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Griffiths, Michael Edward. "Improving the asynchronous video learning model /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3518.pdf.
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Griffiths, Michael E. "Improving the Asynchronous Video Learning Model." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2048.
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Online education is popular from a consumer perspective, but there are elements of face-to-face instruction and assessment that are difficult to reproduce online (Bassoppo-Moyo 2006). The difficulty of reproducing valued elements of a face-to-face setting leads to concerns regarding the overall quality of the online learning experience. Videoconferencing is one technology that has been used to incorporate elements of a face-to-face environment. However, videoconferencing over the Internet is fraught with technical difficulties and live discussions remove one of the main benefits of distance education: time flexibility. A more recent development has been to use asynchronous video as a communications method in online courses. Griffiths and Graham (2009) described several pilots using asynchronous video in online courses at Brigham Young University. Asynchronous video conveys the verbal and nonverbal signals necessary for immediacy and social presence and retains the time flexibility benefit of distance education. Following the pilot studies, a prototype design theory titled the Asynchronous Video Learning Model (AVLM) was created for the use of asynchronous video in online courses. A study was designed to study a practical implementation of AVLM. The major purpose of the study was to observe and analyze the practical experiences of participants and improve the AVLM model. A class named IPT286 (Using Instructional Technology in Teaching) taught by the department of IP&T at BYU was redesigned to be an online class using AVLM. Data were gathered during the semester and then analyzed according to the methods described in this study. Results showed that many of the principles of the AVLM model were successfully implemented and led to positive experiences. Some elements of the model were not adequately implemented which led to some negative experiences. In addition, experiences led to new elements being added to the model. The study also revealed some interesting principles related to general learning theory. The data consistently revealed the importance of relationships in the learning process. Relationships between students and the instructor were shown to influence the student learning experience, and therefore the personality and style of the instructor impacted overall student learning to some degree.
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Young, Eric H. "Promoting Second Language Learning Through Oral Asynchronous Computer-Mediated Communication." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7051.
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Learning to speak a foreign language (L2) can be a challenging feat, made all the more challenging when done in only 50 minute, daily increments in class. Oral asynchronous computer-mediated communication (ACMC) provides learners with opportunities to practice spoken communication and evaluate their practice outside the classroom. In this dissertation, I explore methods for classroom integration of oral ACMC, linguistic traits developed in previous oral ACMC studies, methods for determining the effectiveness of oral ACMC, learner beliefs about the effectiveness of oral ACMC activities, and the effects of learners' deliberate practice in a series of oral ACMC activities on 3 measures of L2 fluency. In my first article, a literature review, I found that most studies on this topic focus on the linguistic traits of accuracy, fluency, and pronunciation, and determine L2 growth from oral ACMC activities through learner perceptions of L2 growth not relying on objective measures. In my second article, I analyzed the fluency change of learners who participated in a series of video recording and feedback activities. I found that, although there were few significant results, the activities may be of some benefit to learners in improving their spoken fluency. I also found that structural equational modelling may be of more value for researching classroom-based activities than t tests and regression models. In my third article, I investigated the experiences of several learners who participated in the video recording activities described in article two. Based on these learner experiences, I provided key considerations for designing asynchronous video recording assignments. The three articles included in this dissertation will be valuable in highlighting key factors related to the design, development, research, and effective use of oral ACMC activities in foreign language classrooms.
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Salur, Prashanth Kumar. "A model for World Wide Web based asynchronous laboratory learning in engineering education." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=604.
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Thesis (M.S.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vi, 225 p. : ill. (some col.) Includes abstract. Includes bibliographical references (p. 100-102).
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Er, Erkan. "Livelms: A Blended E-learning Environment, A Model Proposition For Integration Of Asynchronous And Synchronous E-learning." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610944/index.pdf.
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In distance education, lack of face-to-face communication prevents instructors from observing students&rsquoactivities efficiently, especially in crowded sessions, and consequently they fail to effectively assess the performance of distant learners. On the other hand, in spite of being physically distant, instructor should monitor students&rsquo
activities and assess their performance effectively so that learners can be informed as quickly as possible of how well they are doing. This thesis aims to develop an e-learning tool for distance education that integrates asynchronous and synchronous learning environments to offer an enriched e-learning platform. The tool enables instructor to keep track of students&rsquo
activities, assesses learners&rsquo
participation during online synchronous sessions dynamically, and provides asynchronous access to assessment data after the lectures. In this way, it is aimed to monitor performance of distant learners by the instructor more efficiently.
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Uggerud, Nils. "AnnotEasy: A gesture and speech-to-text based video annotation tool for note taking in pre-recorded lectures in higher education." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105962.
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This paper investigates students’ attitudes towards using gestures and speech-to- text (GaST) to take notes while watching recorded lectures. A literature review regarding video based learning, an expert interview, and a background survey regarding students’ note taking habits led to the creation of the prototype AnnotEasy, a tool that allows students to use GaST to take notes. AnnotEasy was tested in three iterations against 18 students, and was updated after each iteration. The students watched a five minute long lecture and took notes by using AnnotEasy. The participants’ perceived ease of use (PEU) and perceived usefulness (PU) was evaluated based on the TAM. Their general attitudes were evaluated in semi structured interviews. The result showed that the students had a high PEU and PU of AnnotEasy. They were mainly positive towards taking notes by using GaST. Further, the result suggests that AnnotEasy could facilitate the process of structuring a lecture’s content. Lastly, even though students had positive attitudes towards using speech to create notes, observations showed that this was problematic when the users attempted to create longer notes. This indicates that speech could be more beneficial for taking shorter notes.
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Chapala, Usha Kiran, and Sridhar Peteti. "Continuous Video Quality of Experience Modelling using Machine Learning Model Trees." Thesis, Blekinge Tekniska Högskola, Institutionen för datavetenskap, 1996. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-17814.
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Adaptive video streaming is perpetually influenced by unpredictable network conditions, whichcauses playback interruptions like stalling, rebuffering and video bit rate fluctuations. Thisleads to potential degradation of end-user Quality of Experience (QoE) and may make userchurn from the service. Video QoE modelling that precisely predicts the end users QoE underthese unstable conditions is taken into consideration quickly. The root cause analysis for thesedegradations is required for the service provider. These sudden changes in trend are not visiblefrom monitoring the data from the underlying network service. Thus, this is challenging toknow this change and model the instantaneous QoE. For this modelling continuous time, QoEratings are taken into consideration rather than the overall end QoE rating per video. To reducethe user risk of churning the network providers should give the best quality to the users. In this thesis, we proposed the QoE modelling to analyze the user reactions change over timeusing machine learning models. The machine learning models are used to predict the QoEratings and change patterns in ratings. We test the model on video Quality dataset availablepublicly which contains the user subjective QoE ratings for the network distortions. M5P modeltree algorithm is used for the prediction of user ratings over time. M5P model gives themathematical equations and leads to more insights by given equations. Results of the algorithmshow that model tree is a good approach for the prediction of the continuous QoE and to detectchange points of ratings. It is shown that to which extent these algorithms are used to estimatechanges. The analysis of model provides valuable insights by analyzing exponential transitionsbetween different level of predicted ratings. The outcome provided by the analysis explains theuser behavior when the quality decreases the user ratings decrease faster than the increase inquality with time. The earlier work on the exponential transitions of instantaneous QoE overtime is supported by the model tree to the user reaction to sudden changes such as video freezes.
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Tencé, Fabien. "Probabilistic Behaviour Model and Imitation Learning Algorithm for Believable Characters in Video Games." Brest, 2011. http://www.theses.fr/2011BRES2032.
