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Dissertations / Theses on the topic 'Multimedia computer technology'

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Published: 10 December 2022
Last updated: 19 February 2023

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1

Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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2

Gallo, Stephen. "Interactive television : advancing television through integrated technology /." Online version of thesis, 2008. http://hdl.handle.net/1850/9602.

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3

Henke, Mitchell E. "The Effects of Three methods of Computer-Based Instruction (CBI) On Psychomotor Performance of College Students." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30308.

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The availability of computer systems has resulted in an increased use of computers for teaching and learning in education. Computers and peripheral hardware enable educators to incorporate video, sound, and animation into instruction. Authoring software provides another level for computer use by allowing educators to develop and use multimedia instruction and programs designed for specific learning outcomes. New technologies, such as the micro computer as an instructional tool, are providing teachers and learners the opportunity to explore alternative ways to learn (Hansen, 1995). If these new technologies are to become an effective component of the teaching-learning environment, educators and media developers must have access to research-based information that will guide them in selecting and developing appropriate media and instructional applications. Since most learning begins as a cognitive process (Schwaller, 1995), research dealing with instructional methods tends to focus on the cognitive domain, which would more likely yield results that would pertain to a large number of disciplines, educators, and media developers. Unfortunately programs such as technology education, which include experiential activities as an integral part of the learning process (Korwin & Jones, 1990), should not rely on cognitive performance alone as the sole indicator of successful completion of the learning objectives. In the Technology Education classroom, hands-on experiential activities add value to the instruction and require various degrees of psychomotor performance. While psychomotor learning should not be considered the sole purpose of technology education, it is a most viable and significant aspect of learning and performance in technology education. Effectively presenting psychomotor content to the learner could increase performance of instructional objectives, thus providing an enriched learning environment. This study was designed to investigate the effect of visual-only, verbal-only, and visual/verbal instructional methods utilizing Computer- Based Instruction (CBI) as the vehicle, on the performance of psychomotor skills and knowledge. An investigation of the relationship between presentation mode, gender, and psychomotor performance based on direct product evaluation was conducted. Analysis results suggest that during instruction, the level of performance of a psychomotor task increases with the use of visual/verbal CBI. In addition, gender did not significantly influence the level of performance regardless of the presentation mode. Secondary analysis of the data suggest that visual/verbal CBI has no significant influence on the level of performance after a time interval of approximately 11 days. Posttreatment survey results indicate participants had a higher level of satisfaction with the visual/verbal CBI.
Ph. D.
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4

Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.

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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.
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Chow, Ching-lan, and 周靜蘭. "Integrating information communication technology in teaching and learning through interactive multimedia books." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B39848693.

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LUCZAJ, JEROME ERIC. "A FRAMEWORK FOR E-LEARNING TECHNOLOGY." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054225415.

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7

Boawn, Daniel L. "Cyber counterintelligence, defending the United States' information technology and communications critical infrastructure from Chinese threats." Thesis, Utica College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1555786.

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Cyber counterintelligence (CCI) could be the United States' best defense against Chinese cyber aggression of Critical Infrastructure and Key Resources (CIKR). The need to defend CIKR is essential to public safety and national defense. As technology evolves and continues to march towards the inevitable connectedness that brings systems in sync with one another, the United States becomes more vulnerable. Of the 16 total sector specific areas of United States’ assets, the Communications and Information Technology (IT) sectors are constantly under attack from threats both foreign and domestic. United States network defense claims billions of dollars invested in legacy protections such as traditional and next-generation firewalls, intrusion prevention systems, anti-virus, and web gateways, all of which no longer stop advanced malware or targeted Advanced Persistent Threats (APTs). The purpose of this research was to examine the use of CCI in defending the United States’ Communications and IT sectors against Chinese cyber threats. Why is CCI important to CIKR defense? How does CCI fit into the United States Intelligence Community's (USIC) plan? What are some methodologies used to conduct CCI? What motives does China have for targeting critical infrastructure? The nation relies on the Intelligence Community (IC) to be the eyes and ears of national defense. Information warfare needs active counterintelligence (CI) to act as an offensive weapon, a tool for rooting out attackers. Through misdirection, deception, and denial, cybersecurity professionals and the IC can prevent the next disaster. CI by nature can be offensive and active and it can be the first line of defense meant to mark targets and prevent them from harming essential systems. Keywords: Cybersecurity, Professor Cynthia Gonnella, Cyber, Intelligence, Counterintelligence, Critical Infrastructure Key Resources, CIKR.

