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Academic literature on the topic 'Online interactive animated tours'
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Journal articles on the topic "Online interactive animated tours"
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Candra, Rudi Arif, Arie Budiansyah, Taufiq Abdul Gani, Dirja Nur Ilham, and Siti Rusdiana. "Animated Pathway Interactive Map." SinkrOn 4, no. 1 (October 28, 2019): 256. http://dx.doi.org/10.33395/sinkron.v4i1.10394.
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A map is one of the cartographic scientific products that is used as a guide to access locations or places. The use of information technology and computer systems in cartography can increase the value of map products to be interactive and can be accessed online via the internet. This interactive map of the Unsyiah Director Office building is the development of an interactive map product of the author with the addition of an animated pathway from the reference point to the location point. With these additions, it will be easier for visitors to access the location
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Greussing, Esther, Sabrina Heike Kessler, and Hajo G. Boomgaarden. "Learning From Science News via Interactive and Animated Data Visualizations: An Investigation Combining Eye Tracking, Online Survey, and Cued Retrospective Reporting." Science Communication 42, no. 6 (October 13, 2020): 803–28. http://dx.doi.org/10.1177/1075547020962100.
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Relying on a multimethod approach with eye tracking, cued retrospective reporting, and a memory test, this experimental study ( N = 45) shows how individuals engage with static, interactive, and interactive-animated data visualizations embedded in online science news. The results suggest that interactivity and animation engage participants most strongly: The second part of the news article is fixated the longest by participants exposed to the interactive-animated visualization, which translates into higher learning outcomes. However, the dynamic process of news reception requires a nuanced understanding of how users attend to visual and textual parts of a message to make informed statements about their effectiveness.
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Hickok, John. "Web library tours: using streaming video and interactive quizzes." Reference Services Review 30, no. 2 (June 1, 2002): 99–111. http://dx.doi.org/10.1108/00907320210428660.
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Many academic library Web sites offer online “tours” to provide basic orientation of their collections and services. However, these tours are often merely photos, floor plans, or written descriptions. In 1999, the library at California State University, Fullerton sought to improve its own Web site orientation, by using more engaging Web technologies; namely, streaming video and interactive tutorials. A project of videotaping a full‐motion, narrated tour of the library, and then placing it on the Web site as streaming video segments, was undertaken. Additionally, interactive tutorials – quizzes written in JavaScript so as to “reply” to user prompts – were added. This article will describe the process of creating this project, available in its completed form at: http://www. library.fullerton.edu/tour
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Aulianto, Dwi Ridho. "Inovasi Perpustakaan Melalui Pemanfaatan Teknologi Augmented Reality Dan Virtual Reality di Era Generasi Z." Nusantara - Journal of Information and Library Studies 3, no. 1 (June 30, 2020): 103. http://dx.doi.org/10.30999/n-jils.v3i1.482.
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This study aims to determine the benefits of Augmented Reality and Virtual Reality technology applied to libraries in the Z generation era. The research method used study of literature by collecting several reference as sources that are relevant to the study material and and interviews with several generation Z informants. The results of the study found that the implementation of Augmented Reality technology can be used to create and read the Interactive Opac Brochure with AR; Utilization of Library Collection Display; Utilization for Searching Library Collections in Shelves through AR; Utilization for Interactive Learning Media for Users. While the implementation of Virtual Reality technology can be used for tours or library tours; Library Services; Information Literacy and Online Catalog.
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Setyowati, Erna, Ika Septi Hidayati, and Toto Hermawan. "PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA DI MTs DARUL ULUM MUHAMMADIYAH GALUR." Intersections 5, no. 2 (August 1, 2020): 26–37. http://dx.doi.org/10.47200/intersections.v5i2.553.
