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Articoli di riviste sul tema "Interactive"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 31 luglio 2024

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1

Splechtna, Rainer, Mai Elshehaly, Denis Gračanin, Mario Ɖuras, Katja Bühler e Krešimir Matković. "Interactive interaction plot". Visual Computer 31, n. 6-8 (28 aprile 2015): 1055–65. http://dx.doi.org/10.1007/s00371-015-1095-x.

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2

Smyer, Bradley. "Interactive Computer Service Liability for User-Generated Content After Roommates.com". University of Michigan Journal of Law Reform, n. 43.3 (2010): 811. http://dx.doi.org/10.36646/mjlr.43.3.interactive.

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Abstract (sommario):

This Note explores the future of interactive computer service provider (ICSP) liability for user-generated content under the Communications Decency Act (CDA) after Roommates.com II. Roommates.com II held that a housing website was not entitled to immunity under § 230 of the CDA from federal Fair Housing Act claims, in part because providing preselected answers to a mandatory questionnaire rendered the site an "information content provider" at least partially responsible for creation or development of answers. After examining the historical and legislative origins of ICSP immunity for user-generated content under 47 U.S. C. § 230, this Note argues that courts should generally evaluate ICSP immunity from claims arising out of both entirely and partially user-generated content on the basis of whether the ICSP is the sole information content provider Section 230's focus on which party "provides" the essential content and the statutory definition of "information content provider" support this interpretation. This Note further argues, however that Congress should amend § 230 to limit immunity in circumstances where the ICSP is an "information content provider" with respect to an objectionable housing advertisement and specifically redefine "information content provider" to include the use of ICSP created dropdown answers to ICSP required questions. This proposal is narrowly adapted to better serve the purposes of the Fair Housing Act and § 230 than the current statutory language because it defines the scope of immunity to balance the conflicting goals of the two statutes.

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3

Mora-Fernández, Jorge. "The Analysis of Interactive Media and Digital Culture - Hypermedia Literacy in Peru and Bolivia". Comunicar 20, n. 39 (1 ottobre 2012): 139–49. http://dx.doi.org/10.3916/c39-2012-03-04.

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This paper compiles data on how the use of hypermedia, interactive multimedia and interfaces have changed the classical dynamics of human communications and education to create a new paradigm. This paradigm originates in the interface since it allows multidirectional and multimedia communications through interactions with the elements of which it is composed. This research describes the different aesthetic, narrative, emotional and value elements that are integrated within the cultural hypermedia interfaces. These hypermedia elements are fundamental components to be taken into account in the creation of educational interactive media products. The communicative functions are interchangeable between sender-receptor, author-reader-author, creator-user, professor-student... thanks to the introduction of multimedia interactive expressions and technological instruments that allow several types of interactions. This flexible functionality generates new communicative as well as dramatic models of interactive narrative, where the interaction of receptors-senders and reader-authors with the narrative actions occur at the character or avatar level. The interfacial aesthetic, narrative, emotional and value elements are studied, analyzed and described in detail thanks to an innovative model of analysis that can be used to for the implementation and design of interactive edutainment media products. The application of this model helped to create cultural content interfaces enabling not only the development of interactive educational workshops in the USA, Peru and Bolivia for more than 200 students, but also multisensory and immersive communications with quality.El trabajo se centra en las formas en que interfaces multimedia interactivas e hipermedia han cambiado las dinámicas clásicas de la comunicación y educación humanas creando un nuevo paradigma. Éste se origina en la interfaz, al permitir la multidireccionalidad comunicativa multimedia mediante la interacción con los elementos que la componen. Esta investigación describe los diferentes elementos estéticos, narrativos, emocionales y de valores integrados en las interfaces hipermedia culturales. Dichos elementos hipermedia son componentes fundamentales a tomar en cuenta durante la creación de productos multimedia interactivos educativos. Las funciones comunicativas son cambiantes entre emisor-receptor: autor-lecto-autor, creador-usuario, profesor-alumno... gracias a la introducción de expresiones multimedia interactivas e instrumentos tecnológicos que permiten distintos tipos de interacciones. Esta flexibilidad funcional genera nuevos modelos comunicativos así como dramáticos, de narrativa interactiva, donde la interacción de los receptores-emisores, lecto-autores, con las acciones narrativas se produce a nivel del personaje o avatar. Los componentes estéticos, narrativos, emocionales y de valores de la interfaz son estudiados, analizados y descritos en detalle gracias a un modelo innovador de análisis que sirve para la implementación y diseño de productos interactivos lúdico-educativos inmersivos. La aplicación de este modelo ayudó a la creación de interfaces de contenido cultural, permitiendo desarrollar no solo talleres educativos interactivos en Estados Unidos, Perú y Bolivia para más de 200 estudiantes, sino también una comunicación inmersiva multisensorial de calidad.

