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Journal articles on the topic 'Interactive technology'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Jabborova, Dilafruz Furkatovna, and Shirinboy Sharofovich Olimov. "Interactive Learning Technology." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.

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2

Dauitbayeva, A. O., A. A. Myrzamuratova, and A. B. Bexeitova. "INTERACTIVE VISUALIZATION TECHNOLOGY IN AUGMENTED REALITY." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 137–42. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.080.

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This article is devoted to the issues of visualization and information processing, in particular, improving the visualization of three-dimensional objects using augmented reality and virtual reality technologies. The globalization of virtual reality has led to the introduction of a new term "augmented reality"into scientific circulation. If the current technologies of user interfaces are focused mainly on the interaction of a person and a computer, then augmented reality with the help of computer technologies offers improving the interface of a person and the real world around them. Computer graphics are perceived by the system in the synthesized image in connection with the reproduction of monocular observation conditions, increasing the image volume, spatial arrangement of objects in a linear perspective, obstructing one object to another, changing the nature of shadows and tones in the image field. The experience of observation is of great importance for the perception of volume and space, so that the user "completes" the volume structure of the observed representation. Thus, the visualization offered by augmented reality in a real environment familiar to the user contributes to a better perception of three-dimensional object.

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Fails, Jerry Alan, Allison Druin, and Mona Leigh Guha. "Interactive storytelling: interacting with people, environment, and technology." International Journal of Arts and Technology 7, no. 1 (2014): 112. http://dx.doi.org/10.1504/ijart.2014.058946.

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Guðmundsdóttir, Gréta Björk, Dina Dalaaker, Gunstein Egeberg, Ove Edvard Hatlevik, and Karoline Hultman Tømte. "Interactive Technology. Traditional Practice?" Nordic Journal of Digital Literacy 9, no. 01 (March 28, 2014): 23–43. http://dx.doi.org/10.18261/issn1891-943x-2014-01-05.

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Diochon, Monica C., and Ann Frances Cameron. "Technology-Based Interactive Learning." Active Learning in Higher Education 2, no. 2 (December 2001): 114–27. http://dx.doi.org/10.1177/1469787401002002003.

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Fischell, David R., Sarbmeet S. Kanwal, and Daniel Furman. "Interactive Voice Technology Applications." AT&T Technical Journal 69, no. 5 (September 10, 1990): 61–76. http://dx.doi.org/10.1002/j.1538-7305.1990.tb00122.x.

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Glasgow, Russell E., Sheana S. Bull, John D. Piette, and John F. Steiner. "Interactive behavior change technology." American Journal of Preventive Medicine 27, no. 2 (August 2004): 80–87. http://dx.doi.org/10.1016/j.amepre.2004.04.026.

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Karimov, Ismoiljon. "Developing Creative Activities In Technology Lessons: Using Some New Interactive Methods." American Journal of Applied sciences 03, no. 04 (April 30, 2021): 187–98. http://dx.doi.org/10.37547/tajas/volume03issue04-26.

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At the time being, special attention is paid to teaching students a creative thinking in technical science in general secondary schools. This can be seen in the example of curricula, timetables and textbooks published on this subject. In particular, in the curriculum and textbooks for grades 8-9 there is a section "Technology for preparing creative projects", which helps how to perform creative work. It should be noted that teaching pupils and students to think and work creatively is not an easy task. To do this, it is necessary periodically to inform them about creative works, methods and stages of their implementation. However, using some of the interactive methods in practice is also effective. Regarding this, to use certain interactive methods, we have created and improved several new interactive methods and applied them into a practice. We would like to recommend several interactive methods aimed at organizing and developing students' creative activities in technology classes which are given below.

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Gustyahina, V. P., and L. V. Popova. "INTERACTIVE TECHNOLOGY IN TEACHER EDUCATION." Tomsk State Pedagogical University Bulletin, no. 8 (2018): 149–54. http://dx.doi.org/10.23951/1609-624x-2018-8-149-154.

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Md Ali, Asma, and Joan Richardson. "Using Web Interactive Multimedia Technology." International Journal of Technologies in Learning 21, no. 2 (2015): 43–54. http://dx.doi.org/10.18848/2327-0144/cgp/v22i02/49164.