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At the time of the Covid-19 pandemic, all learning was carried out online or online learning, while schools and students had to follow the existing curriculum in their schools, which of course not all of their lessons were happy. Mathematics is one of the subjects that is always a scourge for students, regardless of those who enjoy mathematics. The reasons vary, some say the lessons are difficult to understand, students are not interested in learning mathematics, the teachers are boring, and so on. So that many parents of students who provide additional tutoring for their children by hiring math teachers, in the hope that their children are mathematically intelligent. This study aims to examine the effect of using animated interactive multimedia on students' understanding of the concept of understanding mathematical concepts. The population of this study were students of class VII MTs Darul Ulum Muhammadiyah Galur even semester of the 2019/2020 school year. Of the five existing classes, two classes were taken randomly as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data were obtained through a test in the form of a description of the rectangular and square material. The results showed that there was a difference in the understanding of mathematical concepts in students who used animated interactive multimedia higher than the understanding of mathematical concepts of students who took conventional learning, and there was a positive and significant effect of the use of animated interactive media on the Mathematical Concept Understanding of Class VII MTs Darul Ulum Muhammadiyah Galur Tahun Students 2019/2020 Teaching
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Quinn, Diana, Edward Cioffi, Steve Hill, Mat Kor, Anna-Clare Longford, Robert Moller, and Pramila Rathore. "Implementing work-integrated learning in online construction management courses." Journal of University Teaching and Learning Practice 16, no. 1 (January 1, 2019): 122–36. http://dx.doi.org/10.53761/1.16.1.9.
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Implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components. One such component is the site visit, where student groups are led by subject matter experts through an authentic environment. These WIL experiences help students relate the theory learnt in classrooms to practice. Construction management students particularly benefit from repeated visits to the same building site to appreciate the spatial and temporal constraints and how they change over the life of the building project. Unfortunately, logistics and occupational health and safety concerns have increasingly limited the inclusion of site visits in school and university curricula. Online construction management students are widely dispersed and therefore it is impractical to include shared physical site visits in the curriculum, although students are able to observe locally-based construction sites and report back their findings. In response, universities have collaborated with construction companies and, using significant federal funding, created an interactive learning environment that follows the construction of an eight-storey building over time. This high quality resource is a type of virtual WIL that has been primarily used in face-to-face teaching. In this case study we implement this resource in a fully online construction management course and create three comparatively low-cost environments that demonstrate the construction of residential, industrial, and multi-storey building construction sites, for implementation in another two online construction courses. As an enhancement, within these new environments are embedded images, explanatory videos and documents which students can interact with to create a virtual tour that can be embedded directly alongside the concepts being studied in their weekly learning materials. In addition, these tours are linked to specific online learning activities designed to motivate students to reflect on and refine their understandings based on the authentic context they are experiencing. To better understand the processes involved in this collaboration between school academics, staff from a central teaching innovation unit, and two construction companies, the business processes employed were modelled using a swimlane diagram. Insights into the practicalities of implementing these virtual tours are shared. The experiential learning outcomes of students using virtual WIL are comparable to traditional site visits. Initial online student feedback of small cohorts of online students has been overwhelmingly positive and encouraging for the development of more interactive virtual tours. The implementation of virtual tours and activities, blended with independent face-to-face site visits and assessment, forms an authentic, supported and constructively-aligned WIL experience for students undertaking fully online courses.
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Poggiali, Jennifer. "Student responses to an animated character in information literacy instruction." Library Hi Tech 36, no. 1 (March 19, 2018): 29–42. http://dx.doi.org/10.1108/lht-12-2016-0149.
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Purpose This paper reports on a grant-funded project to create a hand-drawn, custom-made animated character named Jasmyn. Drawing on animation theory, the purpose of this paper is to use qualitative research to investigate student responses to the medium of animation, the character’s design, and three presentation strategies. Design/methodology/approach The researchers held three student focus groups to investigate the following research questions: Will students endorse animation as a medium for library instructional videos on the grounds of its entertaining, subversive, or playful qualities? Is Jasmyn designed and written in a way that engages students and compels them to respond to her as a character? How will students respond to three presentation strategies: a lecture-style video, a video with supplemental animations, and a real-time, interactive lesson? Findings The researchers found that students expressed broad enthusiasm for animation as a medium, though responses to Jasmyn’s personality were mixed. The only presentation strategy that prompted unique responses was the interactive session, although all three focus groups provided revealing commentary about online learning. Students also identified aspects of the animation and character that could be improved, and reflected on ways Jasmyn might be integrated into online learning. Research limitations/implications This study, performed as part of a pilot project, was deliberately small in scale. Clearer implications would emerge from repetition with a larger group of students. Originality/value Jasmyn may be the only hand-drawn, custom-made animated character created for library instruction. No research studies on the use of animation in libraries have been published to date.