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4

Jabborova, Dilafruz Furkatovna, e Shirinboy Sharofovich Olimov. "Interactive Learning Technology". American Journal of Social Science and Education Innovations 02, n. 12 (18 dicembre 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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

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5

Underdown, Angela. "Learning about interaction through interactive media". Journal of Health Visiting 2, n. 4 (aprile 2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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6

Johnston, Andrew. "Conversational Interaction in Interactive Dance Works". Leonardo 48, n. 3 (giugno 2015): 296–97. http://dx.doi.org/10.1162/leon_a_01017.

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This paper describes an interactive dance/physical theatre work entitled Encoded, which made use of motion capture techniques and real-time fluid simulations to create systems intended to support, stimulate and augment live performance. Preliminary findings from a qualitative study of performers’ experiences with the system raise a number of issues, including the challenges of creating theatrical meaning with interactive systems, using Contact Improvisation as a metaphor for engaging creative systems, and the impact that large-scale projections can have on performers’ engagement.

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7

Eiserman, Jennifer, e Gerald Hushlak. "Keeping Interactive Art Interactive". International Journal of the Inclusive Museum 6, n. 2 (2014): 183–96. http://dx.doi.org/10.18848/1835-2014/cgp/v06i02/44449.

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8

Stroud, D. "Interactive marketing needs interactive marketers". Interactive Marketing 2, n. 3 (1 gennaio 2001): 230–39. http://dx.doi.org/10.1057/palgrave.im.4340093.

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9

Han, Su Jin. "Narrative Interaction Experience of Interactive Media Art". TECHART: Journal of Arts and Imaging Science 6, n. 3 (31 agosto 2019): 6–8. http://dx.doi.org/10.15323/techart.2019.8.6.3.6.

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10

Wang, Feng, Qi Fan, Hui Deng e Ji Bin Yin. "PWIG - Interactive Paradigm of Direct Touch Interaction". Advanced Materials Research 765-767 (settembre 2013): 1722–25. http://dx.doi.org/10.4028/www.scientific.net/amr.765-767.1722.

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The direct touch interaction is considered as an important part of natural human-computer interaction and has become one of the hotspots in recent years. However, current touch interactive designs still rely on traditional WIMP paradigm seriously. To prompt and develop a dedicated user interface for direct touch interaction, in this paper, we explore the interactive features of the touch user interface through statistical analysis method. We classify and summary on the components of user interface from three current mainstream mobile platforms, further abstract the components for touch operation paradigm and finally propose an interactive paradigm based on the Post-WIMP environment: PWIG (Page/Frame, Widget, Icon/Button and Gesture) paradigm. After the evaluation of PWIG paradigm, we think PWIG paradigm is more suitable for direct touch interaction and should guide the design of the natural user interface for direct touch systems.

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11

Kong, Yu, Yunde Jia e Yun Fu. "Interactive Phrases: Semantic Descriptionsfor Human Interaction Recognition". IEEE Transactions on Pattern Analysis and Machine Intelligence 36, n. 9 (settembre 2014): 1775–88. http://dx.doi.org/10.1109/tpami.2014.2303090.

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12

Sánchez-Segura, Marı́a-Isabel, Angélica de Antonio e Antonio de Amescua. "Interaction patterns for future interactive systems components". Interacting with Computers 16, n. 2 (aprile 2004): 331–50. http://dx.doi.org/10.1016/j.intcom.2003.11.008.

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13

Smith, Glenn Gordon, e Sinan Olkun. "Why Interactivity Works: Interactive Priming of Mental Rotation". Journal of Educational Computing Research 32, n. 2 (marzo 2005): 93–111. http://dx.doi.org/10.2190/4ka5-03ux-a70e-e53w.

