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Thesis (M.A.)--Florida State University, 2006. / Advisor: Arthur A. Raney, Florida State University, College of Communication, Dept. of Communication. Title and description from dissertation home page (viewed June 20, 2006). Document formatted into pages; contains viii, 77 pages. Includes bibliographical references.

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.

Orientador: Yuzo Iano / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação / Made available in DSpace on 2018-08-15T10:41:57Z (GMT). No. of bitstreams: 1 VelardeAllazo_EdwarAndres_M.pdf: 3447132 bytes, checksum: 9d8a9e2dcb547707ecc88e6b25fbb79f (MD5) Previous issue date: 2009 / Resumo: Apresentam-se nesta dissertação as tecnologias necessárias para desenvolvimento de aplicações interativas na área m-government de TV digital móvel. Para o desenvolvimento, utiliza-se a parte declarativa de middleware Ginga (Sistema Brasileiro de Televisão Digital) e Lua como linguagem imperativa. Essa linguagem permite realizar processamento matemático, manipulação de dados e principalmente o uso de canal de interatividade. O Ginga NCL é obrigatório em dispositivos portáteis numa plataforma particular nesses dispositivos. A presente proposta visa a seu uso num cenário destinado ao diálogo entre o governo e a população. / Abstract: This work presents the technologies required for the implementation of interactive applications in the m-government area of mobile digital TV. For that development, we use the declarative environment of Ginga middleware of the Brazilian Digital Television System (SBTVD). Besides we use Lua as an imperative language that allows mathematical processing, data handling and, especially, the application of an interactivity channel. In order to provide interaction, the use of Gin-ga-NCL is required for portable devices on a particular platform. The present proposal aims at employing it in a scenario set to the dialogue between government and population. / Mestrado / Telecomunicações e Telemática / Mestre em Engenharia Elétrica

The Effect of Interactive Television as an Instruction Delivery Method in Rural Secondary Schools on Learner Achievement, Motivation and Anxiety By Douglas S. Miller September 2012 Greater academic pressures have been placed on rural schools to provide effective learning that will allow students to fulfill high school graduation requirements and prepare for entry into post-secondary institutions. Rural schools are confronted with many problematic issues including remote locations, limited resources, and shortage of qualified teachers. To relieve academic pressures, many rural secondary schools are turning to distance education as a solution. Distance education satisfaction of rural school districts that are currently using Web-based online curriculum may be premature. Although asynchronous Web-based online classes can provide rural secondary students with required graduation courses or advanced classes, the effectiveness of the online modality may be lacking. Most secondary students have not acquired motivational and time management skills and the maturity necessary to successfully learn in an independent asynchronous online environment. Although rural school districts seem to be satisfied with merely filling academic course shortages, few research studies have been conducted to provide guidelines for determining the quality and effectiveness of the distance learning courses. A relatively new distance learning delivery method used within rural secondary education is digital Interactive Television (ITv). The instructional objective of ITv is to provide a better delivery format for interaction and synchronous communication between the instructor and the learner, regardless of location. Remote and rural learners interact synchronously through audio and visual technologies, combining all locations simultaneously to extend a traditional classroom environment. The purpose was to conduct an in-depth case study to investigate the effect of ITv on student motivation, achievement and anxiety in four selected public rural secondary schools. The primary objective was to determine if ITv used in rural secondary schools affected student achievement. The findings revealed that motivation and anxiety had no effect on achievement for the students enrolled in ITv courses. The participants were comfortable using ITv, similar to a traditional classroom, and no stressful detractions occurred which allowed for positive learning to take place and above average academic scores. Unlike Web-based online courses, students felt that the immediate live assistance was available as needed during the ITv class and that their academic scores would be better.