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11

Carlisle, Anne. "Art & Technology: Interactive Art." Circa, no. 73 (1995): 18. http://dx.doi.org/10.2307/25562848.

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Shodiev Faxriddin Teshaevich. "Interactive technology in primary education." International Journal on Integrated Education 3, no. 10 (October 11, 2020): 76–77. http://dx.doi.org/10.31149/ijie.v3i10.687.

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This article discusses the technology of interactive teaching in primary education.On this case, different research methods and analyses were conducted on interactive technology. In primary schools, interactive technologies alogn with interactive technology has been pointed out both with theoretical and practical views. Outcomes and shortcomings of the issue were stated by the author of the research.

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13

Haywood, R. M., and A. G. B. Perks. "New technology for interactive teaching." British Journal of Plastic Surgery 54, no. 7 (October 2001): 654–55. http://dx.doi.org/10.1054/bjps.2001.3671.

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14

Brezis, Mayer, and Robert Cohen. "Interactive learning with voting technology." Medical Education 38, no. 5 (May 2004): 574–75. http://dx.doi.org/10.1111/j.1365-2929.2004.01887.x.

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15

Whitson, B. A., C. D. Hoang, T. Jie, and M. A. Maddaus. "Technology-enhanced interactive surgical education." Journal of Surgical Research 130, no. 2 (February 2006): 251. http://dx.doi.org/10.1016/j.jss.2005.11.255.

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Whitson, Bryan A., Chuong D. Hoang, Tun Jie, and Michael A. Maddaus. "Technology-Enhanced Interactive Surgical Education." Journal of Surgical Research 136, no. 1 (November 2006): 13–18. http://dx.doi.org/10.1016/j.jss.2006.02.042.

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17

Lipparelli, Mark, Sebastian Sinclair, Terry Oliver, and Eugene Martin Christiansen. "CASINOS AND DISRUPTIVE INTERACTIVE TECHNOLOGY." Gaming Law Review 24, no. 10 (December 1, 2020): 653–90. http://dx.doi.org/10.1089/glr2.2020.0026.

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18

Liu, Chengcheng. "Artificial Intelligence Interactive Design System Based on Digital Multimedia Technology." Advances in Multimedia 2022 (January 19, 2022): 1–12. http://dx.doi.org/10.1155/2022/4679066.

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The current extraction speed of artificial intelligence interactive elements is low, with the low effect, resulting in the poor effect of artificial intelligence interaction. Therefore, a new artificial intelligence interaction method has been developed for digital multimedia technology, performing analysis based on the current background of artificial intelligence, providing a good environment foundation for the interactive place, so that it can integrate artificial intelligence technology after interaction. Aiming at the current problems of digital multimedia technology in the use of artificial intelligence interaction design, innovative exploration of artificial intelligence technology will be carried out based on multimedia technology and innovative thinking. Based on the in-depth analysis of digital multimedia technology, the relationship between artificial intelligence technology and digital multimedia technology is analyzed, and an artificial intelligence interactive design system based on digital multimedia technology is proposed. Finally, the digital multimedia technology is verified on the artificial intelligence interactive design through case analysis.

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Li, Jiahang. "Research on Interactive System of Movie Subtitle Speech Based on Machine Learning Technology." Frontiers in Computing and Intelligent Systems 2, no. 2 (December 26, 2022): 22–24. http://dx.doi.org/10.54097/fcis.v2i2.3744.

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The composition elements of subtitles, from the early single text, have developed into the present text, graphics, colors, animation, special effects and other combinations. With the development of speech technology and natural language understanding, speech interaction system has become a hot research field. Different from the traditional data interaction between keyboard, mouse and display, using hearing to transmit data makes the interactive system of movie subtitles more anthropomorphic and intelligent. It is the most natural and convenient means for human beings to exchange information with intelligent systems by incorporating machines and equipment with voice information processing capabilities into human voice interactive objects and endowing movie subtitle interactive systems with biological language recognition functions. A machine learning-based movie subtitle voice interactive system is constructed, which can well expand the application of voice interactive system and improve the user experience. In this paper, a movie subtitle voice interactive system based on machine learning technology is proposed, so as to better and effectively realize human-computer voice interaction.

