The study gathered and analyzed data about the impact of interactive television on student achievement and attitude in high school physics classes. Students enrolled in a distance learning program using interactive television to teach physics were the study population. Data were obtained from eighty-five students at six remote sites and the originating site. Z-tests of the mean scores obtained by the study population on each section of the American Association of Physics Teachers/National Science Teachers Association (AAPT/NSTA) Introductory Physics Examination Version 1988R indicated the study population achieved at a level significantly lower than the test norming population in all four areas analyzed. A one-way analysis of variance (ANOVA Model) was completed on achievement data arranged by group according to type of classroom monitoring. Group 1 had certified teachers acting as on-site facilitators; Group 2 had no on-site facilitators. There was no significant difference (p > .05) in achievement between the two groups. A survey was administered to determine the attitudes of students toward interactive television as the method of instruction and to assess student attitude toward the course content. Frequency and percentage distributions of responses to each question on the student survey were descriptive of student attitude. A one-way analysis of variance (ANOVA Model) failed to demonstrate any significant difference at the .05 level in attitudes between the group in classrooms monitored by certified teachers and the group in classrooms which were self-monitored. Students enrolled in the interactive television physics course held slightly more positive than negative attitudes toward interactive television as the method of instruction. Student attitude toward interactive television was less positive after taking the course than prior to taking the course. Students in interactive television classes generally held positive attitudes toward the content of physics. / Department of Educational Leadership

Thesis (M.S.)--Kutztown University of Pennsylvania, 1992. / Source: Masters Abstracts International, Volume: 45-06, page: 2712. Abstract precedes thesis as 2 preliminary leaves. Typescript. Includes bibliographical references (leaves 96-98).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 314-330). Available also in a digital version from Dissertation Abstracts.

The Interactive Video Data System (IVDS) project began with an initial abstract concept of achieving interactive television by transmitting hidden digital information in the audio of commercials. Over the course of three years such a communication method was successfully developed, the hardware systems to realize the application were designed and built, and several full-scale field tests were conducted. The novel coding scheme satisfies all of the design constraints imposed by the project sponsors. By taking advantage of psychoacoustic properties, the hidden digital signature is inaudible to most human observers yet is detectable by the hardware decoder. The communication method is also robust against most extraneous room noise as well as the wow and flutter of videotape machines. The hardware systems designed for the application have been tested and work as intended. A triple-stage audio amplifier buffers the input signal, eliminates low frequency interference such as human voices, and boosts the filtered result to an appropriate level. A codec samples the filtered and amplified audio, and feeds it into the digital signal processor. The DSP, after applying a pre-emphasis and compensation filter, performs the data extraction by calculating FFTs, compensating for frequency shifts, estimating the digital signature, and verifying the result via a cyclic redundancy check. It then takes action appropriate for the command specified in the digital signature. If necessary it will verbally prompt and provide information to the user, and will decode infrared signals from a remote control. The results of interactions are transmitted by radio frequency spread spectrum to a cell cite, where they are then forwarded to the host computer. / Master of Science

The study investigated the effects of self-monitoring on students' academic achievement and self-regulation in an interactive television (ITV) classroom. High school students taking the Japanese courses via ITV were asked to engage in self-monitoring activities, including goal setting, self-recording, and self-evaluation for 6 weeks using online databases. The study employed a quasi-experimental design with pre- and post-tests. and two groups: control and experimental groups, were formed to examine the effects of self-monitoring. Students' test grades and the Motivated Strategies for Learning Questionnaires were used to measure academic achievement and self-regulation. Hierarchical regressions were conducted to analyze the data. While no significant difference was found between two groups, the study provided directions for future research. / Ph. D.

by Ng Yuen Yee Eva = 伍婉儀. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 80-81). / by Ng Yuen Yee Eva = Wu Wanyi. / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF ILLUSTRATIONS --- p.vi / LIST OF TABLES --- p.vii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Chapter II. --- LITERATURE REVIEW --- p.4 / Customer Satisfaction and Dissatisfaction of iTV Services --- p.4 / Customer Retention --- p.5 / Customer Satisfaction Research --- p.5 / Attributes and Features of iTV Services and their Performance --- p.6 / Chapter III. --- RESEARCH CONTEXT --- p.7 / Chapter IV. --- HYPOTHESE FORMULATION --- p.10 / Chapter V. --- METHODOLOGY --- p.14 / Decision Problem --- p.14 / Research Objectives --- p.14 / Research Design and Data Collection Form --- p.15 / Sampling Population and Frame --- p.16 / Sampling Frame and Sampling Method --- p.16 / Method of Administration --- p.17 / Chapter VI. --- FINDINGS --- p.18 / Overall Satisfaction --- p.18 / Why Customers Terminate the Service --- p.19 / Expectation and Usage --- p.20 / Satisfaction towards Individual Components --- p.22 / Video On Demand (VOD) Satisfaction Level --- p.22 / Correlation Between Satisfaction towards Components of iTV Content --- p.31 / Correlation of Satisfactions of Components of iTV Services with Satisfaction towards Overall iTV Content --- p.32 / Regression of Satisfactions towards Individual Aspect of iTV Services on Overall Satisfaction of the Services --- p.33 / Contrasting the Lost Customers Groups Exited for Different Reasons --- p.34 / No Time to Use: True or False? --- p.35 / Groups with Different Usage Rate Contrasted --- p.41 / Demographics --- p.41 / Chapter VII. --- MANAGERIAL IMPLICATIONS --- p.42 / Chapter VIII. --- LIMITATIONS --- p.43 / Chapter IX. --- CONCLUSION --- p.44 / APPENDIX I: LEVEL OF ANALYSING UNITS --- p.45 / APPENDIX II: SATISFACTION WITH ITV CONTENTS CONPONENTS: DETAILED STATISTICS ANALYSIS AND CHARTS --- p.47 / Video On Demand --- p.47 / Home Shopping --- p.50 / Music On Demand --- p.52 / Home Banking --- p.54 / Racing On Demand --- p.56 / Education On Demand --- p.58 / Radio On Demand --- p.60 / Overall Satisfaction towards iTV Content and Pricing --- p.62 / Equipment --- p.63 / System Performance --- p.65 / APPENDIX III: WATCHING PATTERN --- p.67 / APPENDIX IV: QUESTIONNAIRE --- p.70 / BIBLIOGRAPHY --- p.80