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Abstract (sommario):

This study has important implications for microworlds such as Logo, HyperGami, and Newton's World, which use interaction to learn spatial mental models for science, math, geometry, etc. This study tested the hypothesis that interactively rotating (dragging) virtual shapes primes mental rotation. The independent variable was observation vs. interaction: a) watching an animation of a shape rotating, versus b) manually rotating a shape on the computer. The dependent variable was mental rotation of the same shape. Two age groups, 9-year-olds and college undergraduates participated. For 9-year-olds, the interactive group mentally rotated significantly more accurately and faster than the observational. Therefore, interaction primed mental rotation. For the college undergraduates, the interactive group mentally rotated significantly more accurately, but significantly slower than the observational group. This suggests that the interaction disrupted a routine process, causing undergraduates to switch strategies. Results from both age groups reinforce the educational value of more naturalistic interaction with virtual shapes, i.e., dragging is better than clicking.

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14

Janawati, Desak Putu Anom, Putu Beny Pradnyana e N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN". Jurnal Utilitas 8, n. 1 (21 febbraio 2022): 12–16. http://dx.doi.org/10.22236/utilitas.v8i1.8586.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana e N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School". Pedagogia : Jurnal Pendidikan 11, n. 1 (22 novembre 2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively

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Ismayilova, Gunel, Annamaria Costa, Ilaria Fontana, Daniel Berckmans e Marcella Guarino. "Labelling the Behaviour of Piglets and Activity Monitoring from Video as a Tool of Assessing Interest in Different Environmental Enrichments / Oznaczanie zachowania i monitorowanie aktywności prosiąt na podstawie zapisu wideo jako narzędzie oceny ich zainteresowania różnymi elementami wzbogacającymi środowisko". Annals of Animal Science 13, n. 3 (1 luglio 2013): 611–21. http://dx.doi.org/10.2478/aoas-2013-0037.

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Abstract The aim of this study was to explore the preference and the duration of interest of weaned pigs to two different types of environmental enrichments using labelling techniques and activity monitoring. Two pens each housing 14 Dalland piglets were monitored using a video camera. The videos were labelled during the weaning phase from 30 to 60 days of age. During this time, the video recording software continuously calculated the activity index of the pigs. To detect pig exploratory and playing behaviour, a wooden block and chain enrichment were introduced into each pen for 30 days. Each video frame was manually labelled during the Day 1, 5 and 30 (24 hours a day) for each pen using the Labelling Tool software. To identify the duration and frequency of interactive episodes with environmental enrichments, pig behaviour was labelled as either: no activity, interacting with chain or interacting with the wooden block. The mean duration of interactive episodes for the chain was greater than for the wooden block (P<0.001), while the frequency of interactive episodes was 28.8% higher for the wooden block than for the chain. By day 5, the mean duration of interaction episodes decreased in both pens and by day 30, only a few interaction episodes were observed. The number of interactive episodes were strictly related to the activity index and depended on the time of the day. The peaks of the mean number of interactive episodes calculated for all days of observations corresponded to the peaks of the mean activity index.

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Dоmina, Viktoriia, Natalia Gutareva e Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction". Bulletin of Luhansk Taras Shevchenko National University, n. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.

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18

Lee, Seunghae, Eun Young Kim e Paul Platosh. "Indoor Wayfinding Using Interactive Map". International Journal of Engineering and Technology 7, n. 1 (febbraio 2015): 75–80. http://dx.doi.org/10.7763/ijet.2015.v7.770.

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19

Lee, Yueh-Jung. "Un/interactive Fish in Posthuman Ethical Design". Interactive Film & Media Journal 2, n. 4 (30 dicembre 2022): 106–13. http://dx.doi.org/10.32920/ifmj.v2i4.1682.

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In the posthuman era, what counts as ethical has dispersed and re-distributed to a nonhuman-centered network that includes nonhuman species and nonliving matter. This paper serves as a resistance and a possible way out against traditional human-pet ownership in therapeutic robot development. The paper consists of research and project-based speculative design that aims to recalibrate human relationships with others through the public interactive project Not-my-fish. In the project Not-my-fish, the others include fish, digital fish, and computers. The project is developed in a healthcare facility setting to offer an alternative healthcare modality with un-interactive interaction and flow as core concepts. The overarching research question is: what would a human-nonhuman relationship look like through the lens of Taoist-posthumanism, and how do we design such a relationship? More practically, how to create a mutually beneficial interactive system with limited human-initiated interaction in human-computer interaction? Firstly, I draw on Posthumanism, Taoism, and Contractualism as theoretical frameworks to form the foundation regarding the human-fish relationship. Second, I analyze and transcribe the theories into the project Not-my-fish in terms of un-interactive interaction. Third, I apply the concept of flow as design guidelines and feature four aspects of the flow in the human-fish interaction: ecological flow (the physical surroundings of the human-fish interaction), sensory flow (the physical senses and perception of humans and fish), social flow (the shared and unique social behavior of humans and fish), and data flow (the system’s memory load and data lifecycle). Fourth, I discuss how the participating parties, such as human individuals, computer-simulated fish, and institutional partners, could mutually benefit from this partnership. The project Not-my-fish rearticulates the relationship between humans and fish and humans and computers. It views the human-fish relationships from posthuman and Taoist perspectives to detach the idea of human-nonhuman ownership and promote reciprocity and equilibrium. Nevertheless, some challenges are presented for human partners and design aspects regarding the transition from human-centered to posthuman interactive media. However, this paper demonstrates a practical way for human society to develop a posthuman design in public interactives and serve the public good at the same time.

