Journal articles: '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 <em>k</em> = 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> = 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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Munn, Penny, and H. Rudolph Schaffer. "Literacy and Numeracy Events in Social Interactive Contexts." International Journal of Early Years Education 1, no. 3 (1993): 61–80. http://dx.doi.org/10.1080/0966976930010307.

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Peng, Chengzhi, and Peter Blundell Jones. "Reconstructing urban contexts online for interactive urban designs." Design Studies 25, no. 2 (2004): 175–92. http://dx.doi.org/10.1016/j.destud.2003.10.005.

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Delaney, Anne E. "Grammar Contexts: A Resource Guide for Interactive Practice." TESOL Journal 9, no. 2 (2000): 38. http://dx.doi.org/10.1002/j.1949-3533.2000.tb00252.x.

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Saydamatova, Nigora Sheralievna. "WAYS TO LEARN NEW WORDS AS A LANGUAGE LEARNER." INTERNATIONAL BULLETIN OF ENGINEERING AND TECHNOLOGY 3, no. 5 (2023): 175–78. https://doi.org/10.5281/zenodo.7960735.

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Ten strategies to help language learners remember and use new words in speech include linking words with meaningful contexts, learning in chunks and scripts, and using interactive videos, games and podcasts. Memorise words in context, use interactive captions, read short texts, use your inner voice, and visualise the meaning of words to help recall the meaning.

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Achten, Henri. "Interaction Narratives for Responsive Architecture." Buildings 9, no. 3 (2019): 66. http://dx.doi.org/10.3390/buildings9030066.

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In this position paper, we present the results of an ongoing theoretical investigation into the phenomenon of interactive architecture. Interaction in architecture deals with the meaningful exchange of information and physical acts between building and person. This goes beyond responsive systems like automated doors, shading systems, and so on. Most examples of interactive architecture are technological explorations that probe possibilities and the potential for interaction. In this paper we claim that this is not enough. The notion of interactive architecture is explored through social aspects, user experience, situatedness, and agent-based theory. From this we argue that interactive buildings need comprehensive and consistent styles of interaction rather than a series of isolated and unrelated interaction events. Different people in various contexts require different sets of behavior from an interactive building. These sets are conceptualized as interaction narratives, following the work of Maria Lehman. We argue that such narratives can provide a better fit of the interactive building with the user, and lead to a more profound understanding of such systems.

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Cha, Jaeseung. "Person and Context." Journal of Reformed Theology 13, no. 2 (2019): 99–119. http://dx.doi.org/10.1163/15697312-01302018.

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AbstractThe way in which theology is formulated often relates to three components—texts, traditions, and contexts—each of which has its own distinctive and interactive forces to shape theology. The major conundrum affecting methodology of contemporary theology is, however, a radical shift from text and tradition to context, as if both text and tradition had been contextual and thus theology were always to be contextual. What if our contexts are oppressive and violent? On what basis can we resist such violent contextual values? Who are ‘we’ here and what does ‘resist’ imply for theological method? Reviewing various concepts of person in Max Scheler, Korean neo-Confucian scholar Dasan Cheong Yak Yong (1762–1836), and Emmanuel Levinas, this article argues that person, not as a self-sufficient subjectivity but as one interacting with others and their contexts, must be included as one of the subjects that formulates theology, along with texts, traditions, and contexts, and that interactions among the four components are the actual forces for constructing theology.

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Bruckner, Franziska, Clemens Baumann, Matthias Husinsky, et al. "Interactive Storytelling for Immersive Media, Augmented Manufacturing, and Digital Healthcare." Interactive Film & Media Journal 2, no. 4 (2022): 66–75. http://dx.doi.org/10.32920/ifmj.v2i4.1693.