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20

Bondar, Yulia. "CATEGORICAL DISTINCTION OF THE CONCEPTS “INTERACTIVE TECHNOLOGY” AND “INTERACTIVE METHOD”." Knowledge, Education, Law, Management 1, no. 4 (2020): 8–13. http://dx.doi.org/10.51647/kelm.2020.4.1.2.

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21

Kennewell, S., H. Tanner, S. Jones, and G. Beauchamp. "Analysing the use of interactive technology to implement interactive teaching." Journal of Computer Assisted Learning 24, no. 1 (May 9, 2007): 61–73. http://dx.doi.org/10.1111/j.1365-2729.2007.00244.x.

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22

Muhammad, Salmah J. N., Che N. C. Puteh, and Normaliza Abd Rahim. "Malay Epic and Historiography Literature Students’ Perception Towards Interactive Online Interaction." Asian Social Science 15, no. 5 (April 30, 2019): 23. http://dx.doi.org/10.5539/ass.v15n5p23.

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Technology is a need among modern community that ensures new knowledge and can be shared and utilized together. In teaching and learning, technology usage can be considered as a tool that can improve students’ cognitive, psychomotor and effective, also can interconnect with each other. Without technology, the learning world can be classified as a backward era. Therefore, through the interactive connection, learning can be more interesting and effective. Thus, the effectiveness of students’ needs will be measured either interactive connection that attracts students’ interest or vice-versa. Therefore, the objectives of the study are to determine the response towards online teaching interactive, also to analize and summarize UPM students online interactive connection by using the Technology Acceptance Model (TAM). This research applied online questionnaire by using the Monkey Survey website. About 94 Univeriti Putra Malaysia students from BBK 3311 Malay Epic and Historiography Literature course were choosen as research samples. The results of the study showed that majority of the samples are satisfied with the technology interactive method that had been introduced in this subject through Putramooc Malay Art platform. It is hoped that this research can help to identify the technology interactive connection through the most dominant multimedia and can be applied by the parties involved.

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23

Lovell-Johnston, Meridith Ann. "Do “Interactive” Educational Technologies Promote Interactive Literacy Instruction?" Language and Literacy 21, no. 3 (August 27, 2019): 79–111. http://dx.doi.org/10.20360/langandlit29448.

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This article explores the concept of lesson interactivity within six primary and elementary teachers’ use of whole-class and personal digital devices over multiple lessons including Interactive Whiteboards, data projectors, laptop computers, and others. The analysis focuses on the differences between technical vs pedagogic interactivity (Smith, Higgins, Wall, & Miller, 2005) where technical interactivity refers to direct tactile interaction with technology and pedagogic interactivity refers to the interaction between teachers, students, and lesson content which may occur with or without technology use. Technical interactivity varied in duration between teachers and lessons, but teachers’ use of whole-class devices typically exceeded students’ use. Use of personal devices by students was infrequent, and often supported the content displayed on a whole-class device. In terms of pedagogic interactivity facilitated by technology use, the most frequent activities were teacher-directed questioning and guided practice, during which the teachers had a correct answer or method in mind. Use of deeper pedagogic interaction through discussion, student inquiry, or research were not observed. Teachers expressed that they faced barriers to interactive technology use including program and resource constraints as well as lack of teacher comfort with technology. This research was conducted following Tri-Council guidelines for the Ethical Conduct of Research Involving Humans. It has passed the research ethics board of two universities and two school districts.

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24

Sandfort, Jodi R. "Using Technology to Support Interactive Learning." Journal of Public Affairs Education 22, no. 3 (September 2016): 321–26. http://dx.doi.org/10.1080/15236803.2016.12002250.

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25

Saltz, David Z. "Live Media: Interactive Technology and Theatre." Theatre Topics 11, no. 2 (2001): 107–30. http://dx.doi.org/10.1353/tt.2001.0017.

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26

O'Sullivan, Mary, Sandra Stroot, Deborah Tannebill, and Chien Chou. "Interactive Video Technology in Teacher Education." Journal of Teacher Education 40, no. 4 (July 1989): 20–25. http://dx.doi.org/10.1177/002248718904000404.

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27

Lin, Carolyn A. "An Interactive Communication Technology Adoption Model." Communication Theory 13, no. 4 (November 2003): 345–65. http://dx.doi.org/10.1111/j.1468-2885.2003.tb00296.x.

