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Articoli di riviste sul tema "Interactive"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 9 giugno 2025

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1

Splechtna, Rainer, Mai Elshehaly, Denis Gračanin, Mario Ɖuras, Katja Bühler, and Krešimir Matković. "Interactive interaction plot." Visual Computer 31, no. 6-8 (April 28, 2015): 1055–65. http://dx.doi.org/10.1007/s00371-015-1095-x.

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Smyer, Bradley. "Interactive Computer Service Liability for User-Generated Content After Roommates.com." University of Michigan Journal of Law Reform, no. 43.3 (2010): 811. http://dx.doi.org/10.36646/mjlr.43.3.interactive.

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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

Pavlovych, Maryna. "INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 27 (June 27, 2024): 178–84. http://dx.doi.org/10.32342/2522-4115-2024-1-27-19.

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The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

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Mora-Fernández, Jorge. "The Analysis of Interactive Media and Digital Culture - Hypermedia Literacy in Peru and Bolivia." Comunicar 20, no. 39 (October 1, 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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Jabborova, Dilafruz Furkatovna, and Shirinboy Sharofovich Olimov. "Interactive Learning Technology." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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

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Underdown, Angela. "Learning about interaction through interactive media." Journal of Health Visiting 2, no. 4 (April 2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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Johnston, Andrew. "Conversational Interaction in Interactive Dance Works." Leonardo 48, no. 3 (June 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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Eiserman, Jennifer, and Gerald Hushlak. "Keeping Interactive Art Interactive." International Journal of the Inclusive Museum 6, no. 2 (2014): 183–96. http://dx.doi.org/10.18848/1835-2014/cgp/v06i02/44449.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN." Jurnal Utilitas 8, no. 1 (February 21, 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, and N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School." Pedagogia : Jurnal Pendidikan 11, no. 1 (November 22, 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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Stroud, D. "Interactive marketing needs interactive marketers." Interactive Marketing 2, no. 3 (January 1, 2001): 230–39. http://dx.doi.org/10.1057/palgrave.im.4340093.

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Tang, Qianyu. "The Use of Computer Graphics in Interactive Media Design, a Research." Transactions on Computer Science and Intelligent Systems Research 5 (August 12, 2024): 302–10. http://dx.doi.org/10.62051/rhs62898.

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In order to better meet user needs, user-oriented interactive design introduces computer graphics technology to generate, process, and transmit graphical information more effectively, thereby enhancing the practicality, simplicity, convenience, and enjoyment of interactive media. This paper aims to discuss the application of computer graphics in interactive media design. In order to analyze and compare the use of different computer graphics (CG) technologies in different scenarios, this paper classifies the interactive media into three categories according to the different focuses of the purposes, namely distributed interaction media, commercial interaction media and informational interaction media, and discusses the application of computer graphics in interactive media design with specific examples. This paper analyzes and compares the use of different CG technologies in interactive media according to their different purposes, namely distributed interaction media, commercial interaction media and informational interaction media. The paper concludes with a summary of the current applications of computer graphics in interactive media design, and an outlook on the future use of CG technology in interactive media design.

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Han, Su Jin. "Narrative Interaction Experience of Interactive Media Art." TECHART: Journal of Arts and Imaging Science 6, no. 3 (August 31, 2019): 6–8. http://dx.doi.org/10.15323/techart.2019.8.6.3.6.

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Wang, Feng, Qi Fan, Hui Deng, and Ji Bin Yin. "PWIG - Interactive Paradigm of Direct Touch Interaction." Advanced Materials Research 765-767 (September 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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Kong, Yu, Yunde Jia, and Yun Fu. "Interactive Phrases: Semantic Descriptionsfor Human Interaction Recognition." IEEE Transactions on Pattern Analysis and Machine Intelligence 36, no. 9 (September 2014): 1775–88. http://dx.doi.org/10.1109/tpami.2014.2303090.

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Sánchez-Segura, Marı́a-Isabel, Angélica de Antonio, and Antonio de Amescua. "Interaction patterns for future interactive systems components." Interacting with Computers 16, no. 2 (April 2004): 331–50. http://dx.doi.org/10.1016/j.intcom.2003.11.008.

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Smith, Glenn Gordon, and Sinan Olkun. "Why Interactivity Works: Interactive Priming of Mental Rotation." Journal of Educational Computing Research 32, no. 2 (March 2005): 93–111. http://dx.doi.org/10.2190/4ka5-03ux-a70e-e53w.

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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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Ismayilova, Gunel, Annamaria Costa, Ilaria Fontana, Daniel Berckmans, and 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, no. 3 (July 1, 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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Anber, Usama, Shuguang Wang, and 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, no. 1 (December 21, 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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Lee, Yueh-Jung. "Un/interactive Fish in Posthuman Ethical Design." Interactive Film & Media Journal 2, no. 4 (December 30, 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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R, Pushpakumar, Karun Sanjaya, S. Rathika, Ahmed Hussein Alawadi, Khamdamova Makhzuna, S. Venkatesh, and 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, and Atanas Markov. "From "Interactive Generative Formations" to "Interaction with Technological Organism"." Cultural and Historical Heritage: Preservation, Representation, Digitalization 5, no. 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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Dоmina, Viktoriia, Natalia Gutareva, and 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, no. 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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Witham, Mary, and Helen Rayment. "Interactive." Learning Disability Practice 5, no. 10 (December 2002): 6. http://dx.doi.org/10.7748/ldp.5.10.6.s11.

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McGinnis, Brian. "Interactive." Learning Disability Practice 5, no. 3 (April 2002): 9. http://dx.doi.org/10.7748/ldp.5.3.9.s11.

