Report (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Abstract. Includes bibliographical references (leaves 40-45). Also available via the Internet.

Master of Science

Master of Science

No description available.

Video teleconferencing is a successful tool in the education and business industry because of its ability to reach a large audience at numerous remote locations. New computer and communications technology allows for advances in teleconferencing capabilities. In this thesis, an analysis of educational teleconferencing requirements is performed to develop viable educational teleconferencing design approaches. These design approaches must consider various transmission means and typical methods of instruction. One design approach is selected and a functional design is performed. The design is evaluated using performance models and the Simscript II.5 simulation language. Curve fitting techniques are applied to observed data to create probability distribution functions used in creating an accurate model. The performance evaluation is used to optimize the transmission protocol and validate the design. The simulation results show that with a 9600 baud transmission rate, the effects of degraded transmission lines, short display times or abnormally large file sizes, have no significant effects on the proper performance of the system.

sWe show that we can optimally represent the set of 2D images producedsby the point features of a rigid 3D model as two lines in twoshigh-dimensional spaces. We then decribe a working recognition systemsin which we represent these spaces discretely in a hash table. We cansaccess this table at run time to find all the groups of model featuressthat could match a group of image features, accounting for the effectssof sensing error. We also use this representation of a model's imagessto demonstrate significant new limitations of two other approaches tosrecognition: invariants, and non-accidental properties.

Thesis (MBus)--University of South Australia, 1998

Thesis (MBus)--University of South Australia, 1998

Thesis (Ph. D.)--University of Idaho, 2005. / Abstract. "August 2005." Includes bibliographical references (leaves 223-239). Also available online in PDF format.

The goal of this research was to investigate communication media and feedback learning cues for tutoring. A macroergonomic perspective was used to identify three sociotechnical variables associated with tutoring assistance: problem analyzability, communication media, and learning feedback cues. A four-phase problem solving approach was used in all trials. The communication media consisted of collocated communication, email, a chatroom, and video teleconferencing. The learning feedback cue was a non-verbal mechanism for subjects to provide the tutor with immediate information about their understanding throughout the problem. Subjects participated in a total of eight trials over a four-week time period. The analysis accuracy, process time, and user satisfaction indicated that the four-phase problem solving approach was not important in the interpretation of the results. In each problem-solving phase and for the overall tutoring process, technical performance (e.g., accuracy and speed of problem solving) and user satisfaction were measured to determine the most effective communication technology (or technologies) for tutoring students. The results of this study indicated that the accuracy was similar for all experimental conditions. However, the speed of problem solving was generally faster for audio-visual communication than text-based communication. In all phases, subjects were significantly more satisfied in conditions without feedback cues. And in general, satisfaction was higher in collocated communication and the chatroom compared to email; satisfaction was generally higher in collocated communication compared to video teleconferencing. There was no evidence that computer-mediated communication improved the tutoring process. However, important design implications existed for tutoring systems with limited resources. Through computer-mediated communication, a single tutor could assist many students at one time. The chatroom appeared to be a condition that would be an effective communication medium for spatially dispersed tutoring. Although the tutoring process required significantly more time to complete using the chatroom compared to collocated communication, accuracy and satisfaction measures were similar between collocated communication and the chatroom. / Master of Science