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The article explores interactive storytelling in augmented and virtual reality. It is based on the research project Immersive Media Lab, bridges the gap between technological developments and their application, and aims to combine art, economy, and science. Due to their increased availability, virtual and immersive technologies have not only seen a resurgence in their popularity but also offer intriguing new perspectives regarding their use in different contexts. Consequently, the notions of interactivity and immersion also play significant roles in the study of storytelling in conjunction with virtual and augmented reality. The Immersive Media Lab has employed state-of-the-art AR/VR technology in five use cases: VR Interaction, Artistic Motion Tracking in AR/VR, Audio AR for Industry, AR/VR Interfaces for Industry, and AR Education for Patients. All of them, but one, developed prototypical applications related to the central concept of interactive storytelling. Furthermore, each use case addresses three distinct dimensions of storytelling: the production of a coherent story, the collection and transfer of knowledge, and the specificity of the technology used. Covering the areas of Creative Media, Smart Manufacturing, and Healthcare leads to a particular research design, as each area is connected to different research contexts and comes with appliances of immersive media. The article focuses on various theoretical inputs regarding interactive and immersive storytelling in general and relates them to the academic background of the five use cases. Furthermore, each use case defined a story in its context, the purpose of its narration, and its media-specific context. Finally, the paper reflects on the outcomes of the use cases and outlines their potential for future applications of interactive storytelling in immersive media.

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VALTOLINA, STEFANO. "DESIGN OF KNOWLEDGE DRIVEN INTERFACES IN CULTURAL CONTEXTS." International Journal of Semantic Computing 02, no. 04 (2008): 525–53. http://dx.doi.org/10.1142/s1793351x08000592.

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A major problem in developing interactive interfaces is how to guide users with respect to which queries they can ask. This is because users need to know what is possible to ask in a particular domain. This paper explores these issues in the context of cultural heritage (CH) environments. The effective presentation of CH information requires the application of sophisticated techniques from different areas, mainly human-computer interaction and knowledge management. In this kind of interactive applications users should adopt different accessing strategies independently of how the information is organized in the repositories. Thus, if the information domain is spread in different sources the user has to be able to operate in a transparent way independently of the data-structures of the archives. Moreover, the user would not be taken aback by a huge amount of data available, but the information has to be tailored according to the real user's interests. The proposed approach is based on the definition of relationships between the information cultural domain fitting the conceptual model of the cultural experts (represented by an appropriate knowledge base) and an information domain which can be understood by the machine (modeled by a domain ontology). The final system's infrastructure filters the richness of the data-sources to comply with the users' needs, tailoring the information according to their context of use. In this way the user can properly navigate through the heritage and create their own personalized thematic tour through a large number of information trails.

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Bravo, Esteban García, Andrés Burbano, Vetria L. Byrd, and Angus G. Forbes. "The Interactive Image: A Media Archaeology Approach." Leonardo 50, no. 4 (2017): 368–75. http://dx.doi.org/10.1162/leon_a_01454.

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This paper examines the history of the influential Interactive Image computer graphics showcase, which took place at museum and conference venues from 1987 to 1988. The authors present a preliminary exploration of the historical contexts that led to the creation of this exhibition by the Electronic Visualization Lab (EVL), which included the integrated efforts of both artists and computer scientists. In addition to providing historical details about this event, the authors introduce a media archaeology approach for examining the cultural and technological contexts in which this event is situated.

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Li, Xueyi, Qiao Li, Ping Wang, and Jingrui Hou. "A Cognitive Model of Data Retrieval Interaction." Proceedings of the Association for Information Science and Technology 60, no. 1 (2023): 1043–45. http://dx.doi.org/10.1002/pra2.939.

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ABSTRACTThis study introduces and examines the “Multi‐dimensional Interaction‐Attitude‐Usage Model” (MIAU Model), drawing from cross‐disciplinary theories. The MIAU Model proposes dimensions of interactive data retrieval, including resource, technology, context, and dual‐process‐based cognition, and explores their relationships with user attitude toward systems and usage intention. To test the MIAU Model, a structural equation modeling analysis was conducted on the questionnaire data. The results support the proposed model. The MIAU Model suggests that resources, technology, contexts, and individual characteristics directly impact data searchers' dual‐process‐based cognition. System 1‐based cognition has a direct influence on system 2‐based cognition. Moreover, dual‐process‐based cognition and contexts directly affect attitude and usage intention. Additionally, resources, technology, contexts, and individual characteristics indirectly affect system 2‐based cognition through system 1‐based cognition, and similarly, these factors indirectly influence attitude and usage intention through dual‐process‐based cognition.

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Scalise, Kathleen, P. Shawn Irvin, Fahad Alresheed, et al. "Accommodations in Digital Interactive STEM Assessment Tasks." Journal of Special Education Technology 33, no. 4 (2018): 219–36. http://dx.doi.org/10.1177/0162643418759340.