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Kurzman, David. "Older adults and computer technology : the role of conventional manuals, multimedia, and the effects of practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ43538.pdf.

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9

Percefull, John Allen. "Multiple literacies, multimedia, and multimodality in the classroom." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Percefull_JMITthesis2009.pdf.

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10

Hamady, Christopher M. "High School Teacher Attitudes Towards and Experiences with Classroom Computer Technology." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1564608421089315.

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11

Delombaerde, Fred. "Development of multimedia courseware technology for use in Hydrology and Water Management instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0022/MQ50753.pdf.

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12

Ramsey, Theresa D. "The Effects of Multimedia Interface Design on Original Learning and Retention." Thesis, Virginia Tech, 1996. http://hdl.handle.net/10919/36639.

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The goal of this research was to compare the learning outcomes of three methods of instruction: a text-based instructional system and two multimedia systems. The two multimedia systems used different interface designs. The first multimedia system used a topic-oriented interface which is somewhat standard in multimedia design. The second multimedia system presented a problem solving context and simulated an industrial setting where the user played the role of an industrial engineer. All three methods presented analogous information about Time Study Analysis, a work measurement technique used by industrial engineers. A between subjects experimental design with two independent measures examined two domains of learning: verbal information and intellectual skills. This design was used for two sessions to examine original learning and retention components of learning. Original learning was measured immediately following the instructional treatment. Retention was measured two weeks after treatment. Thirty subjects of similar backgrounds (undergraduates in Industrial and Systems Engineering) participated in the experiment’s two sessions. Post-tests were used to measure verbal information and intellectual skills domains of learning during each session. A combined score for both domains was calculated. The scores were analyzed using ANOVA (analysis of variance). No significant differences were found between the three instructional methods for the two domains or the combined score during either the original learning session or the retention session of the experiment.
Master of Science
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Taşkın, Özlem Özcan A. Can. "Information and communication technologies for public use and interactive-multimedia city kiosks/." [s.l.]: [s.n.], 2004. http://library.iyte.edu.tr/tezler/master/endustriurunleritasarimi/T000487.rar.

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Thesis (Master)--İzmir Institute of Technology,İzmir, 2004
Keywords: Information and communication technologies (ICT), interactivity, city kiosk, public use. Includes bibliographical references (leaves. 103).
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Carls, John W. "System evaluation of hardware and software for a streaming multimedia server using the multicasting protocol." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FCarls.pdf.

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Sum, Ka Yi Kelly. "Musical compositions exploring real-time human-computer interaction with acoustic instruments." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/887.

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Chen, Chi Wai, and cwchen@ied edu hk. "The creative process of computer-assisted composition and multimedia composition - visual images and music." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080107.115525.

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This research study investigates how music technology can enhance and develop the musical ideas of students, focusing on the creative processes involved in computer-assisted composition and multimedia composition. The study investigates the Creative Multimedia Music Project, a module of the Associate of Arts (Music) Degree where students are using computers as music workstations. The aims of the study are (a) to evaluate the use of music technology for composing; (b) to describe the creative process of composing and investigate how the students comprehend this; and (c) to analyze the relationship between the creative process of the musical treatment and the visual image in multimedia composition. The study is conducted in an exploratory, self-directed environment where the students make musical decisions about their compositions. From the preliminary survey, 10 out of 45 music-major students (Year Two) from the Associate Degree Music Program at the Hong Kong Institute of Education (HKIEd) were selected. Composition activities took place over 15 sessions. The first phase focused on computer-assisted composition and the second phase focused on multimedia composition. The students attended lectures on alternate weeks. This gave them enough time to compose in the laboratory or at home, allowing them to explore, make decisions, and evaluate decisions. Data were collected from four sources: (1) written reports including a musical analysis of the creative process, (2) one-to-one interviews conducted during and after the creative process (15 questions were asked in each phase), (3) self-reflective journals that students maintained during their creative process, and (4) MIDI file observations after the creative process had occurred. After data collection, commonalities between each of these data sources were analyzed. This highlighted that during the creative process, a developmental pattern emerged that extends Webster's model (2003) of creative thinking in music. The relationships between the findings and the lite rature review were articulated to reinforce the creative thinking model, trends, and perspectives from different sources. Through an analysis of these students' creative processes and the strategies they adopted while composing with music technology, research projects such as this one may provide composers, music technologists, and music educators with insights into how students approach the task of composing using music technology. The findings might prove as a useful guidance to music educators on how to structure computer-assisted composition and multimedia composition programs for different age groups from school to university.
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Al-Hamad, Wafaa. "Assessing the Feasibility of Developing a DBAE Curriculum in Qatar Utilizing Multimedia Technology." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc935649/.

