Academic literature on the topic 'Animation audio text'
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Journal articles on the topic "Animation audio text"
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Fan, Yingruo, Zhaojiang Lin, Jun Saito, Wenping Wang, and Taku Komura. "Joint Audio-Text Model for Expressive Speech-Driven 3D Facial Animation." Proceedings of the ACM on Computer Graphics and Interactive Techniques 5, no. 1 (May 4, 2022): 1–15. http://dx.doi.org/10.1145/3522615.
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Speech-driven 3D facial animation with accurate lip synchronization has been widely studied. However, synthesizing realistic motions for the entire face during speech has rarely been explored. In this work, we present a joint audio-text model to capture the contextual information for expressive speech-driven 3D facial animation. The existing datasets are collected to cover as many different phonemes as possible instead of sentences, thus limiting the capability of the audio-based model to learn more diverse contexts. To address this, we propose to leverage the contextual text embeddings extracted from the powerful pre-trained language model that has learned rich contextual representations from large-scale text data. Our hypothesis is that the text features can disambiguate the variations in upper face expressions, which are not strongly correlated with the audio. In contrast to prior approaches which learn phoneme-level features from the text, we investigate the high-level contextual text features for speech-driven 3D facial animation. We show that the combined acoustic and textual modalities can synthesize realistic facial expressions while maintaining audio-lip synchronization. We conduct the quantitative and qualitative evaluations as well as the perceptual user study. The results demonstrate the superior performance of our model against existing state-of-the-art approaches.
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Lee, Adrienne Y., and Alexia N. Bowers. "The Effect of Multimedia Components on Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 340–44. http://dx.doi.org/10.1177/107118139704100176.
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Multimedia is composed of various components: text, graphics/animation, and audio. These components can contribute differentially to the learning of material. The Dual Coding Theory, where the learning of material is enhanced by the simultaneous development and activation of modality specific structures (verbal and non-verbal), can be applied to multimedia learning (Mayer & Gallini, 1990). However most empirical work to examine this theory has focused on graphics and text. In addition research in multimedia has assumed that audio components would enhance learning. Therefore, the studies described in this paper focus on all three components of multimedia with the goal of determining the contribution that these components have on learning. Results did not uniformly support the Dual Coding Theory. In addition, the audio component for this multimedia training did not play as large a role in improving learning as the graphics and animations.
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Mair, Zaid Romegar, and Yuni Kartika. "Alur Pendaftaran Calon Mahasiswa Baru Politeknik Sekayu Berbasis Multimedia." Jurnal Nasional Ilmu Komputer 2, no. 3 (November 20, 2021): 148–59. http://dx.doi.org/10.47747/jurnalnik.v2i3.530.
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Multimedia is one form of information technology, namely information technology that combines images, writing, text, sound, video, animation into an information system that is useful in making decisions for its users. This media displays information about the registration flow of prospective new students in a clear and concise manner. The method used is the MDLC (Multimedia Development Life Cycle) method as software development. For an explanation of each registration flow information using audio, in addition to making this media more interesting, characters or animations are displayed.
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Marselia, Maya, Noferianto Sitompul, and Fathushahib Fathushahib. "PERANCANGAN ANIMASI 3D TAMAN WISATA BINJAI PARK DESA JIRAK KABUPATEN SAMBAS." Indonesian Journal of Business Intelligence (IJUBI) 5, no. 1 (June 30, 2022): 45. http://dx.doi.org/10.21927/ijubi.v5i1.2335.
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3D (three-dimensional) animation is now familiar to most people. The use of 3-dimensional animation is now also increasingly common in filmmaking, advertising, and even as a medium of designing objects and buildings. The purpose of this research was to design and create a 3-dimensional garden animation video that can be used as visualizing objects that appear more real and close to their original form, in the design and creation of this animation researchers use the MDLC (Multimedia Deveploment Life Cycle) method, namely concept, design, material collecting, assembly, testing, and distribution. After that, the process of modeling objects with modeling techniques used, namely primitive modeling and Polygonal Modeling then entered the environment, texture, animating camera operation to the rendering stage using the Blender application, then into pieces of 3-dimensional animated video. After the process is complete, the process of combining videos that have been made in the Blender application and the addition of text and audio using Adobe Premiere Pro cc software. The last stage is the final rendering process that produces a 3-dimensional animation video of the park as a whole in the .mp4 file format with a video duration of 4 minutes
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Li, Lincheng, Suzhen Wang, Zhimeng Zhang, Yu Ding, Yixing Zheng, Xin Yu, and Changjie Fan. "Write-a-speaker: Text-based Emotional and Rhythmic Talking-head Generation." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 3 (May 18, 2021): 1911–20. http://dx.doi.org/10.1609/aaai.v35i3.16286.