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In this article, we describe current research findings on assessment accommodations and universal design within the context of emerging interactive digital assessment tasks that employ simulations such as in science, technology, engineering, and mathematics (STEM). STEM education in many classrooms now includes digitally based activities such as science simulations and virtual laboratories that have been shown in some cases to promote learning gains. When such technologies are used in STEM assessments, a major challenge is to ensure assessments are accessible so all students can show what they know and can do. Federal laws and regulations including the Individuals with Disabilities Education Act, Elementary & Secondary Education Act, and Americans with Disabilities Act require that students with disabilities (SWD) be provided an opportunity to participate in educational programing and services available to nondisabled peers. In addition to implementing principles of universal design in assessment contexts, reasonable accommodations must be afforded to ensure accessibility. This article focuses on universal design and accommodations where the STEM construct is not adjusted or modified. Here, we employ synthesis of the research literature to document accessibility recommendations and practices around interactive assessment tasks, especially in STEM. We illustrate with an example and highlight directions that future development might take. The intention is to inform educators, school administrators, state and local policy makers, and assessment developers on the availability and use of accommodations in interactive assessment contexts such as simulation, and what is needed to ensure appropriate accessibility for SWD.

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Wodehouse, Andrew J., and Kathleen MacKenzie Castell. "Translating 2D Geometric Illusions for 3D Contexts." International Journal of Art, Culture and Design Technologies 10, no. 1 (2021): 18–35. http://dx.doi.org/10.4018/ijacdt.2021010102.

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This paper describes the creation and evaluation of four novel, interactive objects that have been used to evaluate the effectiveness of 2D optical illusions within 3D objects. Illusions are recognised as a key means to understand how one processes visual input and perceives the world around them. A huge number of 2D illusions have been generated from the 18th century onwards, and a significant body of work exists that explores their characteristics, classifications, and operations. This paper identifies and selects four established 2D geometric illusions and explores their viability as 3D objects. A controlled experiment was conducted to ascertain whether they retained their perceptive illusory strength. A sample population of 30 participants was used and their interaction with purpose-built models was measured. Means are discussed whereby the illusions can be utilised in product design to either emphasise or counteract optical effects in geometric form.

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Wang, Huanjie. "Learners’ Dialogical Interaction in the Service of Linguistic Knowledge Acquisition in Group Settings: Based on Contextual Factors." Theory and Practice in Language Studies 10, no. 11 (2020): 1376. http://dx.doi.org/10.17507/tpls.1011.05.

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This paper highlights some connections between dialogical interaction and knowledge acquisition in group settings. In learners’ quest to develop communicative competence and self-identity or social identity and acquire knowledge, dialogical interaction is applied to three contexts of knowledge-acquiring process where learners’ identity, learners’ mindset, learners’ rapport, learners’ communicative competence and learners’ knowledge are involved. Simply speaking, learners in collaborative contexts tend to share existing knowledge to generate potential knowledge; learners in competitive contexts are inclined to build knowledge, learners in cohesive contexts just use knowledge as a tool to organize knowledge. However, it is contended that dialogues are supposed to be explicitly regarded as part of the knowledge-acquiring process. There is a tendency to enable more effective knowledge acquisition through communicative talk, especially dialogues, in the interactive contexts with scaffoldings, tutoring or even intervention.

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Mukhtoralieva, M. A. "Interactive Educational Methods in Teaching Pedagogical Theory." Current Research Journal of Pedagogics 6, no. 1 (2025): 5–8. https://doi.org/10.37547/pedagogics-crjp-06-01-02.

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This article explores the role and effectiveness of interactive educational methods in teaching pedagogical theory. It highlights the significance of active learning strategies, which promote student engagement and foster deeper understanding of theoretical concepts in pedagogy. The article discusses various interactive teaching techniques such as group discussions, case studies, role-playing, simulations, and collaborative projects, emphasizing their ability to enhance critical thinking, problem-solving skills, and the application of theoretical knowledge in real-life contexts. The author argues that interactive methods not only improve student motivation and participation but also contribute to the development of essential professional competencies in future educators. The article also examines how these methods help bridge the gap between theory and practice, making learning more dynamic and relevant. Overall, it stresses the importance of integrating interactive approaches into pedagogical theory courses to improve teaching quality, increase student satisfaction, and better prepare learners for practical teaching challenges.

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Choi, Seohyun, Jaehong Joo, and Yoonhee Shin. "Facilitating Interactions in Metaverse based on Experiential Learning: Platform Analysis and Exploration of Teaching and Learning Strategies." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (2022): 465–83. http://dx.doi.org/10.22251/jlcci.2022.22.22.465.