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The purpose of this study was to demonstrate the feasibility of developing an art curriculum in Qatar, using the principles of the DBAE curriculum in conjunction with technology. Many of the challenges facing art educators and the art curriculum in Qatar can be approached through the multimedia applications of DBAE, which will provide instructors and students with an opportunity to more readily interact with visual art and to discover its educational relevance. Additionally, this study attempted to discover whether teachers are engaged in implementing technology in the art classroom and whether they are given the opportunity to engage in art to their satisfaction.
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Chan, Siu Ping. "End-to-end streaming protocols with QoS control for secure IP multimedia communications /." View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?ELEC%202004%20CHAN.

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Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2004.
Includes bibliographical references (leaves 167-175). Also available in electronic version. Access restricted to campus users.
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Wong, Wai-ha, and 王慧霞. "On-line scheduling of video streams." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B30075117.

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20

Zen, Hushairi. "Design of MAC protocols to support quality of service for multimedia traffic in wireless LANs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1864.

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Since the introduction of 802.11 MAC protocol standards for wireless local area network (WLAN) in 1999 by the IEEE task force group, WLAN has experienced tremendous growth. This can be observed by the increasing number of “hotspots” in public places such as airports, train stations, shopping complexes and private organisation such as universities and hospitals, and also at many homes where the use of wireless routers is very common. As more users embrace WLAN technology, the demand for more advanced services such as multimedia is increasing. Unfortunately, the current technology is still not able to provide adequate QoS support as demanded by these services. There are three versions of 802.11 MAC protocol available in the market today: 802.11a, 802.11b and 802.11g; but none of these can adequately support QoS for real-time traffic. Some enhanced protocols that have been proposed are 802.11e and 802.11n. The former enhances QoS support to a certain degree, although it still faces many weaknesses such as suppression of the best-effort (BE) service and packet collisions, while the latter is expected to increase the throughput by increasing physical channel rate to up to 600 Mbit/s. In addition, 802.11n adopts the MAC protocol used in 802.11b and 802.11g, which is exposed to packets collision and delay due to contention backoff. The aim of this research is to design WLAN MAC protocol to support QoS for real-time traffic in multimedia applications. Three novel designs are developed in this research. The first is the Segregation Hybrid Coordination Function (SHCF) MAC protocol. This protocol is based on traffic segregation, where real-time traffic is segregated from non real-time traffic. This enables the real-time traffic to avoid competition from the non real-time traffic to access the channel and provides easy management to support QoS for real-time traffic. In the SHCF, we introduce two service intervals (SI), one each for voice and video traffic. Each service interval caters for specific requirements of these traffic types reducing the probability of voice traffic queue being empty when polled. We carry out analytical modelling and simulation using Markov Chain (MC) analysis and NS2 respectively and show that with the SHCF protocol, significant improvements in performance over 802.11b and 802.11e in QoS support for real-time traffic are achieved. Our second design is an admission control algorithm for Ad-hoc wireless networks. We introduce a new technique based on a self-restraining mechanism in every node to prevent the network from congestion. Nodes or node wishing to join the network monitor the collision rates for a duration of time, known as Pre-admission Monitoring Time (PRAM). If the rate of packet collisions is below the Collision Threshold Level (CTL), it joins the network by sending an admission request packet. After sending this packet, the node again monitors the collision rates for a duration known as Post- Admission Monitoring (PAM). If collision rates are higher than CTL during PAM, the node drops itself from the network and starts PRAM again. We carry out analysis and investigate the behaviour of packet collision rates and contention window sizes in 802.11 protocols. We show that there is a correlation between channel congestion level and packet collision rates, and this relationship can be used to design an effective admission control mechanism. By tuning the value of the three parameters, PRAM, PAM, and CTL; we show that the self-restraining mechanism works well in blocking admission when the channel is congested and allowing admission when the channel is not congested. The third main contribution of this thesis is the development of the Contention Window Reservation Scheduling (CWRS) MAC protocol. This protocol eliminates packet collisions by scheduling contention window. With almost zero collisions, WLAN performance is enhanced and the channel utilisation is maximised. It is widely known that the random backoff algorithm implemented in the 802.11 MAC protocols does not provide an efficient medium access mechanism and has high collision rates when the number of nodes in the WLAN is large. By replacing this with scheduled reservation, nodes can access the channel in an orderly manner and avoid collisions. Here, when the nodes sense that the channel is idled for a DIFS period, all nodes reduce their contention window by one slot. A node which has its Contention Window reduced to zero (CW = CW0) transmits its packet. After transmission, it sets its CW to a fixed set value, CWn. The scheduler within each node, which keeps track of the position of all traffic flows in the channel, then shifts down the CW position to the next empty position. In this way, nodes transmit in an orderly manner and packet collisions are avoided as no node is having the same CW position. We analyse the CWRS mechanism using Markov Chain (MC) analysis and compare it with 802.11b and 802.11e. Using NS2, we run multimedia traffic with the CWRS mechanism and show that throughput performance for all traffic is maximised and delays are sustained to a level that supports QoS for real-time traffic. Fairness to the best-effort (BE) traffic is achieved in this mechanism, and comparison of performance with 802.11b and 802.11e shows that CWRS outperforms these two protocols.
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Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.