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Heilig, Leah. "Silent Maps as Professional Communication: Intersections of Sociospatial Considerations and Information Accessibility." Business and Professional Communication Quarterly 81, no. 4 (September 30, 2018): 421–39. http://dx.doi.org/10.1177/2329490618802446.
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Using interactive digital maps is now common practice for most universities. Increasingly, more users are introduced to their academic workplaces through online content such as Google Street View and virtual tours. Students with disabilities depend on environmental information to navigate the barriers they face on campus. While most webmasters for postsecondary institutions in the United States know their legal obligations for accommodation in the delivery of web content, legal conformance does not necessarily reflect awareness for social or spatial considerations in the design of campus digital maps. This study discusses an accessibility audit and content analysis of these interactive maps.
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Zavlavsky, Ilya. "A New Technology for Interactive Online Mapping with Vector Markup and XML." Cartographic Perspectives, no. 37 (September 1, 2000): 65–77. http://dx.doi.org/10.14714/cp37.810.
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As Internet cartography matures from static map images to interactive and animated maps, and embraces extensive GIS functionality, the limitations of presenting Web maps as image files become obvious. In this paper, a new technology for Internet cartography is demonstrated that uses direct vector rendering in a browser to create highly interactive virtual maps from distributed sources of geographic data. This technology is made possible by the advent of XML (eXtensible Markup Language) and XML applications for 2D vector rendering such as VML (Vector Markup Language) and SVG (Scalable Vector Graphics). AXIOMAP – Application of XML for Interactive Online Mapping – is a Web map publishing kit and a customizable virtual map interface that allows for the display and manipulation of multiple point, line and area layers, database query, choropleth mapping, hyperlinking, map labeling and annotation. To render maps in a Web browser (Internet Explorer 5, in the current version), AXIOMAP generates VML shapes “on the fly” from XML-encoded geographic data that can physically reside on different servers. A thin client-side solution, AXIOMAP provides for better interactivity than traditional map serverbased approaches. The paper explains the functionality of AXIOMAP, the technology behind it, and presents several applications. A free version of the software can be downloaded from www.elzaresearch.com/landv/.
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Phoebus, Patrick, Michael L. Rutledge, and Kim C. Sadler. "Meeting the Giants in Our Midst: Developing an Interactive Online Arboretum Guide to Promote Ecological Literacy." American Biology Teacher 80, no. 8 (October 1, 2018): 572–76. http://dx.doi.org/10.1525/abt.2018.80.8.572.
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Trees are the largest organisms students usually encounter in their daily lives. However, most are unaware of the critical roles trees play in their local environments. As critical components of green infrastructure, trees improve air quality, mitigate storm-water runoff, and provide food and habitat for other organisms. Using the cross-platform and open-source software Bioimages Collection Manager (BCM), we created an online interactive arboretum guide for a university campus arboretum. Faculty, students, and visitors can scan tree tags with their mobile devices and access biological metadata, participate in self-guided tree tours, and learn about the ecology and ethnobotany of individual tree species. Importantly, this approach may be replicated for other campuses, school yards, and additional green spaces.
Dissertations / Theses on the topic "Online interactive animated tours"
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Weiss, April, and april weiss@rmit edu au. "The iTour Project: A Study of the Design and Testing of Effective Online Animated Tours as a Form of Interactive Online Documentation." RMIT University. Creative Media, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060825.153207.
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The iTour Project is an empirical study of the design of online interactive animated tours (iTours), and establishes a knowledge base for technical communicators and new media designers working in this area. The key objectives of this research were to understand the features of effective iTours; to explore the processes and techniques of designing and testing effective iTours; and to establish new praxis in new media design for technical communication. Design artefacts resulted from six key activities including: (1) Sub-project 1- RMIT Multimedia Online documentation with basic animation; (2) Sub-project 2- Online @ RMIT Orientation with some iTour animation; (3) Third-party iTour analytical review to deconstruct iTours and determine key elements; (4) Sub-project 3- Online @ RMIT iTours; (5) iTour Guidelines; and (6) A second, more comprehensive third-party iTour analysis to test the Guidelines. The outcome of the research is encapsulated in a web site that binds the artefacts of design sub-projects with a set of Guidelines. These Guidelines form a conceptual, structural and operational framework for iTour designers, and draw on the knowledge established while designing and testing iTours, analysing third-party iTours, and researching comparative fields. These fields include technical communication; new media; web; usability design and testing; and, to a lesser extent, software design and testing. The Guidelines, in conjunction with the knowledge base, were developed to facilitate effective communication through iTours. Through this research, the design action case study was established as a hybrid research approach: design research and action research are blended; and knowledge is situated within, and derived from, a case study. In support of design research, the PDIOR design cycles have been specified and include these phases: plan; develop; implement; observe; and reflect. The PDIOR approach combines design research and action research in a cyclical mode to explore technical communication and new media activities. Finally, eleven principles for designing effective iTours emerged from this research project. Articulation of these principles, in addition to the Guidelines, contributes new knowledge in the field for technical communicators, new media designers and others, who wish to engage in iTour design.