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This manuscript aims at designing a behaviour model for the control of believable characters in video games. We define a believable character as a computer program able to control a virtual body in a virtual environment 80 that other human users in the environment think the virtual body is controlled by another human user. To be more precise, we define 10 requirements for a character to be believable, based on previous experiments and work. In order to fulfil these requirements, we studied the behaviour models developed both in the research and the industry. As one of the requirement is that the model is able to evolve, we had to find learning algorithms for the behaviour model. We find out that imitation is the best way to believability. With these studies in mind we find out that the behaviour model developed by Le Hy in his thesis answers to most of the requirements but has still some limitations. In this manuscript we use an approach like Le Hy’s. We first try to reduce the number of parameters in-the model. Then we replace the two mechanisms to break the complexity of the probability distributions by an attention selection mechanism. We add to the model the ability to learn by imitation the layout of environments. Finally we totally revamp the learning algorithm. The proposition makes the model able to learn how to act in the environment rapidly. Stimulus-action associations are made which the agent look-like a human player. However the learning also learns wrong associations which destroy the illusion of believability. According to our studies, our model performs better than Le Hy's but work has still to be done on the model to achieve the final goalCe manuscrit cherche à concevoir un modèle de comportement pour le contrôle de personnages crédibles dans les jeux vidéo. Nous définissons un personnage crédible comme un programme informatique capable de contrôler une représentation virtuelle de façon à ce que des observateurs dans l’environnement virtuel pensent que la représentation est contrôlée par un humain. Nous établissons 10 critères plus précis pour établir notre thèse. Pour répondre à ces 10 critères nous avons étudié des modèles développés à la fois dans le domaine académique et de l’industrie, L’évolution étant un des critères, nous avons aussi étudié les algorithmes d’apprentissages existants, notamment ceux basés sur l’imitation étant le mieux adaptés à la crédibilité. De ces études nous avons conclu que le modèle de Le Hy était une excellente base pour de futurs développements. Nous utilisons l’approche de Le Hy mais nous avons effectué des choix différents en vue d’une meilleur crédibilité. Nous proposons un raffinement sémantique et un mécanisme d’attention pour réduire le nombre de paramètres dans le modèle et améliorer le comportement. Un algorithme est ajouté pour permettre au personnage de s’orienter dans l’environnement et un l’algorithme d’apprentissage des paramètres du modèles a été repensé. Ces propositions permettent au modèle d’apprendre rapidement des associations stimuli-actions qui ressemblent à des comportement humains. Cependant de mauvaise associations sont aussi faites rendant le comportement non crédible. Selon nos mesures, notre modèle donne de meilleurs résultats en terme de crédibilité que le modèle de Le Hy, mais des améliorations restent encore à faire pour atteindre notre objectif
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Sansing, Elizabeth M. "Teaching Observational Learning to Children with Autism: An In-vivo and Video-Model Assessment." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062891/.
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Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.
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Ryam, Everett. "A Model for Strategic Planning and Administering an Asynchronous Learning Network and SCORM within Higher Education Using the UML." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/813.
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The problem that was addressed in this study was the array of challenges in strategically planning for asynchronous distance learning networks and the Sharable Content Object Reference Model (SCORM) for the University of the Virgin Islands (UVI). This study addressed the following questions: What strategic considerations are necessary in effectively administering an ALN? How can strategic planning assist UVI's efforts to achieve its pedagogical goals and objectives? What strategic considerations are necessary to combine IT with pedagogy in an effective manner? What must be done through the validation process to improve the model to make it more applicable to practitioners? What must be done to the model to reflect the real-world online learning environment (OLE)? In what ways can the model that results from this study be used to improve current and future plans and operations? ALNs allow people to learn asynchronously without the constraints of time and space.
The SCORM is a technological initiative that provides the means for content objects to be shared across multiple learning delivery environments. It uses ALNs to accommodate the pedagogical needs of dispersed learners and other stakeholders. In accordance with its intentions to enter the market of distance education, UVI is initiating efforts to offer courses asynchronously beyond the confines of its two campuses. This is a new initiative that is being adopted by UVI in its efforts to keep abreast with the educational needs and requirements of its audience and in its efforts to plan strategically to insure economic buoyancy.
In this study, the researcher provided an object-oriented strategic planning model (OOSPM) that UVI can adopt, adapt, and implement in support of its goal to effect learning through an ALN. The objective was to provide an overview of the considerations involved in administering an ALN and the SCORM currently and in the future for higher education institutions.
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Moffett, Jeffrey P. "Applying Causal Models to Dynamic Difficulty Adjustment in Video Games." Digital WPI, 2010. https://digitalcommons.wpi.edu/etd-theses/320.
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We have developed a causal model of how various aspects of a computer game influence how much a player enjoys the experience, as well as how long the player will play. This model is organized into three layers: a generic layer that applies to any game, a refinement layer for a particular game genre, and an instantiation layer for a specific game. Two experiments using different games were performed to validate the model. The model was used to design and implement a system and API for Dynamic Difficulty Adjustment(DDA). This DDA system and API uses machine learning techniques to make changes to a game in real time in the hopes of improving the experience of the user and making them play longer. A final experiment is presented that shows the effectiveness of the designed system.
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Collins, Kevin Scott. "EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVEL." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/371.
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The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.
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Backåberg, Sofia. "Video-supported Interactive Learning for Movement Awareness : a learning model for the individual development of movement performance among nursing students." Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52413.
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Aim: The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students. Methods: Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach). Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process. Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.
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Soler, Julien. "Orion, a generic model for data mining : application to video games." Thesis, Brest, 2015. http://www.theses.fr/2015BRES0035/document.
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Les besoins de l'industrie des jeux vidéo sont en constante évolution. Dans le domaine de l'intelligence artificielle, nous identifions dans le chapitre 1, les différents besoins de l'industrie dans ce domaine. Nous pensons que la conception d'une solution d'apprentissage de comportements par imitation qui soit fonctionnelle et efficace permettrait de couvrir la plupart de ces besoins. Dans le chapitre 2, nous montrons que les techniques d'extraction de données peuvent être très utiles pour offrir une telle solution. Cependant, ces techniques ne sont pas suffisantes pour construire automatiquement un comportement complet qui serait utilisable dans les jeux vidéo modernes. Dans le chapitre 3, nous proposons un modèle générique pour apprendre des comportements en imitant des joueurs humains : Orion. Ce modèle est composé de deux parties, un modèle structurel et un modèle comportemental. Le modèle structurel propose un framework généraliste d'exploration de données, fournissant une abstraction des différentes méthodes utilisées dans ce domaine de recherche. Ce framework nous permet de construire un outil d'usage général avec de meilleures possibilités de visualisation que les outils d'extraction de données existants. Le modèle comportemental est conçu pour intégrer des techniques d'exploration de données dans une architecture plus générale et repose sur les Behavior Trees. Dans le chapitre 4, nous illustrons comment nous utilisons notre modèle en mettant en oeuvre le comportement des joueurs dans les jeux Pong et UT3 en utilisant Orion. Dans le chapitre 5, nous identifions les améliorations possibles, à la fois de notre outil d'extraction de données et de notre modèle comportementalThe video game industry's needs are constantly changing. In the field of artificial intelligence, we identify inchapter 1, the different needs of industry in this area. We believe that the design of a learning behavior through imitation solution that is functional and efficient would cover most of these needs. In chapter 2, we show that data mining techniques can be very useful to provide such a solution. However, for now, these techniques are not sufficient to automatically build a comprehensive behavior that would be usable in modern video games. In chapter 3, we propose a generic model to learn behavior by imitating human players: Orion.This model consists of two parts, a structural model and a behavioral model. The structural model provides a general data mining framework, providing an abstraction of the different methods used in this research. This framework allows us to build a general purpose tool with better possibilities for visualizing than existing data mining tools. The behavioral model is designed to integrate data mining techniques in a more general architecture and is based on the Behavior Trees. In chapter 4, we illustrate how we use our model by implementing the behavior of players in the Pong and Unreal Tournament 3 games using Orion. In chapter 5,we identify possible improvements, both of our data mining framework and our behavioral model
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Walker, Lawrence Edward. "Changing behaviour using video self modelling: its training applications and perceptions in New Zealand settings." Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/4456.
