Relevant bibliographies by topics / Interactive video

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interactive video'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Interactive video"

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Desai, T. S., and D. C. Kulkarni. "Assessment of Interactive Video to Enhance Learning Experience: A Case Study." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 74–80. http://dx.doi.org/10.16920/jeet/2022/v35is1/22011.

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In modern STEM classrooms, video learning holds an important place, since it offers flexibility of time, place and content. But a lot of improvement is needed to enhance the learning experience because conventional video lecture lacks interaction that is indispensable component of teaching – learning process. Interactive video is highly recommended to resolve this issue as it allows proactive and random access to video content and promotes learner – content interactivity by inserting interactive elements. Interactive kind of video facilitates students’ engagement and active learning through incorporated interactive components. Present study employed two settings: learning using demonstrative video and learning using interactive video. It is observed that, students’ performance enhanced significantly in the post video quiz of interactive video and thus interactive video leads to better learners’ satisfaction. A study was carried out with 240 number of first year Engineering students for the course of Applied Physics. We collected data from post- video quiz performance and feedback from the students. The grades obtained by the students in post-video quiz for demonstrative and interactive videos were compared. For the interactive type of videos, the average marks scored were 82.79% and for demonstrative type of videos, average marks obtained were of 64.41%. This study brings forth superiority of interactive video over linear, demonstrative video as it offers enhancement of the level of conceptual understanding and attainment of desired learning outcomes through the management of cognitive and germane load by enhancing students’ engagement through active learning. Keywords—cognitive load; demonstrative video; germane load; interactive video; Learning Design; learning outcomes.
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Wilson, Stephen, and Eric Parsloe. "Interactive Video." Leonardo 20, no. 1 (1987): 97. http://dx.doi.org/10.2307/1578222.

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Cline, William J. "Interactive Video." IALLT Journal of Language Learning Technologies 24, no. 3 (October 15, 1991): 25–36. http://dx.doi.org/10.17161/iallt.v24i3.9438.

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Interactive video is a rapidly growing technologywhich holds great promise for teachingforeign language and culture. Multimediacontextualization of the language and simulationsof typical cultural situations are powerfultools for language teachers and learners. Interactivevideo is often delivered with alternateworkstation designs: one with a single monitorto present simultaneous video and text, and onewith different monitors for video and computertext and graphics. This study investigates thepossibility that the workstation configurationsmight have a differential impact on studentperformance on a test of Spanish culture. Studentsin second semester college Spanish classesstudied five interactive video Spanish culturesimulations during the semester. Some studentsused a single monitor workstation and others adual monitor design. They were given pre- andpost-tests on Spanish culture and the resultswere analyzed for significant differences. Additionalfactors influencing workstation design(e.g., hardware and software costs, user friendliness)are also discussed.
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Boyce, Carol. "Interactive Video." Gifted Child Today Magazine 15, no. 5 (September 1992): 22–23. http://dx.doi.org/10.1177/107621759201500507.

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&NA;, &NA;. "INTERACTIVE VIDEO." AJN, American Journal of Nursing 92, no. 6 (June 1992): 76. http://dx.doi.org/10.1097/00000446-199206000-00038.

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Getz, Malcolm. "Interactive Video." Bottom Line 4, no. 4 (April 1991): 40–42. http://dx.doi.org/10.1108/eb025312.

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Stenzler, Michael K., and Richard R. Eckert. "Interactive video." ACM SIGCHI Bulletin 28, no. 2 (April 1996): 76–81. http://dx.doi.org/10.1145/226650.226676.

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Fishman, Dorothy J. "Interactive Video." Nurse Educator 10, no. 5 (September 1985): 6–7. http://dx.doi.org/10.1097/00006223-198509000-00005.

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Metzner, R. "Interactive video." Computers & Graphics 9, no. 2 (January 1985): 163–64. http://dx.doi.org/10.1016/0097-8493(85)90025-1.

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Dahlan, Mariani Mohd, Nuri Surina Abdul Halim, Noor Suhaida Kamarudin, and Fatanah Syazana Zuraine Ahmad. "Exploring interactive video learning: Techniques, applications, and pedagogical insights." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 12 (December 2023): 220–30. http://dx.doi.org/10.21833/ijaas.2023.12.024.