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Witham, Mary, e Helen Rayment. "Interactive". Learning Disability Practice 5, n. 10 (dicembre 2002): 6. http://dx.doi.org/10.7748/ldp.5.10.6.s11.

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McGinnis, Brian. "Interactive". Learning Disability Practice 5, n. 3 (aprile 2002): 9. http://dx.doi.org/10.7748/ldp.5.3.9.s11.

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Cox, Matthew. "Interactive". Learning Disability Practice 5, n. 7 (settembre 2002): 8. http://dx.doi.org/10.7748/ldp.5.7.8.s15.

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Llewellyn, Penny. "Interactive". Learning Disability Practice 6, n. 6 (luglio 2003): 6. http://dx.doi.org/10.7748/ldp.6.6.6.s3.

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Kirk, Susan. "Interactive". Nursing Older People 14, n. 5 (luglio 2002): 34. http://dx.doi.org/10.7748/nop.14.5.34.s17.

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Larkin, Marilynn. "Interactive". Lancet Oncology 3, n. 12 (dicembre 2002): 767. http://dx.doi.org/10.1016/s1470-2045(02)00935-x.

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Wilcken, Nicholas. "Interactive". Lancet Oncology 4, n. 3 (marzo 2003): 192–93. http://dx.doi.org/10.1016/s1470-2045(03)01025-8.

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James, Astrid, e Elleke Boehmer. "Interactive". Lancet Oncology 4, n. 3 (marzo 2003): 193. http://dx.doi.org/10.1016/s1470-2045(03)01027-1.

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Wilkinson, Emma. "Interactive". Lancet Oncology 4, n. 5 (maggio 2003): 321. http://dx.doi.org/10.1016/s1470-2045(03)01081-7.

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Lazar, Thomas. "Interactive". Lancet Oncology 4, n. 5 (maggio 2003): 322. http://dx.doi.org/10.1016/s1470-2045(03)01082-9.

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Eccles, Diana M. "Interactive". Lancet Oncology 4, n. 5 (maggio 2003): 322. http://dx.doi.org/10.1016/s1470-2045(03)01083-0.

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Hasegaw, Tadashi. "Interactive". Lancet Oncology 4, n. 6 (giugno 2003): 383. http://dx.doi.org/10.1016/s1470-2045(03)01104-5.

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Cavanaug, Sean. "Interactive". Lancet Oncology 4, n. 6 (giugno 2003): 383. http://dx.doi.org/10.1016/s1470-2045(03)01105-7.

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Benson, John. "Interactive". Lancet Oncology 4, n. 7 (luglio 2003): 448. http://dx.doi.org/10.1016/s1470-2045(03)01144-6.

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Thomas, Charles. "Interactive". Lancet Oncology 4, n. 7 (luglio 2003): 448. http://dx.doi.org/10.1016/s1470-2045(03)01145-8.

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Pickstone, John. "Interactive". Lancet Oncology 4, n. 12 (dicembre 2003): 774. http://dx.doi.org/10.1016/s1470-2045(03)01269-5.

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Perrone, Francesco. "Interactive". Lancet Oncology 4, n. 12 (dicembre 2003): 775. http://dx.doi.org/10.1016/s1470-2045(03)01270-1.

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Stewart, Graham J. "Interactive". Lancet Oncology 4, n. 12 (dicembre 2003): 775. http://dx.doi.org/10.1016/s1470-2045(03)01271-3.

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Datar, Ram H., e Richard J. Cote. "Interactive". Lancet Oncology 5, n. 2 (febbraio 2004): 133. http://dx.doi.org/10.1016/s1470-2045(04)01390-7.

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Aoka, Yoshikazu, Tadashi Kamada, Masatoshi Kawana, Yuichiro Yamada, Toshio Nishikawa, Hiroshi Kasanuki e Hirohiko Tsujii. "Interactive". Lancet Oncology 5, n. 10 (ottobre 2004): 636–38. http://dx.doi.org/10.1016/s1470-2045(04)01600-6.

