Relevant bibliographies by topics / Interactive contexts

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Interactive contexts'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Interactive contexts"

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Hosie, Peter J. "Using Interactive Videodisc in Training Contexts." Singapore Journal of Education 13, no. 2 (1993): 39–49. http://dx.doi.org/10.1080/02188799308547752.

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D'Odorico, Laura, and Fabia Franco. "The determinants of baby talk: relationship to context." Journal of Child Language 12, no. 3 (1985): 567–86. http://dx.doi.org/10.1017/s0305000900006656.

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ABSTRACTThis paper examines the relationship between context and mothers' speech to prelinguistic infants. In the first phase, videorecordings of a mother talking with her infant were transcribed; in the second phase, 48 mothers were asked to select the utterance most apt for a series of drawings representing different contexts of mother–infant interaction. Data analyzed with respect to syntactic and semantic features revealed that the informational content of mothers' speech is different in relation to various contexts. Furthermore, different syntactic types are chosen in relation to different contents. Results are discussed in relation to a hypothesis assuming that mothers' speech is determined by particular interactive rules operating in the mother–infant dyad.
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Raptis, George E., Giannis Kavvetsos, and Christina Katsini. "MuMIA: Multimodal Interactions to Better Understand Art Contexts." Applied Sciences 11, no. 6 (2021): 2695. http://dx.doi.org/10.3390/app11062695.

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Cultural heritage is a challenging domain of application for novel interactive technologies, where varying aspects in the way that cultural assets are delivered play a major role in enhancing the visitor experience, either onsite or online. Technology-supported natural human–computer interaction that is based on multimodalities is a key factor in enabling wider and enriched access to cultural heritage assets. In this paper, we present the design and evaluation of an interactive system that aims to support visitors towards a better understanding of art contexts through the use of a multimodal interface, based on visual and audio interactions. The results of the evaluation study shed light on the dimensions of evoking natural interactions within cultural heritage environments, using micro-narratives for self-exploration and understanding of cultural content, and the intersection between human–computer interaction and artificial intelligence within cultural heritage. We expect our findings to provide useful insights for practitioners and researchers of the broad human–computer interaction and cultural heritage communities on designing and evaluating multimodal interfaces to better support visitor experiences.
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Yoshihama, Mieko. "Immigrants-in-context framework: understanding the interactive influence of socio-cultural contexts." Evaluation and Program Planning 24, no. 3 (2001): 307–18. http://dx.doi.org/10.1016/s0149-7189(01)00021-0.

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Shamsiddin, Xakimov. "THE SUBJECT IS INTERACTIVE METHODS THAT DEVELOP COMMUNICATIVE COMPETENCE IN STUDENTS." International Journal of Pedagogics 4, no. 5 (2024): 117–22. http://dx.doi.org/10.37547/ijp/volume04issue05-25.

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This paper explores the effectiveness of interactive methods in developing communicative competence in students. Communicative competence is crucial for effective communication in various contexts, encompassing linguistic, sociolinguistic, discourse, and strategic dimensions. Interactive methods engage students actively in the learning process, allowing them to practice language skills in authentic contexts and develop proficiency through meaningful interaction. This paper reviews key interactive methods, such as group discussions, role-playing, collaborative projects, and technology integration, highlighting their benefits for communicative competence development. It also discusses challenges educators may face in implementing interactive methods and provides strategies for overcoming these challenges. By embracing interactive methods, educators can empower students to become confident and effective communicators in diverse linguistic and cultural settings.
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Brizolara, Paulo L. S., Leonardo Cunha de Miranda, Gabriel Alves Mendes Vasiljevic, and Bruna Camila de Menezes. "The Interactive Sphere for Three-Dimensional Control in Games and Virtual Reality." Journal on Interactive Systems 14, no. 1 (2023): 448–69. http://dx.doi.org/10.5753/jis.2023.3332.

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In electronic games, the controller is the mean through which the player can interact with the game’s virtual world, being an essential factor in all of the user experience. New controllers may, therefore, completely modify the player experience, also serving as a tool to investigate new ways of interacting with interactive systems of various purposes. In this context, this paper presents the Interactive Sphere, a spherical device to be employed specially with games and virtual reality environments. This novel device combines the pressing of certain regions of the sphere with gestural interaction, in addition to providing haptic, auditive and visual feedback. The paper describes all of the rationale behind the decisions taken during the design and development process of the device, in addition to the techniques employed for implementing the detection of the acts of pressing and moving the Interactive Sphere. In this project, accessible, low-cost materials and techniques were prioritized, which could be more easily adapted to other contexts. We envision that the lessons learned and the guidelines derived from its design and development process may assist in the idealization and construction of new ways of interacting, by providing a set of methods, techniques and technologies that were employed in the development of a new physical artifact of interaction presented in this work.
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Sibley, Leonie. "Does technology-based non-interactive teaching enhance students' learning in the classroom?" Computers and Education Open 7 (November 14, 2024): 100233. https://doi.org/10.5281/zenodo.14443900.