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Objectives In this study, the interactive functions in a metaverse learning platform from the perspective of learners, contents, and instructors were analyzed and presented associated with teaching and learning strategies that can be applied according to the four learning stages of experiential learning. Methods To this end, metaverse platforms were selected, and functions that can be used to promote interaction within the platform were analyzed and integrated to derive teaching and learning strategies according to their features. Results As a result, a total of 10 metaverse functions were suggested, and each function could be used in the context of each stage of experiential learning according to educational contexts, teaching and learning strategies. Conclusions It was intended to present guidelines so that instructors who want to use metaverse in the future can effectively use metaverse platforms and functions according to their learning goals, contents, and teaching and learning activities.

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Rembowska-Płuciennik, Magdalena. "Enactive, Interactive, Social—New Contexts for Reading Second-Person Narration." Narrative 30, no. 1 (2022): 67–84. http://dx.doi.org/10.1353/nar.2022.0003.

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Prinz, Philip M. "Literacy and Language Development Within Microcomputer-Videodisc-Assisted Interactive Contexts." Journal of Childhool Communication Disorders 14, no. 1 (1988): 67–80. http://dx.doi.org/10.1177/152574018801400105.

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Kubicki, Sebastien, Yoann Lebrun, Sophie Lepreux, Emmanuel Adam, Christophe Kolski, and René Mandiau. "Simulation in contexts involving an interactive table and tangible objects." Simulation Modelling Practice and Theory 31 (February 2013): 116–31. http://dx.doi.org/10.1016/j.simpat.2012.10.012.

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Shin, Jungpil, and Hsien-Chou Liao. "An Interactive Map Search System Using Wavelet and Shape Contexts." Journal of Advanced Computational Intelligence and Intelligent Informatics 15, no. 9 (2011): 1256–61. http://dx.doi.org/10.20965/jaciii.2011.p1256.

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In this paper a new interactive map search system is presented using shape context and bipartite graph matching. Shape context is used for measuring shape similarity and the recovering of point correspondences. After the above information is generated from the shape context bipartite graph matching is used to obtain the optimal correspondence between two shapes. Hierarchical description is also used to increase the recognition rate. Shape context is a method to treat shapes as a set of points and generate the histogram of the distribution of points. Wavelet analysis is used in hierarchical description. In order to shorten the calculation time, piecewise linear approximation is implemented as the feature extraction method. The systemlists the sixmost similar shapes to hand-written input shapes from the reference shapes, i.e., Japan’s 47 prefectures. Comparison results of linear matching, Dynamic Programming (DP) matching and shape context with bipartite graph matching indicate that the 1st place recognition rates are 82%, 84.52% and 92.45%, respectively. The evaluation result of hierarchical description shows that hierarchical approximation can improve the recognition rate from 92.45 to 94.97% using the deepest-4 depth. These results show that the proposed method is effective on fulfilling the interactive map search system.

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Matheson, Heath, Chris Moore, and Nameera Akhtar. "The development of social learning in interactive and observational contexts." Journal of Experimental Child Psychology 114, no. 2 (2013): 161–72. http://dx.doi.org/10.1016/j.jecp.2012.09.003.

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Rowe, Jonathan, and James Lester. "Modeling User Knowledge with Dynamic Bayesian Networks in Interactive Narrative Environments." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 6, no. 1 (2010): 57–62. http://dx.doi.org/10.1609/aiide.v6i1.12403.

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Recent years have seen a growing interest in interactive narrative systems that dynamically adapt story experiences in response to users’ actions, preferences, and goals. However, relatively little empirical work has investigated runtime models of user knowledge for informing interactive narrative adaptations. User knowledge about plot scenarios, story environments, and interaction strategies is critical in a range of interactive narrative contexts, such as mystery and detective genre stories, as well as narrative scenarios for education and training. This paper proposes a dynamic Bayesian network approach for modeling user knowledge in interactive narrative environments. A preliminary version of the model has been implemented for the Crystal Island interactive narrative-centered learning environment. Results from an initial empirical evaluation suggest several future directions for the design and evaluation of user knowledge models for guiding interactive narrative generation and adaptation.

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Khalkho1, Anugrah. "A Place of Interaction and Learning at Design College." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 08, no. 06 (2024): 1–5. http://dx.doi.org/10.55041/ijsrem35718.