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28

McCarthy, Cheryl A. "Interactive Video Technology for Distance Learning." Journal of Library & Information Services in Distance Learning 1, no. 4 (January 4, 2005): 5–31. http://dx.doi.org/10.1300/j192v01n04_02.

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29

Marganski, Alison, and Kelly Fauth. "Socially Interactive Technology and Contemporary Dating." International Criminal Justice Review 23, no. 4 (December 2013): 357–77. http://dx.doi.org/10.1177/1057567713513797.

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30

Schultze, Ulrike, and Traci A. Carte. "Contextualizing usage research for interactive technology." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 38, no. 1 (February 28, 2007): 29–59. http://dx.doi.org/10.1145/1216218.1216223.

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31

Boone, William J. "Interactive Distance Education Technology in Classrooms." Kappa Delta Pi Record 34, no. 1 (October 1997): 14–16. http://dx.doi.org/10.1080/00228958.1997.10518714.

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32

Luckin, R., D. Connolly, L. Plowman, and S. Airey. "Children's interactions with interactive toy technology." Journal of Computer Assisted Learning 19, no. 2 (June 2003): 165–76. http://dx.doi.org/10.1046/j.0266-4909.2003.00017.x.

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Liu, Kaixuan, Xianyi Zeng, Pascal Bruniaux, Xuyuan Tao, Xiaofeng Yao, Victoria Li, and Jianping Wang. "3D interactive garment pattern-making technology." Computer-Aided Design 104 (November 2018): 113–24. http://dx.doi.org/10.1016/j.cad.2018.07.003.

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34

Balfanz, D., and D. Shrimpton. "Editorial video technology and interactive broadcasting." Computers & Graphics 28, no. 2 (April 2004): 137–38. http://dx.doi.org/10.1016/j.cag.2004.01.001.

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35

McGehee, Jean J. "Interactive Technology and Classic Geometry Problems." Mathematics Teacher 91, no. 3 (March 1998): 204–8. http://dx.doi.org/10.5951/mt.91.3.0204.

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Interactive geometry software connects visual justification and empirical thinking to higher levels of geometric thinking with logical justification in formal proof. Battista and Clements (1995, 53) recommend the use in the secondary school geometry curriculum of software that “should guide students to learn significant and interesting concepts.”

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Jones, Catherine, Michael Connolly, Anthony Gear, and Martin Read. "Collaborative Learning with Group Interactive Technology." Management Learning 37, no. 3 (September 2006): 377–96. http://dx.doi.org/10.1177/1350507606067173.

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37

Plummer, H. G. "Teacher Training and Interactive Videodisc Technology." PLET: Programmed Learning & Educational Technology 22, no. 3 (August 1985): 245–49. http://dx.doi.org/10.1080/1355800850220309.

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38

Karimov, Ismoil. "INTERACTIVE COURSES - AS A FACTOR TO INCREASE THE EFFICIENCY OF TEACHING TECHNOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 150–58. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-33.

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The article discusses some aspects of the organization of new pedagogical technologies in the teaching of technology in general secondary schools, including the effectiveness of the use of interactive methods in the teaching of technology.

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Karimov, Ismoil. "INTERACTIVE COURSES - AS A FACTOR TO INCREASE THE EFFICIENCY OF TEACHING TECHNOLOGY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 150–58. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-33.

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The article discusses some aspects of the organization of new pedagogical technologies in the teaching of technology in general secondary schools, including the effectiveness of the use of interactive methods in the teaching of technology.

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Kulzer, Manuel, and Michael Burmester. "Towards Explainable and Sustainable Wow Experiences with Technology." Multimodal Technologies and Interaction 4, no. 3 (August 11, 2020): 49. http://dx.doi.org/10.3390/mti4030049.

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Interacting with technology can evoke various positive and negative reactions in users. An outstandingly positive user experience enabled by interactive technology is often referred to as a “wow experience” in design practice and research. Such experiences are considered to be emotional, memorable, and highly desirable. Surprisingly, wow experiences have not received much attention in design research. In this study, we try to gain a more in-depth understanding of how wow experiences are caused. Through an exploratory factor analysis, we identify six factors contributing to wow experiences with interactive technology: Hygiene, goal attainment, uniqueness, relevance, emotional fingerprint, and inspiration. We propose an integrated model of wow experience and a prototype questionnaire to measure wow experiences with interactive products based on the identified factors.