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The use of evidence-based practices can be regarded as the gold standard in technology-based learning and instruction. A steadily adopted educational practice is technology-mediated non-interactive teaching, in which students generate explanations of the previously learned contents to a fictitious audience by means of technologies (e.g., video, messenger). Although recent laboratory studies documented benefits of non-interactive teaching, field-oriented evidence is scarce. Research is needed to examine how laboratory evidence applies to authentic learning environments with school students and to determine whether these effects are generalizable to different authentic contexts. We applied a ManyClasses study to a) examine the generalizability of technology-based non-interactive teaching and b) explore context-related (domain, school type), demographical-related (age, gender, language), and implementation-related (grading, medium, timing) boundary conditions. In collaboration with teachers, we realized&nbsp;<em>k</em>&nbsp;= 20 different teaching units (each consisting of two lessons) in authentic settings across various school types and domains. Using a within-participants design, school students (<em>N</em>&nbsp;= 191) either taught the previously learned contents by means of technology to a fictitious peer or retrieved the contents in mind after the lesson. Results showed no main effect of non-interactive teaching; but domain and school type moderated the learning activity. The findings indicate that non-interactive teaching is not effective per se, but rather depends on the instructional contexts in which it is implemented. The investigation of the teaching effect with new approaches allows, for the first time, more generalizable conclusions to be drawn about non-interactive teaching with technology for students in authentic settings.
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Gangi, Devon N., AJ Schwichtenberg, Ana-Maria Iosif, Gregory S. Young, Fam Baguio, and Sally Ozonoff. "Gaze to faces across interactive contexts in infants at heightened risk for autism." Autism 22, no. 6 (2017): 763–68. http://dx.doi.org/10.1177/1362361317704421.

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Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent–child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context—suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners.
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Ternet, Camille, Philipp Junk, Thomas Sevrin, et al. "Analysis of context-specific KRAS–effector (sub)complexes in Caco-2 cells." Life Science Alliance 6, no. 5 (2023): e202201670. http://dx.doi.org/10.26508/lsa.202201670.

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Ras is a key switch controlling cell behavior. In the GTP-bound form, Ras interacts with numerous effectors in a mutually exclusive manner, where individual Ras–effectors are likely part of larger cellular (sub)complexes. The molecular details of these (sub)complexes and their alteration in specific contexts are not understood. Focusing on KRAS, we performed affinity purification (AP)–mass spectrometry (MS) experiments of exogenously expressed FLAG-KRAS WT and three oncogenic mutants (“genetic contexts”) in the human Caco-2 cell line, each exposed to 11 different culture media (“culture contexts”) that mimic conditions relevant in the colon and colorectal cancer. We identified four effectors present in complex with KRAS in all genetic and growth contexts (“context-general effectors”). Seven effectors are found in KRAS complexes in only some contexts (“context-specific effectors”). Analyzing all interactors in complex with KRAS per condition, we find that the culture contexts had a larger impact on interaction rewiring than genetic contexts. We investigated how changes in the interactome impact functional outcomes and created a Shiny app for interactive visualization. We validated some of the functional differences in metabolism and proliferation. Finally, we used networks to evaluate how KRAS–effectors are involved in the modulation of functions by random walk analyses of effector-mediated (sub)complexes. Altogether, our work shows the impact of environmental contexts on network rewiring, which provides insights into tissue-specific signaling mechanisms. This may also explain why KRAS oncogenic mutants may be causing cancer only in specific tissues despite KRAS being expressed in most cells and tissues.
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Grigoroglou, Myrto, and Anna Papafragou. "Interactive contexts increase informativeness in children’s referential communication." Developmental Psychology 55, no. 5 (2019): 951–66. http://dx.doi.org/10.1037/dev0000693.

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Dissertations / Theses on the topic "Interactive contexts"

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Valtolina, S. "Interactive Knowledge Management in Cultural Contexts." Doctoral thesis, Università degli Studi di Milano, 2008. http://hdl.handle.net/2434/50125.

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The research I present will focus on the design of knowledge intensive interactive systems able to facilitate an effective collection, organization, interaction, valorisation and experience of cultural heritage (CH). The effective presentation of cultural heritage information, typically complex and rich, requires sophisticated systems integrating techniques from different areas, mainly human computer interaction (HCI) and knowledge management. The key is the design of information architectures able to combine different fruition data patterns into specific interactive environments. Cultural heritage is a knowledge intensive domain that requires information interaction techniques in order to address the complexity of the information and knowledge base in each cultural aspect. This research proposes a conceptual framework for interaction methods in the context of knowledge-intensive interactive systems; the goal of such methods is to exploit mechanisms for integrating, enhancing and interacting with information in a form that responds to the fruition context of the final user.
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Linowes, Jonathan Scott. "Spatial contexts : an interactive environment for personal design." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/78806.

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Thesis (M.S.V.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH<br>Bibliography: leaves 133-140.<br>by Jonathan Scott Linowes.<br>M.S.V.S.
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Zhang, Yali. "The Role of Negative Emotions in Constructing Meaning in Interactive Contexts." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132451/1/Yali_Zhang_Thesis.pdf.

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This research explores the potential of negative emotions in creating meaningful user experience. It investigates the transformation of negative emotions during interactions and its functional consequences on meaning perception. The causes of specific negative emotions in different contexts of interactions and their effects on cognition and behaviours were examined. The findings reveal the mechanism of changes in emotions over the course of interactions. The predominant role of negative emotions in the meaning-making process is demonstrated. This research outcome consists of two conceptual models for modelling meaningful experiences and systematic methods of emotion induction in users.
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Moyà, Alcover Gabriel. "Scene modelling for vision-based interactive systems in rehabilitation contexts." Doctoral thesis, Universitat de les Illes Balears, 2016. http://hdl.handle.net/10803/458736.