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This research paper investigates the significance and design elements of interactive spaces within educational contexts, with a focus on design colleges. Through a comprehensive exploration of various case studies, including the School of Arts and Sciences at Ahmedabad University and the Centre for Environment Planning & Technology, the paper examines the role of formal and informal interactive spaces in fostering collaboration, creativity, and community engagement. Key factors affecting the success of these spaces, such as compatibility with user needs, achieving balance between social interaction and isolation, transparency, contact with nature, and design elements influencing interactive environments, are analysed. The findings highlight the importance of thoughtful design and planning in creating dynamic learning environments that support diverse modes of interaction and enhance the overall educational experience. Key Words: Architecture, Design colleges, Formal space, Homebase, Informal space, Interactive spaces

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Koporcic, Nikolina, and Aino Halinen. "Interactive Network Branding." IMP Journal 12, no. 2 (2018): 392–408. http://dx.doi.org/10.1108/imp-05-2017-0026.

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PurposeThe purpose of this paper is to examine Interactive Network Branding (INB) as an emergent process where the corporate identity and reputation of a small- and medium-sized enterprise (SME) are created through interpersonal interaction. The INB process is socially constructed through interaction between individual people who act on behalf of their companies in business relationships and networks.Design/methodology/approachThe study is conceptual. Drawing on corporate branding literature, IMP research and empirical studies as well as short illustrative cases from SME contexts, the paper provides a conceptual description of INB and its sub-processes. Corporate branding literature offers conceptual understanding of corporate identity and reputation; the recent IMP-based studies offer an overview of current thinking within the paradigm, and the empirical studies and case examples from SMEs show the validity of the interpersonal approach for the INB.FindingsThe paper provides an enhanced understanding of INB in which interpersonal interaction lead to the creation of a corporate brand – as an integral part of the companies’ networking process. Three types of interpersonal interactions are distinguished: internal, external, and boundary spanning, the latter occurring at the borderline of the company and its environment. A process model of INB is proposed that specify the role of various interactions for the emerging process.Research limitations/implicationsSince the paper is conceptual, further research is needed to study the INB process empirically and in more depth in different SME contexts and through differing interaction perspectives.Practical implicationsManagerial implications denote the crucial role of individuals in performing INB. Through interpersonal interactions, SMEs are able to create their identity and reputation, i.e. a strong corporate brand, and thereby to influence their network position.Originality/valueThis paper is one of the first attempts to link the IMP network approach with corporate branding literature, while focusing on the interpersonal interactions. The study builds bridges between these two distant but important research paradigms and contributes to each by developing a process perspective on corporate branding in business networks. This new approach to corporate branding seen through business interactions offers unique conceptual and managerial implications.

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Koppi, Tony, and Elaine Pearson. "The COERSEA Model for Interactive Presentations." Journal of University Teaching and Learning Practice 2, no. 2 (2005): 37–52. http://dx.doi.org/10.53761/1.2.2.5.

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A commonly accepted theoretical paradigm in the research and practice of effective learning and teaching is constructivist. Researchers and practitioners in the higher education community attend educational technology focused conferences to share their findings, seek feedback and collaboration, or challenge. Although researchers may espouse constructivist methods in their learning designs, this model is not adopted in their presentations. Often a more traditional transmission approach is used with the presenter inflicting many content heavy slides on an increasingly passive audience. The COERSEA model (context, outcomes, engagement, resources, support, evaluation, alignment) comprises seven principles that can be applied to the design of any presentation be it a lecture, seminar or conference paper. The model compliments current trends in online learning design and represents a constructivist approach to presentations that engages participants in a shared learning experience. The model has been successfully applied to a number of topics and contexts at conferences, seminars and workshops.

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Holzer, Richard. "Knowledge Acquisition under Incomplete Knowledge using Methods from Formal Concept Analysis: Part I." Fundamenta Informaticae 63, no. 1 (2004): 17–39. https://doi.org/10.3233/fun-2004-63102.

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Formal contexts with unknown entries can be represented by three-valued contexts K=(G, M, {×, o, ?}, I), where a question mark indicates that it is not known whether the object g∈G has the attribute m∈M. To describe logical formulas between columns of such incomplete contexts the Kripke-semantics are used for propositional formulas over the set M of attributes. Attribute implications are considered as special propositional formulas. If a context is too large to be fully represented, an interactive computer algorithm may help the user to get maximal information (with respect to his knowledge) about the valid attribute implications of the unknown context. This computer algorithm is called "attribute exploration".

