In the context of a rapidly changing domain of contemporary electronic art practice- where the speed of technological innovation and the topicality of art 'process as research' methods are both under constant revision- the process of collaboration between art, computer science and engineering is an important addition to existing 'R&D'. Scholarly as well as practical exploration of artistic methods, viewed in relation to the field of new technology, can be seen to enable and foster innovation in both the conceptualisation and practice of the electronic arts. At the same time, citing new media art in the context of technological innovation brings a mix of scientific and engineering issues to the fore and thereby demands an extended functionality that may lead to R&D, as technology attempts to take account of aesthetic and social considerations in its re-development. This new field of new media or electronic art R&D is different from research and development aimed at practical applications of new technologies as we see them in everyday life. A next step for Research and Development in Art (aRt&D) is a formalisation of the associated work methods, as an essential ingredient for interdisciplinary collaboration. This study investigates how electronic art patches together processes and methods from the arts, engineering and computer science environments. It provides a framework describing the electronic art methods to improve collaboration by informing others about one's artistic research and development approach. This investigation is positioned in the electronic art laboratory where new alliances with other disciplines are established. It provides information about the practical and theoretical aspects of the research and development processes of artists. The investigation addresses fundamental questions about the 'research and development methods' (discussed and defined at length in these pages), of artists who are involved in interdisciplinary collaborations amongst and between the fields of Art, Computer Science, and Engineering. The breadth of the fields studied necessarily forced a tight focus on specific issues in the literature, addressed herein through a series of focused case studies which demonstrate the points of synergy and divergence between the fields of artistic research and development, in a wider art&D' context. The artistic methods proposed in this research include references from a broad set of fields (e. g. Technology, Media Arts, Theatre and Performance, Systems Theories, the Humanities, and Design Practice) relevant to and intrinsically intertwined with this project and its placement in an interdisciplinary knowledge domain. The aRt&D Matrix provides a complete overview of the observed research and development methods in electronic arts, including references to related disciplines and methods from other fields. The new Matrix developed and offered in this thesis also provides an instrument for analysing the interdisciplinary collaboration process that exclusively reflects the information we need for the overview of the team constellation. The tool is used to inform the collaborators about the backgrounds of the other participants and thus about the expected methods and approaches. It provides a map of the bodies of knowledge and expertise represented in any given cross-disciplinary team, and thus aims to lay the groundwork for a future aRt&D framework of use to future scholars and practitioners alike.

While it is commonly believed that 'interactive' media provides benefits to young children not obtained from 'non-interactive' media, there has been little research examining this issue, or the kinds of interactivity that elicit these benefits. The present study examined the attention, comprehension, and enjoyment of young children viewing different kinds of interactive television programs compared with those of children viewing the control prototype (non-interactive) programs. Three interactive prototypes and one control prototype of Dora the Explorer, Hi-5, and Play School were examined on these outcome measures. The interactive prototypes allowed participants to make simple choices about program content using a television remote control. Four hundred and ninety eight children aged four (49.4%) and five (50.6%) years individually viewed one of the prototypes, and the children’s attention, comprehension, and enjoyment were examined. Participants were boys (49.7%) and girls (50.3%) drawn from Government (64.9%), Catholic (27.6%) and Independent (7.4%) schools in Perth, Western Australia. Significantly higher attention, comprehension, or both were found for children interacting with two of the prototypes allowing increased viewer participation compared to children viewing the control prototype prototypes. Interactive prototypes allowing participants to repeat sections of program content also elicited significantly higher comprehension than control prototypes. However, interactive prototypes allowing participants to customise aspects of the program did not result in differences in the outcome measures compared with control prototypes. It was also found that interactive prototypes offering participants narrative choices were associated with significantly lower attention, comprehension or enjoyment for either interacting or non-interacting participants compared to the control prototypes. It is argued that interactivity, per se, does not bestow any benefits, with only specific models of interactivity resulting in higher comprehension or attention. In fact, some applications allowing young children to make choices about program narrative appears to disrupt program comprehension. It is concluded that successful interactivity builds upon the features of well-designed traditional children's television; opportunities for increased participation, and the repetition of content.

Thesis (Ph.D.) OGI School of Science & Engineering at OHSU, March 2008. / Includes bibliographical references (leaves 116 - 124).

Thesis (MFA)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Dennis Aig. Brew-It-Yourself Biodiesel is a DVD accompanying the thesis. Includes bibliographical references (leaves 32-35).

Thesis (M. Sc.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 388. Thesis director: Michael M. Behrmann. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 349-387). Also issued in print.

Project report (M.S.)--Virginia Polytechnic Institute and State University, 1990. / Abstract. Includes bibliographical references (leaf 23). Also available via the Internet.

Thesis (M.F.A.)--Rochester Institute of Technology, 1991. / Includes bibliography (leaf 42).

Thesis (M.A. in communication)--Washington State University. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 183 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 117-139).