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The aim of this thesis is to improve vision-based interaction in rehabilitation systems. We defined and evaluated a new method of modelling scenes in the RGBD space in order to generalize the use of this kind of systems in real environments. This process has been conducted through the design and development of a vision-based interactive system in a context of rehabilitation application. We first defined a vision-based interaction system, then we developed a motivational video game. After first testing, therapists concluded that the system implemented the balance rehabilitation therapy. Preliminary results showed that users performed the rehabilitation activity in 13.5 % less time. Using the presented video game, no users have abandoned and they showed interested in continuing the rehabilitation process. We also designed an experiment in order to test the feasibility and benefit of including the mirror feedback mechanism in vision-based rehabilitation systems, because during the system development we noticed that users could not match their movements with what they saw on the screen. We define mirror feedback as the visual representation of the users inside the application as the interaction feedback. Results confirmed that in case of people with disabilities the mirror feedback facilitates the interaction. Finally, we clinically evaluate the designed system. The evaluation consisted on a 24-week physiotherapy intervention program conducted with 9 adults from a cerebral palsy center who exercised weekly in 20-minute sessions. Findings demonstrated a significant increase in balance and gait function scores resulting in indicators of greater independence for our participating adults. Scores improved from 16 to 21 points in a scale of 28, according to the Tinetti Scale for risk of falls, moving from high fall risk to moderate fall risk. From obtained results we can conclude that our experimental system is feasible for balance rehabilitation therapy. During this process we noticed that environmental conditions had a big influence in the video game performance so we have developed a scene modelling algorithm using RGBD information in order to segment the user from scene. We constructed our background model using a Kernel Density Estimation (KDE) process with a Gaussian Kernel. We used a three dimensional kernel, one dimension to model depth information and two for normalised chromaticity coordinates. We modelled sensor absent depth observations using a probabilistic strategy in order to distinguish which belongs to the background model and which are provoked by foreground objects in order to detected those ones that are induced by foreground objects. That pixels cannot be classified as background or foreground so we used a third classification class, we called undefined, in order to classify that pixels. In addition, we developed an algorithm to detect changing background objects in the same frame they move based on the cdf of the pixel model. Two strategies are described in order to adapt the update phase to the different nature of the color and depth information, considering color information as short-term model and depth as long-term one. After evaluating the proposed scene modelling approach with two datasets, results showed that it can handle several practical situations and obtain good results in all cases.<br>L’objectiu d’aquesta tesi és millorar la interacció basada en visió en sistemes de rehabilitació. Per aquest motiu hem construït i avaluat un nou mètode de modelat d’escenes en l’espai RGBD, per tal de generalitzar l’ús d’aquests sistemes en entorns reals. Aquest procés s’ha dut a terme mitjançant el disseny i desenvolupament d’un sistema interactiu basat en visió per computador en el context d’una aplicació de rehabilitació. En primer lloc, hem definit un sistema d’interacció basat en visió, en segon lloc hem desenvolupat un videojoc motivacional. Després d’una primera fase de proves, els terapeutes varen concloure que el sistema implementa la teràpia de rehabilitació de l’equilibri que es volia transferir. Els resultats preliminars també varen mostrar que els usuaris duien a terme l’activitat de rehabilitació amb un 13,5 % menys de temps. Amb l’ús el videojoc presentat, cap dels usuaris va abandonar la teràpia i tots es mostraren interessats a continuar el procés de rehabilitació amb el nostre sistema. A continuació, es va dissenyar un experiment per posar a prova la viabilitat i el benefici d’incloure el mecanisme de retroalimentació de mirall en els sistemes de rehabilitació basats en visió. Aquest experiment, va ser motivat per què durant el desenvolupament del sistema abans descrit, ens adonarem que els usuaris no podien equiparar els seus moviments amb el que succeïa a la pantalla. Definim retroalimentació de mirall com la representació visual dels usuaris dins l’aplicació. Els resultats d’aquest experiment varen confirmar que en cas de persones amb discapacitat, la retroalimentació de mirall facilita la interacció. Finalment, es va avaluar clínicament el sistema proposat. L’avaluació va consistir en un programa d’intervenció de fisioteràpia durant 24 setmanes. Va ser realitzat amb 9 adults d’un centre de paràlisi cerebral, realitzant sessions setmanals de 20 minuts. Els resultats varen demostrar un augment significatiu en les puntuacions d’equilibri i funció de la marxa indicant una major independència per als pacients. Les puntuacions varen millorar de 16 a 21 punts en una escala de 28, d’acord amb l’Escala de Tinetti per al risc de caigudes, passant de risc alt de caiguda a risc moderat de caiguda. Dels resultats obtinguts es pot concloure que el nostre sistema experimental és viable per a la teràpia de rehabilitació de la marxa i l’equilibri. Durant el procés abans descrit, ens adonarem que les condicions ambientals tenen una gran influència en el rendiment del videojoc, per aquest motiu, hem desenvolupat un algoritme de modelatge d’escenes utilitzant informació RGBD per tal de segmentar l’usuari de l’escena. Hem desenvolupat un nou enfocament no paramètric que unifica els diversos canals d’informació del dispositiu. També s’ha desenvolupat un model probabilístic que permet manejar aquella informació inexistent en la imatge de profunditat. Finalment s’ha creat un algorisme per detectar aquelles zones de la imatge en les que un objecte de l’escena és mogut i d’aquesta manera evitar errors de classificació. Després d’avaluar l’algorisme proposat utilitzant dos conjunts de dades, els resultats mostraren que l’algorisme pot manejar un gran ventall de situacions pràctiques i obté bons resultats en tots els casos provats.
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Kim, Si Jung. "An Environmental User Interface (EUI) Framework to Convey Environmental Contexts In Interactive Systems Design." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27764.