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Eppler, Martin. "Facilitating Knowledge Communication through Joint Interactive Visualization." JUCS - Journal of Universal Computer Science 10, no. (6) (2004): 683–90. https://doi.org/10.3217/jucs-010-06-0683.

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This paper presents further research findings on the use of software-based, collaborative visual communication tools for the transfer and creation of professional knowledge in organizational decision making contexts. The paper begins by describing typical knowledge communication situations and summarizes dominating problems in these contexts. It then reports on the real-life experiences in using three visual knowledge communication tools, namely the OnTrack visual protocol tool, the Parameter Ruler application, and the Synergy Map. The application experiences with these tools in four companies show that they can reduce some of the discussed problems. Their main benefits are focus, coordination, documentation, consistency, accountability and traceability. Their major improvement areas are accessibility and flexibility. Implications for further research and for further tool developments are highlighted.

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Mehdaoui, Ahmed. "Interactive Strategies for Raising EFL Students’ Cultural Awareness." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 2, no. 1 (2016): 17–20. http://dx.doi.org/10.36344/ccijhss.2016.v02i01.003.

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Currently, there is a tendency towards intercultural education as a major goal in foreign language teaching and learning. The importance of developing learners’ intercultural communicative competence has derived from the need to preparing foreign language learners, in general, and English learners in particular, for potential cross-cultural communication, in which they may encounter linguistic and cultural barriers. However, in our specific context- the English Department at the University of Tiaret and certainly in other academic contexts in Algeria, it is found that this goal is far from being reached. To bridge the gap, our main goal in this paper is to share some specific teaching practices, and showing concrete teaching models of intercultural education at the EFL department.

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Vetromille-Castro, Rafael. "Social interactive entropy and interaction in the language teacher education classroom." Revista Brasileira de Linguística Aplicada 13, no. 2 (2013): 625–41. http://dx.doi.org/10.1590/s1984-63982013000200012.

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This paper has as core ideas the assumption that interaction is essential for knowledge construction and the claim that groups of individuals in learning contexts can be seen as complex adaptive systems (CAS). Some different, but congruous views on the classroom as a complex adaptive system are presented and the phenomenon which is constantly at work and affecting each and every CAS - the entropy - is brought to discussion. A specific type of entropy for social groups, defined as social interactive entropy, is also introduced as an attempt to promote reflection on how this phenomenon affects the behavior of a classroom under a complex perspective and how it influences such a social CAS by providing or restricting conditions for interaction and, hence, learning to emerge.

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Minalla, Amir Abdalla. "From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts." English Language Teaching 15, no. 3 (2022): 1. http://dx.doi.org/10.5539/elt.v15n3p1.

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For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners&rsquo; demotivation rather than how EFL learners&rsquo; demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners&rsquo; demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers&rsquo; performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators&rsquo; interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners&rsquo; cultural backgrounds and connects them to their every day actions.

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Peters, Phil, Alex Katsaros, Rosalyn Howard, and Robb Lindgren. "An interactive cultural transect." Gifted Education International 28, no. 1 (2012): 84–95. http://dx.doi.org/10.1177/0261429411427655.

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This pilot project conducted by researchers from the University of Central Florida (UCF) seeks to answer the question: Does a real-time, two-way, mobile, remote webcasting system have special properties for learning compared with traditional distance learning platforms? Students enrolled in two online, undergraduate UCF courses explored South Africa via a ‘Cultural Transect’, which we define as a method for recording and observing occurrences of cultural phenomena through regions and across borders of contemporary cultural systems around the world. The researchers hypothesize that this interactive Cultural Transect model augmented the traditional classroom by providing experiential access and interaction with authentic data, content, people, and real-world contexts.

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Zeng, Biqing, Xuli Han, Feng Zeng, Ruyang Xu, and Heng Yang. "Multifeature Interactive Fusion Model for Aspect-Based Sentiment Analysis." Mathematical Problems in Engineering 2019 (December 19, 2019): 1–8. http://dx.doi.org/10.1155/2019/1365724.

