.
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Anderson, Sarah E. „Multimedia as a promotion tool : a heuristic approach“. Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397367.

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The United States is in an emerging period of transition, shifting to online multimedia campaigns. This research attempts to explore general knowledge of multimedia expansion, and through qualitative research methods provide a successful model for the development of an effective promotion tool. Findings from the heuristic study showed users preferences for varying forms of media, thus demonstrating the need to provide content in many different forms. The findings from this study aide in the development of multimedia, and illustrate the need for further studies in the use of multimedia as a promotion tool.
Department of Telecommunications
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Campion, Russel John. „TRIuMPh : a multimedia design method for task requirement formulation, media integration, device combination, and practical implementation design issues“. Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267313.

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35

Chan, Yip-cheung, und 陳葉祥. „Experimental-theoretical interplay in dynamic geometry environments“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41633921.

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36

Stanley, Michael Brooke. „Participant music listening behaviours in interactive multimedia music instruction“. Thesis, The University of Sydney, 1999. http://hdl.handle.net/2123/361.

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While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.
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Stanley, Michael Brooke. „Participant music listening behaviours in interactive multimedia music instruction“. University of Sydney. Music Education, 1999. http://hdl.handle.net/2123/361.

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While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.
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Flint, Nancy. „A graphic designer's considerations in multimedia application development“. Thesis, Birmingham City University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.480896.

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Multimedia has been increasingly identified as a new medium of communication. However, the development of this medium has been largely driven by technological concerns, with apparently little regard for its (visual, conceptual) design. In conjunction with this, graphic designers have been experiencing a 'shift in their working practices and roles, with designers not only required to design on screen (for print), but also increasingly to design for screen, i. e. for multimedia and other screen-based, multimodal, interactive forms. These two factors, combined with an overall lack of understanding of the issues involved in designing for multimedia, suggested a real need for research into this area. The objective of the current research was therefore to reveal and identify the key and/or unique issues and considerations, which a graphic designer employs when designing and developing interactive multimedia (applications). A number of factors defined the subsequent methodology. These included, a lack of formalised knowledge or critical understanding of multimedia design specifically, or indeed graphic design generally; a limited number of established (UK) multimedia developers with an active reputation for 'design'; and relatively few multimedia design 'experts'. These factors ruled out the use of a more traditional positivist study, based upon a multiple sample and conducted by an independent expert-observer. Instead, a qualitatively-orientated, (single) case study was developed, based upon the concurrent verbalisations of the author, as the single-designer-subject, observing activities selfreflectively whilst designing a multimedia prototype. A rich and comprehensive record of designerly activity was generated. Through processes of iterative examination, interpretation and re-definition, a framework of considerations emerged. These considerations were organised into five 'classes of design decision' which are identified as, 'Solution Development, 'Graphical Representation', 'Multimedia Representation', 'Design Management' and Technical Implementation'. These classes and indeed the model as a whole, provides graphic designers with a highly practical, flexible and usable framework of issues and considerations, relevant when involved in designing interactive multimedia. The model also offers an extremely useful framework for developing multimedia design education, in addition to an effective methodological approach for studying 'new' areas of design. As such, the model and indeed the research as a whole is seen as being interdisciplinary. This research is discussed, culminating in a description of the model.
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Fitzgerald, Thomas A. „New music composition for live performance and interactive multimedia“. Faculty of Creative Arts, 2004. http://ro.uow.edu.au/theses/284.

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The focus of this DCA thesis is the development of original creative audio and audio-visual work. Central to this is a study of the nature of interactivity and sonic relationships between electroacoustic and acoustic music, extended further by the application of sonic and visual interactivity. This written documentation accompanies the major part of the DCA submission, a folio of five original works. Its purpose is to clarify, document and contextualise the creation of these works and to illuminate the aesthetic underpinnings and compositional techniques that I have developed during the period 2000 � 2004. The structure of this documentation is in three parts which support the research methodology of reflective investigation. This process begins with an introductory overview (Chapter 1). This is extended in the second part, (Chapters 2�5), an observation of the effect of the culture, contemporary musical environments and related creative practice in my work. The third part, (Chapters 6�10), details the nature, and techniques utilized in the development of the new works. These developments have also embraced the combination of live projected interactive visual imagery with acoustic and electronic instrumentation. Finally, I have investigated the role of sonic spatialisation and texture as expressive and structural devices in music composition.
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Wayshak, Corinne. „MIT in motion : an interactive multimedia information retrieval system“. Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/14291.

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41

Van, Loon Carey Brunner, Frances Berdan und Edward A. Stark. „EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.

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EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.
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Carlson, Raymond V. „Interactive magazine design /“. Online version of thesis, 1992. http://hdl.handle.net/1850/11648.

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Harvey, Connie Winfield. „IISMA, an interactive information system /“. Online version of thesis, 1993. http://hdl.handle.net/1850/11221.

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44

Chang, Shen. „Multimedia versus print in facilitating audience learning“. HKBU Institutional Repository, 2010. https://repository.hkbu.edu.hk/etd_ra/1169.

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Chen, Mei-Ling. „D-base : interactive digital fashion catalogue /“. Online version of thesis, 2008. http://hdl.handle.net/1850/10955.

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46

John, Vikas. „Interactivity and health communication : content analysis of interactive elements on HIV/AIDS awareness and prevention websites /“. Online version of thesis, 2008. http://hdl.handle.net/1850/5762.

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47

Hyouck, Jin Kwon. „Modio : interactive sound visualization /“. Electronic version of thesis, 2006. https://ritdml.rit.edu/dspace/handle/1850/2684.

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48

Hudson, Alison. „Issues affecting the introduction and implementation of educational multimedia“. Thesis, Sheffield Hallam University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361391.

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49

Citrola, Penny. „Creating tools to educate and engage how interactive media can aid in scientific understanding /“. Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/citrola/CitrolaP0808.pdf.

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A well-educated citizenry, armed with an awareness of science and technological principles, is vital to the success of our society. In order to keep the public interested in scientific topics, it is important that students become engaged with science in their younger years. Interactive media technology provides a means to achieving this goal by developing students\' investigative abilities. Creation and use of interactive media technology is an essential step toward bridging these two imperatives: the need to connect students with science topics in order to pique and maintain interest in these areas, while also maintaining a relevance and engagement with current modes of information exchange.
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Lowes, Natalie. „Barksolot : a dog training website /“. Barksolot website, 2007. http://www.barksolot.com/.

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