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In this paper, we propose a novel text-based talking-head video generation framework that synthesizes high-fidelity facial expressions and head motions in accordance with contextual sentiments as well as speech rhythm and pauses. To be specific, our framework consists of a speaker-independent stage and a speaker-specific stage. In the speaker-independent stage, we design three parallel networks to generate animation parameters of the mouth, upper face, and head from texts, separately. In the speaker-specific stage, we present a 3D face model guided attention network to synthesize videos tailored for different individuals. It takes the animation parameters as input and exploits an attention mask to manipulate facial expression changes for the input individuals. Furthermore, to better establish authentic correspondences between visual motions (i.e., facial expression changes and head movements) and audios, we leverage a high-accuracy motion capture dataset instead of relying on long videos of specific individuals. After attaining the visual and audio correspondences, we can effectively train our network in an end-to-end fashion. Extensive experiments on qualitative and quantitative results demonstrate that our algorithm achieves high-quality photo-realistic talking-head videos including various facial expressions and head motions according to speech rhythms and outperforms the state-of-the-art.
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Agus Suarya Putra, I. Nyoman, and I. Putu Adi Saputra. "Perancangan Media Informasi Program Studi Teknik Informatika Dan Sistem Komputer Pada STMIK STIKOM Indonesia Berbasis Animasi 2D." Jurnal Bahasa Rupa 1, no. 1 (October 28, 2017): 17–24. http://dx.doi.org/10.31598/bahasarupa.v1i1.148.
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STMIK STIKOM Indonesia is still using media information about study programs that are static and still can not be conveyed properly. This resulted in the existence of students who moved the study program and specialization when they have undergone lecturing process because they feel unsuitable, and still mistaken the students in distinguishing between study program and specialization. Seeing the problem, STMIK STIKOM Indonesia needs a media information about study program in the form of more practical, interesting, effective and detail, that can be used for media campaign and presentation. 2D animation is suitable as a medium to support the study program information because there are elements of visual, audio, text and color combined so that understanding of a concept or information becomes more easily accepted by the user. After the animation is completed, it is tested by internal STMIK STIKOM Indonesia. The results of these tests show an excellent response from the respondents. Both in terms of visualization, audio, and information from 2D animation as a medium to support information Engineering Studies Program Informatics and Computer Systems at STMIK STIKOM Indonesia.
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Bhatti, Zeeshan, Abdul Waheed Mahesar, Ghullam Asghar Bhutto, and Fida Hussain Chandio. "Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation." Sukkur IBA Journal of Computing and Mathematical Sciences 1, no. 2 (December 31, 2017): 25. http://dx.doi.org/10.30537/sjcms.v1i2.43.
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Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogs in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.
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Lomax, Helen, and Kate Smith. "Seeing as an Act of Hearing: Making Visible Children’s Experiences of the COVID-19 Pandemic Through Participatory Animation." Sociological Research Online 27, no. 3 (September 2022): 559–68. http://dx.doi.org/10.1177/13607804221087276.
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‘Our Voices’ is an animation co-created with children aged 9–11 during the 2020–2021 global pandemic. A short, stop-start animation of children’s visual, audio and textual representations of their experiences offers a visceral account of the pandemic in England from their perspectives. In making available the animation in this inaugural issue of ‘Beyond the Text’, we have two key aims. The first is to enable children, who have been barely seen and little heard during the pandemic, to voice their experiences in accordance with their aspirations. The second is to reflect upon the process of transforming creative data made by and with children into an animation that is representative of children’s diverse experiences and acknowledges their contributions in ways which enable audiences to engage through ‘seeing’. Accordingly, our accompanying text explores how, through a feminist ethics of care, we sought to co-produce an animation with children which delivers key messages from them and acknowledges their role as co-researchers while maintaining their anonymity. In describing our methodological and ethical practices, we aspire to make visible the relational, dialogic processes inherent in co-production, offering viewers a way of seeing the complexity of children’s experiences through the multi-layered affordances of participatory animation.
