Film Narrative and Computer-Interface Design

2011 ◽  
pp. 941-943
Author(s):  
Gary A. Berg
Keyword(s):  
New Media ◽  
Interface Design ◽  
Interactive Multimedia ◽  
Computer Interface ◽  
Instructional Designers ◽  
Educational Effectiveness ◽  
Computer Based ◽  
Ready Access ◽  
Narrative Language ◽  
Narrative Conventions

Some scholars have noted the link between film narrative and computer-interface design (Berg, 2003; Plowman, 1994). Similarities between early film and interactive multimedia in the establishment of narrative conventions such as intertitles and narration are clear. Burch (1981) describes the transition from early film involving a linearization of the narrative for viewers. Early film emphasized spectacle and the documentation of unrelated events. Events and individual shots were not woven into a coherent narrative until D. W. Griffith and others led to the development of montage and a cinematic narrative language. Some suggest that this same process of creating new media conventions needs to occur to increase the educational effectiveness of computer-based programs (Berg, 2003). Instructional designers working in computer environments do not have ready access to an established narrative language and consequently need to be more explicit in their structure. The user’s knowledge of film conventions allows the authors to feel confident that their narrative can be quickly and simply understood. Consequently, instructional designers need to spend time developing narrative conventions and making narrative elements clear to the learners.

scholarly journals Computer Based Training Authors' and Designers' training

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Frédéric Godet
Keyword(s):  
Distance Learning ◽  
New Media ◽  
Information And Communication Technologies ◽  
Interactive Multimedia ◽  
Public And Private ◽  
Computer Based Training ◽  
New Information ◽  
Information And Communication ◽  
Computer Based ◽  
The Right

This communication, through couple of studies driven since 10 years, tries to show how important is the training of authors in Computer Based Training (CBT). We submit here an approach to prepare designers mastering Interactive Multimedia modules in this domain. Which institutions are really dedicating their efforts in training authors and designers in this area of CBTs? Television devices and broadcast organisations offered since year 60s' a first support for Distance Learning. New media, New Information and Communication Technologies (NICT) allowed several public and private organisations to start Distance Learning projects. As usual some of them met their training objectives, other of them failed. Did their really failed? Currently, nobody has the right answer. Today, we do not have enough efficient tools allowing us to evaluate trainees' acquisition in a short term view. Training evaluation needs more than 10 to 20 years of elapsed time to bring reliable measures. Nevertheless, given the high investments already done in this area, we cannot wait until the final results of the pedagogical evaluation. A lot of analyses showed relevant issues which can be used as directions for CBTs authors and designers training. Warning - Our studies and the derived conclusions are mainly based on projects driven in the field. We additionally bring our several years experience in the training of movie film authors in the design of interactive multimedia products. Some of our examples are extracting from vocational training projects where we were involved in all development phases from the analysis of needs to the evaluation of the acquisition within the trainee's / employee job's. Obviously, we cannot bring and exhaustive approach in this domain where a lot of parameters are involved as frame for the CBT interactive multimedia modules authors' and designers' training.

Computerized Information Retrieval: Individual Differences in the Use of Spatial vs Nonspatial Navigational Information

1995 ◽  
Vol 81 (3) ◽  
pp. 771-786 ◽  
Author(s):  
S. J. Westerman
Keyword(s):  
Information Retrieval ◽  
Individual Differences ◽  
Information Content ◽  
Spatial Ability ◽  
Interface Design ◽  
Semantic Information ◽  
Spatial Information ◽  
Computer Interface ◽  
Relative Importance ◽  
Computer Based

Although a number of experiments have demonstrated the importance of spatial ability as a predictor of computer-based performance, there is little evidence relating to the mechanics of this association or the implications for interface design. Two experiments on the relative importance of spatial and nonspatial semantic information within the context of computerized information retrieval are described. The first experiment indicated that spatial ability did not interact with the spatial information content of the computer interface. The second experiment indicated that the effects of spatial ability are attenuated when additional nonspatial semantic information is provided.

Educational Interactive Multimedia Software: Can it Effectively Teach Engineering Concepts?

1999 ◽  
Author(s):  
Derek T. Reamon ◽  
Sheri D. Sheppard
Keyword(s):  
Statistical Analysis ◽  
Direct Current ◽  
Engineering Students ◽  
Interactive Multimedia ◽  
Educational Effectiveness ◽  
Multimedia Software ◽  
Teaching Techniques ◽  
Preference Group ◽  
Dc Motors ◽  
Rigorous Statistical Analysis

Abstract This paper provides a rigorous statistical analysis of the educational effectiveness of a curriculum module pertaining to direct current (DC) motors and motorized systems. Educational interactive multimedia software played an important role in the module, which also included lectures, a design project and other more traditional pedagogics. Pre- and post-tests were administered to measure learning during the module and individual test questions targeted specific areas of the curriculum to determine the contribution of the various resources to the entire learning environment. The data indicate that the module was indeed educationally successful and that the software contributed to the curriculum’s success. The module was particularly effective for promoting learning by female engineering students in the course and mitigated some discrepancies in prior knowledge. Students were also grouped into four preference groups based on analysis of students’ preference questionnaire responses. The data indicate that each preference group responded differently to the various teaching techniques employed in the curriculum.

scholarly journals Development of the Telehealth Usability Questionnaire (TUQ)

2016 ◽  
Vol 8 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Bambang Parmanto ◽  
Allen Nelson Lewis, Jr. ◽  
Kristin M. Graham ◽  
Marnie H. Bertolet
Keyword(s):  
User Interface ◽  
Service Delivery ◽  
Computer Interface ◽  
Commercial Software ◽  
Telehealth Service ◽  
Computer Based

Current telehealth usability questionnaires are designed primarily for older technologies, where telehealth interaction is conducted over dedicated videoconferencing applications. However, telehealth services are increasingly conducted over computer-based systems that rely on commercial software and a user supplied computer interface. Therefore, a usability questionnaire that addresses the changes in telehealth service delivery and technology is needed.  The Telehealth Usability Questionnaire (TUQ) was developed to evaluate the usability of telehealth implementation and services.  This paper addresses: 1) the need for a new measure of telehealth usability, 2) the development of the TUQ, 3) intended uses for the TUQ, and 4) the reliability of the TUQ. Analyses indicate that the TUQ is a solid, robust, and versatile measure that can be used to measure the quality of the computer-based user interface and the quality of the telehealth interaction and services.    

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