El presente proyecto de investigación se realizó en la I.E.I. N° 119 “Felipe Alva y Alva” ubicada en el Complejo Habitacional Augusto B. Leguía – Chiclayo; tomando como muestra de estudio los niños de 5 años del aula “Ositos” turno mañana, dónde se pudo identificar que la docente al no tener estrategias adecuadas y una buena metodología durante el proceso de enseñanza – aprendizaje de los niños; estos se encontraban con muchas deficiencias, no solo en área de Ciencia y Ambiente sino también en las otras. Es por ello que el objetivo general de este trabajo de investigación es determinar la influencia del uso de videos educativos en el proceso de enseñanza – aprendizaje del área de Ciencia y Ambiente en los niños de 5 años. Por otro lado, la metodología empleada se establece que es de tipo cuantitativa – cualitativa; adoptando el diseño de investigación experimental en la categoría de pre y post pruebas con un solo grupo. Se utilizó como instrumento de evaluación una Lista de Cotejo comprendida por 21 indicadores para determinar el nivel de conocimiento en el que se encuentran los niños con respecto al área de Ciencia y Ambiente. Por ende, se determinó que el nivel de conocimiento en el área de Ciencia y Ambiente se encuentra entre los aprendizajes de inicio en un 52%, de proceso en un 44% y logrado en un 4% y después de aplicar el conjunto de actividades haciendo uso de los videos se pudo comprobar que el nivel aumentó significativamente alcanzando el aprendizaje logrado en un 96%.Finalmente se concluye que el uso de videos educativos influye de manera significativa en el proceso de enseñanza – aprendizaje del área de Ciencia y Ambiente en los niños de 5 años. / Tesis

Server selection is an important problem of cloud computing in which cloud service providers direct user demands to servers in one of the multiple data centers located in different geographical locations. The existing solutions usually assume homogeneity of cloud services (i.e., all users request the same type of service) and handle user demands in an individual basis which incurs high computational overhead. In this study, we propose a new and effective server selection scheme in which diversities of cloud services are taken into account. We focus on a specific cloud service, i.e., online video service, and assume that different videos have different bandwidth requirements. We group users into clusters and handle user demands on a cluster basis for faster and more efficient process. Firstly, we assume that user demands and bandwidth capacities of servers are given in the data centers, our problem is to assign the user demands to the servers under the bandwidth constraint, such that the overall latency (measured by the network distance) between the user clusters and the selected servers is minimized. We design a server selection system and formulate this problem as a linear programming formulation which can be solved by existing techniques. The system periodically executes our scheme and computes an optimal solution for server selection. User demands are assigned to the servers according to the optimal solution and the minimum overall latency can be achieved. The simulation results show that our scheme is significantly better than the random algorithm and the YouTube server selection strategy. Based on the first part, we take the storage capacities of servers constraint into consideration. In the second part, our new problem is to assign the user demands to the servers under the bandwidth and storage constraint, such that the function of overall latency (measured by the network distance) between the user clusters and the selected servers and standard deviation of traffic load of every server in the system is minimized. We design a server selection system and formulate this problem which can be solved by existing techniques. User demands are assigned to the servers according to the optimal solution and the two goals (minimum overall latency and the most balanced traffic load) can be achieved. The simulation results show the influence of different weights of these two goals on the user demands assigning.

Some U.S. e-commerce retail organizations use inadequate visual product presentation strategies that are limited to static product images and uninspiring textual descriptions. E-store customers have a stake because they are the beneficiary of the higher quality online shopping experience produced when rich media is used. Viewed through richness media theory, the purpose of this summative program evaluation was to evaluate the effectiveness of using rich media in e-store product listings. The evaluation was performed for a partner organization 1 year after the organization implemented a rich media implementation program in its e-store product listings. The results of the first repeated measures t tests indicated using rich media in e-store product listings increased annual sales revenue by 14.2% and total profit dollars by 8.8%; however, the results of a weekly profit comparison between 2016 and 2017 were not statistically significant, t(52) = .768, p = .446. The results of the second repeated measures t test indicated customer retention increased by 7.4% annually after implementing the rich media implementation program; however, the results of a weekly customer retention comparison between 2016 and 2017 were not statistically significant, t(52) = 2.002, p =.051. The results of the thematic analysis revealed one theme: maintaining rich media must be cost effective. The implications for positive social change include the potential for increasing consumer trust in convenient, e-retail shopping practices and reducing consumer dependency on inefficient shopping practices at traditional brick-and-mortar stores. Consumers with more detailed product information can make more informed purchase decisions, resulting in a reduced number of product returns and a higher quality online shopping experience.

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24928号 / 情博第839号 / 新制||情||141(附属図書館) / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 森 信介, 教授 西野 恒, 教授 中村 裕一 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

If “a picture is worth a thousand words,” then a video may be worth a thousand pictures. Videos have been increasingly used in multiple applications, including surveillance, teleconferencing, learning and experience sharing. Since a video captures a scene from a particular viewpoint, it can often be understood better if presented within a larger spatial context. We call such interactive visualizations that combine videos with their spatial context "Contextualized Videos". Over recent years, multiple innovative Contextualized Video interfaces have been proposed to taking advantage of the latest computer graphics and video processing technologies. These interfaces opened a huge design space with numerous design possibilities, each with its own benefits and limitations. To avoid piecemeal understanding of the design space, this dissertation systematically designs and evaluates Contextualized Video interfaces based on a taxonomy of tasks that can potentially benefit from Contextualized Videos. This dissertation first formalizes a design space. New designs are created incrementally along the four major dimensions of the design space. These designs are then empirically compared through a series of controlled experiments using multiple tasks. The tasks are carefully selected from a task taxonomy, which helps to avoid piecemeal understanding of the effect of the designs. Our design practices and empirical evaluations result in a set of design guidelines on how to choose proper designs according to the characteristics of the tasks and the users. Finally, we demonstrate how to apply the design guidelines to prototype a complex interface for a specific video surveillance application. / Ph. D.