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This thesis is a case study centred around a professional development workshop, developed to teach video self modelling techniques using video self modelling to teachers and other professionals, evaluated from a practitioner researcher‘s perspective. Observational learning, social learning, social cognitive and self model theories are discussed as they relate to video self modelling and professional development and informed the structure and delivery of the workshop. The empirical literature base of video self model is documented. The thesis concludes with a discussion of learning that has accrued throughout this study. This learning relates to the use of VSM and the experiential learning that the author, as both researcher and practitioner has gained from the work carried out in developing, using, and evaluating the workshop to support VSM. The six participants were successful in completing a video self model. The thesis recognises and discusses the complexity of interactions between empirical and theoretical investigation. In a similar way it discusses the complexity of interactions between traditional forms of research and practitioner research.
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Rogers-Ostema, Patrick J. "Building and using a model of insurgent behavior to avoid IEDS in an online video game." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/4112.
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Zhang, Jing, and Vlad Vamoș. "How does the UX Design of video conferencing software affect student engagement in online education?" Thesis, Jönköping University, JTH, Avdelningen för datateknik och informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53164.
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Even before the spread of COVID-19 video conferencing software has seen a steady rise in use. Due to their convenient way of offering a way of seeing the other participants live while talking to them, it is quite easy to see why this kind of software became more and more used throughout the years. Now, during the pandemic, video conferencing software is more used than ever before, especially in learning environments. Nevertheless, studies show that student engagement is rather low with university students who take part in online learning. Throughout this paper, we venture into discovering the reasons behind this lack of engagement and how it can be improved from a User Experience Design standpoint. With findings resulted from several previous studies and identified student problems and needs from those papers we created a prototype to test which features and design elements affected student engagement.
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Shearer, James D. "Development of a Digital Game-Based Learning Best Practices Checklist." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1303865257.
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Vellala, Abhinay. "Genre-based Video Clustering using Deep Learning : By Extraction feature using Object Detection and Action Recognition." Thesis, Linköpings universitet, Statistik och maskininlärning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176942.
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Social media has become an integral part of the Internet. There have been users across the world sharing content like images, texts, videos, and so on. There is a huge amount of data being generated and it has become a challenge to the social media platforms to group the content for further usage like recommending a video. Especially, grouping videos based on similarity requires extracting features. This thesis investigates potential approaches to extract features that can help in determining the similarity between videos. Features of given videos are extracted using Object Detection and Action Recognition. Bag-of-features representation is used to build the vocabulary of all the features and transform data that can be useful in clustering videos. Probabilistic model-based clustering, Multinomial Mixture model is used to determine the underlying clusters within the data by maximizing the expected log-likelihood and estimating the parameters of data as well as probabilities of clusters. Analysis of clusters is done to understand the genre based on dominant actions and objects. Bayesian Information Criterion(BIC) and Akaike Information Criterion(AIC) are used to determine the optimal number of clusters within the given videos. AIC/BIC scores achieved minimum scores at 32 clusters which are chosen to be the optimal number of clusters. The data is labeled with the genres and Logistic regression is performed to check the cluster performance on test data and has achieved 96% accuracy
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Vizzotto, Bruno Boessio. "Algoritmos para o módulo de controle de taxa de codificação de vídeos multivistas do padrão H.264/MVC." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/54865.
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Esta dissertação de mestrado apresenta um novo esquema de controle de taxa hierárquico – HRC – para o padrão MVC – extensão para vídeos de múltiplas vistas do padrão H.264 – com objetivo de melhorar o aproveitamento da largura de banda oferecida por um canal entregando o vídeo comprimido com a melhor qualidade possível. Este esquema de controle de taxa hierárquico foi concebido para controlar de forma conjunta os níveis de quadro e de unidades básicas (BU). O esquema proposto explora a correlação existente entre as distribuições das taxas de bits em quadros vizinhos para predizer de forma eficiente o comportamento dos futuras bitrates através da aplicação de um controle preditivo baseado em modelos – MPC – que define uma ação de controle apropriada sobre as ações de adaptação do parâmetro de quantização (QP). Para prover um ajuste em granularidade fina, o QP é adicionalmente adaptado internamente para cada quadro por um processo de decisão de Markov (MDP) implementado em nível de BU capaz de considerar mapas com Regiões de Interesse (RoI). Um retorno acoplado aos dois níveis supracitados é realizado para garantir a consistência do sistema. Aprendizagem por Reforço é utilizada para atualizar os parâmetros do Controle Preditivo baseado em Modelos e do processo de decisão de Markov. Resultados experimentais mostram a superioridade da utilização do esquema de controle proposto, comparado às soluções estado-da-arte, tanto em termos de precisão na alocação de bits quanto na otimização da razão taxa-distorção, entregando um vídeo de maior qualidade visual nos níveis de quadros e de BUs.This master thesis presents a novel Hierarchical Rate Control – HRC – for the Multiview Video Coding standard targeting an increased bandwidth usage and high video quality. The HRC is designed to jointly address the rate control at both framelevel and Basic Unit (BU)-level. This scheme is able to exploit the bitrate distribution correlation with neighboring frames to efficiently predict the future bitrate behavior by employing a Model Predictive Control that defines a proper control action through QP (Quantization Parameter) adaptation. To provide a fine-grained tuning, the QP is further adapted within each frame by a Markov Decision Process implemented at BU-level able to take into consideration a map of the Regions of Interest. A coupled frame/BU-level feedback is performed in order to guarantee the system consistency. A Reinforcement Learning method is responsible for updating the Model Predictive Control and the Markov Decision Process parameters. Experimental results show the superiority of the Hierarchical Rate Control compared to state-of-the-art solutions, in terms of bitrate allocation accuracy and rate-distortion, while delivering smooth video quality at both frame and Basic Unit levels.
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Gilliam, Austin Taylor. "Using Deep Neural Networks and Industry-Friendly Standards to Create a Robot Follower for Human Leaders." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524150398390964.
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Pandiscia, Nicola. "Analisi di sequenze video per rilevazioni demografiche ed emotive da software su microcontroller." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020.
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Il seguente progetto è volto ad implementare sul microcontroller "Raspberry Pi v.4 Model B" un software utilizzante a mo' di scatola nera, anche, in parte, una rete neurale che sulla base di una classificazione precedentemente realizzata da soggetti terzi e sulla base di opportuni modelli preaddestrati sfrutti un meccanismo di apprendimento supervisionato per stimare ragionevolmente, secondo opportuni criteri, il sesso, la fascia d'età, lo stato emotivo (caricaturale, ossia forzato) e la distanza approssimativa di uno o più soggetti ripresi frontalmente in volto da una telecamera in tempo reale.
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Adanin, Kristina. "Students’ Attitudes and Intentions of Using Technology such as Virtual Reality for Learning about Climate Change and Protecting Endangered Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1604061222276647.
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Milliken, Barbara E. "Determining Critical Content for Online Faculty Professional Development Focused on Serving Veterans in the Classroom Environment." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1529689150088527.
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Lin, Yu-Ting. "Analyse de performance des services de vidéo streaming dans les réseaux mobiles." Thesis, Paris, ENST, 2016. http://www.theses.fr/2016ENST0080/document.