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The World Health Organization (WHO) estimates 488 million people worldwide suffer from a visual impairment and of these about 327 million have severe visual impairments. Some individuals with severe visual impairments can navigate and orient independently in well-known surroundings, but even for these people independent navigation and orientation are likely to be a challenge in unfamiliar places. To overcome these challenges, assistive technologies have been developed to support independent wayfinding tasks; however, those with severe visual impairments often experience frustration when they try to use assistive technologies since these technologies lack address the environmental factors that influence their independent wayfinding. This research developed and evaluated the efficacy of a framework called an environmental user interface (EUI). In particular, this research explored whether or not the proposed EUI framework was effective when used with user-centered design (UCD) to design a wayfinding system to capture environmental requirements, thus aiding those with severe visual impairments. Two studies, the first of which consisted of a requirements elicitation and the second usability testing, were conducted. The studies revealed that the EUI framework was indeed more effective than the conventional UCD design method alone in identifying environmental factors, and participants with severe visual impairments preferred to use the prototype designed using UCD and the EUI framework. The proposed EUI framework was found to be an effective way to enhance the design process as it played an important role in eliciting a greater number of environmental factors, and hence produced a device that was preferred by the users with visual impairments. Both prototypes influenced how well the wayfinding tasks were performed by the five participants with severe visual impairments, but the prototype implemented based on the requirements elicited by UCD and the EUI framework was much preferred by the participants.<br>Ph. D.
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Condrat, Viorica <1979&gt. "Parallel blogging as an interactive pedagogical tool to enhance writing skills in EAP contexts." Doctoral thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/10349.

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The primary purpose of this study is to present the results of the action research conducted at Alecu Russo Balti State University of Moldova. It aims to understand the students’ perception of academic writing in general, on the one hand, and consider whether blogging can be used as a tool to enhance academic writing skills, on the other. Consequently, there are two main foci of interest. The first focuses on outlining whether the students realize the specificity and use of written communication in academic settings. The second examines the results of the experiment in order to show whether blogging can help students to develop their academic writing skills. The analysis of the findings has shown the students’ overall positive attitude towards the use of blogs. Blogging seemed to have contributed to the students’ development of academic writing skills as it offered the optimal context for the teacher/student scholarly communication, which helped to boost the students’ confidence and motivation. It also enhanced peer interactions where students tried to scaffold each other’s development of writing skills. Besides, the use of blogs helped to create a sense of affiliation to a concrete discourse community in students, thus making the process of academic writing more purposeful and pleasurable.
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Hutchison, Andrew. "Techno-historical limits of the interface: the performance of interactive narrative experiences." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/916.

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This thesis takes the position that current analyses of digitally mediated interactive experiences that include narrative elements often lack adequate consideration of the technical and historical contexts of their production.From this position, this thesis asks the question: how is the reader/player/user's participation in interactive narrative experiences (such as hypertext fiction, interactive fiction, computer games, and electronic art) influenced by the technical and historical limitations of the interface?In order to investigate this question, this thesis develops a single methodology from relevant media and narrative theory, in order to facilitate a comparative analysis of well known exemplars from distinct categories of digitally mediated experiences. These exemplars are the interactive fiction Adventure, the interactive art work Osmose, the hypertext fiction Afternoon, a story, and the computer/video games Myst, Doom, Half Life and Everquest.The main argument of this thesis is that the technical limits of new media experiences cause significant ‘gaps’ in the reader’s experience of them, and that the cause of these gaps is the lack of a dedicated technology for new media, which instead ‘borrows’ technology from other fields. These gaps are overcome by a greater dependence upon the reader’s cognitive abilities than other media forms. This greater dependence can be described as a ‘performance’ by the reader/player/user, utilising Eco’s definition of an ‘open’ work (Eco 21).This thesis further argues that the ‘mimetic’ and ‘immersive’ ambitions of current new media practice can increases these gaps, rather than overcoming them. The thesis also presents the case that these ‘gaps’ are often not caused by technical limits in the present, but are oversights by the author/designers that have arisen as the product of a craft culture that has been subject to significant technical limitations in the past. Compromises that originally existed to overcome technical limits have become conventions of the reader/player/user’s interactive literacy, even though these conventions impinge on the experience, and are no longer necessary because of subsequent technical advances. As a result, current new media users and designers now think of these limitations as natural.This thesis concludes the argument by redefining ‘immersion’ as the investment the reader makes to overcome the gaps in an experience, and suggests that this investment is an important aspect of their performance of the work.
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Hutchison, Andrew. "Techno-historical limits of the interface: the performance of interactive narrative experiences." Curtin University of Technology, School of Media, Culture, and Creative Arts, Department of Communication and Cultural Studies, 2009. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=128408.

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This thesis takes the position that current analyses of digitally mediated interactive experiences that include narrative elements often lack adequate consideration of the technical and historical contexts of their production.<br>From this position, this thesis asks the question: how is the reader/player/user's participation in interactive narrative experiences (such as hypertext fiction, interactive fiction, computer games, and electronic art) influenced by the technical and historical limitations of the interface?<br>In order to investigate this question, this thesis develops a single methodology from relevant media and narrative theory, in order to facilitate a comparative analysis of well known exemplars from distinct categories of digitally mediated experiences. These exemplars are the interactive fiction Adventure, the interactive art work Osmose, the hypertext fiction Afternoon, a story, and the computer/video games Myst, Doom, Half Life and Everquest.<br>The main argument of this thesis is that the technical limits of new media experiences cause significant ‘gaps’ in the reader’s experience of them, and that the cause of these gaps is the lack of a dedicated technology for new media, which instead ‘borrows’ technology from other fields. These gaps are overcome by a greater dependence upon the reader’s cognitive abilities than other media forms. This greater dependence can be described as a ‘performance’ by the reader/player/user, utilising Eco’s definition of an ‘open’ work (Eco 21).<br>This thesis further argues that the ‘mimetic’ and ‘immersive’ ambitions of current new media practice can increases these gaps, rather than overcoming them. The thesis also presents the case that these ‘gaps’ are often not caused by technical limits in the present, but are oversights by the author/designers that have arisen as the product of a craft culture that has been subject to significant technical limitations in the past. Compromises that originally existed to overcome technical limits have become conventions of the reader/player/user’s interactive literacy, even though these conventions impinge on the experience, and are no longer necessary because of subsequent technical advances. As a result, current new media users and designers now think of these limitations as natural.<br>This thesis concludes the argument by redefining ‘immersion’ as the investment the reader makes to overcome the gaps in an experience, and suggests that this investment is an important aspect of their performance of the work.
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Huang, Chi. "Visuality and tacit knowledge the application of multiple intelligences theory to the design of user expeience in interactive multimedia contexts /." Australasian Digital Thesis Program, 2006. http://adt.lib.swin.edu.au/public/adt-VSWT20070214.163710/index.html.

