Este trabalho tem como objetivo, no contexto da implantação da TV Digital no Brasil, promover uma reflexão sobre o conceito de interatividade na sociedade contemporânea e, considerando as possibilidades dos novos suportes tecnológicos, contribuir para o desenvolvimento de novos formatos e conteúdos de produtos audiovisuais que, de fato, contribuam para a democratização da comunicação. Para tanto, realiza uma revisão bibliográfica que busca não só um embasamento teórico, mas também referendar a argumentação de que o conceito de interatividade sofre um processo de banalização e necessita ser depurado. A partir disso é apresentado um quadro sobre o conceito que ressalta a existência de uma diversidade de terminologias e definições. O projeto, em particular, faz a opção pelas caracterizações como reativa e mútua para interação mediada por computador e as usa num estudo de caso de programas interativos para televisão digital brasileira. Além disso, descreve vários outros aspectos técnicos que envolvem a estruturação de documentos hipermídia com o intuito de enveredar pelos caminhos da informática e suas concepções, já que isso passa a interferir sobremaneira nos processos produtivos audiovisuais. O resultado dessa trajetória não é conclusivo, assim como não parecem ser quaisquer estudos relacionados aos impactos do paradigma digital sobre os meios de comunicação, mas, de certo, explora as intersecções existentes entre TV e Interatividade, questões-chave que refletem as inquietações desta dissertação. / This work aims to, in the context of the implementation of the digital TV in Brazil, promote reflexion on the concept of interactivity in current society, and, by considering the possibilities created by new technological supports, to contribute to the development of new formats and contents of hypermedia documents that truly contribute to the democratization of communication. In order to do that it carries out bibligraphic review which pursues not only theoretical support but also validation of the argument that the concept of interactivity goes through a process of banalization and needs depurating. Upon this is built a picture of the concept that stresses an existing diversity of terminology and definitions. The project itself opts for the characterizations of computer mediated interaction as reactive and mutual and use them in a case study of interactive programs for Brazilian digital television In addition to this it describes many other technical aspects involving the structuring of hypermedia documents, aiming to move through the paths of informatics and its concepts since this interferes meaningfully in the audiovisual productive processes. This journey leads to no-conclusive results, just as other studies related to the impacts of digital paradigm to the means of communication do not either, but it certainly explores the intersections that exist between TV and interactivity key questions that reflect the questioning of this dissertation.