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Le trafic de vidéo streaming étant en très forte augmentation dans les réseaux mobiles, il devient essentiel pour les opérateurs de tenir compte des spécificités de ce trafic pour bien dimensionner et configurer le réseau. Dans cette thèse, nous nous intéressons à la modélisation du trafic de vidéo streaming dans les réseaux mobiles. Pour le trafic de vidéo streaming en temps-réel, nous obtenons une forme analytique pour une métrique de qualité de service (QoS) importante, le taux de perte de paquets, et utilisons ce modèle à faire du dimensionnement. Pour le trafic de vidéo streaming de type HTTP adaptatif, nous proposons et analysons d’autres métriques de QoS comme le bitrate moyen, le taux de déficit vidéo et le surplus de buffer, afin de trouver le bon compromis entre résolution de la vidéo et fluidité de la diffusion vidéo. Nous étudions par simulation l’impact de quelque paramètres clés du systéme. Nous montrons que l’utilisation de segments de vidéo courts, d’un nombre réduit d’encodages vidéos et de l’ordonnancement de type round robin améliore la fluidité de la vidéo tout en diminuant sa résolution. Nous proposons par ailleurs d’adapter le nombre des segments téléchargés dans une requête HTTP de sorte que chaque requête corresponde au même volume de données. Enfin, nous appliquons les techniques de l’apprentissage automatique pour analyser la corrélation entre les caracteristiques du système et la qualité d’expérience (QoE) des utilisateursAs the traffic of video streaming increases significantly in mobile networks, it is essential for oper- ators to account for the features of this traffic when dimensioning and configuring the network. The focus of this thesis is on traffic models of video streaming in mobile networks. For real-time video streaming traffic, we derive an analytical form for an important Quality-of-Service (QoS) metric, the packet outage rate, and utilize the model for dimensioning. For HTTP adaptive video streaming traffic, we propose and evaluate other QoS metrics such as the mean video bit rate, the deficit rate and the buffer surplus, so as to find the good trade-off between video resolution and playback smoothness. We study by simulation the impacts of some key parameters of the system. We show that using smaller chunk durations, fewer video coding rates and round-robin scheduling may provide a smoother video playback but decrease the mean video resolution. We also propose to adapt the number of chunks downloaded in an HTTP request so that each HTTP request has the same data volume. Finally, we apply machine learning techniques to analyze the correlation between system characteristics and the quality of experience (QoE) of users
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Dalli, Kevin Charles. "Technological Acceptance of an Avatar Based Interview Training Application : The development and technological acceptance study of the AvBIT application." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-107108.
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This thesis expands on previous research and designs of avatar-based child interview training software. The goal of the thesis was to identify requirements, identify technologies and evaluate the likelihood of acceptance of a distribution ready software that would enhance role-play training exercises commonly used for child interview training. After identifying the requirements needed to create this type of application the needed technologies for solving those requirements were identified and one prototype and two production ready applications were developed. The production ready versions were distributed in an official capacity through AvBIT Labs Ab. Each version was evaluated using the technological acceptance model (TAM) in order to determine likelihood of acceptance in relevant industries. The TAM survey, USE survey and correspondence with experts were used to evaluate missing requirements and the likelihood of software acceptance. The research conducted in this thesis directly contributed to the founding of AvBIT Labs AB and the distribution of the AvBIT application to both governmental and non-governmental organizations, seeking to enhance their child interview training, throughout Europe.
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Pop, Ionel. "Détection des événements rares dans des vidéos." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO22023.
Full textAbstract:
Le travail présenté dans cette étude se place dans le contexte de l’analyse automatique des vidéos. A cause du nombre croissant des données vidéo, il est souvent difficile, voire impossible qu’un ou plusieurs opérateurs puissent les regarder toutes. Une demande récurrente est d’identifier les moments dans la vidéo quand il y a quelque chose d’inhabituel qui se passe, c’est-à-dire la détection des événements anormaux.Nous proposons donc plusieurs algorithmes permettant d’identifier des événements inhabituels, en faisant l’hypothèse que ces événements ont une faible probabilité. Nous abordons plusieurs types d’événements, de l’analyse des zones en mouvement à l’analyse des trajectoires des objets suivis.Après avoir dédié une partie de la thèse à la construction d’un système de suivi,nous proposons plusieurs mesures de similarité entre des trajectoires. Ces mesures, basées sur DTW (Dynamic Time Warping), estiment la similarité des trajectoires prenant en compte différents aspects : spatial, mais aussi temporel, pour pouvoir - par exemple - faire la différence entre des trajectoires qui ne sont pas parcourues de la même façon (en termes de vitesse de déplacement). Ensuite, nous construisons des modèles de trajectoires, permettant de représenter les comportements habituels des objets pour pouvoir ensuite détecter ceux qui s’éloignent de la normale.Pour pallier les défauts de suivi qui apparaissent dans la pratique, nous analysons les vecteurs de flot optique et nous construisons une carte de mouvement. Cette carte modélise sous la forme d’un codebook les directions privilégiées qui apparaissent pour chaque pixel, permettant ainsi d’identifier tout déplacement anormal, sans avoir pour autant la notion d’objet suivi. En utilisant la cohérence temporelle, nous pouvons améliorer encore plus le taux de détection, affecté par les erreurs d’estimation de flot optique. Dans un deuxième temps, nous changeons la méthode de constructions de cette carte de mouvements, pour pouvoir extraire des caractéristiques de plus haut niveau — l’équivalent des trajectoires, mais toujours sans nécessiter le suivi des objets. Nous pouvons ainsi réutiliser partiellement l’analyse des trajectoires pour détecter des événements rares.Tous les aspects présentés dans cette thèse ont été implémentés et nous avons construit certaines applications, comme la prédiction des déplacements des objets ou la mémorisation et la recherche des objets suivisThe growing number of video data makes often difficult, even impossible, any attemptof watching them entirely. In the context of automatic analysis of videos, a recurring request is to identify moments in the video when something unusual happens.We propose several algorithms to identify unusual events, making the hypothesis that these events have a low probability. We address several types of events, from those generates by moving areas to the trajectories of objects tracked. In the first part of the study, we build a simple tracking system. We propose several measures of similarity between trajectories. These measures give an estimate of the similarity of trajectories by taking into account both spatial and/or temporal aspects. It is possible to differentiate between objects moving on the same path, but with different speeds. Based on these measures, we build models of trajectories representing the common behavior of objects, so that we can identify those that are abnormal.We noticed that the tracking yields bad results, especially in crowd situations. Therefore, we use the optical flow vectors to build a movement model based on a codebook. This model stores the preferred movement directions for each pixel. It is possible to identify abnormal movement at pixel-level, without having to use a tracker. By using temporal coherence, we can further improve the detection rate, affected by errors of estimation of optic flow. In a second step, we change the method of construction of this model. With the new approach, we can extract higher-level features — the equivalent trajectories, but still without the notion of object tracking. In this situation, we can reuse partial trajectory analysis to detect rare events.All aspects presented in this study have been implemented. In addition, we have design some applications, like predicting the trajectories of visible objects or storing and retrieving tracked objects in a database
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Tsai, Dong-Fong, and 蔡東峰. "Study model for asynchronous networking platform interdynamic learning in Science." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/20616599528204014032.
Full textAbstract:
碩士國立雲林科技大學
資訊管理系碩士班
95
This articles study the elementary school natural sciences assistant learning model base on the asynchronous network dynamic platfoem. We use the Social Science Research method to analysis, Statistics the students virtual money, prestige value, medal and all published paper record on this learning platform, use questionnaire investigation and students term achievement. Run SPSS Statistical analysis to find out the asynchronous type networking interdynamic learning model. Issue articles from students become more and more, it means initiative learning from gather information from internet. The learning of class can review by this work. Encourage students to raise their issue articles by the grade and medal of virtual community, it helps students learning atmosphere. Making content of the study no longer stubborn and rigid, but a series of contests and competitions. Similar to online games that replace study practices of what we adapted., This will let students felt non-repulsive, and result an effective learning.
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Lee, Hsiao-lan, and 李曉嵐. "The Study of Web-based Scaffolding Interactive Learning Model in Asynchronous Distance Learning." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03898982074667760790.