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Shilpa, Singh, and Mishra Sunita. "Impact of multimedia in early childhood education." Journal of Management and Science 1, no. 3 (December 30, 2013): 430–35. http://dx.doi.org/10.26524/jms.2013.47.
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Multimedia is multiple forms of media integrated together, i.e. the collection of audio, sounds, text, graphics, animation etc which develop in programs. Multimedia increased Knowledge about concept and critical literacy and specific number and language concepts in the students. Multimedia plays a very important role in assisting students in learning processes.Multimedia uses computers to present text, audio, video, animation, interactive features, and stillimages in various ways and combinations made possible through the advancement of technology. Technology is a tool that can provide another way for children to learn and make sense of their world. Educational technology such as multimedia plays a fundamental and crucial role in teaching learning process at primary level. It makes teaching learning process more effective and successful. In present investigation to identify the impact the use of multimedia in student‟s academic achievements in early childhood education.The study was conducted in the year 2013. The main area selected for the study was Alambagh. In this areaselected five mohllas Pawanpuri, Kailaspuri, Geetapalli, Krishnapalli and Sujanpura. A total of 120 Pre-primary and primary teachers were selected for the study. Random sampling method was used for sample selection and questionnaire schedule was used for data collection. t test used in research for data analysis. The results revealed that the multimedia increased dependency. Multimedia is enabling to clarify content knowledge. It affects children‟s personality in negative way.
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Bahri, Syamsul, Satriani, and Nurul Muzkiyah. "DEVELOPING STUDENTS’ DESCRIPTIVE WRITING ABILITY BY USING ANIMATION MOVIE." SOKO GURU: Jurnal Ilmu Pendidikan 1, no. 2 (August 2, 2021): 50–56. http://dx.doi.org/10.55606/sokoguru.v1i2.156.
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This study's objective is to study how using animated movie might help students improve their writing skills. One class served as the research sample for the pre-experimental methodology used in this study. In the first year of the MA Muhajirin, As'adiyah Kampiri, served as the research sample. Twenty students made up the study's sample. In order to select the sample for the study, the researcher employed the cluster random sampling technique and chose X A. Their understanding of the subject matter for text writing was made simple and enjoyable by the audio and visual mix. It was also acceptable for junior high school kids to get excited and interested in writing in order to hone their descriptive text-writing abilities. Writing tests were used to gather data on the students' descriptive writing abilities, which were then evaluated using SPSS 20. There were noticeable improvements, as seen by the pre-test and post-test results. The pupils' experimental post-test score of (82.11) was greater than their pre-test score, which served as evidence (52.63). The results also revealed that the probability value (0.00) was less than the level of significance (0.05). Based on the findings, the researcher concluded that using animation movies could help students in their first year of MA strengthen their descriptive writing skills. As'adiyah Kampiri Muhajirin.
Dissertations / Theses on the topic "Animation audio text"
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Cloe, James H. Jr. "An Evaluation of Electronic Annotated Readers for First Graders in Chinese Dual Immersion to Improve Reading Comprehension and Character Recognition." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3401.
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This study is an evaluation of online annotated readers developed for first grade students enrolled in Chinese immersion. The electronic readers were created to provide additional input to immersion students, who had little time in class for Chinese character reinforcement. The students accessed online readers from their homes and took assessments before and after each reader to test for improved character comprehension. In addition, students were divided into treatment and control groups. The treatment group had annotated electronic readers with audio and games. Conversely, the control group did not have annotations but audio was included. Results demonstrate a significant difference between preliminary and post-assessments, suggesting that students comprehended more characters after reading. No significant differences were detected between the control (non-annotated) and treatment (annotated) groups. Additional data collected from parent surveys provide useful demographics about subjects' socio-cultural and language variables as well as highlight parental desires for more support and help-aides. Computer Assisted Language Learning (CALL) in relationship to young immersion students learning Chinese is also discussed. Results suggest that online annotated readers can be an important resource for students who have limited instructional time in the classroom and little opportunity to receive help at home.
Books on the topic "Animation audio text"
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Kaduri, Yael, ed. The Oxford Handbook of Sound and Image in Western Art. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199841547.001.0001.
