House Body House

The essay describes Carolee Schneemann's residence, a stone house constructed in 1750 by Huguenot settlers on land of the Munsee Lenape people, and its central role in her life and work from the early 1960s until her death in 2019. The essay gives particular attention to Schneemann's text “Parts of a Body House” (1957–67), a series of paragraphs composed over a decade that describe a network of biomorphic structures and multimedia environments. The essay argues that “Parts of a Body House” is a “nerve codex” by which to read the artist's life and work. The essay is derived in part from remarks the author delivered at the memorial service for Schneemann at Judson Memorial Church, New York, on 3 May 2019.

Does a pedagogical agent’s gesture frequency assist advanced foreign language users with learning declarative knowledge?

Since the conception of pedagogical agents in multimedia environments, researchers have advocated for agents to be designed to exhibit social cues that prime the social interaction of the target audience. One powerful social cue has been agent gesturing. While most agents are created only to use deictic (pointing) gestures, there is recent evidence that agents that perform all gesture types (iconic, metaphoric, deictic, and beat) with enhanced frequency help foreign language users learn more procedural knowledge. Therefore, this research examines how all gesture types and different frequencies influence agent persona and learning outcomes when foreign language users learn declarative knowledge. The results indicated that the use of gestures, regardless of frequency, significantly increase agent persona. However, gesture frequency produced conflicting learning outcomes. While enhancing gestures were beneficial for cued recall and recognition, the average gesture condition was not, which indicates that the strength of social cues is important.

The Role of Penetration Testing in Forensic Multimedia Retrieval Process

Digital forensic investigators are faced with multimedia retrieval and discovery challenges that require innovation and application of evolving methodologies. This work is made more difficult in critical infra-structure environments where the acquired evidence is in many formats, types and presentations. Penetration testing is one of the techniques used to focus an investigation and to target the potential case information from the vulnerability identification phase, through to the media identification phase. In this chapter a review of these processes is made and a framework example developed to show how the investigator discovers relevant evidence. The problem for the digital investigator is the vast array of media in which evidence is stored or transmitted. Some work is from live retrieval and others static. A framework of methods that is flexible and adaptable to the context of investigation is proposed and the discovery methods for multimedia environments elaborated.

The Inclusion and Design of Cultural Differences in Interactive Multimedia Environments

A concern for social justice and the inclusion of cultural differences as a requirement of social justice in all learning materials, whether they are in the form of conventional materials or Interactive Multimedia Environments (IMEs), is the moral responsibility of all educators who want to contribute to humanity as well as long-lasting peace in our world. Such a responsibility requires a wide range of philosophical, political, and sociological discourses, informing multiple debates and their implications in the field of education. As a requirement of this, in this chapter, the inclusion and design of cultural differences in IMEs are focused on. The design and development stages of IMEs are categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating (Turel & McKenna, 2013, pp. 188-190). Each stage is vital to the design and development process for cost effective and socially just IMEs. To be able to achieve cost effective and genuinely socially inclusive IMEs, a wide range of principles and guidelines need to be borne in mind at each stage. Here, the inclusion and design in IMEs of the cultural differences that need to be considered while designing and developing such environments (i.e. at stage 3 as well as 4) are focused on. Some examples of thought out and customized computerised cultural differences from an IME as well as some concrete examples from the Turkish context are given.

Pedagogical Agents for Learning

Throughout the past two decades, researchers have seen rapid innovations in the field of learning technologies. Virtual reality, video games, and online learning are becoming quite common in educational contexts. Pedagogical agents are often present in a variety of these virtual environments. Pedagogical agents are virtual characters with an on-screen presence that are designed to facilitate learning in multimedia environments. In this chapter the author examines the theoretical rationale for incorporating a pedagogical agent into a learning environment, critically examines their effectiveness for learning, and discusses how they have been implemented in research studies to date. Suggestions for future research in virtual reality environments are highlighted.