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碩士國立台北師範學院
教育傳播與科技研究所
93
The purpose of the case study is to design an interactive learning model based on scaffolding theory for the learners in the forum of asynchronous distance learning and to investigate the learners’ learning achievement and communication process in the conduct of web-based scaffolding interactive learning model (WSIL model). The participants for the present study were the students in class A and class B of the on-line course of Introduction of Multimedia in National Taipei Teachers College. In the forum, the general interactive learning model was adopted in class A, and the WSIL model was adopted in class B. The WSIL model includes interactive stages,forms, and steps. The interactive stages can be divided into three stages：induced stage、scaffolding extradition stage and scaffolding practice stage. The interactive forms can be divided into two forms：class interactive form and group interactive form. And, the interactive steps can be divided into four steps：wait,guide, excitation,and reflection stages. The division of the interactive stages and forms depended on the course schedule and the characteristics of the content and the learners. The four interactive steps of the WSIL model were put into practice only in the scaffolding extradition stage and the scaffolding practice stage. Based on the quantitative and qualitative data analysis, the findings of the study are summarized as follows: 1. The amount of articles in the Discussion Board about learning in the WSIL model is 9 times more than that in the general interactive learning model. In the scaffolding extradition stage, the amount of articles about questioning,answering, and knowledge organization is almost the same. And in the scaffolding practice stage, the amount of articles about knowledge organization is much larger than the others. 2. In the WSIL model, the amount of the learners of active learning is two times more than that in the general interactive learning model. 3. In the WSIL model, the amount of the learners of active interaction is two times more than that in the general interactive learning model.
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TSENG, KE-MING, and 曾科銘. "Application of Deep Learning Model to Human Action Recognition in Video." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/3qk2ms.
Full textAbstract:
碩士國立高雄科技大學
資訊管理系
107
In the era of big data, a large amount of image data has been accumulated, but recognizing the action behavior in an image requires a lot of manpower and time. In order to cope with this time-consuming and laborious work, this study uses a deep learning model that applies image recognition to motion recognition. The 3D convolutional neural network (3DCNN) is the mainstream of today's motion recognition, but 3DCNN has no other models that compete against each other. To this end, the study used a model that would be applied to weather prediction and traffic flow prediction: Convolutional Long-Term Memory Network (ConvLSTM) was applied to the task of motion recognition to compare the pros and cons of the two. This study will compare three different data sets: UCF (class 101), LSA (class 64) and UTD (class 27), compare 3DCNN with ConvLSTM, and combining the three data sets to verify the accuracy of the model. The final experimental results show that ConvLSTM is better than 3DCNN in three different data sets, and the result of the combined data set is also the best for ConvLSTM. The accuracy of 3DCNN and ConvLSTM is better than LSTM and BLSTM in the literature companison with the two data sets of LSA and UTD. This study proposes the application and development of action recognition using ConvLSTM first.
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Li, May-Whae, and 李美慧. "The Application of Technology Acceptance Model in Studying the Intention of Asynchronous Learning Network System Usage." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/93137749540194175297.
Full textAbstract:
碩士國立中正大學
資訊管理學系
89
Asynchronous Learning Network Systems (ALN) has become an emerging information technology to facilitate distant learning and education. Most of related studies focus on examining performance-related factors in the learning process. However, the system usages as well as the behavior and attitude of users toward ALN have yet been reported. According to the technology acceptance model, this study proposes a causal model to examine the factors associated with the ALN system use. The empirical results show that “perceived usefulness”, “flexibility”, and “reliability” positively influence the intention and usage. And, the most important factors affecting “perceived usefulness” are “flexibility”, “teaching material”, and “interaction of e-mail”.
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Hu, Zhi-Wei, and 胡芝瑋. "An E-learning Model Based on Online Video with User Contributed Content." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/31850949209507008239.
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碩士國立暨南國際大學
資訊管理學系
97
The rising network technology changes the model of learning though the applications of internet. Video courseware is getting important in e-Leaning and has been widely adopted by various levels of schools. However, most of existing video-based e-learning platforms still lack proper mechanism for inter-learner interactions, inner video searching, and easy annotation as that of traditional teaching materials. The Web2.0 concept emphasizes on closer interaction and user-centric thinking; it advocates the concept of co-creation with users and sharing. Integrating Web2.0 concepts into e-Learning platforms may effectively improve the development of e-Learning environment. This paper proposed a learning model which integrated the video courseware with Web2.0 concept. A prototype system was implemented to demonstrate the operational process of the proposed model, and through which the digital video resources can become meaningful knowledge objects. Learners’ feedbacks to any specific section of video can be annotated and shared, and learners can create their own adaptive course through efficient recombination of separated video knowledge object. Therefore, the learner-centric thinking and closer interaction between learners makes learning more and more efficient.
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林琬淇. "The Development of Asynchronous Network Collaborative Learning Model and Its Application on “Children’s Activity Design and Internship”." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/23688976374446705105.
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博士國立高雄師範大學
教育學系
94
The aim of this research was developing the Asynchronous Network Collaborative Learning Model (ANCLM) and testing the feasibility and effectiveness of this developed ANCLM. This research chose the Early Childhood Care and Education Department of a technology university to conduct a study and follow the Hunkins decision-making model to build a three-stage study structure. The first stage was development and implementation utilizing literature review, theory analysis and expert consultation, with data collected and analyzed from interviews, to develop an ANCLM, adopting the Systematic Design of Instruction of Dick and Carey and using “Children’s Activity Design and Internship” as the research scope. The second stage was the collection of research data, evaluation and modification of the ANCLM. The third stage was a quasi-experimental research adopting Pretest-Posttest Control Group design, choosing two sophomore classes as the research subjects, and assigning one class as the experiment group and the other as the control group. The experiment group was taught with the “ANCLM” and the control group was taught with ordinary teaching methods. The quantitative data obtained from the experiment was analyzed by ANCOVA. This research can draw the following conclusions: 1. Previous web-based teaching experiments lacked curriculum development context, mostly only considering the Internet as the teaching “tool”; 2. Starting out using curriculum development, this research integrated characteristics of collaborative learning and asynchronous network learning to construct the ANCLM; 3. The teaching experiment verifies that the ANCLM indeed has feasibility; 4. This experimental teaching results show that the ANCLM certainly can enhance students’ learning effects; 5. The ANCLM provided positive effects on learners, improving their interpersonal communication, problem solving competency, learning approaches and initiative learning. Suggestions derived from the research results are divided into three categories: Firstly, in regard to teaching: 1. Teachers can deploy ANCLM in their teaching so as to enhance their students’ learning effects; 2. Teachers can use developed network teaching platforms to assist themselves in solving the problem of insufficient technology skills; 3. Teachers should set up a database of teaching resources not only to improve the limitations of a teaching platform but also to provide students with additional material; 4. Teachers can invite instructors of different fields to participate in conducting web-based teaching experiments thus increasing each other’s cross-field professional development via a “network teaching team.” Secondly, to the school administrators: 1. Construct teaching functions of teaching platforms in accordance with individual departmental needs in order to increase network teaching efficiency; 2. During network teaching, the school should offer more assistance in meeting administration needs and providing hardware resources to teachers in order to improve teaching efficiency and learning effect; 3. During network teaching, the school should strengthen the campus local area network so as to improve teaching efficiency and learning effect. Thirdly, in regard to future research recommendations: 1. Students in Early Childhood and Education Department of teacher universities should be used to examine the learning effect of ANCLM; 2. From the findings during the research process, it is realized that future promising research topics include:(1)Exploring the effect of ANCLM on learning effects of “Young Children Care Practicum,” “Curriculum Model,” and “Principles of Curriculum and Teaching Theory Courses”; (2)Applying ANCLM to “Observation and Recording of Young Children’s Behavior,” “Activity Design for Special Children,” and “English Teaching for Children” relevant practicum oriented teaching courses; (3)Using network collaborative learning as the independent variable, and taking logical mathematics, visual space and motor skill etc., as the intervening variables to explore their effects; (4)Extending the teaching concept of the ANCLM to other departments and conducting experiment in teaching theory and practical courses, respectively, and to probe into their experimental effects.
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Lin, Yu-Fang, and 林裕芳. "The Study on Developing a Learning Emotion Recognition and Emotion Transferring Model during Video-based Programming Learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9vj8p9.