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Multimedia, interaction, and customized content make interactive video learning a popular and effective teaching tool. This pedagogical technique uses movies, animations, and graphics to create engaging and attractive instructional materials. Interactive aspects such as quizzes, simulations, and decision-making encourage active learning and critical thinking. Personalization is critical because it allows the educational process to be tailored to individual needs and preferences. This is done through adaptive learning systems and AI algorithms. This review examines interactive video-based learning methods, applications, and educational effects. This study examines how interactive video learning is impacting education in many sectors and locations. This technique allows students to view interactive videos at their convenience, accommodating different learning styles and schedules. The study also examines how interactive video-based learning affects knowledge, motivation, and participation in formal education and corporate training. This review analyzes existing studies and trends to assess the usefulness and future of interactive video learning in modern education. Interactivity, personalization, and multimedia help provide effective, learner-centered instruction. This study shows that interactive video learning can improve pedagogy and educational outcomes.
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Dissertations / Theses on the topic "Interactive video"

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LIMA, EDIRLEI EVERSON SOARES DE. "VIDEO BASED INTERACTIVE STORYTELLING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24223@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A geração de representações visuais envolventes para storytelling interativo é um dos desafios-chave para a evolução e popularização das narrativas interativas. Usualmente, sistemas de storytelling interativo utilizam computação gráfica para representar os mundos virtuais das histórias, o que facilita a geração dinâmica de conteúdos visuais. Embora animação tridimensional seja um poderoso meio para contar histórias, filmes com atores reais continuam atraindo mais atenção do público em geral. Além disso, apesar dos recentes progressos em renderização gráfica e da ampla aceitação de animação 3D em filmes, a qualidade visual do vídeo continua sendo muito superior aos gráficos gerados computacionalmente em tempo real. Na presente tese propomos uma nova abordagem para criar narrativas interativas mais envolventes, denominada Storytelling Interativo Baseado em Vídeo, onde os personagens e ambientes virtuais são substituídos por atores e cenários reais, sem perder a estrutura lógica da narrativa. Este trabalho apresenta um modelo geral para sistemas de storytelling interativo baseados em vídeo, incluindo os aspectos autorais das fases de produção e os aspectos técnicos dos algoritmos responsáveis pela geração em tempo real de narrativas interativas usando técnicas de composição de vídeo.
The generation of engaging visual representations for interactive storytelling represents a key challenge for the evolution and popularization of interactive narratives. Usually, interactive storytelling systems adopt computer graphics to represent the virtual story worlds, which facilitates the dynamic generation of visual content. Although animation is a powerful storytelling medium, live-action films still attract more attention from the general public. In addition, despite the recent progress in graphics rendering and the wide-scale acceptance of 3D animation in films, the visual quality of video is still far superior to that of real-time generated computer graphics. In the present thesis, we propose a new approach to create more engaging interactive narratives, denominated Video-Based Interactive Storytelling, where characters and virtual environments are replaced by real actors and settings, without losing the logical structure of the narrative. This work presents a general model for interactive storytelling systems that are based on video, including the authorial aspects of the production phases, and the technical aspects of the algorithms responsible for the real-time generation of interactive narratives using video compositing techniques.
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Corbillon, Xavier. "Enable the next generation of interactive video streaming." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2018. http://www.theses.fr/2018IMTA0103/document.