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Kaewunruen, Sakdirat. "Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment." Education Sciences 9, no. 2 (June 16, 2019): 136. http://dx.doi.org/10.3390/educsci9020136.

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Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience.

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Siregar, Yuri, and Anthony Kent. "Consumer experience of interactive technology in fashion stores." International Journal of Retail & Distribution Management 47, no. 12 (December 9, 2019): 1318–35. http://dx.doi.org/10.1108/ijrdm-09-2018-0189.

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Purpose Despite the growth of digital fashion shopping, many consumers regularly visit physical fashion stores. To enable digital interactions in a physical store, many fashion brands have installed interactive technology. However, studies of consumer engagement with interactive technology in fashion stores remain scarce. The purpose of this paper is to explore the experience with interactive technology in fashion stores. Design/methodology/approach A qualitative user experience design (UXD) approach was employed to address the research question. A combination of methods: protocol analysis, observation and interview, was used to collect the data. A prominent UXD framework was utilised to analyse the data. Findings There are four themes representing findings: split domain, digital domain merchandise, interactive information and interaction moments. For these, two core concepts were extracted: control over experience via framing and challenges for experience. Originality/value This research paper infused a new approach that is UXD into the field of fashion marketing. This shows the possibility to amalgamate those contrasting fields. Moreover, this research paper provides insights particularly about the interactions with a technology in fashion stores.

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Zhen, Yeping. "The Interactive Design of Library Information Sharing in View of Network Communication Technology." Advances in Multimedia 2022 (March 19, 2022): 1–14. http://dx.doi.org/10.1155/2022/5342645.

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From the perspective of data viewing, interactive design is to present abstract information and data in a visual form through a computer interface. It is formulated based on a humanized and flexible human-computer interaction model. The interaction process between computers and humans requires careful thinking and design. It must follow the principle of “user first, machine second.” Understanding the audience’s psychology and behavior characteristics can effectively enhance computer vision interaction and expand the scope of the audience. The research in this study aimed at the interactive design of library information sharing based on network communication technology. It introduces the organizational structure of the library and analyzes in detail the problems that the current library information resource sharing still faces. Then, this study proposes a dynamic differentiated service mechanism of DDSM to improve the success rate of information transmission in the interactive design system. This study designs an experiment on the interactive design of library information sharing by multiple types of users. The results of the experiment show that students of all grades and teachers use the library and library websites more frequently. For the interactive information service of the library, users are most satisfied with the project attitude of the book recommendation service method. Its satisfaction rate reaches 68%, and it is also the most popular among users. The main purpose of the interaction between library users is to share knowledge. However, the current domestic academic libraries have a general sense of interactive information services, and the development speed has always been slower than that in foreign countries.

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Kelsey, Kathleen Dodge. "Participant interaction in a course delivered by interactive compressed video technology." American Journal of Distance Education 14, no. 1 (January 2000): 63–74. http://dx.doi.org/10.1080/08923640009527045.

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Dong, Shenghuan, Lijie Wang, Yunpeng Li, and Yingbin Jian. "Interactive Product Design System Based on Intelligent Space Decomposition Technology and Internet of Things Technology." Advances in Multimedia 2022 (August 17, 2022): 1–11. http://dx.doi.org/10.1155/2022/4630041.

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In order to improve the effect of interactive product design, this paper combines intelligent space decomposition technology and Internet of Things technology to construct an interactive product design system. Moreover, this paper applies the interactive signal transmission technology to the interactive product design to improve the real-time information transmission quality of the interactive product. In addition, this paper selects the appropriate filter as the hardware foundation of the system, proposes the overall concept of digital constant ratio timing, and provides sufficient theoretical support for the analog-digital mixing and digital processing links involved in the system. Finally, this paper constructs a system model and combines the experimental research to verify that the interactive product design system based on the intelligent space decomposition technology and the Internet of Things technology can effectively improve the product design effect.

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Guo, Lingling, and Lipeng Zhang. "Exploration on the Application of New Media Interactive Art to the Protection of Traditional Culture." Scientific Programming 2022 (March 23, 2022): 1–9. http://dx.doi.org/10.1155/2022/5418622.