O conhecimento e a capacidade de aprendizado são essenciais para o desenvolvimento humano. Novas tecnologias educacionais agregam importantes elementos no processo de ensino-aprendizagem. Considerando as dimensões do Brasil, a educação à distância no ensino superior é necessária, porém ainda pouco aplicada aos cursos de medicina. Desta maneira, o objetivo do presente trabalho foi desenvolver e aplicar um método de educação à distância ao Programa de Educação Continuada do Departamento de Clínica Médica da FMRP-USP. Foi desenvolvido um estudo primário, observacional, transversal, prospectivo, analítico com amostragem por conveniência, em que os alunos do Curso de Medicina da FMRP-USP, cursando a disciplina RCG-439-Sistema Endócrino-Metabolismo (graduação) e do Programa de Pós Graduação do Departamento de Clínica Médica cursando as disciplinas RCM-5827 Tópicos Avançados de Investigação em Clínica Médica e RCM-5768 Tópicos Avançados em Clínica Médica I assistiram às aulas previamente gravadas e após o período letivo foram convidados a responder um questionário de auto avaliação, disponível em um Ambiente Virtual de Aprendizagem (AVA) Moodle (Modular Object Oriented Distance Learning). Os resultados dos questionários foram extraídos do AVA por exportação direta e analisados por meio de estatística descritiva com apoio de planilha eletronica. Foram gravadas 830 vídeo aulas. Vinte alunos da graduação e 24 alunos da pós graduação responderam ao questionário e os itens mais bem avaliados foram relevância, reflexão crítica, apoio dos tutores e compreensão. Apesar dos estudantes considerarem o conteúdo adequado e relevante, a interatividade e o apoio dos colegas foram os piores avaliados, provavelmente pelo comportamento passivo dos alunos pouco habituados a esse tipo de atividade de interação. É possível ampliar a oferta de disciplinas em nível superior por meio de educação à distância, desde que se faça um redesenho do conteúdo do ensino tradicional e seja dada maior atenção do docente à cooperação, atuando como mediador e incentivador da participação dos alunos. / Introduction: Knowledge and learning ability throughout life are conditions for human development and sustainability of countries. The use of new technologies and educational methodologies add important elements in the promotion of education. Considering the territorial extension of Brazil, distant learning in undergraduate and graduate education is more than feasible, necessary, but still not applied to medical courses. Thus the objective of the present study was to develop a method of distant learning and apply it to the Continuing Education Program in Clinical Medicine, Department of Clinical Medicine, Faculty of Medicine of Ribeirão Preto-USP. Methods: This was a primary, observational, cross-sectional, prospective, analytical study with Convenience sampling, where undergraduate students attending the RCG-439 discipline and graduate students attending RCM- 5827 discipline (Advanced Topics in Research in Medicine and RCM- 5768 Advanced Topics in Medical Clinic I) watched the pre-recorded classes. After the school period they were invited to answer a questionnaire, available in site Moodle (Modular object Oriented Distance Learning) especially built for the Department of Internal Medicine. Results: Eight hundred and thirty videos were recorded. Twenty undergraduate students and 24 graduate answered the questionnaire and relevance, reflection, tutors support and comprehension scored higher. Discussion: Although the students considered the content appropriate and relevant, the questions interactivity and peer support were scored lowest, probably by the passive behavior of students, not used to peer interaction activities. Conclusion: It is possible to expand the disciplines in undergraduate and graduate education through distance learning. However, a redesign of the traditional teaching content is necessary, as well as more attention to the principle of cooperation, where the professor would act as a mediator encouraging the participation of students.

Cette recherche traite du jeu de rôle sur table comme moyen oral et collectif de création fictionnelle et littéraire. Elle montre que les JdR mettent en place des dispositifs ludiques qui obligent les joueurs à co-générer un contenu fictionnel diégétique et narratif, selon le principe qui est nommé l’intercréativité. L’intercréativité propre aux JdR fusionne les actes de création et de réception de la fiction et met en crise le rapport de la littérature à l’écrit. Dans un premier temps, nous étudions la manière dont s’est élaboré le concept d’intercréativité tout au long de l’histoire des JdR. Ensuite, nous les intégrons à un ensemble dont ils sont un élément fondateur, la culture geek. Nous montrons que le JdR est un héritier des littératures de l’imaginaire et qu’il fait la jonction entre ces deux sphères. Les JdR y sont également envisagés comme des mondes fictionnels intercréés, précurseurs d’une part des univers partagés et des jeux vidéo RPG, et d’autre part de la systématisation des mondes fictionnels qui induisent une réception interactive. Dans notre troisième partie, nous expliquons en quoi l’intercréativité fictionnelle mise en place par le JdR est un processus narratif et littéraire, une expérience collective et immédiate de la création de la fiction par le langage oral. Nous nous penchons sur les spécificités narratives de ce médium. Nous montrons également comment ces outils de création fictionnelle dépassent, pour certains écrivains, le cadre des JdR pour déboucher sur une création littéraire classique. Enfin, nous abordons le ludique comme un ensemble de dispositifs qui obligent les joueuses à créer un contenu fictionnel ensemble, ce que nous nommons l’intercréativité. Le JdR accomplit une disruption et une systématisation du matériau fictionnel, dont la réorganisation narrative est la création des joueurs. Avec l’intercréativité, c’est un rapport dionysiaque à la littérature qui ressurgit, alors qu’il avait été annihilé par l’industrialisation. / This work deals with pen & paper role-playing games as an oral and collective way to create fiction. It shows RPGs set up game procedures to oblige players to co-create narrative and diegetic contents, according to what we call intercreativity. Intercreativity,which is specific to RPGs, blends fictional creation and reader-response together. It reconsiders the definition of literature as a written text. First, we study how intercreativity has been built during the RPGs’ history. Then we show RPG is a link between fantasy literature and geek culture. RPGs are considered as co-created worlds, pioneers of shared worlds, RPG video games and systematization of imaginary worlds, which sets the base of interactivity. Finally, we explain that intercreativity is a narrative process, a collective and immediate experience of creating fiction with oral language. We show how these tools for creation inspire writers to produce classic literary works. We broach these games as tools to create fiction. RPGs smash and systematize fiction, and the narrative reorganization is the players’ creation. Intercreativity makes reappear a Dionysian way to consider literature, which has been annihilated during the Industrialization.