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Parker, Chris. "Interactive". Lancet Oncology 5, n. 10 (ottobre 2004): 639. http://dx.doi.org/10.1016/s1470-2045(04)01601-8.

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Tilstone, Claire. "Interactive". Lancet Oncology 5, n. 11 (novembre 2004): 699. http://dx.doi.org/10.1016/s1470-2045(04)01614-6.

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Shum, Simon Buckingham, e Tamara Sumner. "JIME:an interactive journal for interactive media". Learned Publishing 14, n. 4 (ottobre 2001): 273–85. http://dx.doi.org/10.1087/095315101753141374.

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Anber, Usama, Shuguang Wang e Adam Sobel. "Response of Atmospheric Convection to Vertical Wind Shear: Cloud-System-Resolving Simulations with Parameterized Large-Scale Circulation. Part II: Effect of Interactive Radiation". Journal of the Atmospheric Sciences 73, n. 1 (21 dicembre 2015): 199–209. http://dx.doi.org/10.1175/jas-d-15-0151.1.

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Abstract The authors investigate the effects of cloud–radiation interaction and vertical wind shear on convective ensembles interacting with large-scale dynamics in cloud-resolving model simulations, with the large-scale circulation parameterized using the weak temperature gradient approximation. Numerical experiments with interactive radiation are conducted with imposed surface heat fluxes constant in space and time, an idealized lower boundary condition that prevents wind–evaporation feedback. Each simulation with interactive radiation is compared to a simulation in which the radiative heating profile is held constant in the horizontal and in time and is equal to the horizontal-mean profile from the interactive-radiation simulation with the same vertical shear profile and surface fluxes. Interactive radiation is found to reduce mean precipitation in all cases. The magnitude of the reduction is nearly independent of the vertical wind shear but increases with surface fluxes. Deep shear also reduces precipitation, though by approximately the same amount with or without interactive radiation. The reductions in precipitation due to either interactive radiation or deep shear are associated with strong large-scale ascent in the upper troposphere, which more strongly exports moist static energy and is quantified by a larger normalized gross moist stability.

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Perceval-Verde, José-María, e Santiago Tejedor-Calvo. "The interactive multimedia story". Comunicar 13, n. 26 (1 marzo 2006): 177–82. http://dx.doi.org/10.3916/c26-2006-27.

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In this article we reflect upon the educational possibilities of interactive multimedia stories. After analysing the origins and the evolution of stories, we studied the innovations introduced by the multimedia convergence, the hypertext and interactivity in stories with educational objectives within the Information Society. We are also presenting an interactive multimedia story project developed by the Master of Communication and Education at the UAB. En el marco del presente artículo se reflexiona sobre las posibilidades educativas del cuento multimedia interactivo. En este sentido y tras analizar los orígenes y evolución del cuento, se estudian las novedades que la hipertextualidad, interactividad y convergencia multimedia introducen en la creación de historias ideadas con una finalidad educativa en el marco de la Sociedad de la Información. Del mismo modo, se presenta un proyecto de cuento multimedia interactivo desarrollado en el Máster de Comunicación y Educación de la Universidad Autónoma de Barcelona.

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R, Pushpakumar, Karun Sanjaya, S. Rathika, Ahmed Hussein Alawadi, Khamdamova Makhzuna, S. Venkatesh e B. Rajalakshmi. "Human-Computer Interaction: Enhancing User Experience in Interactive Systems". E3S Web of Conferences 399 (2023): 04037. http://dx.doi.org/10.1051/e3sconf/202339904037.

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Enhancing user experience (UX) in interactive systems requires effective human-computer interaction (HCI). The relationship between people and computers has grown in significance as technology progresses, having an impact on many areas of our life. The main ideas and tactics used in HCI to enhance the user experience in interactive systems are examined in this abstract. Understanding the capabilities and constraints of both humans and computers forms the basis of HCI. HCI researchers and designers may develop interactive systems that complement users' mental models and cognitive processes by researching human behavior, cognition, and psychology. Additionally, taking into account the features of the computer system, such as its responsiveness, processing capacity, and interface design, enables the development of systems that are more user-friendly and effective. As a result, the discipline of human-computer interaction works to improve the user experience in interactive systems. Researchers and designers in the field of human-computer interaction (HCI) can produce interactive systems that are simple, effective, entertaining, and satisfying for users by comprehending human capabilities, applying user-centered design principles, utilizing interactive techniques and interfaces, integrating multimodal interfaces, and embracing emerging technologies. The continued development of HCI will continue to influence and enhance how people use computers, enhancing user experiences and creating new opportunities for interactive systems in the future.