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Les vidéos omnidirectionnelles, également appelées vidéos sphériques ou vidéos360°, sont des vidéos avec des pixels enregistrés dans toutes les directions de l’espace. Un utilisateur qui regarde un tel contenu avec un Casques de Réalité Virtuelle (CRV) peut sélectionner la partie de la vidéo à afficher, usuellement nommée viewport, en bougeant la tête. Pour se sentir totalement immergé à l’intérieur du contenu, l’utilisateur a besoin de voir au moins 90 viewports par seconde en 4K. Avec les technologies de streaming traditionnelles, fournir une telle qualité nécessiterait un débit de plus de100 Mbit s−1, ce qui est bien trop élevé. Dans cette thèse, je présente mes contributions pour rendre possible le streaming de vidéos omnidirectionnelles hautement immersives sur l’Internet. On peut distinguer six contributions : une proposition d’architecture de streaming viewport adaptatif réutilisant une partie des technologies existantes ; une extension de cette architecture pour des vidéos à six degrés de liberté ; deux études théoriques des vidéos à qualité spatiale non-homogène; un logiciel open source de manipulation des vidéos 360°; et un jeu d’enregistrements de déplacements d’utilisateurs regardant des vidéos 360°
Omnidirectional videos, also denoted as spherical videos or 360° videos, are videos with pixels recorded from a given viewpoint in every direction of space. A user watching such an omnidirectional content with a Head Mounted Display (HMD) can select the portion of the videoto display, usually denoted as viewport, by moving her head. To feel high immersion inside the content a user needs to see viewport with 4K resolutionand 90 Hz frame rate. With traditional streaming technologies, providing such quality would require a data rate of more than 100 Mbit s−1, which is far too high compared to the median Internet access band width. In this dissertation, I present my contributions to enable the streaming of highly immersive omnidirectional videos on the Internet. We can distinguish six contributions : a viewport-adaptive streaming architecture proposal reusing a part of existing technologies ; an extension of this architecture for videos with six degrees of freedom ; two theoretical studies of videos with non homogeneous spatial quality ; an open-source software for handling 360° videos ; and a dataset of recorded users’ trajectories while watching 360° videos
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Al-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.

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Karlsson, Viktor. "Concept of Interactive Video in Job Application : A qualitative research that tests the concept of interactive video and job seekers’ ability creating interactive video resumes." Thesis, Linnéuniversitetet, Institutionen för medieteknik (ME), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89377.

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Interactive video seems to currently be an unpopular field of research. Video resumes however is an increasing trend when applying for jobs and sending out resumes. During this thesis, employers finds interactive video as a new, fun and exciting way of interacting with a resume that simplifies the recruitment process. Also, job seekers find creating interactive video as resumes as an extra nudge in to a company and a better way of marketing themselves for employers. However, conflict occurs between employers and job seekers regarding an interactive video resume. As it simplifies the recruitment process, job seekers have to put down more work when creating an interactive video resume while applying for a job. It is shown in this thesis that there are factors that should be investigated, for instance a platform aimed at interactive video resumes seems not have been developed yet as well as what interactive features an interactive video resume should contain. Job seekers find it difficult if creating such resumes took too long, being unaware of how to display interactive visual elements and which aspects to talk about while recording themselves. This thesis explores the possibility of employers and former recruitment personnel using an interactive video resume as well as job seekers’ ability of creating an interactive video. The main aims of this thesis are to find guidelines of what an interactive video resume mainly should contain and what job seekers thinks of creating and using an interactive video when applying for jobs.
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Harris, Kimberley Jan. "Interactive video in the hospitality industry." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111951/.

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Ilich, Michael Victor. "Moving target selection in interactive video." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/17444.

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In this thesis, we present the results of a user study that compares three different selection methods for moving targets in 1D and 2D space. The standard Chase-and-Click method involves pursuing an onscreen target with the mouse pointer and clicking on it once directly over it. The novel Click-to-Pause method involves first depressing the mouse button to pause all onscreen action, moving the cursor over the target and releasing the mouse button to select it. The Hybrid method combines the initial pursuit with the ability to pause the action by depressing the mouse button, affording an optimization of the point of interception. Our results show that the Click-to-Pause and Hybrid methods results in lower selection times than the Chase-and-Click method for small or fast targets, while the Click-to-Pause technique is the lowest overall for small-fast targets. We integrate the more practical Hybrid method into a multi-view video browser to enable the selection of hockey players in a pre-recorded hockey game. We demonstrate that the majority of correct player selections were performed while the video was paused and that our display method for extraneous information has no effect on selection task performance. We develop a kinematic model that is based on movement speed and direction in 1D as an adjustment to the effective width and distance of a target. Our studies show that target speed assists users when a target is approaching, up to a critical velocity where the direction is irrelevant and speed is entirely responsible for the index of difficulty. In addition, we suggest that existing linear and discrete models of human motor control are inadequate for modeling the selection of a moving target and recommend the minimum jerk law as a guide for measuring human motor acceleration. By combining our empirical results from moving target selection tasks in 1D with our theoretical model for motor control, we propose an extension to Fitts’ Law for moving targets in 2D polar space.
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Copeland, Peter. "Interactive video : Rationale, use and evaluation." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377380.