O trabalho propõe um modelo de estrutura de conteúdos educativos para programas interativos de televisão digital. Seu propósito é fornecer referências para processos colaborativos de produção e organização de conteúdo em redes de aprendizagem coligadas a emissoras de televisão educativa e universitária. A elaboração do modelo teve por base uma revisão bibliográfica de teorias, conceitos e práticas, bem como uma pesquisa-ação com grupos de ensino médio e superior. Sua concepção toma como hipótese a carência de modelos de referência nessa área e contempla a coexistência de aspectos formais e informais de educação, a arquitetura e prática das redes sociais e ambientes de aprendizagem, bem como pontos de inovação em relação a modelos tradicionais de comunicação. São definidos termos, atores, eventos, ambientes, categorias, classes e atributos de conteúdo, com indicação de critérios para sua vinculação síncrona ou assíncrona numa programação, além de requisitos e funções computacionais básicas para sua veiculação seletiva, adaptativa e participativa através de mídias digitais. O modelo é apresentado em duas formas: descritiva, por meio de definições, sentenças e quadros de classificação; e visual, por meio de mapas conceituais inter-relacionados. Uma experiência para validação do modelo proposto foi feita mediante a prototipagem de um ambiente televisivo de ensino-aprendizagem de Engenharia de Produção, com emprego de linguagens que compõem o middleware Ginga (NCL e LUA). A aplicação simula uma fábrica virtual com ambientes em três dimensões que dão acesso a vídeos educativos e conteúdos associados. Os resultados das práticas de modelagem e de prototipagem são avaliados a partir de seus objetivos iniciais e perspectivas de aprimoramento. São propostas possíveis extensões e especificações do modelo com vistas a seu aprimoramento e aplicação. Sustenta-se, por fim, que esse uso interativo da televisão digital na educação depende de modelos sistematizados de conteúdo que contemplem a participação comunitária na produção e veiculação de mídias, com o fortalecimento dos instrumentos de aprendizagem para além da comunicação vertical, centralizada e hierarquizada dos canais tradicionais de radiodifusão. / This research proposes a model to educative content structuring for interactive digital television programs. The intent is to provide references for collaborative production processes and content organization in learning networks associated with university and educative television broadcast services. Modelling activity was preceded by critical literature review, considering theories, concepts and practices reported, in parallel with a collaborative action research. The research conception took as hypothesis the lack of reference models applied to this context and considers the coexistence of formal, informal and non-formal learning and educational aspects; architecture and daily practices in social networks and learning environments; and innovations over traditional communication models. The model defines terms, actors, events, environments, as well as content categories, classes and attributes, indicating criteria for their synchronic or asynchronic association in a dynamic television grid. Basic computational requirements and functions for selective, flexible and participative content distribution through convergent digital media were also indicated. The model is presented in two complementary frames. One is descriptive and uses definitions, sentences and structured tables. The other is visual and uses interconnected conceptual maps. An experimental validation of the proposed model was made through the prototyping of a television learning environment oriented to Industrial Engineering education, developed with the use of programming languages (NCL and LUA) according to the brazilian\'s middleware specifications (Ginga). This application simulates a factory in a virtual 3D enviroment leading to educative videos and their associated contents. Modeling and prototyping outcomes are evaluated considering initial objectives and improvement perspectives. Possible modeling extensions and specifications are proposed and discussed targeting its further developments and effective application. The results indicate that interactive use of digital television in education requires systematic content models covering communitarian participation in both media production and distribution processes, in order to enhance learning instruments beyond vertical, hierarchical and centralized communication sustained by traditional broadcast channels.

Interactive television (iTV) is an umbrella term used to cover the convergence of television with digital media technologies such as computers, personal video recorders, game consoles, and mobile devices, enabling user interactivity. Increasingly, viewers are moving away from a "lean back" model of viewing to a more active "lean forward" one. When fully realized on a widespread scale in the United States, our current experience of watching television will be dramatically transformed. Because iTV is a new medium in its own right, however, standards for iTV programming and interaction in the United States remain undefined. This document identifies and articulates interaction design principles for interactive television programming in the United States. Chapter one presents a brief survey of the field as it stands in 2005. In chapters two and three, I categorize iTV by platforms and by persistent television genres, and present representative examples for each category. In chapter four, I provide an overview of existing design standards in related areas. Insights from chapters two, three, and four all serve to inform chapter five, in which I propose principles for iTV interaction design by looking closely at existing designs (both deployed and prototyped), conventions, and patterns of interaction. My analyses are rooted in visual culture and human-computer interaction design principles, and the design principles I offer are abstracted from the applications I analyze within this framework. Finally, in chapter six, I offer some conclusions and thoughts for future directions.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 176-186). Also available on the Internet.