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Thesis (DDes) - Faculty of Design, Swinburne University of Technology, 2006.<br>Submitted in partial fulfilment of the requirements of the degree of Professional Doctorate in Design, Faculty of Design, Swinburne University of Technology - 2006. Typescript. Bibliography: p. 76-85.
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Huang, Chi, and n/a. "Visuality and tacit knowledge the application of multiple intelligences theory to the design of user expeience in interactive multimedia contexts." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070214.163710.

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The major challenge for multimedia designers is to create user experiences that enrich the reception of content, designer�s traditional reliance on intuition not ensuring audience�s interest or understanding. The developing philosophy of user-centred design argues that designers should begin from an appreciation of their audience. In design there are various positions on how to achieve this, ranging from traditional market research through psychological, ethnographic, anthropological and sociological research to the direct involvement of users in the design process. This study draws on established knowledge about the cognitive processes, psychological motivations and preferences of user groups to advance a model for better-targeted and more effective design. In particular, it uses Howard Gardener�s multiple intelligences theory to extend design thinking. Where a specific audience is apparent multiple intelligences theory implies that (1) the interface should match user�s perceptual tools, cognitive styles and responses and (2) there is far greater scope than presently recognized to vary the design of the graphical user interface. The research explores how interactive multimedia can harness the �language of vision� (Johannes Itten) for certain audiences, in this case Taiwanese drawing students aiming to enter tertiary art and design programs where high academic drawing skills are an important selection criterion. The high �visual intelligence� of the target audience indicates their heightened capacity to process visual concepts and elements. The application of Gardner�s ideas is a speculative one, based on hypothesis and the formulation of an experimental graphical user interface environment built around predominantly visual cues. The designed outcome incorporates knowledge and understanding that is widely applicable to GUI design, challenging designers to develop multimedia products with innovative, imaginative design approaches that cater for the different needs and interests of users where the audience is a specific and identifiable one.
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Books on the topic "Interactive contexts"

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Ziemer, Mary. Grammar contexts: A resource guide for interactive practice. University of Michigan Press, 1999.

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Luckin, Rosemary. Re-designing learning contexts: Technology-rich, learner-centred ecologies. Routledge, 2010.

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Hills, Leslie. Interactive video in education: A report of a short-term project surveying the application of interactive video in educational contexts. SCET, 1986.

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Hochrieser, Sabine, and Penny Leong Browne. Curating media net art: Circulating contexts. Books on Demand, 2007.

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Kurosu, Masaaki, ed. Human-Computer Interaction. Interaction Contexts. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58077-7.

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Kurosu, Masaaki, ed. Human-Computer Interaction. Interaction in Context. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91244-8.

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Kurosu, Masaaki, ed. Human-Computer Interaction: Users and Contexts. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21006-3.

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Young Musicologists and Ethnomusicologists International Conference (1st 2017 University "Tor Vergata"). Music, individuals and contexts: Dialectical interaction. Società editrice di musicologia, 2019.

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Alessandro, Duranti, and Goodwin Charles, eds. Rethinking context: Language as an interactive phenomenon. Cambridge University Press, 1992.

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McDonough, Kim, and Alison Mackey, eds. Second Language Interaction in Diverse Educational Contexts. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.34.

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Book chapters on the topic "Interactive contexts"

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Felty, Amy, and Brigitte Pientka. "Reasoning with Higher-Order Abstract Syntax and Contexts: A Comparison." In Interactive Theorem Proving. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14052-5_17.

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Fruggeri, Laura, Francesca Balestra, and Elena Venturelli. "The construction of transformative interactive contexts." In Psychotherapeutic Competencies. Routledge, 2022. http://dx.doi.org/10.4324/9781003278092-7.

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Goldman, Susan R., Allison H. Hall, and Mon-Lin Monica Ko. "Co-Design as an Interactive Context for Teacher Learning." In Teacher Learning in Changing Contexts. Routledge, 2022. http://dx.doi.org/10.4324/9781003097112-9.

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Stary, Christian, Werner Schmidt, and Albert Fleischmann. "Agility Based on Stakeholder Interaction – Blending Organizational Learning with Interactive BPM." In Human-Computer Interaction. Users and Contexts of Use. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39265-8_51.

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Souchon, Nathalie, Quentin Limbourg, and Jean Vanderdonckt. "Task Modelling in Multiple Contexts of Use." In Interactive Systems:Design, Specification, and Verification. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-36235-5_5.