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Kosev, Svetoslav, e Atanas Markov. "From "Interactive Generative Formations" to "Interaction with Technological Organism"". Cultural and Historical Heritage: Preservation, Representation, Digitalization 5, n. 2 (2019): 81–88. http://dx.doi.org/10.26615/issn.2367-8038.2019_2_009.

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The installation "Interacting with a technological organism" is a natural consequence of two previous interactive projects, namely "Interactive Generative Formations" and "Virtual Arena". The most significant difference is that for the first two projects, the events occur on a two-dimensional plane on which images are projected. The aesthetics of the objects are specified in advance, and the movement of the spectators, which are participators as well, is captured by a sensor. In this way, observers change the look of dynamic images, becoming an active part of their aesthetics. With the project "Interaction with a technological organism", we leave the area of two-dimensional and move into three-dimensional space. The space in which the events take place is sized: 500x500x350 cm. During discussions, the authors came up with the idea to imitate a living organism that reacts to approaching. Keywords: interactive art, interactive installation

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Bernardet, Ulysses, Jaume Subirats Aleixandri e Paul F. M. J. Verschure. "An Interactive Space as a Creature". International Journal of Virtual and Augmented Reality 1, n. 1 (gennaio 2017): 1–15. http://dx.doi.org/10.4018/ijvar.2017010101.

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Interacting with an animal is a highly immersing and satisfactory experience. How can interaction with an artifact can be imbued with the quality of an interaction with a living being? The authors propose a theoretical relationship that puts the predictability of the human-artifact interaction at the center of the attribution of agency and experience of “flow.” They empirically explored three modes of interaction that differed in the level of predictability of the interactive space's behavior. The results of the authors' study give support to the notion that there is a sweet spot of predictability in the reactions of the space that leads users to perceive the space as a creature. Flow factors discriminated between the different modes of interaction and showed the expected nonlinear relationship with the predictability of the interaction. The authors' results show that predictability is a key factor to induce an attribution of agency, and they hope that their study can contribute to a more systematic approach to designing satisfactory and rich interaction between humans and machines.

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Sowell, Jimalee. "Interactive Reading Activities". Crossings: A Journal of English Studies 8 (1 agosto 2017): 260–66. http://dx.doi.org/10.59817/cjes.v8i.151.

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Instructors of English courses and students alike tend to view reading as a mostly solitary activity with interaction limited to reader and text. Classroom interaction with reading texts is often limited to the teacher eliciting answers to comprehension and vocabulary questions, and students calling out responses. Teachers sometimes fail to see how reading texts can be used in interactive activities that require spoken communication beyond questions and responses and incorporate a variety of skills. This article explores how reading and interaction influence language development and introduces a number of interactive reading activities teachers can take into their classrooms.

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

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

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Larochelle, Pierre M., Judy M. Vance e John N. Kihonge. "Interactive Visualization of Line Congruences for Spatial Mechanism Design". Journal of Computing and Information Science in Engineering 2, n. 3 (1 settembre 2002): 208–15. http://dx.doi.org/10.1115/1.1529211.

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Abstract (sommario):

This paper presents a framework for generating, representing, and interacting with the line congruences associated with four general finite poses. These line congruences are the solution space of spatial 4C mechanisms which will guide a moving body through the four prescribed poses. Hence, the contributions of this paper are applicable to developing interactive tools for designing spatial 4C mechanisms for four pose motion generation. Moreover, the strategies employed to address this difficult interactive visualization challenge are presented. The goal here being to facilitate future works which address other interactive visualization challenges. First, a methodology for generating a parameterized representation of the line congruences is reviewed. This is followed by strategies for visually representing the line congruences which are appropriate for both workstation and immersive virtual reality computer graphics. Next, strategies and supporting algorithms for interacting with the line congruences to obtain solution mechanisms with fixed links or coupler links in desired regions of the workspace are presented. The result is an intuitive interactive visual design methodology for generating and interacting with the line congruences associated with four general finite spatial poses for spatial 4C mechanism design. It is our desire that this effort, albeit focused upon the challenge of creating computer-aided design environments for spatial 4C mechanisms, will facilitate as well as motivate other efforts to address the inherent visualization and interaction challenges in designing three dimensional mechanical systems.

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