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Pinnington, Ashly Hervey. "The formative evaluation of interactive video." Thesis, Henley Business School, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292386.

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Thelin, Robert. "Interactive Video in Online Education : Evaluation of Current Video Delivery Systems for Interactive Features Defined in Literature." Thesis, Umeå universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128304.

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Increasingly lectures are being offered online in the form of online lecture videos. Although more and more lectures are now being offered online in the form of videos, they tend to be mostly non-interactive and linear. This thesis examines current approaches to online learning and evaluate current video delivery services to determine if they can support the kind of interactive features that are defined in the literature. The thesis shows that the video delivery services can be used to integrate interactive elements, but will do so by being used together with other technologies, such as HTML5.
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Vrochidis, Stefanos. "Interactive video retrieval using implicit user feedback." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8729.

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In the recent years, the rapid development of digital technologies and the low cost of recording media have led to a great increase in the availability of multimedia content worldwide. This availability places the demand for the development of advanced search engines. Traditionally, manual annotation of video was one of the usual practices to support retrieval. However, the vast amounts of multimedia content make such practices very expensive in terms of human effort. At the same time, the availability of low cost wearable sensors delivers a plethora of user-machine interaction data. Therefore, there is an important challenge of exploiting implicit user feedback (such as user navigation patterns and eye movements) during interactive multimedia retrieval sessions with a view to improving video search engines. In this thesis, we focus on automatically annotating video content by exploiting aggregated implicit feedback of past users expressed as click-through data and gaze movements. Towards this goal, we have conducted interactive video retrieval experiments, in order to collect click-through and eye movement data in not strictly controlled environments. First, we generate semantic relations between the multimedia items by proposing a graph representation of aggregated past interaction data and exploit them to generate recommendations, as well as to improve content-based search. Then, we investigate the role of user gaze movements in interactive video retrieval and propose a methodology for inferring user interest by employing support vector machines and gaze movement-based features. Finally, we propose an automatic video annotation framework, which combines query clustering into topics by constructing gaze movement-driven random forests and temporally enhanced dominant sets, as well as video shot classification for predicting the relevance of viewed items with respect to a topic. The results show that exploiting heterogeneous implicit feedback from past users is of added value for future users of interactive video retrieval systems.
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Books on the topic "Interactive video"

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Publications, Educational Technology, ed. Interactive video. Englewood Cliffs, N.J: Educational Technology Publications, 1989.

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Hammoud, Riad I., ed. Interactive Video. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2.

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Eric, Parsloe, ed. Interactive video. Wilmslow, Cheshire, U.K: Sigma Technical Press, 1985.

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National Council for Educational Technology. Interactive video. London: NCET, 1990.

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Someren, Alex Van. Interactive video systems. London: Century Communications, 1985.

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Azarmsa, Reza. Multimedia: Interactive video production. Belmont, Calif: Integrated Media Group, 1996.

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Hodge, Winston William. Interactive television: A comprehensive guide for multimedia technologists. New York: McGraw-Hill, 1995.

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Jung, Jae-hoon. Interactive Korean through video. Seoul: Baksan Seodang, 1999.

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Jung, Jae-hoon. Interactive Korean through video. Seoul: Baksan Seodang, 1999.

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Jung, Jae-hoon. Interactive Korean through video. Seoul: Baksan Seodang, 1999.

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Book chapters on the topic "Interactive video"

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Friedman, Richard B. "Interactive Video." In M. D. Computing: Benchmark Papers, 1–6. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4612-4710-4_1.

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Hammoud, Riad I. "Introduction to Interactive Video." In Interactive Video, 3–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_1.