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碩士國立中興大學
資訊管理學系所
106
Traditional classroom teaching and online learning require evaluation to confirm the effectiveness of student learning. Usually used evaluate methods are summative evaluation and formative evaluation. By observing the facial expressions of students, teacher feedback can be provided during the teaching process to implement formative evaluation. The study mentioned that the use of cognitive affective emotions is more significant than basic emotions in learning. Six kinds of cognitive affective emotions are frustration, confusion, boredom, delight, flow and surprise. Therefore, this thesis renames the above six emotions and neutral emotions as “learning emotions”. This study uses facial expressions to detect students'' emotions in learning process and convert them into emotional transfer paths. The emotional transfer path is used to evaluate the students'' learning outcomes and feedback to the teacher. It is judged whether the students understand the content of the class and adjust the teaching strategies. First, we build the learning emotion recognition model. The learning emotions database is used as the training data of the model. The classifier is support vector machine. The input of the classifier is the feature values by the facial feature points, and the feature selection is use genetic algorithm. The average accuracy of the model is 85.84%. Secondly, collect and mark the students'' facial expression lable in the video based learning, and build the transfer path model for students'' emotions. Inductive of high and low prior knowledge and good or poor learning outcomes. The research results show that: (1) In Video-based learning, confusion to flow, boredom to flow, flow to boredom and flow to confusion were significant. (2) Learner with high prior knowledge and good learning outcome, flow to boredom, boredom to flow, and flow to confusion transitions were significant. (3) Learner with high prior knowledge and poor learning outcome, flow to boredom, boredom to flow were significant. (4) Learner with low prior knowledge and good learning outcome, flow to boredom and boredom to flow were significant. (5) Learner with low prior knowledge and poor learning outcome, flow to boredom and boredom to flow were significant. Finally, based on the above results, the learning effectiveness evaluation model is established through different prior knowledge and different learning outcomes, and different instructional strategies are obtained. The instructional strategies can be feedback to the teacher to adjust the teaching strategy in real time.
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Yu, Yin-Hung, and 余垠宏. "Based on Video Conference Technology to Develop the Peer Learning Model and System." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/97518087971726773208.
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碩士國立中正大學
資訊工程所
95
Due to the prosperity of computer technology and rapid increase of Internet scope, the video conference becomes a very popular communication way. It also has been used as the platform of digital teaching in the recent years. Most video conferences are Server-Client. However, the Server-Client model suffers from a serious problem not proceeding teaching works if the server is unreliable. Now, P2P (Peer-to-Peer) is another communication on Internet architecture which brings more effective consequence and raises user’s attention accordingly. The meaning of so-called “Peer-to-Peer,” it means “a communication delivered between user and user” and therefore Servers give no service. This research is about the way which assists teaching by interactive learning among students. By means of personalized teaching method, the thesis proposes an assistant teaching system which offers interactive learning among students. This system uses video conference to realize the personalized teaching model. In addition, the Mastery learning is applied to design the system so that the users with different levels can find their suitable learning methods and materials. Accordingly, the users can employ the system to improve their learning effect.
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Han, Hung-Kuang, and 韓宏光. "A Deep Learning Model for Extracting Live Streaming Video Highlights using Audience Messages." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/t45kgz.
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碩士國立臺灣大學
資訊管理學研究所
107
Live streaming has become a ubiquitous channel for people to learn new happenings. Although live streaming videos generally attract a large audience of watchers, their contents are long and contain relatively unexciting stretches of knowledge transmission. This observation has prompted artificial intelligence researchers to establish advanced models that automatically extract highlights from live streaming videos. Most streaming highlight extraction research has been based on visual analysis of video frames, and seldom have studies considered the messages posted by the viewer-audience. In this paper, we propose a deep learning model that examines the messages posted by streaming audiences. The video segments whose messages reveal audience excitement are extracted to compose the highlights of a streaming video. We evaluate our model in terms of multiple Twitch streaming channels. The precision of our highlight extraction model is 51.3% and is superior to several baseline methods.
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Ma, Chia-Chun, and 馬嘉君. "A study of integrating asynchronous learning network with a systematic design of instructional model in a teacher education course." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/44111959009411076037.
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碩士中原大學
教育研究所
94
Abstract The purpose of this study was to explore the effectiveness of integrating Asynchronous Learning Networks (ALN) in ‘Systematic Instructional model’ in terms of the preservice teachers’ learning and knowledge constructing process. The preservice teachers’ perspectives and suggestions towards the innovative teaching method were provided as reference for future instructional model design. The methodology of the study was based on survey research method. There were 20 elementary preservice teachers participated in the study. Data collection contained feedback questionnaire, semi-structured interview, the assignments in final semester and online data in order to investigate the improvement of learning interests and interaction with teachers, the effectiveness of combining theory in practice, as well as the factors and restrictions which affected learning. The findings show that (1) Although ALN had the advantages of improving the interaction between peers and lifting restrictions of time and space, it however could not present the emotion in face-to-face contact between the teacher and the students. Therefore, classroom teaching could not be fully replaced by ALN; (2) Because of the anonymity, flexible time and space of ALN, the learners had autonomy in learning and opportunity to express their opinions thus facilitated their active learning; (3) Through classroom observation, the learners had better understanding of the inservice teachers’ teaching situation and teaching skills. Hence, they could review the teaching theory learned in class and effectively combine theory in practice; (4) Through teaching practice, the learners had the opportunity to apply the strategies and classroom activities viewed from the observation and learn from other groups’ teaching methods and skills; (5) The curriculum developed by Systematic Design of Instructional Model could help the learners gradually organize and internalize teaching theories and enhance learning interests and group collaborative learning by its diverse teaching methods. Finally, some considerations were suggested for future research such as the design of diverse teaching method and content, the involvement of teacher and appropriate guidance during learning in ALN, and the arrangement and content of classroom observation.
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Heng-Chi, Hsu, and 許恒齊. "The Study of Learning Motivation with ARCS Model on Video Editing Course through Taiwanese Films." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/70614935024127471797.
Full textAbstract:
碩士國立臺北教育大學
教育傳播與科技研究所
101
This research was based on the ARCS model of motivational design developed by Keller in 1983, which integrated Taiwanese films into video editing courses. It investigated that the performance of the students’ motivation toward learning, their learning process and study outcome. The subjects were 16 first-year graduate students, and each of them conducted 4 teaching activities containing 3 classes for a total of 12 units. This research applied questionnaire method and was supplemented by qualitative data; it included semi-structured interviews, student self-assessment forms and personal homework. After learning the integrating Taiwanese films into video editing courses, questionnaires were implemented, and then 5 of the 16 students were randomly selected to conduct the interview. The results of this research were concluded as follows: 1.Performance of the students’ motivation of learning: Judging from textbook motivation scale, with the seven point scale as grading criteria, it got the averages of four aspects: “attention” 5.76, “relevance” 5.85, “confidence” 5.43, “satisfaction” 5.66. It revealed that integrating Taiwanese films into video editing courses with the features which led to the motivation toward learning. Furthermore, issues like compatibility of the software with the hardware, English interface, and the familiarity with the software, etc. were all crucial to students’ motivation to learn. 2.Learning process: From the attendances and homework handing in, all 16 subjects had good performances; there was neither absence nor lacking of homework, which indicated that the students knew the importance of the courses. From the student self-assessment form, with the seven point scale as grading criteria, it had “first class” 6.04, “second class” 5.79, “third class” 5.96, and “fourth class” 5.96. The result was positive, meaning that the students identified the content of Taiwanese films as part of the teaching. They could understand the technical skills for operating the software in the learning process. In the interviews for the learning process, the design of the course aroused students to think of video editing and apply it whenever possible. Besides, student self-assessment forms helped them supervise themselves and inspect their own learning conditions. 3.Study outcome: With five point scale as criteria, there were a total of 20 questions out of 100 points. Two instructors evaluated the homework from the 16 students. Their total average is 70.69, which showed the study outcome after the learning had a positive trend when integrating Taiwanese films into professional software courses. 4.The students’ views toward the course: integrating Taiwanese films into course provided students with a sample for reference of movie effect. Besides, if the clips of Taiwanese films were familiar to the students, they would be more proficient when producing works. Whereas in the design of the course, adding aesthetic knowledge of film editing not only increased variability to it, but also encouraged the students to probe into other details of editing. Joining the group discussion activities might increase the interaction with peers. However to avoid chance and attitude depending on luck, it was necessary to retain some opportunities of personal activities and homework. Though Taiwanese films were provided with sound and light effects, the movie presentation would limit students’ creativity when they edited clips. The researcher expected the results of this study could provide a substantial teaching proposal for the teachers instructing video editing courses. In addition, this research also expected to provide an instructional design reference for the teachers who aspire to pursue the development of video editing.
