With the release of ”Bandersnatch” in 2018, an interactive movie where the viewermakes choices that affects the outcome of the story, we know that successful interactivemovies are possible and appreciated. Although this technology already exists the possibilitiesare seemingly limitless. Perhaps in the future, movies could take certain paths basedon a predetermined profile of a viewer or by scanning facial expressions during the filmto determine what path that best suits the viewer. Interactive films and videos allows theviewer to interact with the storyline of the video. This technique is interesting from boththe user and developer perspective and introduces new challenges. To be able to have anoverview of the different possible branches of the video is helpful and needed in developmentof the media player and the branched video. When different possibles paths of thevideo emerges it can be difficult to keep track of all the different story lines. In this thesis,we make significant improvements to an existing authoring tool for a branched videoplayer. The authoring tool is to be used along side with a media player in order to facilitatethe development of a non-linear branched video. We will also be exploring what featuresof the authoring tool offer the most value to the user.

This thesis describes research into developing a client/server ar- chitecture for a mobile Augmented Reality (AR) application. Following the earthquakes that have rocked Christchurch the city is now changed forever. CityViewAR is an existing mobile AR application designed to show how the city used to look before the earthquakes. In CityViewAR 3D virtual building models are overlaid onto video captured by a smartphone camera. However the current version of CityViewAR only allows users to browse information stored on the mobile device. In this research the author extends the CityViewAR application to a client-server model so that anyone can upload models and annotations to a server and have this information viewable on any smartphone running the application. In this thesis we describe related work on AR browser architectures, the system we developed, a user evaluation of the prototype system and directions for future work.

No description available.

No description available.

by Steve Tai-Man Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 64-65). / TABLE OF FIGURES --- p.i / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Contributions --- p.4 / Chapter 1.2 --- Thesis Organization --- p.5 / Chapter 2 --- BACKGROUND --- p.6 / Chapter 3 --- THE MUSAS AUTHORING SYSTEM --- p.11 / Chapter 3.1 --- The Storyboard-based Authoring System and Extension --- p.11 / Chapter 3.2 --- The Editor-Authors Hierarchy --- p.18 / Chapter 3.3 --- The Multi-agents Architecture --- p.22 / Chapter 3.3.1 --- The RESAgent --- p.22 / Chapter 3.3.2 --- The SalesAgent --- p.31 / Chapter 3.3.3 --- The WatcherAgent --- p.36 / Chapter 3.3.4 --- The NeedleAgent --- p.38 / Chapter 4 --- IMPLEMENTATION --- p.42 / Chapter 4.1 --- The Project Builder --- p.42 / Chapter 4.2 --- The Timetable Editor --- p.46 / Chapter 4.3 --- The Multi-agents Architecture --- p.47 / Chapter 4.4 --- The WatcherAgent --- p.49 / Chapter 4.5 --- The SalesAgent --- p.49 / Chapter 4.6 --- The RESAgent --- p.50 / Chapter 5 --- CASE STUDY --- p.53 / Chapter 6 --- FUTURE WORK --- p.60 / Chapter 7 --- CONCLUSION --- p.62 / REFERENCES --- p.64 / Chapter APPENDIX A --- INSTALLATION PROCEDURE --- p.66 / Chapter APPENDIX B --- THE USER'S MANUAL --- p.67 / Chapter APPENDIX C --- CLASS DIAGRAMS --- p.90 / Chapter APPENDIX D --- THE PROGRAMMER'S GUIDE --- p.99

Accepted teaching and learning practices have undergone major changes during the past two decades. They have been underpinned by shifts in psychological and pedagogical theory, the most recent of which fit broadly under the heading of constructivism. During this time, there have also been significant changes in the development of Computer Assisted Learning (CAL) resources. These changes have tended to be driven by technological developments, such as the availability of desktop computers with multimedia capabilities, and more recently the increasing prominence of the Internet, rather than developments in teaching and learning theory. The aim of this research is to analyse the implications of a constructivist view of teaching and learning for the development of CAL resources. Specifically, the research attempts to describe the nature of constructivist CAL resources, before proposing a model for the development of such resources. The capabilities of existing tools for the development of constructivist CAL resources are also analysed. In looking at the nature of constructivist CAL resources, developments in pedagogical theory that have lead to the constructivist position are reviewed, along with constructivist theories of teaching practice. This body of theory is then synthesised into ten principles of constructivist teaching and learning. The implications of a constructivist view of teaching and learning for CAL resources are then examined. A range of constructivist CAL approaches are identified, and a classification scheme for constructivist CAL is proposed. This scheme involves the classification of a CAL approach according to the learner activities it facilitates, the input techniques used and the processing and output techniques used. The process of developing CAL resources is then addressed. The selection of CAL approaches that are likely to assist with the achievement of specific categories of learning outcome is recognised as being central to this process. Matrices relating categories of learning outcome to categories of learner activity and categories of learner activity to categories of input, processing and output technique are proposed. A model for developing CAL resources, that makes use of these matrices is proposed. In developing this model, instructional design models and software development models are reviewed. Finally, support provided by existing authoring tools, for the development of constructivist CAL resources using the proposed model is examined. Six of the most popular authoring tools, including tools designed primarily for CD-ROM based resource development and tools designed primarily for Web-based development are reviewed.

No description available.

Online multimedia education systems traditionally tend to consist almost exclusively of multiple choice or numeric response style questions. However, many curricula such as math, physics, and chemistry typically involve students completing large, complex, multi-step problems where the process used to solve the problem is more important than the final answer. Current online multimedia systems are generally insufficient to model or assess problems like these. In this thesis, I address this issue by implementing a Process Analyzer and its authoring tool. The Process Analyzer aims to improve student problem solving skills by acting as a self-tutoring tool that can analyze a students problem-solving process and adapt accordingly, providing corrective guidance hints if necessary. Secondly, it provides instructors with an in-depth analysis of the process or thinking steps that students are using to solve complex problems. Instructors can therefore assess students based on their problem-solving process, and not just their final answer. / Software Engineering and Intelligent Systems

Universiẗat, Diss., 1999--Freiburg (Breisgau).

This thesis describes a doctoral project which has addressed some of the problems of automatically performing cartographic generalization in a holistic manner, that is, processing the map features in the context of the whole map rather than individual features in isolation. The approach is based on two key ideas: firstly, that the map surface can be represented by a structure based on simplicial complexes which provides useful relationships for topology and proximity and facilitates many of the fundamental generalization operations. Secondly, that the epistemological structures needed for generalization can be represented by a hierarchy of "context" frames, each of which encapsulate the knowledge required to recognize, generalize and resolve a cartographic situation. A data structure that uses simplicial complexes to represent map objects has been designed and implemented. Each object is described by a set of two-dimensional simplices (triangles) that are maintained in the form of a constrained Delaunay triangulation. This structure gives a fully connected two-dimensional plenum that stores important spatial relationships such as "enclosed", "adjacent" and "between" explicitly. This simplicial data structure (SDS), as it is called, can be used directly to perform several types of operations necessary for automatic generalization, for example, automatic overlap detection, displacement, merging, enlargement, simplification of building outlines and skeletonization. Algorithms for many of these operators have been implemented while others are proposed. Pseudo-code and descriptions are used to document many of these operators, results are given and discussed. A frame-based architecture is proposed which provides a framework for the representation and application of knowledge for generalization. The project was funded by an EPSRC CASE studentship in collaboration with the Ordnance Survey.