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Girgensohn, Andreas, Frank Shipman, John Adcock, Matthew Cooper, and Lynn Wilcox. "Locating Information in Video by Browsing and Searching." In Interactive Video, 207–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_10.

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Huet, Benoit, and Bernard Merialdo. "Automatic Video Summarization." In Interactive Video, 27–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_2.

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Gelgon, Marc, and Riad I. Hammoud. "Building Object-based Hyperlinks in Videos: Theory and Experiments." In Interactive Video, 45–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_3.

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Chen, Yunqiang, and Yong Rui. "Real Time Object Tracking in Video Sequences." In Interactive Video, 67–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_4.

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Arandjelović, Ognjen, and Andrew Zisserman. "On Film Character Retrieval in Feature-Length Films." In Interactive Video, 89–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_5.

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van den Boogaart, C. G., and R. Lienhart. "Visual Audio: An Interactive Tool for Analyzing and Editing of Audio in the Spectrogram." In Interactive Video, 107–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_6.

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Li, Baoxin, and M. Ibrahim Sezan. "Interactive Video via Automatic Event Detection." In Interactive Video, 133–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_7.

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Dorai, Chitra. "Bridging the Semantic-Gap in E-Learning Media Management." In Interactive Video, 157–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/978-3-540-33215-2_8.

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Conference papers on the topic "Interactive video"

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Yujia, Gao, and Mengfei Liu. "Short Video Interaction Design Based on Interactive Ritual Chain." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001944.

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In the past, the design and research of short videos mostly starts from the short video itself, and lacks the global exploration from the perspective of users. The interactive ritual chain is a dominant theory of analyzing group behavior in sociology, enabling the study of interactive behavior from individuals to groups. This article, from the perspective of interactive ceremony chain, analysis with short video as the medium of social interaction chain, combined with online questionnaire data deconstruct with short video as the medium of vertical social interaction scene and interaction behavior, from the perspective of social, put forward the short video application interaction design points, provide methodological guidance for vertical social application design of interaction. Through the design means, the social process with the short video as the media will be gradually analyzed and symbolized, so as to optimize the social experience of the short video and improve the user stickiness.
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Moslehpour, Saeid, James Smith, and Claudio Campana. "Interactive Video Professor." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42269.

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The goal of this project is to introduce the importance of multimedia instructions in the classroom. By having multimedia instructions, students will be able to have a well rounded and enhanced learning experience. This is demonstrated by use on video accompaniment. The result of this project was to produce videos of each individual subject and highlight the main pints of each topic and detail from a student’s point of view. This is beneficial to the student with learning problems in the classroom setting. These videos are packaged on an easy user interface designed with Camtasia 4.0 menu maker application software and are very user friendly. The videos are designed so that one will see the instructor interact with the Microsoft PowerPoint slideshow presentation and verbalize to the viewing public the important facts of each topic. Digital Electronics with VHDL text book authored by William Kleitz has been the main focus of this technique.
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Petan, Sorin, Muguras Mocofan, and Radu Vasiu. "ENHANCING LEARNING IN MASSIVE OPEN ONLINE COURSES THROUGH INTERACTIVE VIDEO." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-042.

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This paper discusses the current developments in interactive video and its implications for online learning, and particularly to the new educational concept of MOOC - Massive Open Online Courses. The authors present an interactive video platform that can be easily used for generation of interactive videos. Interactivity is added to videos by temporal and spatial interactive multimedia annotations using media fragments, as well as decisions at the end of a video, via a special interface. The same interactive video platform allows the dynamic generation of a graph-type multiple path linear story, with information dependent on previous decisions and choices, similar to an educational experience where later courses depend on prerequisite information. Information depth is ensured via various types of annotations. The authors consider two main types of content annotations - basic annotations explaining fundamental concepts, and advanced annotations providing in-depth specialized information about a given topic. The dynamic of user interaction with these two types of annotations is used to determine the users level of knowledge about the course topic. All these aspects are then put in perspective against a MOOC environment, showing how interactive video can be used to enhance the learning process and to enhance the user experience. We also discuss the cost-effective means of adding value and interactivity to the video content, whether generated purposely to be interactive, or simply adding interaction to existing video content to enhance it. As a conclusion, the article proposes a theoretical and practical approach supported by existing examples, and draws future directions and guidelines for developing educational projects and applications using interactive video in a MOOC context.
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Petan, Sorin, Radu Vasiu, and Muguras Mocofan. "PERSONALITY DETECTION IN INTERACTIVE VIDEO." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-114.