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EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.
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Juarez, James Jay. "Development of a Media Driven Online Assessment System: Improving Quality, Frequency, and Deployment of Grades and Feedback in Higher Education." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/189.

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Information communication technologies (ICT) in education is an expanding field, and within this field there is a need for development of effective systems for faculty and learners to communicate feedback and assess performance. The increasing migration of many academic disciplines and courses to an online format has prompted an increased need for the development of evidence-based tools and techniques that can be made available to educational institutions in order to connect and communicate with the learner. Many faculty and students have been faced with a less than optimal transition to the online environments and for these faculty and students, educational performance can be hindered. Guided by a developmental research methodology (DRM), the researcher examined the need for a novel communication and assessment system, the elements required for such a system to succeed, the building of such a system, and finally the testing of the initial effectiveness of the system. The developed system, known as an Online Assessment System (OAS) or Gradeswift (prototype name), incorporated criterion based assessment utility with multi-modal (text, voice, and video) functionality to create an asynchronous means for communicating effectively through online information storage and delivery. It was shown that the OAS had a significant impact on the educational landscape by providing better communication and performance assessment. Additionally, the OAS had been designed to increase the efficiency of the process of assessment, thus assisting faculty with workload and time required to assess student assignments. Last, students have the added benefit of receiving personalized feedback from instructors, enhancing the experience and perceived usefulness of online assessment.
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

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24

Swaminathan, Ranjini. "SPEECH AND LANGUAGE TECHNOLOGIES FOR SEMANTICALLY LINKED INSTRUCTIONAL CONTENT." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/201498.