[pt] Esta pesquisa focaliza as redes sociais e a forma como extrapolaram a função primária de viés social para contemplar adicionalmente outros tipos de manifestações. Estuda particularmente sua utilização na interatividade em programas de TV. Especificamente, analisa como o Twitter trouxe uma oportunidade de interatividade com o telespectador. O estudo optou pelo programa Central da Copa, exibido durante a Copa do Mundo de 2010. Este programa não fazia parte dos produtos de prateleira da emissora, tendo sido veiculado pontualmente em horários não-programados, mas após exibição dos jogos da seleção brasileira. Além disso, foi produzido e exibido em um período específico exclusivamente para discussão de assuntos correlatos à Copa. Por este motivo, para fins de observação de um fenômeno, foi possível examinar dados e estruturar informações pontualmente. Os resultados indicam um comportamento espontâneo por parte da audiência, provocado e estimulado pelos temas abordados durante a exibição. As percepções dos telespectadores sobre as mais diversas características do produto exibido indicam que o Twitter possa, em casos como este, atuar como instrumento de análise de marketing para empresas. Foi possível constatar que ao interagir, telespectadores apontam preferências, percepções e críticas sobre os produtos, o que pode ser utilizado para construir uma estratégia de relacionamento aderente aos reais anseios do público. Um veículo de comunicação em massa que, por natureza, é universal ganha oportunidade de retorno segmentada, imediata e gratuita. / [en] This research focuses on social networking and how they extrapolated the primary function of social bias to additionally include other types of events. It studies particularly its use in interactive TV programs. Specifically, it analyzes how Twitter has brought an opportunity for interactivity with the viewer. The study opted for Central da Copa (Central Cup program), broadcasted during the 2010 Soccer World Cup. This program was not part of TV Globo´s schedule. It was broadcasted after the games of the Brazilian national team. Furthermore, it was produced and broadcasted in a specific period only to discuss issues related to theSoccer World Cup. Therefore, observing this phenomenon, it was possible to exam the data and structure all the information. The results indicate a spontaneous behavior from the audience, provoked and stimulated by the topics discussed during the exhibition. The perceptions of viewers on several characteristics of the product displayed may indicate that Twitter, in cases like this, acts as an analytical tool for marketing companies. It was found that when interacting, viewers point their preferences, perceptions and criticisms about the products. This information can be used to build a relationship strategy related to the real desires of the public. A universal mass communication vehicle such as TV Globo gains targeted, immediate and free opportunity.

The diploma thesis maps interactive teaching in high school as a actual phenomenon. The aim of the thesis is to understand the current situation within the interactive teaching and to introduce possibilities how to realize the teaching with the elements of interactivity. The theoretical part describes various views of interactivity and its wildcards. This results in the characteristic elements of interactive teaching and the benefits that interactive teaching brings. The thesis also introduces current digital technologies that can be used in school education. It specifies what the specific technologies can be used for, what their advantages and disadvantages are. In the empirical part, the thesis examines one secondary school in Prague Hostivař for a closer understanding of the current situation of interactive teaching. This is done by using a questionnaire survey. The part of the empirical part is the design and implementation of teaching activities using interactivity, which are based on the theoretical basis and information found by the research. The activities are carried out directly in the classroom and subsequently evaluated by the pupils themselves. Subsequently, the activities are evaluated by the usability within the classroom, their versatility of use and the risks that they may face in...