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This book examines different kinds of analogies, mutual influences, integrations, and collaborations of the audio and the visual in different art forms. The contributions, written by key theoreticians and practitioners, represent state-of-the-art case studies in contemporary art, integrating music, sound, and image with key figure of modern thinking constitute a foundation for the discussion. It thus emphasizes avant-garde and experimental tendencies, while analyzing them in historical, theoretical, and critical frameworks. The book is organized around three core subjects, each of which constitutes one section of the book. The first concentrates on the interaction between seeing and hearing. Examples of classic and digital animation, video art, choreography, and music performance, which are motivated by the issue of eye versus ear perception are examined in this section. The second section explores experimental forms emanating from the expansion of the concepts of music and space to include environmental sounds, vibrating frequencies, language, human habitats, the human body, and more. The reader will find here an analysis of different manifestations of this aesthetic shift in sound art, fine art, contemporary dance, multimedia theatre, and cinema. The last section shows how the new light shed by modernism on the performative aspect of music has led it—together with sound, voice, and text—to become active in new ways in postmodern and contemporary art creation. In addition to examples of real-time performing arts such as music theatre, experimental theatre, and dance, it includes case studies that demonstrate performativity in visual poetry, short film, and cinema.
Book chapters on the topic "Animation audio text"
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Mbale, Jameson, and Manish Wadhwa. "Macromedia Director-MX Lessons Development (MAD-LED) Model." In Creating Teacher Immediacy in Online Learning Environments, 252–72. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9995-3.ch013.
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Dissemination of teaching-learning information through online and distance-learning methods can only be effective if the materials are interactively presented among all the stakeholders, that is, the teacher, the learner, and the content itself. The content being used need to dynamically respond according to the prevailing learning circumstances that may demand the interactivity involving text, video, audio, graphics, and animation in a real-time environment. Based on this premise, Macromedia Director-MX Lessons Development system, abbreviated in this work as MAD-LED Model, was envisaged. The MAD-LED Model utilises the combination of nonverbal immediacy and multimedia Macromedia Director-MX technologies. The situational variable of teacher nonverbal immediacy is associated with student's motivation to study and is thus essential for effective classroom instruction. The multimedia Macromedia Director-MX tools such as cast, stage, score, and control panel are used to design and develop animation utilising the text, video, audio, and graphics.
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Gao, Yuan. "Interactivity and Amusement in Electronic Commerce." In Encyclopedia of Information Science and Technology, First Edition, 1607–11. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch283.
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The use of structural features such as text size, font, graphics, color, animation, video and audio has been widely explored in the traditional media. Similar uses of such features have also been found in the online environment (Rodgers & Thorson, 2000). Factors related to consumer’s behavior, attitude, and perceptions regarding Web sites have been examined in academic literature (Chen & Wells, 1999; Coyle & Thorson, 2001; Ducoffe, 1996; Eighmey, 1997; Koufaris, 2002; Koufaris, Kambil, & Labarbera, 2001; Vijayasarathy, 2003). They include the investigation of effects of interactive features on Web site appeal (Ghose & Dou, 1998), and e-store characteristics on site traffic and sales (Lohse & Spiller, 1998). Some experimental studies examined the effects of animation and image maps on perceived telepresence and consumer attitude (e.g., Coyle & Thorson, 2001), and the use of pop-up windows on consumer decision-making processes (Xia & Sudharshan, 2000).
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Sawant, Sarika. "Essential E Learning Tools, Techniques and Open CourseWare for E Learners and Trainers." In Advances in Human and Social Aspects of Technology, 148–77. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0556-3.ch007.
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E-learning includes several types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. E learning is a learner-friendly mode of learning, offering alternative, self-paced and personalised ways of studying. The present chapter explains the synchronous and asynchronous mode of e learning with its features. It also defines and summarises the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The search engines especially for academic purpose and for Open CourseWear are also discussed in the chapter. It identifies open courseware around the world spanning various subjects. The chapter concludes with e learning initiatives in India.
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Caladine, Richard. "The Future of Online Learning." In Enhancing E-Learning with Media-Rich Content and Interactions, 1–14. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-732-4.ch001.
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To write about technology is to write about change. In the first decade of the 21st century the rate of change of technology is greater than ever before. At a recent meeting of human resource developers using online learning, an executive of a local, national broadcaster mentioned that a year ago his organization did not know what podcasting was and that today they have managers of it. Change in technology has been recognized by almost all who live in developed countries, and it is clear to most that the only certainty about technology is that, for the foreseeable future at least, it will continue to change. Yet a conundrum appears to exist as fundamentally, little has changed about online learning or e-learning in higher education and human resource development for the past 10 or so years. Content is still predominantly text-based and the communications tools are generally limited to text. This contrasts markedly with the trend in other online experiences to include audio, video animation as well as text and graphics. This book argues that it is high time for e-learning to change. The book puts forward theoretical models designed to assist trainers, teachers, and instructional designers to create e-learning where rich media are used for content as well as interactions.