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Woo, Huay Lit. "Using low interactive animated pedagogical agents in online learning : an exploratory study of Singaporean pre-service teacher preparation." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9294.
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The aim of the study is firstly, to investigate the effectiveness of low interactive Animated Pedagogical Agents (APAs) in aiding learning for a sample of 378 Singaporean pre-service teachers taking a full-time Post-Graduate Diploma in Education course in a case Institute; and secondly, to gauge how favourably the pre-service teachers perceive learning through such instruction. The sample is chosen because it represents the largest cohort of students from the case Institute. The study also explores whether the effectiveness and favourability in regard to APAs are affected by learners’ sensory preferences. Because APAs are lifelike characters that can be embodied in a computer display to interact with learners, many APA-based lessons are designed with high interactivity to simulate intelligence; this type of APA however, is costly to develop and difficult to customise, making it less attractive for instruction. This study, in contrast, proposed that APA-based instruction should be designed with low interactivity, which is supported by sound pedagogies to help alleviate the above problem. To test this hypothesis, the study employed a quasi-experimental approach with a 2 x 4 factorial design to conduct the inquiry. Two learning conditions, the experimental and control conditions, and four sensory preference levels, the Strong Visual, Mild Visual, Strong Auditory and Mild Auditory levels - made up the factorial design. The two learning conditions were respectively learning with low interactive APAs (aka LIAI) and learning with a conventional online method (aka CI). Perceptions of LIAI were measured by three aspects of opinion: (1) extent of learning, (2) presentation of the instruction, and (3) interest in the instruction. At an overall level, 50% of learners on average were very positive in all three aspects of opinion; about 10% were very negative and the remaining 40% were mildly opinionated. At an individual level, extent of learning received the greatest satisfaction, followed by interest in the instruction and lastly presentation of the instruction. For effectiveness, LIAI produced moderately better learning performance than CI. Strong auditory and visual learners were found to learn best in their preferred modality. Mild visual learners learned well in their opposite modality and mild auditory learners did not benefit from either modality. The study also discussed implications of these findings and provided some recommendations for future research.
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Chao, Ka-U., and 周家裕. "Visualizing the online reputations of particular targets via static, animated and interactive visual techniques." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30018631382609572403.
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碩士<br>國立臺灣大學<br>資訊管理學研究所<br>102<br>With the progress made in the Web 2.0 technology, people are more likely to share their opinions, status and feelings via social media. But due to the explosion of data in volume on the Internet, people are being overwhelmed by the overloading information and begin to get lost and confused. Since people are used to find and read the online reviews before making their further decisions recently, a tool which is able to summarize the opinion data and reveal the explicit social image of a particular target should be proposed and introduced.
According to the previous work, Ting-Ying Huang has proposed a visual representation which is able to display the overall summarization of targets’ reputations. However, in most situations, people are likely to be interested in a specific aspect of individuals. Therefore, some additional visual approaches should be proposed to gain the meaningful clues. In this thesis, we aim at refining both the reputation evaluation methods and the visual representations which are suggested by Ting-Ying Huang. To accurately estimate the explicit social images of several particular targets, we analyze the opinion data at sentence level by incorporating the knowledge of Natural Language Processing. Additionally, we propose several static visualizations to reveal the detailed information such as the temporal evolutions, topical summarizations, content diversity among various features and social mediums. Moreover, to enhance the graphical perception and comprehension, we create an animated bubble chart which is able to exhibit the trends and changing patterns over time. Furthermore, we offer a fully interactive mean for users to examine and explore the opinion data via any viewing aspects.