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Recent advances in technology have made it possible to offer educational content online in the form of e-learning systems. The Semantically Linked Instructional Content (SLIC) system, developed at The University of Arizona,is one such system that hosts educational and technical videos online.This dissertation proposes the integration of speech and language technologies with the SLIC system.Speech transcripts are being used increasingly in video browsing systems to help understand the video content better and to do search on the content with text queries. Transcripts are especially useful for people with disabilities and those who have a limited understanding of the language of the video. Automatic Speech Recognizers (ASRs) are commonly used to generate speech transcripts for videos but are not consistent in their performance. This issue is more pronounced in a system like SLIC due to the technical nature of talks with words not seen in the ASR vocabulary and many speakers with different voices and accents making recognition harder.The videos in SLIC come with presentation slides that contain words specific to the talk subject and the speech transcript itself can be considered to be composed of these slide words interspersed with other words. Furthermore, the errors in the transcript are words that sound similar to what was actually spoken; notes instead of nodes for example. The errors that occur due to misrecognized slide words can be fixed if we know which slide words were actually spoken and where they occur in the transcript. In other words, the slide words are matched or aligned with the transcript.In this dissertation two algorithms are developed to phonetically align transcript words with slide words based on a Hidden Markov Model and a Hybrid hidden semi-Markov model respectively. The slide words constitute the hidden states and the transcript words are the observed states in both models. The alignment algorithms are adapted for different applications such as transcript correction (as already mentioned), search and indexing, video segmentation and closed captioning. Results from experiments conducted show that the corrected transcripts have improved accuracy andyield better search results for slide word queries.
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Gleason, Jeanne. "Development of an interactive multimedia presentation for use in a public delivery setting." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01052009-132354/.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991.
Vita. Accompanied by videocassette (sd., col. ; 1/2 in.) with title: A vip tour of the Ntural resource extravaganza. Abstract. Includes bibliographical references (leaves 92-108). Also available via the Internet.
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Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.

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Rasmussen, Mark Norman. "A multimedia website for the Battle of Gettysburg." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2593.

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This thesis explains the development of a website for eighth graders about the Battle of Gettysburg. One purpose of the project is to provide several primary source documents, pictures, video from a reenactment of the Battle of Gettysburg, clips from movies about the Civil War, and other material that suppport the students in their learning. The second purpose is to fulffill standard 8.10 of History-Social Science Content Standards for eight grade. This project will help students fulfill this requirement.
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Bower, Patricia. "Effective use of multimedia in the classroom: Enhancing third grade science curriculum." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1426.

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Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.

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The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.
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Magharei, Nazanin 1979. "Peer-to-peer streaming: Design and challenges." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11089.

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xxii, 413 p. : ill.
Streaming multimedia content over the Internet is extremely popular mainly due to emerging applications such as IPTV, YouTube and e-learning. All these applications require simultaneous streaming of multimedia content from one or multiple sources to a large number of users. Such applications impose unique requirements in terms of server bandwidth and playback delay which are difficult to achieve in a scalable fashion with the traditional client-server architecture. Peer-to-peer (P2P) overlays offer a promising approach to support scalable streaming applications, that we broadly refer to as "P2P streaming". Design of a scalable P2P streaming mechanism that accommodates heterogeneity of peers' bandwidth and copes with dynamics of peer participation while ensuring in-time delivery of the multimedia content to individual peers is extremely challenging. Besides these fundamental challenges, P2P streaming applications are facing practical issues such as encouraging peers' contribution and decreasing the costly inter-ISP P2P traffic. In this dissertation, we study several aspects of live P2P streaming with the goal of improving the performance of such systems. This dissertation can be categorized into two parts as follows. ( i ) We present the design and evaluation of a mesh-based live P2P streaming mechanism, called PRIME. Further, we perform a head-to-head comparison between the two approaches on live P2P streaming, namely tree-based and mesh-based. We demonstrate the superiority of the mesh-based approach. In the quest for a systematic comparison of existing mesh-based solutions on live P2P streaming, we leverage the insights from our design in PRIME and propose an evaluation methodology. Utilizing the evaluation methodology, we compare the performance of existing mesh-based live P2P streaming solutions. ( ii ) From a more practical perspective, we tackle some of the existing practical issues in the deployment of live P2P streaming applications, namely providing incentives for participating peers to contribute their resources and designing ISP-friendly live P2P streaming protocols with the ultimate goal of reducing costly inter-ISP traffic. In the end, this dissertation reveals fundamental trade-offs in the design, comparison and meaningful evaluation of basic and practical live P2P streaming mechanisms under realistic settings. This dissertation includes my previously published and my co-authored materials.
Committee in charge: Prof. Reza Rejaie, Chair; Prof. Virginia Lo; Prof. Jun Li; Prof. David Levin; Prof. Markus Hofmann
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Thompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.