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Kreber's 1998 study shows that an individual's personality plays a major role in the educational process, and directly determines a student's predisposition to engage in a self-directed learning process. This is particularly the case with distance education, where motivation is a key factor. With the newly emerging field of interactive video in education, personality traits can be determined by various approaches. Filling out a personality form might be an unattractive method of profiling students. But with the case of interactive video, requiring by definition a voluntary user interaction, this information can be obtained by aligning interaction patterns to personality traits, using established psychological classification models. A key advantage is the non-intrusiveness of the process. We first define what interactive video is and briefly present what interactions are possible with the video content. We offer a quick example of interactive video in education. Based on the way users interact with a i-video material, we outline 5 types of interactive actions: General interest, Interface Interaction, Content Interaction, Social Interaction and Contributive Interaction. Further, we use these 5 categories of interaction to classify various types of users into psychological categories, using several personality models. A binary model first proposed by Carl Jung of extrovert/introvert is first discussed. We then discuss a four-category model of Guardian/Artisan/Idealist/Rational proposed by Keirsey in 1998, extendable to a 16-category model where each of the four primary personality traits are each further dissected in four subcategories. For each of the personality models used, we create a matrix of scores for all 5 types of interactions, using these interactions with the interactive video content to progressively determine a student's personality. This automatic profiling model is tested on several subjects. To verify accuracy of the automatic profiling model, the participants are then asked to complete forms for personality tests, their scores being compared to. Results are discussed and conclusions are drawn, highlighting the benefits of using automatic profiling mechanisms in interactive video learning applications.
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Fels, Sidney, and Kenji Mase. "Interactive video cubism." In the 1999 workshop on new paradigms in information visualization and manipulation in conjunction with the eighth ACM internation conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/331770.331789.

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Schoeffmann, Klaus, Werner Bailer, Cathal Gurrin, George Awad, and Jakub Lokoč. "Interactive Video Search." In MM '18: ACM Multimedia Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240508.3241473.

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Wook Koh and Dong Woon Lee. "Interactive Multiresolution Video." In 1998 International Conference on Consumer Electronics. IEEE, 1997. http://dx.doi.org/10.1109/icce.1997.625902.

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Wang, Jue, Pravin Bhat, R. Alex Colburn, Maneesh Agrawala, and Michael F. Cohen. "Interactive video cutout." In ACM SIGGRAPH 2005 Papers. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1186822.1073233.

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Breiteneder, Christian, and Simon Gibbs. "Interactive video actors." In Conference companion. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/259963.260455.

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Kaplan, C. "Interactive video services." In 5th IEE Conference on Telecommunications. IEE, 1995. http://dx.doi.org/10.1049/cp:19950165.

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Reports on the topic "Interactive video"

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Jain, Ramesh. Multiple Perspective Interactive Video Surveillance and Monitoring System. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada379758.

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Frankel, Martin, and Jon A. Webb. Design, Implementation, and Performance of a Scalable Multi-Camera Interactive Video Capture System,. Fort Belvoir, VA: Defense Technical Information Center, June 1995. http://dx.doi.org/10.21236/ada303255.

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Bai, Xue, and Guillermo Sapiro. A Geodesic Framework for Fast Interactive Image and Video Segmentation and Matting (PREPRINT). Fort Belvoir, VA: Defense Technical Information Center, August 2007. http://dx.doi.org/10.21236/ada478319.

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Bai, Xue, and Guillermo Sapiro. Geodesic Matting: A Framework for Fast Interactive Image and Video Segmentation and Matting (PREPRINT). Fort Belvoir, VA: Defense Technical Information Center, January 2008. http://dx.doi.org/10.21236/ada478607.