This study is focused on how technology is employed as educational support media in distance education. The aim is to establish the availability and accessibility of interac¬tive television for both guidance teachers and students in rural, remote and previously disadvantaged communities. Interactive television could be used to support the primary modes of education, namely, contact education on campus or at remote sites, paper-¬based distance education and Web-based distance education for in-service education and training of guidance teachers. The TELETUKS schools project is cursorily pre¬sented as an example of a technology-enhanced delivery system to facilitate interactive television learning. The ITV has the potential to be cost-effective, saving on travelling costs and reaching for increased numbers of upgrading guidance teachers per unit time. A comprehensive interactive television model for in-service training of the guidance teacher in the Northern Province is presented. / Thesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007. / Educational Psychology / unrestricted

The purpose of this study was to determine if the learning styles of students enrolled in ITV sections and students enrolled in a traditional section of the same course, all taught by the same instructor, had any influence on the academic performance of the students enrolled in those courses. A two-part survey was used to gather data for this study. The first part was designed by the researcher to gather demographic information about why each student selected the instructional form in which he or she was enrolled, as well as a student's preferences for classroom format. The second part of the survey was made up entirely of Kolb's Learning Style Inventory and was administered to determine the learning styles of the students in both the ITV and traditional classroom sections. Data were gathered from an undergraduate course taught by one instructor that had a section of the course in a broadcast classroom, remote classrooms, and traditional classroom. One hundred-thirty-eight surveys were distributed by the instructor to students in the various classroom settings. Returned were 86 usable surveys, resulting in a return rate of 62%. Inferential and descriptive statistical procedures were used for data analysis. The Kruskal-Wallis Test was used to test for difference among midterm scores for each class site and learning style. Chi-square tests were used to test for difference in learning styles between male and female students and varying age groups. Findings of this study indicate that there are no significant differences between the learning styles and academic performances of students in ITV distance education courses and traditional courses taught by the same instructor. Additionally, there was no significant difference between the demographic values of gender, class site, or age. The findings in this study can not conclude that while students in the remote classroom did score higher on mid-semester grades, those differences were not statistically significant and, therefore, may have occurred by chance. There are no statistically significant differences in these findings that would indicate that students in remote class sites academically achieve any better or worse than those in broadcast sites or traditional class sites.

A long-standing goal of computer-based entertainment is the creation of a story where a user is in control of portions of the storyline. These non-linear stories give a user an opportunity to adapt the story to his or her interests, schedule and needs. The Internet has made non-linear video a reality. Different approaches have been taken to create and play non-linear video stories. They suffer from lack of simplicity, smoothness, and television-like experience in story creation and presentation. Flexible Storylines provide a way to easily create and present non-linear video stories. The creation of these stories is done using a time-line based editor that mimics the way video stories are composed by film makers. The viewing experience of flexible stories is very similar to viewing a normal video with an introduction of the choice to see more or less of the current topic. This provides a highly variable experience with a simple, smooth and non-intrusive form of user interaction. We also provide a mechanism that lets a story flow smoothly despite the introduction of user interaction.

No / Mobile television environments offer the potential for the repurposing of media content and services, and also the introduction of new forms of commercial advertising which are more accurately targeted towards a user’s profile, as per an advertiser’s requirements. This modality can include non-commercial information provision. The Google model for linking search terms and keywords to advertisements demonstrates that ‘intelligent’, context-aware, targeted advertisements are more responsive to user profiles. Advertiser practices such as product placement need re-examination in this context. Prototype mobile TV interfaces, as alternatives to the well-established TV model of viewing content, are presented, in order to evaluate the relationship between television content and mobile devices and to understand the key factors determining possible directions, for the future of mobile television. Changes need to be made to content display, interaction paradigms and device parameters, as social and cultural expectations are re-negotiated.

There is a growing interest in bringing online and streaming content to the television. Gaming platforms such as the PS3, Xbox 360 and Wii are at the center of this digital convergence; platforms for accessing new media services. This presents a number of interface challenges, as controllers designed for gaming have to be adapted to accessing online content. We conducted a user study examining the limitations and affordances of novel game controllers in an interactive TV (iTV) context and compared them to "second display" approaches using tablets. We looked at task completion times, accuracy and user satisfaction across a number of tasks and found that the Wiimote is most liked and performed best in almost all tasks. Participants found the Kinect difficult to use, which led to slow performance and high error rates. We discuss challenges and opportunities for the future convergence of game consoles and iTV. We also analyzed the usability of the interfaces themselves with respect to each device. Accuracy ratings and context of task type were used to determine ideal component attributes such as button size and spacing. Additional strategies like snapping cursor to buttons in the case of small targets were also suggested. Paying attention to the strengths and weaknesses of each input method, we put forth a set of design recommendations for future iTV interfaces that leverage novel input devices. / Graduation date: 2012