Since YouTube was founded in 2005, prosumers have been uploading karaoke-style “lyric videos” of their favourite songs in order to creatively and visually accompany the song, while making it available online to other listeners. In the last few years, more and more artists have adopted this trend and are releasing official lyric videos that follow and expand on this tradition, thus commanding immediate visual attention to new singles. Additionally, these videos control the images and sounds associated with the song and artist, while profiting from advertising revenue tied to online video content. Though scholarship on music video is increasing, there is no evidence of scholarly research on lyric videos. Seemingly simple, these videos create meanings that impact artistic personae, song and album reception, and genre identity formation. They are not merely promotional devices, or placeholders for “official” music videos. Grounding my analysis in genre theory (Frow 2015, Brackett 2015 & 2016, Fabbri, 1982, Holt, 2007), I claim that lyric videos comprise a new visual genre of music video, following their own parameters, connections, and histories, while simultaneously participating in the ideologies and tropes of their musical genre. In order to illustrate the framework, I offer a history of the genre by focusing my analysis on the lyric videos released by Katy Perry over the course of seven years, from 2010 to 2017, from the promotion for four of her most recent albums. By offering a historical analysis, I show how the lyric video has emerged, evolved and become established as a distinct visual genre. I include brief interludes in my analysis to highlight other important moments in the development of the genre, and to discuss how the lyrics, sound, and images are diversely represented in lyric videos depending upon musical genre. Drawing from feminist theory (Gledhill 2000), as well as persona theory (Auslander 2004, Moore 2005), I conclude that lyric videos offer unique possibilities for artists to amplify the meaning of their song and the spectator’s understanding of the lyrics, while portraying information about the artist’s subjectivities, and as such, deserves more scholarly attention as a distinct visual genre.

[pt] Na literatura sobre identificação dos transtornos do espectro autista (TEA) não existe consenso acerca das categorias que indicam risco de TEA aos 12 meses. A metodologia utilizada nos estudos de vídeos familiares retrospectivos favorece a análise de categorias comportamentais discretas em detrimento de uma análise da interação social. O objetivo deste estudo é testar uma metodologia que permita analisar qualitativamente as interações sociais bebê-adulto em um grupo de bebês com TEA e um grupo de bebês com desenvolvimento típico (DT) registradas em vídeo aos 12 meses. Os resultados demonstraram que no grupo TEA os padrões de interação foram distintos dos padrões exibidos no grupo DT. A metodologia testada viabilizou a análise qualitativa das interações bebê-adulto dos dois grupos de bebês e possibilitou que fosse realizada uma análise quantitativa dos dados, cujo resultado foi comparado com os de outros estudos de vídeos familiares. As implicações sobre o uso da interação bebê-adulto como medida de identificação de TEA aos 12 meses são discutidas. / [en] Retrospective family videos of have been the main source for studies in early identification of ASD at 12 month. Despite its results there still is no consensus about which behavioral categories are reliable in identifying ASD at that age. Since retrospective family videos study methodology leads to evaluation of discrete behavioral categories, analysis of social interaction in early month has been defeated. The purpose of this study is to test a methodology to investigate early infant-adult interactions qualitatively. It was tested on family videos of two groups of infants: one with ASD diagnosis and other with infants that developed typically (DT). Findings indicate differences in social interaction between groups. Methodology was efficient in its purpose and also allowed quantitative analysis of behavioral categories that were compared to findings of others retrospective family videos studies. Implications about the use of social interactions as a measure for ASD identification at 12 month are discussed.

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.

Music videos invite the viewer to an enhanced experience of a song, and by combining it with360°, a new dimension of immersion emerges. However, a new wave of complex narrativeand user interface unfolds when intertwining 360° and the contemporary way of telling storiesin music videos.This thesis used an experimental mixed method research design, focusing on collecting,analyzing, and mixing both quantitative and qualitative data in a series of studies. A surveywas first conducted to get an overview of consensus with respect to music videos, VR, and360°. The majority of the respondents had tried VR and 40% of stated that they felt immersedwhile trying it. Around 18% argued it was experience-dependent and 42% did not feelimmersed at all. The survey was followed by experiments showing two 360° music videoswith different storytelling techniques. After the participants had seen the videos, theydiscussed the experience in focus groups in a semi-structured interview. The results were thencoded and benchmarked with theory, which led to the rise of six key 360° storytellingguidelines.All three focus groups concluded 360° music videos enable a deeper level of immersion.However, when combining novelty and a sometimes overwhelming visual experience, 360°music videos can distract the audience if not told right. The guidelines discuss the purpose ofa music video, how the technology affects the experience, if the medium is passive or active,and how different types of interaction can be used as a storytelling mean. They also discussways to pedagogically intertwine audio and visuals. Additionally, the guidelines includediscussions of how different cues and POV’s can be utilized to ensure that the filmmakers andviewers experiences are somewhat aligned, they also tackle the fear of missing out, andfinally compare 360° and traditional music videos.Conclusively, the research shows that storytelling in a 360° sphere will entail a journey oftrial and error, and that the audience have scattered preferences of what different narrativestyles they find work and do not.

The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.