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Morris, Julia, Julia Bobiak, Fatima Asad, and Fozia Nur. Report: Accessibility of Health Data in Rural Canada. Spatial Determinants Lab at Carleton University, Department of Health Sciences, February 2021. http://dx.doi.org/10.22215/sdhlab/2020.4.

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To inform the development of an interactive web-based rural health atlas, the Rural Atlas team within the Spatial Determinants Lab at Carleton University, Department of Health Sciences carried out two sets of informal interviews (User Needs Assessment and Tool Development). These interviews were conducted in order to obtain insight from key stakeholders that have been involved in rural health settings, rural health policy or advocacy, or the development of health mapping tools. Interviews took place via video-conferencing software with participants in the spring of 2020.The following report provides a brief summary of the findings of both sets of interviews.
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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.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Kalenych, Volodymyr. IMMERSIVE TECHNOLOGIES OF JOURNALISM IN THE UKRAINIAN AND GLOBAL MEDIA SPACE. Ivan Franko National University of Lviv, March 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12161.

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The article deals with the new technologies of immersive journalism in the Ukrainian and global mediaspace for the example of specific media. The 360° video stands out among the main formats of immersive journalism, in it the viewer himself explores the video space, becoming a witness of events. The formats of photogrammetry, virtual reality (VR), 3D panoramas and 3D maps are also immersive. New formats and technologies have revolutionized the media sphere and allowed to create more dynamic and interesting stories. Immersive technologies made possible to transport the audience directly to the center of the news event through the format of 360-degree video and three-dimensional virtual reality, providing the «effect of presence». The format of 3D models and photogrammetry allowed users to interact with stories on a visual level more actively. Immersive technologies have also had a profound impact on the functioning of immersive journalism and fundamentally changed the way audiences interact with news stories. «Radio Svoboda», «Texty», «Ukraїner», «The New York Times», «The Guardian», «Der Tagesspiegel», «WDR» and other media experiment with the immersive formats. They give the opportunity for viewers to be in the center of a news event directly or to get an interactive, data-rich experience. This immersive approach allowed for increased empathy and understanding of each information consumer because they can feel and see the environments which are associated with a particular story. Key words: new media, media format, media technology, immersive technologies, immersive journalism.
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Pinchuk, O. P., V. A. Tkachenko, and O. Yu Burov. AV and VR as Gamification of Cognitive Tasks. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.718697.

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The paper presents a comparative analysis of the functionality of mobile applications of the augmented reality Da Vinci Machines AR, Electricity AR, Bridges AR, Geometry, the collection of VR models VictoryVR Science Curriculum and the digital collection Mozaik. The possibility of using these tools for educational purposes is explored, in particular, to construct cognitive tasks for students during the study of subjects in the natural and mathematical cycle. The indicated shortcomings are stated, didactic requirements for such educational activities are formulated. Among others, attention is focused on the following indicators: hardware, usability, variability of model parameters, interactivity, interdisciplinary use, and the ability to activate certain cognitive actions of students, degree/form of gamification. The educational potential of using interactive models and video is analyzed for both group and individual work with students. Examples of methodical developments are given.
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Тарасова, Олена Юріївна, and Ірина Сергіївна Мінтій. Web application for facial wrinkle recognition. Кривий Ріг, КДПУ, 2022. http://dx.doi.org/10.31812/123456789/7012.

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Facial recognition technology is named one of the main trends of recent years. It’s wide range of applications, such as access control, biometrics, video surveillance and many other interactive humanmachine systems. Facial landmarks can be described as key characteristics of the human face. Commonly found landmarks are, for example, eyes, nose or mouth corners. Analyzing these key points is useful for a variety of computer vision use cases, including biometrics, face tracking, or emotion detection. Different methods produce different facial landmarks. Some methods use only basic facial landmarks, while others bring out more detail. We use 68 facial markup, which is a common format for many datasets. Cloud computing creates all the necessary conditions for the successful implementation of even the most complex tasks. We created a web application using the Django framework, Python language, OpenCv and Dlib libraries to recognize faces in the image. The purpose of our work is to create a software system for face recognition in the photo and identify wrinkles on the face. The algorithm for determining the presence and location of various types of wrinkles and determining their geometric determination on the face is programmed.
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