O MOOC surge em 2008 como um novo modelo de curso na modalidade EAD que, em certo sentido, retoma o antigo modelo dos cursos por correspondência, nos quais existia pouca ou nenhuma interação entre aprendiz e professor. São cursos online com grande quantidade de alunos, por isso denominados MOOC, do inglês, Massive Open Online Course. Esses cursos estão apoiados exclusivamente em tecnologias da Web e na maioria das vezes não exigem pré-requisitos e não fornecem certificados. Outro fator comum a esses cursos é o alto número de desistências, por volta de 95%. A maior parte dos cursos do tipo MOOC disponíveis hoje, apresentam um formato tradicional, no qual o aprendiz fica em condição quase passiva, já que as interações praticamente ficam restritas à controle de visualização de vídeos, com comandos do tipo para, voltar ou continuar. Nesse contexto, o desafio deste trabalho é melhorar o entendimento sobre os modelos de MOOC, examinando as causas de desistência relativas ao conteúdo e formato de apresentação para essa modalidade de EAD, além de propor um curso de Geometria, nessa modalidade, para o ensino básico, empregando ferramentas interativas, como o iGeom, software de Geometria Interativa (GI), e outras mídias, como áudios e vídeos. Nesse curso busca-se uma abordagem motivadora, comparando-o a um curso de controle. Esse modelo foi testado com um público formado por adultos e adolescentes, sendo 37,9% composto de adolescentes provenientes de escolas públicas, apresentando bons resultados. Na análise dos dados obtidos, encontrou-se indícios de que, comparado com o curso de controle, um maior número de alunos permaneceu no curso por mais tempo, possivelmente, pela realização de atividades interativas. / The MOOC emerged in 2008 as a course model in the distance learning area which, in certain way, resumes the old model of courses based on exchanging letters, in which there is the absence of interaction between learner and teacher. They are online courses with a great number of studentes enrolled, and for this reason are called MOOC (Massive Open Online Course). These courses are supported exclusively by the Web technologies and most of the times they do not require a prerequisite and do not provide any certificate. Another common factor is their high dropout rate, around 95%. The majority of MOOC courses available nowadays are organized in a traditional format, in which learners are in a passive situation, since the interaction is practically based on videos, only allowing commands as PAUSE, BACK and CONTINUE. In this context, the challenge of this work is to improve the understanding on the e-learnig models, particularly the MOOC, in addition to examine the causes of dropout related to content and presentation format. In order to do so, the MOOC model is examined and a course in this modality, about Geometry to elementary school, is proposed. In this course is used interactive tools such as the iGeom, an Interactive Geometry (IG) software, beyond other medias, as audios and videos. The purpose of this course, is to study the learner motivation, comparing it with a control course. This course model was tested with an audience of adults and teenagers, in which 37,9% of them were teenagers from public schools, and the course produced good results. In the analysis of the results, we found evidence that, compared with the control course, a greater number of students remained on course for longer, possibly by the presence of interactive activities.

A content analysis of news Web sites reveals how many multimedia and interactive components both converged and non-converged media organizations include on their Web presence. The sample included four news Web sites considered to be highly converged with their print and broadcast counterparts (TBO.com, chicagotribune.com, DallasNews.com, and Azcentral.com), one newspaper Web site not affiliated with a broadcast media organization (buffalonews.com), and one broadcast news Web site not affiliated with a print news organization (kfmb.com). A multimedia and interactivity score was given to each Web site based on the quantity of these components each site used. Both kfmb.com (a non-converged organization) and chicagotribune.com (a highly converged news organization) offered significantly more multimedia components than the other four organizations, but only chicagotribune.com provided a statistically significant number of interactivity components on its Web site. The results of this study revealed that among the four converged news organizations (azcentral.com, dallasnews.com, chicagotribune.com, and tbo.com), the only organization demonstrating the characteristics of a converged news organization was chicagotribune.com.