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Jain, Vinita. "Evaluation of E-Resources in Government." In Advances in Library and Information Science, 16–38. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4070-2.ch002.
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Throughout history, man has been recording, presenting, and preserving information through various media like palm leaves stores, tablets, leather, clay, etc. The invention of paper and the printing press brought a revolution in this direction. Subsequently, micro documents and audio-video cassettes also arrived on the scene. The 20th century witnessed a revolution in the form of computer for storing and retrieving information. CD-ROM brought a revolution in information storage and retrieval. DVD, with much higher storage capacity, further revolutionized the information delivery mechanism. World Wide Web converted the whole world into an information city. The information going electronic, knowledge storage and retrieval has become dynamic with the help of powerful retrieval engines irrespective of the storage media used, be it CD or Internet. Slowly, the static and paper-based libraries are being replaced by dynamic electronic/digital/virtual mechanisms for producing, organizing, locating, repackaging, and accessing the information. Many libraries have gained experience in developing and building digital resources and their management. Electronic book is a text, analogous to a book that is in digital form to be displayed on a computer screen. E-books are online or in CD-ROMs, which store vast amounts of data in text form, as well as digital images, animation, music, and other sounds to supplement this text.
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Smith, Todd L., and Scot Ransbottom. "Digital Video in Education." In Distance Learning Technologies, 124–42. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch010.
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Use of technology to support education is by no means a new concept. Educators have for centuries looked for tools to help stimulate the senses and enhance their students’ learning. Though lectures are still the predominant means of delivering material, multimedia is pervasive in educational institutions. For clarity, multimedia is considered the combination of text, graphics, audio, animation and video through electronic means (Vaughan, 1998). This chapter is concerned primarily with video. The methods for creating videos and the means of delivery continue to change with technological advancements. The earliest educators brought sample objects or hand drawn representations to the classroom in order to provide a visual perspective and enhance understanding. In the mid-1900s, educators began to use analog video signals to show tapes or live shows that were again intended to enhance students’ understanding. Today, computing systems are capable of storing and presenting video content on a one-to-one or one-to-many bases. The key issue is whether the expense and effort associated with multimedia, and specifically, digital video is worthwhile. In this chapter, we discuss the use of digital video in the modern classroom with a focus on learning. Specifically, we base the discussion on Felder’s Learning Model, Bloom’s Taxonomy , and Kolb’s Learning Cycle. First, the Background Section briefly describes these theories and provides some basic information on digital video. Second, we describe a classroom that was constructed to support digital video and detail performance issues. Finally, we discuss the synergy of video in education. The underlying questions that will be explored are (1) How should we use digital video? and (2) What are the technological constraints?
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Rowe, N. C. "Digital Multimedia." In Multimedia Technologies, 10–16. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch002.
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Multimedia data can be important assets of government computer systems. Multimedia data can be documents, statistics, photographs and graphics, presentations, video and audio of events, and software. Examples include maps, video of meetings, slide presentations by consultants and vendors, graphs of budgets, and text of regulations. Video of meetings of legislatures and other government organizations is particularly valuable as it makes government processes more visible to citizens and can encourage trust in government. Multimedia is also particularly valuable in presenting geographical information (Greene, 2001), a concern of all governments. Added multimedia can also be used to more effectively deliver information to people, as with films, animations, sound effects, and motivational materials. Multimedia information is important for digital government because it is often a more natural communication mode for people than text. It is thus important that government be responsive to the needs and desires of citizens by providing it. Much of the world is illiterate, and the ubiquity of television means even the literate often prefer watching video to reading text. Some citizens have special needs: Blind people need audio, and deaf people need images. Video and audio also convey information beyond text: A video of a legislature meeting contains subtleties not apparent from its transcript. Research has shown that multimedia is especially good at conveying explanatory information about functional relationships in organizations (Lim & Benbasat, 2002). Research has also shown that people learn better from multimedia presentations than from conventional classroom instruction, and the multimedia provides a consistent experience available at any time unlike human instructors (Wright, 1993).
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Swierzowicz, Janusz. "Multimedia Data Mining Concept." In Data Warehousing and Mining, 3611–20. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-951-9.ch225.