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Helm, Hammonds Lenora. "A jazz orientation of the Three-Dimensional Developmental Trajectory of the intercultural maturity model." Thesis, 2021. https://hdl.handle.net/2144/43094.
Full textAbstract:
In this case study, The King and Baxter Magolda (2005) Intercultural Maturity Model was utilized as the explanatory framework for the development of intercultural maturity in a globally networked learning environment (GNLE) with college students. Through ethnographic data collection strategies and qualitative analysis of interviews, observations, narrative inquiry, and student artifacts, I explored the developmental stages of the intercultural maturity of study participants in a GNLE with college students from three international universities in South Africa, Europe, and the United States. I sought to determine if any relationship existed between the development of intercultural maturity and the study of jazz. This research inquiry represented a distinct opportunity to examine if student activities in jazz subjects might ground new theories for the attainment of intercultural maturity. A globally networked classroom of jazz students presented a salient opportunity to observe if interactant traits could mature, instigated through jazz curricula, and whether such a model had explanatory potential in a web-based context. The findings were instructive for considerations comparative to traditional developmental models of intercultural maturity, with a particular focus on the efficacy of asynchronous and synchronous student interactions within the activities. The context of a GNLE, an interesting alternative to study abroad when considered as a teaching and learning paradigm instead of just a technology modality, facilitated rich descriptions and data to gauge students’ demonstration of the domains of the King and Baxter Magolda (2005) Intercultural Maturity Model. Adding jazz curricula and pedagogy to the GNLE environment, situated between cohorts geographically apart, allowed for a reimagining of the King and Baxter Magolda Intercultural Maturity Model to A Jazz Orientation of the Three-Dimensional Developmental Trajectory of the Intercultural Maturity Model.
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Lin, Mei-Hsin, and 林美馨. "Exploration of Asynchronous e-Medical Learning Via ISS Model -A Case Study of "Formosan''s e-Medical School" of Executive Yuan Department of Health-." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/81495488305991525877.
Full textAbstract:
碩士國立中正大學
資訊管理學系
93
The 21st century is the era of intellectual competition. The widespread use of the Internet, as well as the progress of multimedia technologies, enables mankind to easily break through the barrier of time and space and speedily acquire updated information and knowledge via information technologies. As people are becoming more demanding on quality of medical services, hospitals in an attempt to maintain their competition edge have to offer training and education programs for their medical staffs in order to enhance the quality of medical services and meet the expectation of patients. The nature of medical cares is special, however, and conventional training and education programs are falling behind. The Internet is everywhere, and e-learning has become the future of medical professionals. Based on ISS Model and from the perspective of the user, this paper delves into factors that affect the learning effect of Asynchronous Medical e-Learning. Research objects include registered members of “Formosan’s e-.Medical School”of Executive Yuan Department of Health. Data are collected through online questionnaire surveys. All together 1,100 pieces of email were issued to the members between November 18 and December 15 during the 4 weeks the survey was conducted. 414 questionnaires were returned, out of which 228 are from medical personnel and 186 are from the general public. In sum the return rate is 37.3%. After 37 invalid questionnaires were removed, there were 377 valid questionnaires. The questionnaire explanation rate is 91.1%. This study employs the approach of Principal Component Analysis to extract the 4 factors for evaluating the learning effect of Asynchronous Medical e-Learning, including “Learning Community” “Interface Easiness,” “Information Quality” and “Service Quality.” Utilizing stepwise regression analysis it explores the correlation intensity and direction of each factor in association with learning effect. Research outcomes indicate:〈1〉To “Intention to use,” “Service Quality,” “Interface Easiness” and “Information Quality” are statistically significant.〈2〉To “Satisfaction,” “Service Quality,” “Interface Easiness,” “Information Quality” and “Learning Community” are statistically significant.〈3〉Through the adjusted R2 and the regression equation we learn that to “Intention to use” and “Satisfaction,” “Service Quality” has the greatest explanation variation and influence. Others include “Interface Easiness” and “Information Quality” in order. Pearson Correlation Analysis reveals that there is significant positive correlation between “Intention to use,” “Satisfaction” and “Benefit.” It is the researcher’s sincere hope that this paper can serve as a reference for “Formosan’s e-Medical School” of Executive Yuan Department of Health and other medical e-learning websites to plan system establishment, curricula and services. For the academic circle, the structural facets and questionnaires developed for this paper can serve as the basis for follow-up researchers to engage in empirical studies with expanded scope, sample size and research objects and establish a instrument for measuring of the effect with medical e-learning.
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Noble, Michael-Anne. "Characterization of critical thinking indicators in problem-based learning online discussions of blended and distance undergraduate environmental science students using the community of inquiry model." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8516.
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This mixed methods study compared distance and blended undergraduate environmental students at Royal Roads University (RRU) as they participated in online asynchronous PBL case discussion forums as part of an Ecotoxicology course. This study examined the differences between distance and blended teams in their activity, approaches, and levels of critical thinking in an online PBL activity. Critical thinking was evaluated using the cognitive presence indicators of the community of inquiry framework developed by Garrison, Anderson and Archer (2001). An organization indicator was added to the framework to capture posts that organized the discussion forum layout or the team and the distribution of work. The use of the organization indicator in the thread map analysis revealed that teams adopted one of two approaches to the online PBL activity, either an organic approach or an organizational scaffold approach. An open coding approach to content analysis of the posts was used to develop two coding schemes to capture the use of learning scaffolds and degree of online collaboration respectively. These coding schemes were used to compare scaffolding and collaboration behaviours of distance and blended students during the online PBL activity. The study found that whether teams used the online discussion forums or face-to-face discussion as their primary communication method influenced both the timing and the critical thinking content of the online discussion forums. Student moderators’ choices influenced the structure and approach to the PBL activity, as well as the form of document assembly that was observed in the online discussion forums. The learning scaffolds coding scheme demonstrated that both distance and blended students were reading beyond the assigned reading list. Both distance and blended students appeared to develop skills in identifying information gaps over the progression of the PBL case problems as their observable level of critical thinking remained consistent as the problem scaffolding was faded. Although both environmental and non-environmental work experience may be used to scaffold team learning, they are used differently. Online PBL is a good fit for the Royal Roads University Learning and Teaching Model and may be used to provide some consistency across blended and online course content.Graduate
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Chen, Jhih-jia, and 陳致嘉. "Effects of Learning Motivation and Results on Integrating Innovative Teaching Methods into Model Making Classes of Product Design Education: Taking Multimedia Video Teaching Materials Infused in “Machine Workshop Practice” as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/drqw5v.
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碩士大同大學
工業設計學系(所)
106
With the development of technology, more and more information infusioned teaching materials has been integrated in classes on various subjects. The cultivation of model-making ability has always been highly valued in product design education. However not many students can fully understand what teachers taught during the classes of model making courses because concept explanation and operation demonstration often take up most of the class time, resulting in no time for students to practice. This situation affects the students' learning outcomes. Moreover, students may decline in learning motivation and attendance due to spatial constraints or disturbances in ambient noise in model making factory. This study is a 16-week teaching experiment with the Department of Design of Tatung University. The purpose is to explore the learning motivation and effects of students taught with innovative teaching materials. This study is a quasi-experimental study. Experimental group was taught with a video series, which officially designated by the Department. The control group remains as didactic teaching methods. The participants are 91 first-year students of the Department of Design, Tatung University. This study was aimed to investigate and compare the influence of multimedia teaching materials on the learning motivation and effects of students in the hands-on model-making course. The study found that students who are assisted with multimedia video are more likely to grasp mater of course contents. On the other hand, learning outcomes of experimental group is higher than that with traditional teaching methods.