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Latham, Patricia S. "The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680721.

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The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey.

Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance.

The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.

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Damba, Augustine Kureva. "A survey of technologies and algorithms for parsing and indexing multimedia databases this dissertation is presented as part of the requirements for the award of the degree of Master of Computer and Information Sciences at the Auckland University of Technology, April 2008 /." Abstract Full dissertation, 2008.

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Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2008.
Includes bibliographical references. Also held in print (46 leaves ; 30 cm.) in City Campus Theses Collection (T 005.74 DAM)
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VanDeGrift, Tammy. "Scheduling protocols for media-on-demand systems /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/6868.

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Hayward, Ken. "Navigational tool for the Graphic Design Archive /." Online version of thesis, 1989. http://hdl.handle.net/1850/10847.

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Gilley, William. "Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of Computer Science." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32899.

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Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows:

  1. Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
  2. Artificial Intelligence - Overview of current applications in this discipline.
  3. Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
  4. Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
  5. Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
  6. Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
  7. Programming Languages - Explanation of the fundamental concepts in procedural programming languages.
  8. Software Engineering - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms.

Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: http://courses.cs.vt.edu/csonline/.

 


Master of Science
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Kim, Minjung. "Quality of service support for progressive video transmission over Internet." Diss., Available online, Georgia Institute of Technology, 2004:, 2003. http://etd.gatech.edu/theses/available/etd-04082004-180252/unrestricted/kim%5Fminjung%5F200312%5Fphd.pdf.

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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.

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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Lamb, Richard Alan. "A Makeover for the Captured Lecture: Applying Multimedia Learning Principles to Lecture Video." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/36.

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Making video recordings of large classroom lectures and putting them online is increasingly common in distance and blended learning courses. However, the best way to use lecture video is not well understood. Using long streams of one-way communication is not consistent with best practices in online learning. During lectures, students assume a largely passive role. They think faster than instructors speak, so boredom and daydreaming are common. Yet, when complex or novel ideas are presented, students may have inadequate time to encode, organize, and integrate the input with prior experience. Especially for students with low prior knowledge of the subject being discussed, the lecture is a cognitive and affective roller coaster ride that works at cross purposes with learning. Viewing a lecture that was recorded at an earlier time adds the element of temporal distance from the learning event, and changes the student’s role from participant to spectator. The present study investigated whether learning could be increased and perceptions of difficulty reduced when a captured lecture received a “makeover” before being put online. The makeover consisted of 1) editing the lecture video in accordance with the cognitive theory of multimedia learning; 2) processing the video using best practices for audio/video production; and 3) increasing the video playback speed. The research design for the study was quasiexperimental. The independent variable was captured lecture form (edited or unedited). The dependent variables were learning results for recognition and recall, and perceptions of difficulty. Data analysis employed independent-samples t-tests, multivariate analysis of variance (MANOVA), and repeated-measures MANOVA. Conclusions were that the editing protocol made no significant difference in learning gains for recognition or recall, and did not significantly affect perceptions of difficulty. However, editing did result in a 39% reduction in the length of the lecture, raising the possibility that such a makeover might allow for faster learning when lecture video is used.
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Pittman, Jason Alan. "The Effects of Time-compression and Learner-control in Multimedia Instruction." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/974.

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There is a significant gap in the body of knowledge concerning time-compressed multimedia instruction. Although research indicates that there is no loss in learning through well-designed multimedia instruction compressed at 25%, research is lacking that analyzes the effects of time-compression with learner-control included in the multimedia instruction. The aim of the study was to address this gap in the research by integrating learner-control into the interface of a time-compressed multimedia instructional lesson using similar methodologies from previous research. Effects were analyzed of time-compressed learner-controlled multimedia instruction on learning and perceived cognitive load. Additionally, the researcher employed a participant population from a corporate environment to increase the generalizability of the results. The researcher investigated two hypotheses concerning the differences in effects between a treatment group that used multimedia instruction featuring learner-control over two pre-determined compression speeds (0% and 25%) and a control group with no time-compression. The primary results of the study were that there was no significant difference in either learning or perceived cognitive load between the treatment and control group. Also, another noteworthy result was that only one-fifth of the participants in the treatment group (n=7) altered the compression speed during the presentation. One implication of these results is that learners might want more compression speed options during a presentation. Another implication is that learners might choose to use time-compression during a multimedia presentation if there was more information provided to the learner concerning what time-compression is and how it affects learning. Recommendations for future research include investigating the implications of this study and expanding the types of populations that are sampled for time-compressed multimedia research. Overall, both industry and academia must commit to aiding in the research of time-compression technology if its benefits and hindrances are ever to be fully explored.
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Bezi, Nicole Allison. "Exploring creative writing in the middle school classroom via the effective use of multimedia." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2800.