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The development of information technology is particularly noticeable in the methods and techniques of data acquisition, high-performance computing, and bandwidth frequency. According to a newly observed phenomenon, called a storage low (Fayyad & Uthurusamy, 2002), the capacity of digital data storage is doubled every 9 months with respect to the price. Data can be stored in many forms of digital media, for example, still images taken by a digital camera, MP3 songs, or MPEG videos from desktops, cell phones, or video cameras. Such data exceeds the total cumulative handwriting and printing during all of recorded human history (Fayyad, 2001). According to current analysis carried out by IBM Almaden Research (Swierzowicz, 2002), data volumes are growing at different speeds. The fastest one is Internet-resource growth: It will achieve the digital online threshold of exabytes within a few years (Liautaud, 2001). In these fast-growing volumes of data environments, restrictions are connected with a human’s low data-complexity and dimensionality analysis. Investigations on combining different media data, multimedia, into one application have begun as early as the 1960s, when text and images were combined in a document. During the research and development process, audio, video, and animation were synchronized using a time line to specify when they should be played (Rowe & Jain, 2004). Since the middle 1990s, the problems of multimedia data capture, storage, transmission, and presentation have extensively been investigated. Over the past few years, research on multimedia standards (e.g., MPEG-4, X3D, MPEG-7) has continued to grow. These standards are adapted to represent very complex multimedia data sets; can transparently handle sound, images, videos, and 3-D (three-dimensional) objects combined with events, synchronization, and scripting languages; and can describe the content of any multimedia object. Different algorithms need to be used in multimedia distribution and multimedia database applications. An example is an image database that stores pictures of birds and a sound database that stores recordings of birds (Kossmann, 2000). The distributed query that asks for “top ten different kinds of birds that have black feathers and a high voice” is described there by Kossmann (2000, p.436).
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Hai-Jew, Shalin. "IT-Enabled Strategies for Mental Modeling in E-Learning." In Information Technology and Constructivism in Higher Education, 159–80. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-654-9.ch011.
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This chapter examines some ways information technologies (IT) are deployed in higher education courses to help learners create robust mental models. In e-learning, mental models are created through the following: digitally mediated (1) information visualization work; (2) virtual immersion, and (3) human interactivity. For (1) information visualization work, information technologies afford multi-sensory learning channels: texts, visuals, slideshows, screen casts and animations, audio, video, interactivity, immersiveness, and simulations. IT supports the archiving of digital learning artifacts through eportfolios, digital gallery shows, and informational multimedia databases. (2) Virtual immersion has been enabled in 3-D interactive spaces where learners may experience multi-faceted learning. More complex simulations have also been created with animations and long-term continuous learning. To promote (3) human interactivity, IT reifies human intellects and perceptions, and social software uses “swarm intelligence” to support consensus-driven realities. IT creates contexts for co-learning and intercommunications. Collaborative pedagogical strategies—online teaching case studies, mock trials, facilitated games, and various assignments and assessments—highlight the multiple-views, multiple-realities of constructivist learning.
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Xu, Zhe, David John, and Anthony C. Boucouvalas. "Social Factors and Interface Design Guidelines." In Encyclopedia of Human Computer Interaction, 523–32. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch078.
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Designing an attractive user interface for Internet communication is the objective of every software developer. However, it is not an easy task as the interface will be accessed by an uncertain number of users with various purposes. To interact with users, text, sounds, images, and animations can be provided according to different situations. Originally, text was the only medium available for a user to communicate over the Internet. With technology development, multimedia channels (e.g., video and audio) emerged into the online context. Individuals’ sociability may influence human behaviour. Some people prefer a quiet environment and others enjoy more liveliness. On the other hand, the activity purpose influences the environment preference as well. Following usability principles and task analysis (Badre, 2002; Cato, 2001; Dix, Finlay, Abowd, & Beale, 1998; McCraken & Wolfe, 2004; Neilsen, 2000; Nielsen & Tahir, 2002; Preece, Rogers, & Sharp, 2002), we can predict that business-oriented systems and informal systems will require different types of interfaces: Business systems are concerned with the efficiency of performing tasks, while the effectiveness of informal systems depend more on the user’s satisfaction with the experience of interacting with the system. Suppose you are an Internet application designer; should you provide a vivid and multichannel interface or a concise and clear appearance? When individuals’ sociability and the activity purpose contradict, should the interface design follow the sociability requirement, the purpose of the activity, or even neither of them? To answer these questions, the characteristics of communication interfaces should be examined. For face-to-face communications, sounds, voices, various facial expressions, and physical movements are the most important contributing factors. These features are named physical and social presence (Loomis, Golledge, & Klatzky, 1998). In the virtual world, real physical presence does not exist anymore; however, emotional feelings, group feelings, and other social feelings are existent but vary in quantity. The essential differences of interfaces are the quantity of the presented social feelings. For example, a three-dimensional (3-D) interface may provide more geographical and social feelings than a two-dimensional (2-D) chat room may present. To assess the different feelings that may emerge from different interfaces, a two-dimensional chat room and a three-dimensional chatting environment were developed. The identification of social feelings present in the different interface styles is presented first. Then an experiment that was carried out to measure the influence the activity styles and the individuals’ sociability have on the interface preferences is discussed. The questions raised in this article are “What are the social feelings that may differ between the two interfaces (2-D vs. 3-D)?” and “Will users prefer different interfaces for different types of activities?”