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Rohbanfard, Hassan. "Observational learning of motor skills : Looking for optimal models." Thèse, 2011. http://hdl.handle.net/1866/8724.
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L’observation d’un modèle pratiquant une habileté motrice promeut l’apprentissage de l’habileté en question. Toutefois, peu de chercheurs se sont attardés à étudier les caractéristiques d’un bon modèle et à mettre en évidence les conditions d’observation pouvant optimiser l’apprentissage. Dans les trois études composant cette thèse, nous avons examiné les effets du niveau d’habileté du modèle, de la latéralité du modèle, du point de vue auquel l’observateur est placé, et du mode de présentation de l’information sur l’apprentissage d’une tâche de timing séquentielle composée de quatre segments. Dans la première expérience de la première étude, les participants observaient soit un novice, soit un expert, soit un novice et un expert. Les résultats des tests de rétention et de transfert ont révélé que l’observation d’un novice était moins bénéfique pour l’apprentissage que le fait d’observer un expert ou une combinaison des deux (condition mixte). Par ailleurs, il semblerait que l’observation combinée de modèles novice et expert induise un mouvement plus stable et une meilleure généralisation du timing relatif imposé comparativement aux deux autres conditions. Dans la seconde expérience, nous voulions déterminer si un certain type de performance chez un novice (très variable, avec ou sans amélioration de la performance) dans l’observation d’une condition mixte amenait un meilleur apprentissage de la tâche. Aucune différence significative n’a été observée entre les différents types de modèle novices employés dans l’observation de la condition mixte. Ces résultats suggèrent qu’une observation mixte fournit une représentation précise de ce qu’il faut faire (modèle expert) et que l’apprentissage est d’autant plus amélioré lorsque l’apprenant peut contraster cela avec la performance de modèles ayant moins de succès.
Dans notre seconde étude, des participants droitiers devaient observer un modèle à la première ou à la troisième personne. L’observation d’un modèle utilisant la même main préférentielle que soi induit un meilleur apprentissage de la tâche que l’observation d’un modèle dont la dominance latérale est opposée à la sienne, et ce, quel que soit l’angle d’observation. Ce résultat suggère que le réseau d’observation de l’action (AON) est plus sensible à la latéralité du modèle qu’à l’angle de vue de l’observateur. Ainsi, le réseau d’observation de l’action semble lié à des régions sensorimotrices du cerveau qui simulent la programmation motrice comme si le mouvement observé était réalisé par sa propre main dominante.
Pour finir, dans la troisième étude, nous nous sommes intéressés à déterminer si le mode de présentation (en direct ou en vidéo) influait sur l’apprentissage par observation et si cet effet est modulé par le point de vue de l’observateur (première ou troisième personne). Pour cela, les participants observaient soit un modèle en direct soit une présentation vidéo du modèle et ceci avec une vue soit à la première soit à la troisième personne. Nos résultats ont révélé que l’observation ne diffère pas significativement selon le type de présentation utilisée ou le point de vue auquel l’observateur est placé. Ces résultats sont contraires aux prédictions découlant des études d’imagerie cérébrale ayant montré une activation plus importante du cortex sensorimoteur lors d’une observation en direct comparée à une observation vidéo et de la première personne comparée à la troisième personne.
Dans l’ensemble, nos résultats indiquent que le niveau d’habileté du modèle et sa latéralité sont des déterminants importants de l’apprentissage par observation alors que le point de vue de l’observateur et le moyen de présentation n’ont pas d’effets significatifs sur l’apprentissage d’une tâche motrice. De plus, nos résultats suggèrent que la plus grande activation du réseau d’observation de l’action révélée par les études en imagerie mentale durant l’observation d’une action n’induit pas nécessairement un meilleur apprentissage de la tâche.Observation of a model practicing a motor skill has been shown to promote the learning of that skill. However, relatively little is known regarding the attributes of a good model and the conditions of observation that can optimize learning. In the three studies reported in this thesis, we investigated the effects of the model’s skill level, the model’s handedness, the observation perspective, and the medium of presentation on the learning of a sequential, four-segmented timing task. In the first experiment of the first study, we had participants observe a novice, an expert, or a combination of both novice and expert models (i.e., mixed model). The results of the retention/transfer tests revealed that observation of the novice model was not as effective for the learning of the task as observation of the expert and mixed models. Importantly, a mixed schedule of novice and expert observation resulted in more stable movement time and better generalization of the imposed relative timing pattern than observation of either a novice or an expert model. In the second experiment, we wanted to determine whether a certain type of novice performance (highly variable, with or without performance improvement) in a mixed observation schedule results in better learning of the task. No significant differences were revealed with respect to the type of novice model used in a mixed schedule of observation. These results suggest that mixed observation provides an accurate template of what to do (expert observation), which is enhanced when it can be contrasted with the performance of less successful models. In our second study, right-handed participants were asked to observe, from a first-person or a third-person perspective, a right-handed (i.e., same-handed) or left-handed (i.e., opposite-handed) model performing the experimental task. Observation of the same-handed model resulted in better learning of the task than did observation of the opposite-handed model, regardless of the observation perspective. This suggests that the action observation network (AON) is more sensitive to the model’s handedness than to the observer’s viewpoint. Thus, the AON seems to be linked to sensorimotor regions of the brain that simulate motor programming as though the observed movement was performed with one’s own dominant hand. Finally, in the third study, we were interested to determine whether the medium of presentation (live vs. video) affects observational learning and whether this effect would be mediated by the observer’s viewpoint (1st vs. 3rd person). In that regard, participants observed a live model or a video presentation of the model from a first- or third-person perspective. Our results revealed that observation did not differ significantly as a function of the media or the perspective of observation. These results are inconsistent with the predictions of brain imaging studies that show a larger activation of the sensorimotor cortex during live observation compared with video observation and from a first-person compared with the third-person perspective. Taken together, our results indicate that the model’s skill level and handedness are important determinants of observational learning, whereas the observer’s viewpoint and the medium of observation had no significant impact on motor task learning. In addition, our results suggest that the larger activation of AON revealed in brain imaging studies during action observation does not necessarily result in or indicate better learning of the task.
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Kolek, Lukáš. "Empirický výzkum reprezentace historických informací v médiu počítačových her, jejich vnímání uživatelem a jejich intrapersonální vzdělávací výsledky." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-435411.
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This dissertation investigates whether video games are able to affect players' attitudes and information behaviour towards depicted historical topics in games over the short- and long-term. We collected data from a sample of 148 young adults. As far as we know, there is currently no study of such a scale focused on historical games. We used, as an intervention tool, a modification of the serious game Czechoslovakia 38-89: Borderlands that deals with the expulsion of the Sudeten Germans from the former Czechoslovakia after WWII. The game is based on historical research providing players with multiple perspectives on the depicted topics. Our control group played a similar game, but where the narrative was unrelated to any depicted historical event from Czechoslovakia 38-89: Borderlands. In the empirical part of the study, we measured explicit and implicit attitude change and information behaviour change towards the expulsion of the Sudeten Germans. Results showed more negative pretest-posttest explicit attitude changes towards the expulsion on a general level (d = -0.34; p = .022) and a specific level (d = -0.53; p = .001) in the experimental group compared to the control group. Over the long-term, group differences in attitude change remained significant for the specific level (d = -0.44; p = .014),...
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Mackrous, Isabelle. "Rôle de la vision pour le contrôle de la dynamique du mouvement lors d'un geste de pointage manuel chez l'adulte ainsi que chez l'enfant." Thèse, 2009. http://hdl.handle.net/1866/6473.
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Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.
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With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills.
This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.