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O’Grady, M. J., G. M. P. O’Hare, and S. Keegan. "Interaction Modalities in Mobile Contexts." In Intelligent Interactive Systems in Knowledge-Based Environments. Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-77471-6_6.

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Braten, Ole Andre, Michel St-Yves, Terry D. Royce, and Marty Laforest. "Hostage and Crisis Negotiation, Perspectives on an Interactive Process." In Communication in Investigative and Legal Contexts. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118769133.ch11.

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Jia, Jingpeng, Xueyan Dong, Yanjuan Lu, Yingjie Qian, and Dai Tang. "Improving Deaf Driver Experience Through Innovative Vehicle Interactive Design." In Design, User Experience, and Usability: Users, Contexts and Case Studies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91806-8_20.

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Grüneberg, Patrick. "Empowering Patients in Interactive Unity with Machines: Engineering the HAL (Hybrid Assistive Limb) Robotic Rehabilitation System." In Humans and Devices in Medical Contexts. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6280-2_10.

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Lim, Jungsub, Hyejin Kim, and Daseong Han. "Interactive Car Parking Simulation Based on On-line Trajectory Optimization." In Design, User Experience, and Usability: Users, Contexts and Case Studies. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91806-8_21.

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Conference papers on the topic "Interactive contexts"

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McKern, Arelia, Anjela Mayer, Lucas Greif, Jean-Rémy Chardonnet, and Jivka Ovtcharova. "AI-Based Interactive Digital Assistants for Virtual Reality in Educational Contexts." In 2024 IEEE 3rd German Education Conference (GECon). IEEE, 2024. http://dx.doi.org/10.1109/gecon62014.2024.10734030.

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Schön, Robin, Julian Lorenz, Daniel Kienzle, and Rainer Lienhart. "SkipClick: Combining Quick Responses and Low-Level Features for Interactive Segmentation in Winter Sports Contexts." In 2025 IEEE/CVF Winter Conference on Applications of Computer Vision Workshops (WACVW). IEEE, 2025. https://doi.org/10.1109/wacvw65960.2025.00138.

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Avramescu, Elena Taina, Mariya Hristova Monova-Zheleva, Arslan Say, and Irina Ghiata. "DEVELOPMENT OF NEW SKILLS FOR MEDICAL STUDENTS IN PANDEMIC CONTEXT." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/52.

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The present paper presents the results of an Erasmus+ project entitled � Development of New Skills for Medical Students in Pandemic Context. For most of the medical universities digital readiness/capacity was found unprepared for the COVID induced changes toward on-line education. Now, after 2 years, on line education is not anymore a novelty in higher education. But, especially for medical students, the problem raised during COVID pandemics was to follow practical stages. Telemedicine is a solution adopted in many countries both for medical as for educational services. By our approach we address not only the need to harness the potential of digital technologies for teaching and learning but also to equip students with digital skills as needed in present contexts of recovery after pandemic. The proposed solutions are in line with the digital transformation that Europe needs in the educational medical field. They will increase the capacity and readiness of participant HEIs to manage an effective shift towards required digital education and support medical university students in acquisition of new skills as requested by the labor market. e-Med offers an entirely new curricula/course addressing to COVID 19 simptoms, complications, treatment and recovery. Stimulation of innovative learning/teaching practices will be achieved by an interactive model of learning and training, encompassing the benefits of e-learning with innovative on line work-based approaches. The e-MED-skills on-line collaborative platform acts as a virtual place where both students and teachers will work together in learning, teaching and development of course content. As main aspects we promote digital content of training, OER development, testing and implementation of flexible learning pathways. The course content is developed by joint research, consisting in different e- modules dedicated to COVID 19 complex aspects included into the e-learning platform. A specific module dedicated to tele-medicine will develop digital skills of participants. The methodologies and e-learning tools were enhanced by work based learning approaches, aiming to give the students the opportunity to apply gained knowledge in live situations. A virtual environment offers on line consultations regarding COVID or post-COVID complications. Students can follow the medical teachers intervention and can directly work with patients under trainer supervision by the use of tele-medicine. In this way e-MED will engage students and medical universities in the path to digital transformation not only for teaching but also for medical services needed in future jobs.
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Crozzoli, Miguel Angel, and Thor Magnusson. "Sounding Numbers: The Sonification Object as an Interface in "I Am the Ocean"." In ICAD 2024: The 29th International Conference on Auditory Display. International Community for Auditory Display, 2024. http://dx.doi.org/10.21785/icad2024.021.

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Designing sonification for music composition involves aesthetic and narrative manipulation through strategies based on compositional intent, sparking discussions of data clarity and understanding. This paper describes an autobiographical process of crafting an aesthetic sonification from climate change data, and its further musification. In this approach, the sonification is used as a material for composition and transformed into an interactive musical instrument, within contemporary aesthetics and live performance contexts. The sonification object becomes an interface for composition and performance. The resulting piece seeks to amplify engagement through affectivization while displaying data infor- mation via symbolic abstraction and musical narrative. The paper also describes the techniques and results of blending sonification sounds with mixed notation derived from the sonification object. The composed piece was recorded and played by an electronic-acoustic contemporary ensemble to an audience which later gave feedback. The conclusion drawn from this musification project was that even though the source data was not directly perceivable in detail by the audience, the piece does convey information via the power of emotional affectation, which aligns with the original intention of the project.
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Xiangling Kong and Ying Yang. "Measuring emotions in interactive contexts." In 2009 IEEE 10th International Conference on Computer-Aided Industrial Design & Conceptual Design. IEEE, 2009. http://dx.doi.org/10.1109/caidcd.2009.5374937.