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Aspect-based sentiment analysis (ABSA) is a fine-grained sentiment analysis technology. In recent years, neural networks are widely used to extract features of aspects and contexts and proven to have a dramatic improvement in retrieving the sentiment feature from comments. However, due to the increasing complexity of comment information, only considering sentence or word features, respectively, may cause the loss of key text information. Besides, characters have more microscopic features, so the fusion of features between three different levels, such as sentences, words, and characters, should be taken into consideration for exploring their internal relationship among different granularities. According to the above analysis, we propose a multifeature interactive fusion model for aspect-based sentiment analysis. Firstly, the text is divided into two parts: contexts and aspects; then word embedding and character embedding are associated to further explore the potential features. Secondly, to establish a close relationship between contexts and aspects, features fusion of both aspects and contexts are exploited in our model. Moreover, we apply the attention mechanism to calculate fusion weight of features, so that the key features information plays a more significant role in the sentiment analysis. Finally, we experimented on the three datasets of SemEval2014. The results of experiment showed that our model has a better performance compared with the baseline models.

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Doshi, Prashant J. "Decision Making in Complex Multiagent Contexts: A Tale of Two Frameworks." AI Magazine 33, no. 4 (2012): 82. http://dx.doi.org/10.1609/aimag.v33i4.2402.

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Decision making is a key feature of autonomous systems. It involves choosing optimally between different lines of action in various information contexts that range from perfectly knowing all aspects of the decision problem to having just partial knowledge about it. The physical context often includes other interacting autonomous systems, typically called agents. In this article, I focus on decision making in a multiagent context with partial information about the problem. Relevant research in this complex but realistic setting has converged around two complementary, general frameworks and also introduced myriad specializations on its way. I put the two frameworks, decentralized partially observable Markov decision process (Dec-POMDP) and the interactive partially observable Markov decision process (I-POMDP), in context and review the foundational algorithms for these frameworks, while briefly discussing the advances in their specializations. I conclude by examining the avenues that research pertaining to these frameworks is pursuing.

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Solmon, Melinda A., Terry Worthy, and Jo A. Carter. "The Interaction of School Context and Role Identity of First-Year Teachers." Journal of Teaching in Physical Education 12, no. 3 (1993): 313–28. http://dx.doi.org/10.1123/jtpe.12.3.313.

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The interactive model views the teacher as a powerful socializing agent and establishes links between biographical characteristics and the demands of different contexts. This study describes the dynamic interaction of factors related to teacher role identity and school context. Specifically the goal was to employ case studies to examine the biographies of three first-year teachers to determine how individual perception of the teaching role impacts professional development during the first year of teaching. Using subject interviews, field notes, lesson plans, student performance data, and informal interviews with administrators and coworkers, a comparison was made between the cases to learn how the teaching perspectives of first-year teachers interact with school contexts. Results support the notion that the beginning teacher can be an active agent in controlling the direction of biography and social structures in the socialization process.

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Eliringia Mariki, Belingtone. "Multimedia Features towards Skills Development in Open Learning: A Case of the Girls Inspire Project in Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 5, no. 5 (2024): 89–98. http://dx.doi.org/10.46606/eajess2024v05i05.0408.

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This study investigates the use of multimedia content for skills development in open learning, using the Girls Inspire Project in Tanzania as a case study. Conducted in the Chala and Msanzi Wards of the Rukwa Region, the study examined the multimedia features utilized in the project and their suitability within the context of open learning initiatives targeting marginalized communities in Tanzania. A qualitative approach was employed, incorporating documentary reviews and interviews with participants, including facilitators, multimedia production experts and project beneficiaries. The findings reveal that the multimedia contents used in the project were highly interactive and engaging, promoting active learner participation and effective skills development. Key multimedia features identified include high visibility, structured arrangement, varied content lengths tailored to lesson requirements and a balanced combination of media formats. These features were found to be highly suitable for the open learning context, as they enhanced accessibility and supported interactive learning for skills development, making them particularly effective for marginalized learners in remote areas. Despite the evidenced suitability of the multimedia learning contents, the study highlights the need for inclusion of more interactive elements and feedback mechanisms. The study further suggests that multimedia contents for future interventions should be tailored to meet specific needs of the target audience, considering local contexts, literacy levels and technological limitations. The study recommends future research to explore the long-term impact of multimedia learning on skills development and identify best practices for integrating multimedia features in similar development initiatives.

