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Relevant bibliographies by topics / Computer art Philosophy / Dissertations / Theses

Dissertations / Theses on the topic 'Computer art Philosophy'

To see the other types of publications on this topic, follow the link: Computer art Philosophy.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Lee, Hyun Jean. "The screen as boundary object." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28226.

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Thesis (M. S.)--Literature, Communication, and Culture, Georgia Institute of Technology, 2009.
Committee Chair: Mazalek, Ali; Committee Member: Bolter, Jay David; Committee Member: Do, Ellen Yi-Luen; Committee Member: Nitsche, Michael; Committee Member: Winegarden, Claudia R.

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2

Miyoshi, Akihiko. "Art and authenticity /." Link to online version, 2005. https://ritdml.rit.edu/dspace/handle/1850/1106.

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3

Hård, af Segerstad Ylva. "Use and adaptation of written language to the conditions of computer-mediated communication : doctoral dissertation publicly defended in Stora Hörsalen, Humanisten, Göteborg University, on December 21, 2002, at 10.00, for the degree of doctor of philosophy /." Göteborg : Department of linguistics, Göteborg University, 2002. http://catalogue.bnf.fr/ark:/12148/cb391298864.

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4

Hayunga, Kelly Lynn. "Elementary Students' Perceptions of Their Authentic Engagement when Using iPads in the Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404574/.

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The purpose of this study was to examine the impact of a 1:1 iPad initiative on student engagement in the classroom, as perceived by students. The design of this case study consisted of a purposeful sample of six, 5th grade students from a suburban elementary school in North Central Texas who participated in surveys, individual interviews, and focus group discussions. Two research questions guided this study: (1) How do elementary school students perceive they are authentically engaged when using iPads in the classroom? (2) What types of instructional strategies do elementary school students perceive to be most relevant and meaningful? Data collected to answer the research questions was analyzed using thematic analysis, which entailed identifying recurring themes within the data, comparing, coding, combining, and then reporting them. The findings from the research suggested that 1:1 initiatives can foster engaging learning experiences that are meaningful to students and that the iPad provided students a more personalized learning experience which had a positive effect on their engagement. Additional findings disclosed that the type of assignments and schoolwork that students were able to do with the iPad also positively impacted their engagement and interest in the content and their learning. The conclusions reached in this study also supported findings from other studies on 1:1 programs and student engagement.

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5

Suiter, Wendy. "Text manipulation voice with audio or acoustic augmentation /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080228.103431/index.html.

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6

Mata, Jodi Lane. "Teacher Perceptions of Student Engagement as Related to Technology Implementation in the Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404613/.

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The challenges of at-risk students are not new. Newspaper articles from the 1860s presented information about communities seeking to help students to complete school and find employment to provide a livable wage. Today's solutions focus on legislation intended to affect societal change and provide equitable opportunities for at-risk students. Much research regarding how to improve academic outcomes for at-risk students addresses high school level, identifying those factors that encourage secondary learners to remain in school. However, less work has been done investigating whether earlier intervention can obviate later retention efforts by improving students' learning outcomes in the elementary grades. In this vein, engagement is a factor found to positively influence learning, particularly when students are actively engaged with instructional content. Technology can facilitate such interactions between students and content; however, research is needed to better understand the relationship between student engagement and technology, particularly with at-risk students in elementary settings. Seeking to address the gap, this qualitative study examined the occasion of a fifth-grade school that recently implemented 1:1 technology. Using a case study approach, researchers explored the effects of the 1:1 Chromebook implementation on teacher-perceived student engagement at the elementary level. This study sought to better understand how this school technology application influenced student engagement including constructs such as relevance, novelty, and gamification. Teachers in the study expressed that their students' engagement levels increased with Chromebook use. They identified relevance, autonomy, and novelty as reasons for students' engagement with the technology.

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7

Bulgarov, Florin Adrian. "Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404562/.

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Recent advancements in machine learning have started to put their mark on educational technology. Technology is evolving fast and, as people adopt it, schools and universities must also keep up (nearly 70% of primary and secondary schools in the UK are now using tablets for various purposes). As these numbers are likely going to follow the same increasing trend, it is imperative for schools to adapt and benefit from the advantages offered by technology: real-time processing of data, availability of different resources through connectivity, efficiency, and many others. To this end, this work contributes to the growth of educational technology by developing several algorithms and models that are meant to ease several tasks for the instructors, engage students in deep discussions and ultimately, increase their learning gains. First, a novel, fine-grained knowledge representation is introduced that splits phrases into their constituent propositions that are both meaningful and minimal. An automated extraction algorithm of the propositions is also introduced. Compared with other fine-grained representations, the extraction model does not require any human labor after it is trained, while the results show considerable improvement over two meaningful baselines. Second, a proposition alignment model is created that relies on even finer-grained units of text while also outperforming several alternative systems. Third, a detailed machine learning based analysis of students' unrestricted natural language responses to questions asked in classrooms is made by leveraging the proposition extraction algorithm to make computational predictions of textual assessment. Two computational approaches are introduced that use and compare manually engineered machine learning features with word embeddings input into a two-hidden layers neural network. Both methods achieve notable improvements over two alternative approaches, a recent short answer grading system and DiSAN – a recent, pre-trained, light-weight neural network that obtained state-of-the-art performance on multiple NLP tasks and corpora. Fourth, a clustering algorithm is introduced in order to bring structure to the feedback offered to instructors in classrooms. The algorithm organizes student responses based on three important aspects: propositional importance classifications, computational textual understanding of student understanding and algorithm similarity metrics between student responses. Moreover, a dynamic cluster selection algorithm is designed to decide which are the best groups of responses resulting from the cluster hierarchy. The algorithm achieves a performance that is 86.3% of the performance achieved by humans on the same task and dataset. Fifth, a deep neural network is built to predict, for each cluster, an engagement response that is meant to help generate insightful classroom discussion. This is the first ever computational model to predict how engaging student responses will be in classroom discussion. Its performance reaches 86.8% of the performance obtained by humans on the same task and dataset. Moreover, I also demonstrate the effectiveness of a dynamic algorithm that can self-improve with minimal help from the teachers, in order to reduce its relative error by up to 32%.

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8

Wallace, Linda. "Material media : artefacts from a digital age." Phd thesis, 2003. http://hdl.handle.net/1885/150935.

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9

Cook, Carl. "Towards computer-supported collaborative software engineering : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20070316.201851.

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10

Irwin, Warwick. "Understanding and improving object-oriented software through static software analysis : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Computer Science in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20070628.161653.

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11

Hauber, Jörg. "Understanding remote collaboration in video collaborative virtual environments : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2008. http://library.canterbury.ac.nz/etd/adt-NZCU20080528.114155.

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12

JasonSmith, Michael. "The temporal organisation of documents and versions : a user-centred investigation : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20060818.162549.

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13

Looser, Julian. "AR magic lenses : addressing the challenge of focus and context in augmented reality : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2007. http://library.canterbury.ac.nz/etd/adt-NZCU20080331.161514.

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14

Suraweera, Pramuditha. "Widening the knowledge acquisition bottleneck for intelligent tutoring systems : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070417.162903.

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15

Abbiss, Jane Elizabeth. "IT is a gender thing, or is it? : gender, curriculum culture and students' experiences of specialist IT subjects in a New Zealand high school : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Education) at the University of Canterbury /." 2005. http://library.canterbury.ac.nz/etd/adt-NZCU20061003.180034.

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