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The purpose of this project is to develop a website by which students can improve their understanding of literary elements. This project will aid the students in completing some research as part of the initial stages of the WebQuest, to help them better understand the importance of literary elements.
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Settergren, Jane Ann. "PresentationMaker : Graphic Design Archive module 3.2 /." Online version of thesis, 1992. http://hdl.handle.net/1850/11072.

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Albion, Peter. "Interactive multimedia problem-based learning for enhancing pre-service teachers' self-efficacy beliefs about teaching with computers: design, development and evaluation." University of Southern Queensland, Faculty of Education, 2000. http://eprints.usq.edu.au/archive/00001393/.

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[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.
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Coats, Tonya Cherie. "Using technology in language arts to motivate students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2479.

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This project will serve as a media rich tool to aid students and teachers in the classroom. It is designed to examine whether or not a computer based learning environment motivates and helps fourth grade at-risk students in vocabulary development. The project included creating a guide in Macromedia Authorware to help educators develop a multimedia environment in the classroom.
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Hwang, Guan-Jong. "Animated drawing guide for basic art education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2355.

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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
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Simonds, Brent K. Rhodes Dent. "The design and development of an interactive media tutorial for presentation authoring." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115181.

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Thesis (Ed. D.)--Illinois State University, 2003.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Dent Rhodes (chair), Temba Bassoppo-Moyo, Cheri Toledo, David B. Williams, Larry W. Long. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.
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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16525/1/Carmen_Boulter_Thesis.pdf.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
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Boulter, Carmen Henriette. "EFL and ESL teacher values and integrated use of technology in universities in the Asia-Pacific region." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16525/.

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Educators who teach international students English as a second language (ESL) or English speakers teaching English as a foreign language (EFL) in universities in non- English speaking countries in the Asia-Pacific region are often challenged to develop culturally appropriate curriculum for a diverse group of learners. Prompted by educational policy over the past two decades, the technological infrastructure in most universities throughout the world has advanced. Innovative tools for language learning have been developed for computer-assisted instruction. The purpose of the present study was to assess to what extent teachers use multimedia in EFL/ESL university classrooms in relation to the theoretical underpinnings of constructivism as well as Rogers' (1995) theory of diffusion of innovations and adopter categories. Further, the study aimed to ascertain what factors contribute to or discourage teachers' use of multimedia in tertiary level English language teaching classrooms. A mixed- method research design was used and both quantitative and qualitative data were collected. One hundred and seventy-nine English-language teachers from five universities in the Asia-Pacific region were interviewed and data were collected on their use of multimedia. Complex relationships were found among teacher-held educational and cultural values, teaching experience, formal computer professional learning, nationality, institution, region, age, gender, and collaboration with colleagues. Results showed that even with adequate access to hardware, software, technical support and computer professional learning, most teachers in the study made limited use of multimedia in the EFL/ESL classroom. As well, the results indicated that teachers in all three universities in Taiwan used multimedia in the EFL/ESL classroom less than teachers in Australia and in Thailand. Teachers who endorsed constructivist teaching methodologies tended to use multimedia more. Also, teachers with fewer than ten years teaching experience tended to use technology in teaching more. Data showed the use of integrated technology by teachers usually diminished as teachers got older. However, results showed that teachers who engaged in professional learning tended to use multimedia more regardless of age. Future directions in technology integration and recommendations for creating and sustaining a culture of technology at educational institutions are offered. Suggestions for professional development to encourage the integrated use of technology in English language teaching programs are outlined.
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Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.

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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.
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