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Doerflinger, Nadja. "Social interactions at work: why interactive work should be an analytical category in its own right." Employee Relations: The International Journal 44, no. 7 (2022): 81–95. http://dx.doi.org/10.1108/er-06-2021-0245.

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PurposeThe purpose of this paper is to make a conceptual argument for considering interactive work – i.e. work made up of micro-level exchanges or social interactions with third parties such as customers, patients or citizens – as a distinct analytical category in employment-related research. The argument is underpinned by the core role played by interactive work in valorisation.Design/methodology/approachThis is a conceptual paper, with its argument based on key findings from the debates on symbolic interactionism, service work and interaction work. These are merged and combined with a valorisation perspective.Findings“Social interactions” and “work” have mostly been considered separately by theoretical sociology and the sociology of work. The author contends however that the two concepts should be viewed together, as social interactions at work are a constitutive feature of many occupations, jobs and tasks. This implies studying both exchange and social relationships between the different parties and their embeddedness in specific (multi-level) contexts. Moreover, there are two reasons why interactive work relates to specific working conditions: first, it involves customers or similar groups as third parties; second, it is key to valorisation. To systematically study interactive work, context-sensitive approaches spanning multiple (analytical) levels are recommended.Originality/valueThe article contributes to advancing the understanding of interactive work as a distinct form of work as yet under-theorised but deserving to be considered as a separate analytical category.

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Mustofa, Ali, and Jonnie Lynn Hill. "Understanding Cultural Context in Responding to Literature: Researching the Teaching of Literature in EFL Classroom Context." English Language Teaching 11, no. 6 (2018): 108. http://dx.doi.org/10.5539/elt.v11n6p108.

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This paper shares some insights into the notion of having EFL students collectively respond to literature. Understanding and appreciating a piece of literature is determined by how one can convey the concepts and words to new situations. During this process, several types of interaction happen: interaction between experience and the text, interaction between author’s culture and reader, and interaction of the reader with other readers. In order to interpret a text in the way the author has intended, readers need to develop knowledge of the author’s cultural and historical contexts. This paper describes several innovative, interactive methods that will help students make connections between life experiences and literary texts, between the author’s culture and their own, and between their ideas and those of other readers.

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Pereira, Joana. "GCsnap: Interactive Snapshots for the Comparison of Protein-Coding Genomic Contexts." Journal of Molecular Biology 433, no. 11 (2021): 166943. http://dx.doi.org/10.1016/j.jmb.2021.166943.

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Dobińska, Gabriela. "Experiencing epiphany. Contexts of becoming a teacher in an interactive perspective." Studia z Teorii Wychowania XI, no. 1 (30) (2020): 115–37. http://dx.doi.org/10.5604/01.3001.0014.1974.

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The article is devoted to the category of "becoming" a teacher. The purpose of the following considerations is to present the motives for choosing the teaching profession. Adopting an interactive perspective, I will focus on the first stage of becoming a teacher, i.e. making a decision about choosing this career path, and then supplement the undertaken considerations with the concepts of epiphanies experienced by teachers during socialization. The introduction presents the main research directions with the participation of educators, and also draws attention to the need to explore the issue of the process of "becoming" a teacher. The theoretical part presents the most important concepts in the field of pedeutology oscillating around the concept and approaches placing the teacher in the center. The research project is maintained in an interpretative paradigm, the biographical method was used. As a result, empirical material was collected covering 14 interviews with teachers. The results of the study allowed to characterize the subjects' motives to "become" a teacher, which were realized in two variants: external and internal motivation. The following analysis of the research is a fragment of a broader research project focused on epiphanies and experiences crystallizing in the selection of the professional path of educators of various specialties in a biographical perspective, implemented as part of a targeted subsidy for young scientists. Financed by the Ministry of Science and Higher Education.

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Ho, Daniel, and Antonio Verdejo-Garcia. "Interactive influences of food, contexts and neurocognitive systems on addictive eating." Progress in Neuro-Psychopharmacology and Biological Psychiatry 110 (August 2021): 110295. http://dx.doi.org/10.1016/j.pnpbp.2021.110295.

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Solís, Marcela Núñez, and Paulino Murillo Estepa. "Egalitarian Interactive Group Dialogue for children in at-risk school contexts." Learning, Culture and Social Interaction 28 (March 2021): 100456. http://dx.doi.org/10.1016/j.lcsi.2020.100456.

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Journal articles on the topic 'Interactive contexts'

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