The goal of this dissertation is to investigate the impact of presentation formats on nonprofessional investors’ impressions of firm performance in the context of digital annual reports. The dissertation implements a three-essay approach. Essay 1 examines whether the effect of positive/negative financial performance news on nonprofessional investors’ impressions of management and firm performance depends on whether the graphical display of that news is vivid or pallid. Conducting a 2 x 2 between-participants experiment with 470 participants from Amazon Mechanical Turk (M-Turk), I find that when the news is positive, presenting graphs vividly allows nonprofessional investors to have a more positive impression of management and firm performance. In contrast, when the news is negative, presenting graphs vividly has little effect on nonprofessional investors’ impressions. The essay informs regulators and practice by demonstrating that vivid graphical website disclosures can significantly affect the behavior of nonprofessional investors when the financial performance news is positive, but the effect is minimal when the news is negative. The essay also contributes to the financial disclosure literature by demonstrating the impact of graphical vividness in presenting financial performance information. Essay 2 conducts a 2 x 2 between-participants experiment with 565 participants from M-Turk. I investigate whether varying the user interactivity and graphical vividness of the presentation of non-financial good news counteracts bad news presented in the audited financial data. I find a positive effect of user interactivity when the graphical presentation of non-financial information is vivid but not when it is pallid. In mediation analyses, I find unexpected results in that user engagement negatively mediates the effects of user interactivity on nonprofessional investors’ perceptions of firm performance and investment-related judgments and decisions. Subsequent analyses indicate that user interactivity alone reduces nonprofessional investors’ satisfaction with digital annual reports, but the joint effect of user interactivity and graphical vividness overcomes this negative effect. These results have implications for designers of digital annual reports, investor groups consuming this information, and regulators concerned about the need for assurance on the (unregulated) non-financial disclosures in annual reports. Essay 3 studies whether using hyperlinks that connect summarized financial graphs with detailed financial statement information reduces the effect of graphical distortions on nonprofessional investors’ perceptions of firm performance. Using 385 participants from M-Turk, I find that while distorted graphs do bias nonprofessional investors’ perceptions of firm performance, the provision and use of hyperlinks to the underlying source information eliminate those effects (i.e., debias). Using the dual-process theory of cognitive processing (Kahneman and Frederick 2002; Evans 2006, 2008), I find that hyperlinks enhance the overriding effect of System 2 processing (i.e., analytical processing) on System 1 processing (i.e., intuitive processing) and indirectly reduce the decision-biasing effect of distorted graphs on nonprofessional investors’ perceptions. The study contributes to standard setting as well as financial reporting practice by providing empirical evidence that the SEC’s policy guidance on implementing hyperlinks has benefits to nonprofessional investors. Second, it contributes to both the literature on distorted graphs and hyperlinks by suggesting hyperlinking to source data as a technique to mitigate the effects of graphical distortions. The findings of the three essays have implications for the designers of digital annual reports, investor groups consuming this information, and regulators concerned about the need to standardize the presentation formats in digital annual reports and potentially require auditor oversight of graphical displays of both financial and non-financial data in these reports.

<p>This thesis is a study of a new specification for end user interactivity developed by the Open Mobile Alliance, the specification is called OMA BCAST Service Interaction Function. The specification is one part of the OMA BCAST Service Enabler, which enables service delivery to mobile devices, where the most common service is mobile television. The Service Interaction Function enables end user interactivity related to a service, this could be a poll about the current television program or a chat where every message is presented to the users that are watching the same channel.</p><p>The specification is still of draft version and the scope of this thesis has been to investigate the Service Interaction Function and implement a PC prototype.</p>

<p>The purpose of this essay is to study the role of web radio in Sweden. To fulfill the purpose we have done a case study of two Swedish radio stations: Sveriges Radio AB, which is a public service station, and a commercial station called Mix Megapol. By interviewing two persons from each station and analyzing the contents of their web sites, we have tried to see how the relationship between radio, Internet and web radio looks like. Thus, our method is qualitative. We have come to many conclusion of which some are: The new medium web radio borrows qualities from the traditional radio. At the same time the radio borrows qualities from the Internet to be able to resist competition from the newer medium. The web sites that offer web radio contain a lot of functions that allows the users to listen interactivly. We have also been able to find differences between the public service station and the commercial station when it comes to web radio. Financial aspects lead to different conditions for the two types of radio stations. </p>