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The background of information age promotes the rapid development of interactive art with new media. The interactive art of new media combines modern photography with the Internet and other technologies. The emergence of new art interacting with media not only reflects the progress and development of media technology but also reflects the tremendous progress of media art, which provides more ways for the development of art and is conducive to improving the diversity of people’s art and cultural activities. This paper summarizes the characteristics of interactive technology and new media and analyzes the application of interactive art of new media in the protection and dissemination of traditional culture. Interactive art is a virtual space that provides artists and engineers with interactive experience through technology platform. Interaction takes place in different areas and guides visitors to create it in different ways. In addition to being applied in many commercial fields of modern society, this art form has also been applied in the field of culture as an important means of communication of traditional culture. Through literature collection, data analysis, and questionnaire survey, it can be concluded that the application of new media interactive art in the protection of traditional culture can not only repair and replicate damaged traditional cultural resources but also display, preserve, and disseminate rare cultural resources.

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Brown, Andrew. "Creative Partnerships with Technology: How Creativity Is Enhanced Through Interactions with Generative Computational Systems." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 8, no. 4 (June 30, 2021): 14–20. http://dx.doi.org/10.1609/aiide.v8i4.12555.

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This paper discusses emerging creative practices that involve interacting with generative computational systems, and the effect of such cybernetic interactions on our conceptions of creativity and agency. As computing systems have become more powerful in recent years, real time interaction with intelligent computational processes and models has emerged as a basis for innovative creative practices. Examples of these practices include interactive digital media installations, generative art works, live coding performances, virtual theatre, interactive cinema, and adaptive processes in computer games. In these types of activities computational systems have assumed a significant level of agency, or autonomy, that provoke questions about shared authorship and originality that are redefining our relationship with technologies and prompting new questions about human capabilities, values and the meaning of productive activities.

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Jackson, Chandra L., Shari Bolen, Frederick L. Brancati, Marian L. Batts-Turner, and Tiffany L. Gary. "A Systematic Review of Interactive Computer-assisted Technology in Diabetes Care. Interactive Information Technology in Diabetes Care." Journal of General Internal Medicine 21, no. 2 (February 2006): 105–10. http://dx.doi.org/10.1111/j.1525-1497.2005.00310.x.

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49

Yang, Ying, Yiyi Fan, and Ruizhi Sun. "A Human-Computer Interaction System for Agricultural Tools Museum Based on Virtual Reality Technology." Advances in Multimedia 2019 (January 1, 2019): 1–15. http://dx.doi.org/10.1155/2019/2659313.

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Traditional museums and most digital museums use window display to exhibit their collections. However, the agricultural tools are distinctive for their use value and wisdom contained. Therefore, this paper first proposes a method of virtual interactive display for agricultural tools based on virtual reality technology, which combines static display and dynamic use of agricultural tools vividly showing the agricultural tools. To address the problems of rigid interaction and terrible experience in the process of human-computer interaction, four human-computer interaction technologies are proposed to design and construct a more humanized system including intelligent scenes switching technology, multichannel introduction technology, interactive virtual roaming technology, and task-based interactive technology. The evaluation results demonstrate that the system proposed achieves good performance in fluency, instructiveness, amusement, and practicability. This human-computer interaction system can not only show the wisdom of Chinese traditional agricultural tools to the experiencer all over the world but also put forward a new method of digital museum design.

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Fider, Carlene Olivia, and Shey Quinton Olaoshebikan. "An Analysis on Mobile and Interactive Media Use by Young Children: The Good, the Bad and the Unknown." Children and Teenagers 2, no. 2 (July 5, 2019): p89. http://dx.doi.org/10.22158/ct.v2n2p89.

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Abstract:

The introduction of mobile media to children of very young ages continues to be a topic of discussion in many academic and professional circles. Over time, the suggested guidelines specific to children and interaction with mobile and interactive technology have changed, yet there are still some unknowns regarding the impact of replacing actual human interaction with interactive devices. While there are certainly benefits to having children exposed to these forms of technology, there are potential drawbacks. This current opinion article seeks provide a narrative regarding current work that is related to children and their engagement with interactive technology.

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