Conference papers on the topic "Animation audio text"
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Zhang, Jiayi, Jiayu Zhang, Justin Wang, and Yu Sun. "FunReading: A Game-based Reading Animation Generation Framework to Engage Kids Reading using AI and Computer Graphics Techniques (for Special Needs)." In 12th International Conference on Computer Science and Information Technology (CCSIT 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.121309.
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Children with ASD or ADHD are having a hard time learning and understanding, and there’s no perfect education system [1][2]. However, audios and animations can improve their reading effectiveness. This paper designs an application to have animated characters talking with audio based on the text using Optical Character Recognition, text to speech, and Natural Language Processing.
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Mariappan, Jawaharlal, Angela Shih, Peter G. Schrader, and Robert Elmore. "Scenario-Based Learning and Multimedia in Improving Engineering Education." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57704.
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Use of multimedia and new technologies has become very common in education and the corporate training industry. Unlike text-on-the-screen (page-turner) instructions, multimedia based interactions involve audio, video, animation and rich graphics. These attributes are very appealing to learners, and have become the predominant approach to deliver self-paced learning material. The use of multimedia and computer-based training has improved web-based as well as computer-based training and instructional delivery tremendously. However, providing an authentic learning experience requires much more than multimedia. It requires an active learning approach built on sound principles of instructional design. Scenario Based Learning (SBL) is an effective pedagogical approach which utilizes new technology and provides an excellent framework for active learning. This paper presents a SBL approach and its application to teach engineering. This approach will engage learners, increase their interest, improve knowledge retention, and facilitate understanding of the physical meaning behind abstract concepts.
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Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.
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Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.
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Bratić, Diana, Denis Jurečić, Tajana Koren Ivančević, and Maja Strgar Kurečić. "Infographics in digital ads: A/B testing for content optimization." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p26.
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Internet users are bombarded every day with various ads, and they try to block them in all possible ways. If they do not block them, they usually pay little attention to them. Therefore, ads need to be creative and provide as much relevant information as possible about the advertised product or service at a glance in order to lead to conversions. For this purpose, the benefits of infographics can be used very well, in addition to dynamic forms of ads that consist of audio and video elements, especially in a responsive web environment. This type of advertising is also great for posting on social media, where the flow of information and responses is very fast. Infographics actually represent a visual presentation of information through a combination of typography, symbols, pictograms, shapes, and colours and are used to present complex information quickly and clearly. The use of infographics as one of the multimedia elements in digital advertising contributes to the optimization of advertising content, which also contributes to SEO optimization. To investigate the extent to which infographics in digital advertising can contribute to the optimization of advertising content in a responsive web environment, A/B testing of multimedia advertising content presented through infographics and content that contained all relevant information about the advertiser and was not presented in the form of an infographic was conducted on two types of screens. The A/B testing model itself provides the opportunity to maximize conversion rates, but it also provides a significant increase in knowledge about how advertising content is presented. It can also establish a set of optimized practices for multimedia elements of ad content. The proposed testing model provides the perfect opportunity to properly test your ad before launch. The same analogy can be applied to other multimedia elements used to create ads, such as photos, animations, colours, content management system elements, etc. The obtained results provide valuable information about infographics possibilities in advertising content optimization in a responsive web environment because they load faster, are suitable for small screens, and do not tire users.
Reports on the topic "Animation audio text"
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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.
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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.