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Ma, Dehong, Sujian Li, Xiaodong Zhang, and Houfeng Wang. "Interactive Attention Networks for Aspect-Level Sentiment Classification." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/568.

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Aspect-level sentiment classification aims at identifying the sentiment polarity of specific target in its context. Previous approaches have realized the importance of targets in sentiment classification and developed various methods with the goal of precisely modeling thier contexts via generating target-specific representations. However, these studies always ignore the separate modeling of targets. In this paper, we argue that both targets and contexts deserve special treatment and need to be learned their own representations via interactive learning. Then, we propose the interactive attention networks (IAN) to interactively learn attentions in the contexts and targets, and generate the representations for targets and contexts separately. With this design, the IAN model can well represent a target and its collocative context, which is helpful to sentiment classification. Experimental results on SemEval 2014 Datasets demonstrate the effectiveness of our model.
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Talkad Sukumar, Poorna, and Ronald Metoyer. "Mobile Devices in Programming Contexts." In DIS '19: Designing Interactive Systems Conference 2019. ACM, 2019. http://dx.doi.org/10.1145/3322276.3322323.

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Duhoux, Benoît, Bruno Dumas, Hoo Sing Leung, and Kim Mens. "Dynamic visualisation of features and contexts for context-oriented programmers." In EICS '19: ACM SIGCHI Symposium on Engineering Interactive Computing Systems. ACM, 2019. http://dx.doi.org/10.1145/3319499.3328240.

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Prata, Alcina, Teresa Chambel, and Nuno Guimarães. "Generation of crossmedia dynamic learning contexts from iTV." In the 8th international interactive conference. ACM Press, 2010. http://dx.doi.org/10.1145/1809777.1809798.

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Ng, Ada, Ashley Marie Walker, Laurie Wakschlag, Nabil Alshurafa, and Madhu Reddy. "Understanding Self-Tracked Data from Bounded Situational Contexts." In DIS '22: Designing Interactive Systems Conference. ACM, 2022. http://dx.doi.org/10.1145/3532106.3533498.

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Reports on the topic "Interactive contexts"

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Holloway, Steven C. Manuals, Interactive Electronic Technical - General Content, Style, Format, and User-Interaction Requirements. Defense Technical Information Center, 1995. http://dx.doi.org/10.21236/ada455181.

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Bilovska, Natalia. INTERACTIVE STYLES: PERSPECTIVES OF EMERGENCE, ESTABLISHMENT AND DEVELOPMENT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12168.

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Stylistics can be considered as a field of study that crosses text theory, linguistics, and journalism. Although different schools create different approaches to stylistics, each stylistic approach will include in its paradigm some basic factors, such as the reader and the author. This article shows how these factors interact with each other and, ultimately, create the basis for the emergence of a new field in Ukrainian journalism – interactive stylistics. The study is devoted to interactive stylistics, which is considering as a field based on the text’s own pragmatic potential in the context of modern humanities methodology. This discipline acquires a new function: to observe and interpretively explain, firstly, the meaning of interactions between agents (author and recipient) in communication, mediated by the media text, and, secondly, the effect that this interaction brings. At the center of interactive stylistics is the author (journalist), who through the text discusses the content of interactions in relation to his own interests, as well as cultural, social and historical contracts with the reader. The meaning of the expressions used and the general meaning of such interactions arises in the context of communication events, based on the perception of the subjects of communication with the surrounding reality through the assimilation and adequate interpretation of new information. In modern Ukrainian science of communication, the study of interactive stylistics acquires significant potential. It profiles itself in the context of interdisciplinarity and aims to explore interactivity, interpretability, as well as intertextuality (in specific media texts or interdiscourse dialogue). Interactive stylistics is able to meet the needs of communicators as a useful source of instructions on how communication subjects interact and has a chance to achieve success both at the domestic and international scientific level. Due to its scientific perspective of applying the above-mentioned methodology, it is harmoniously integrated among the tendentious linguistic and broader social science and humanitarian disciplines in Ukrainian scientific research or in the wider international context. Keywords: interactive stylistics; stylistics; reverse communication; style; interactivity; media text.
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Becker, Ralf. Content delivery through an interactive textbook. The Economics Network, 2021. http://dx.doi.org/10.53593/n3398a.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Ivanova, Iryna, and Elena Afanasieva. MODEL OF INTERACTION BETWEEN ADVERTISING, PR AND JOURNALISM. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11060.

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The article is an overview of the journalism – PR – advertising relationship at the terminological, empirical-analytical and practical levels. It traces the state of the discussion of these correlations in the post-soviet media such as Ukraine. The study describes that domesticating the importance of the appropriate partnership between the three communication technologies. The thesis is that journalism, advertising and PR create a mutual connection that takes place in an atmosphere of PR and advertising permissiveness and deepens with the development of digitalization, Social network development. The present research is based on a comprehensive approach. The inductive and deductive methods are adopted to discuss theoretical materials, and the interdisciplinary research method is used to detect PR-specific features as a philosophy of a new journalism project. The interpretive approach, usually employed to analyze media text as a complex synthetic structure, was also taken into consideration. The analytical method application identified the modern means of substantiating the ideological, esthetical and informative value of brand journalism and spin doctor. The innovative character of modern media as a behavioral strategy in the advertising and PR industry consists in the fact that it is a form of creative production and behavior rather than adapting a specific communication situation. The article examines the main directions of contemporary interactions between PR, advertising and journalism as a media content creation. In this context, it is asserted that advertising, journalism and PR activities can contribute to the creation of media content. At some point, good media content is achieved not only as a result of this competition but also from the correlation between PR, advertising and journalism.
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Pereira, Ângela, Ana Pinto, Carla Carvalho, and Jean-Christophe Giger. Stress in Human-Robot Interaction in an Industrial Context: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.1.0042.