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Cox, Matthew. "Interactive." Learning Disability Practice 5, no. 7 (September 2002): 8. http://dx.doi.org/10.7748/ldp.5.7.8.s15.

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Llewellyn, Penny. "Interactive." Learning Disability Practice 6, no. 6 (July 2003): 6. http://dx.doi.org/10.7748/ldp.6.6.6.s3.

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Kirk, Susan. "Interactive." Nursing Older People 14, no. 5 (July 2002): 34. http://dx.doi.org/10.7748/nop.14.5.34.s17.

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Larkin, Marilynn. "Interactive." Lancet Oncology 3, no. 12 (December 2002): 767. http://dx.doi.org/10.1016/s1470-2045(02)00935-x.

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Wilcken, Nicholas. "Interactive." Lancet Oncology 4, no. 3 (March 2003): 192–93. http://dx.doi.org/10.1016/s1470-2045(03)01025-8.

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James, Astrid, and Elleke Boehmer. "Interactive." Lancet Oncology 4, no. 3 (March 2003): 193. http://dx.doi.org/10.1016/s1470-2045(03)01027-1.

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Wilkinson, Emma. "Interactive." Lancet Oncology 4, no. 5 (May 2003): 321. http://dx.doi.org/10.1016/s1470-2045(03)01081-7.

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Lazar, Thomas. "Interactive." Lancet Oncology 4, no. 5 (May 2003): 322. http://dx.doi.org/10.1016/s1470-2045(03)01082-9.

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34

Eccles, Diana M. "Interactive." Lancet Oncology 4, no. 5 (May 2003): 322. http://dx.doi.org/10.1016/s1470-2045(03)01083-0.

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35

Hasegaw, Tadashi. "Interactive." Lancet Oncology 4, no. 6 (June 2003): 383. http://dx.doi.org/10.1016/s1470-2045(03)01104-5.

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36

Cavanaug, Sean. "Interactive." Lancet Oncology 4, no. 6 (June 2003): 383. http://dx.doi.org/10.1016/s1470-2045(03)01105-7.

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37

Benson, John. "Interactive." Lancet Oncology 4, no. 7 (July 2003): 448. http://dx.doi.org/10.1016/s1470-2045(03)01144-6.

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38

Thomas, Charles. "Interactive." Lancet Oncology 4, no. 7 (July 2003): 448. http://dx.doi.org/10.1016/s1470-2045(03)01145-8.

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39

Pickstone, John. "Interactive." Lancet Oncology 4, no. 12 (December 2003): 774. http://dx.doi.org/10.1016/s1470-2045(03)01269-5.

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40

Perrone, Francesco. "Interactive." Lancet Oncology 4, no. 12 (December 2003): 775. http://dx.doi.org/10.1016/s1470-2045(03)01270-1.

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41

Stewart, Graham J. "Interactive." Lancet Oncology 4, no. 12 (December 2003): 775. http://dx.doi.org/10.1016/s1470-2045(03)01271-3.

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42

Datar, Ram H., and Richard J. Cote. "Interactive." Lancet Oncology 5, no. 2 (February 2004): 133. http://dx.doi.org/10.1016/s1470-2045(04)01390-7.

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43

Aoka, Yoshikazu, Tadashi Kamada, Masatoshi Kawana, Yuichiro Yamada, Toshio Nishikawa, Hiroshi Kasanuki, and Hirohiko Tsujii. "Interactive." Lancet Oncology 5, no. 10 (October 2004): 636–38. http://dx.doi.org/10.1016/s1470-2045(04)01600-6.

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44

Parker, Chris. "Interactive." Lancet Oncology 5, no. 10 (October 2004): 639. http://dx.doi.org/10.1016/s1470-2045(04)01601-8.

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45

Tilstone, Claire. "Interactive." Lancet Oncology 5, no. 11 (November 2004): 699. http://dx.doi.org/10.1016/s1470-2045(04)01614-6.

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46

Shum, Simon Buckingham, and Tamara Sumner. "JIME:an interactive journal for interactive media." Learned Publishing 14, no. 4 (October 2001): 273–85. http://dx.doi.org/10.1087/095315101753141374.

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47

Tojiboyeva, Dilnoza Abdullajonovna. "INTERACTIVE TEACHING ACTIVITIES FOR INTERACTIVE CLASSROOMS." YOSH OLIMLAR ILMIY-AMALIY KONFERENSIYASI 2, no. 06 (June 6, 2023): 80–82. https://doi.org/10.5281/zenodo.8011234.

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Abstract (sommario):

This article discusses the use of didactic games as a means of physical education in the development of students 'mental qualities through the use of educational games, and on this basis interactive games for the development of students' intellectual activity in the classroom.  

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Bernardet, Ulysses, Jaume Subirats Aleixandri, and Paul F. M. J. Verschure. "An Interactive Space as a Creature." International Journal of Virtual and Augmented Reality 1, no. 1 (January 2017): 1–15. http://dx.doi.org/10.4018/ijvar.2017010101.

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Abstract (sommario):

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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Q Grijaldo, Vicky. "Interactive Digital Color Board Game." International Journal of Science and Research (IJSR) 10, no. 11 (November 27, 2021): 831–35. https://doi.org/10.21275/sr211110181012.

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50

Lee, Seunghae, Eun Young Kim, and Paul Platosh. "Indoor Wayfinding Using Interactive Map." International Journal of Engineering and Technology 7, no. 1 (February 2015): 75–80. http://dx.doi.org/10.7763/ijet.2015.v7.770.

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