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Baluk, Nadia, Natalia Basij, Larysa Buk, and Olha Vovchanska. VR/AR-TECHNOLOGIES – NEW CONTENT OF THE NEW MEDIA. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11074.

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The article analyzes the peculiarities of the media content shaping and transformation in the convergent dimension of cross-media, taking into account the possibilities of augmented reality. With the help of the principles of objectivity, complexity and reliability in scientific research, a number of general scientific and special methods are used: method of analysis, synthesis, generalization, method of monitoring, observation, problem-thematic, typological and discursive methods. According to the form of information presentation, such types of media content as visual, audio, verbal and combined are defined and characterized. The most important in journalism is verbal content, it is the one that carries the main information load. The dynamic development of converged media leads to the dominance of image and video content; the likelihood of increasing the secondary content of the text increases. Given the market situation, the effective information product is a combined content that combines text with images, spreadsheets with video, animation with infographics, etc. Increasing number of new media are using applications and website platforms to interact with recipients. To proceed, the peculiarities of the new content of new media with the involvement of augmented reality are determined. Examples of successful interactive communication between recipients, the leading news agencies and commercial structures are provided. The conditions for effective use of VR / AR-technologies in the media content of new media, the involvement of viewers in changing stories with augmented reality are determined. The so-called immersive effect with the use of VR / AR-technologies involves complete immersion, immersion of the interested audience in the essence of the event being relayed. This interaction can be achieved through different types of VR video interactivity. One of the most important results of using VR content is the spatio-temporal and emotional immersion of viewers in the plot. The recipient turns from an external observer into an internal one; but his constant participation requires that the user preferences are taken into account. Factors such as satisfaction, positive reinforcement, empathy, and value influence the choice of VR / AR content by viewers.
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Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov, and Abdel-Badeeh M. Salem. MarkHub Cloud Online Editor as a modern web-based book creation tool. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3858.

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The main criterion for the competitiveness of a teacher or expert in the field of science is a good ability to present their knowledge to students in an interactive form without spending a lot of time in preparation. The purpose of the study is to analyze modern editors to create educational information content in the modern educational space and to present a modern tool for creating web books based on the latest IT technologies. Modern editors of web material creation have been analyzed, statistics of situations on mastering of knowledge by listeners, using interactive methods of information submission have been investigated. Using the WYSIWYG concept and analyzing modern information tools for presenting graphic material, an effective tool for teaching interactive web material was presented. An adapted version of the MarkHub online editor based on cloud technologies is presented. Using MarkHub cloud-based online editor for the unified development of educational content can significantly increase the author’s productivity in the content creation process. At the same time, the effects of reducing the time spent on formatting the external presentation of the content, making synchronous changes to different versions of the content, tracking the versions of the content, organizing remote teamwork in the network environment are achieved.
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Ferdaus, Md Meftahul, Mahdi Abdelguerfi, Elias Ioup, et al. KANICE : Kolmogorov-Arnold networks with interactive convolutional elements. Engineer Research and Development Center (U.S.), 2025. https://doi.org/10.21079/11681/49791.

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We introduce KANICE, a novel neural architecture that combines Convolutional Neural Networks (CNNs) with Kolmogorov-Arnold Network (KAN) principles. KANICE integrates Interactive Convolutional Blocks (ICBs) and KAN linear layers into a CNN framework. This leverages KANs’ universal approximation capabilities and ICBs’ adaptive feature learning. KANICE captures complex, non-linear data relationships while enabling dynamic, context-dependent feature extraction based on the Kolmogorov-Arnold representation theorem. We evaluated KANICE on four datasets: MNIST, Fashion-MNIST, EMNIST, and SVHN, comparing it against standard CNNs, CNN-KAN hybrids, and ICB variants. KANICE consistently outperformed baseline models, achieving 99.35% accuracy on MNIST and 90.05% on the SVHN dataset. Furthermore, we introduce KANICE-mini, a compact variant designed for efficiency. A comprehensive ablation study demonstrates that KANICE-mini achieves comparable performance to KANICE with significantly fewer parameters. KANICE-mini reached 90.00% accuracy on SVHN with 2,337,828 parameters, compared to KAN-ICE’s 25,432,000. This study highlights the potential of KAN-based architectures in balancing performance and computational efficiency in image classification tasks. Our work contributes to research in adaptive neural networks, integrates mathematical theorems into deep learning architectures, and explores the trade-offs between model complexity and performance, advancing computer vision and pattern recognition. The source code for this paper is publicly accessible through our GitHub repository (https://github.com/mferdaus/kanice).
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Семеріков, Сергій Олексійович, Ростислав Олександрович Тарасенко, and Світлана Миколаївна Амеліна. Conceptual Aspects of Interpreter Training Using Modern Simultaneous Interpretation Technologies. Криворізький державний педагогічний університет, 2021. http://dx.doi.org/10.31812/123456789/6972.

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The article deals with the implementation in universities of conceptual changes in interpreter training in the context of modern simultaneous interpretation technologies. The idea of human-computer interaction as an alternativeless symbiosis for achieving qualitatively new levels of organisation, implementation and efficiency in the simultaneous interpreting process is substantiated. The implementation of the concept of information technology training of interpreters in the content aspect provides for the expansion of their knowledge and skills in the application of information and communication technologies in the preparation and processing of simultaneous interpretation. The practical implementation of the concept in the form of formation of information and technological competence of a simultaneous interpreter is proposed. The ways of forming this competence are defined.
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