Relevant bibliographies by topics / Interactive instructions

Contents

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

Academic literature on the topic 'Interactive instructions'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Interactive instructions"

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Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.

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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniq
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Schraw, Gregory. "Interactive, Compensatory Reading Strategies." Journal of Literacy Research 28, no. 1 (1996): 55–70. http://dx.doi.org/10.1080/10862969609547910.

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Three experiments examined the trade-off between the text-based and task-based importance. Text-based importance was defined as information in a text that is important due to its structural relation to other text segments. Task-based importance was defined as text information that is important due to external constraints such as instructions. Undergraduates in this study spontaneously adopted an interactive, compensatory strategy in which task-based importance superseded the role of text-based importance. Implications for reading instruction and practice were discussed.
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Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.

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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shif
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Loh, Christian Sebastian. "Researching and Developing Serious Games as Interactive Learning Instructions." International Journal of Gaming and Computer-Mediated Simulations 1, no. 4 (2009): 1–19. http://dx.doi.org/10.4018/jgcms.2009091501.

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As serious games gain momentum in the academic arena, no doubt more educators and instructional technologists will begin considering the possibility of making their own games for instruction. As developers of instructional resources, instructional technologists need to steer clear of producing more ‘video’ games, and instead, developing more ‘serious’ games that incorporate both learning and assessment. The research community needs to learn from tested processes and best practices to avoid repeating old mistakes. The model for serious game making presented in this article has been used success
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Straub, Holly R., and Michael M. Granaas. "Interaction of Instructions with the Recall Strategy Actually Used in a Paired-Associates Learning Task." Psychological Reports 71, no. 3 (1992): 987–93. http://dx.doi.org/10.2466/pr0.1992.71.3.987.

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Previous research suggests that interactive imagery produces memory performance superior to separation imagery, although the effects of instructions are less clear. Paired-associate learning was used to examine the effects of instructions (general memory, separation imagery, and interactive imagery) on recall, the frequency of using memory strategies (nonimaginal, separate image, and interactive image), and strategies' effectiveness. The numbers of correctly recalled items were fewer for subjects given general memory instructions than for subjects given separation or interactive imagery instru
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Oviawe, Jane Itohan. "Technical Education Lecturers’ Knowledge of Students’ Engagement in Application of Interactive Instructional Strategies." Journal of Technology and Humanities 1, no. 1 (2020): 1–10. http://dx.doi.org/10.53797/jthkkss.v1i1.1.2020.

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This study investigated technical education lecturers’ knowledge of students’ engagement application of interactive instructional strategies using descriptive survey research design. Four research questions and four null hypotheses guided the study. The study aimed to determine technical education lecturers’ knowledge of the: meaning and levels of students’ engagement in instruction; indicators of students’ engagement in instruction; factors that influence students’ engagement in instruction; and active learning strategies that promote students’ engagement in instruction. The population for th
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Sebrechts, Marc M., and Joseph G. Deck. "Techniques for Acquiring Computer Procedures: Some Restrictions on “Interaction”." Proceedings of the Human Factors Society Annual Meeting 30, no. 3 (1986): 275–79. http://dx.doi.org/10.1177/154193128603000317.

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Although many current theories emphasize the interactive and exploratory nature of learning, computer-aided training systems that use these principles often appear ineffective. A series of four experiments examined two kinds of interaction that are available in a number of commercial systems: (1) interactively reading instructions and then performing the indicated steps; (2) interactively selecting the order in which to explore the instructions. The data suggest that although interaction leads to better performance initially, this advantage is lost after a short delay. Likewise, unstructured a
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Joselyn C. Lotiba-Canuela and Michael Anthony Jay B. Regis. "Development of an Interactive Visual Simulator for the Pipelining Concept." Journal of Science, Engineering and Technology (JSET) 6, no. 1 (2018): 169–76. http://dx.doi.org/10.61569/6be43144.

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Pipelining is an optimization technique in which each instruction is divided into sub units overlap with other instructions. Since it is tedious to visualize manually, this study provides a visualization of a five-stage pipeline based on the execution of Instruction Set Architecture (ISA) instruction. A lexical analyzer is used in extracting tokens from the source code and a parser in syntax checking. Instruction dependency and data dependency are also considered during execution with an optional hardware operand forwarding enabled or disabled before program execution. This study implemented i
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Budhu, Muniram. "Enhancing Instructions Using Interactive Multimedia Simulations." SIMULATION 76, no. 4 (2001): 222–31. http://dx.doi.org/10.1177/003754970107600406.

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Cai, Pengshan, Zonghai Yao, Fei Liu, et al. "PaniniQA: Enhancing Patient Education Through Interactive Question Answering." Transactions of the Association for Computational Linguistics 11 (2023): 1518–36. http://dx.doi.org/10.1162/tacl_a_00616.

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Abstract A patient portal allows discharged patients to access their personalized discharge instructions in electronic health records (EHRs). However, many patients have difficulty understanding or memorizing their discharge instructions (Zhao et al., 2017). In this paper, we present PaniniQA, a patient-centric interactive question answering system designed to help patients understand their discharge instructions. PaniniQA first identifies important clinical content from patients’ discharge instructions and then formulates patient-specific educational questions. In addition, PaniniQA is also e
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Dissertations / Theses on the topic "Interactive instructions"

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Buykx, Lucy. "Interactive recipe instructions : supporting cooks with better designs." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5158/.

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In the last decade in HCI there has been a growing interest in using interactive technology to support human-food activities such as meal planning, shopping and cooking. However, despite the principles of UCD, few researchers have made use of empirical research of users’ human-food activities to ground their system designs, few evaluated their systems with users against a control and most have designed systems with the needs of younger people in mind. In the first two studies I investigated the food related activities of older adults using focus groups and a food and shopping diary with post d
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Najar, Anis. "Shaping robot behaviour with unlabeled human instructions." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066152.

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La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissag
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Najar, Anis. "Shaping robot behaviour with unlabeled human instructions." Electronic Thesis or Diss., Paris 6, 2017. http://www.theses.fr/2017PA066152.

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La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissag
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Thimmapuram, Sunethra. "Web-Delivered Assembly Language Interactive Training and its Sequence Identification for Software Reverse Engineering." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright151551307959276.

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Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."
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Camara, Phyllis. "Interactive Technology and Engaging Learners in the Mathematics Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1090.

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The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control grou
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Romig, Connie J. "ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THEEFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN ACLASSROOM SETTING." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learni
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Arbutiski, Anne Marie. "Interactive instructional magazine /." Online version of thesis, 1993. http://hdl.handle.net/1850/11097.

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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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Books on the topic "Interactive instructions"

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Ana Botella Diez del Corral. Feedback: Arte que responde a instrucciones, a inputs, o a su entorno = Feedback : art responsive to instructions, input, or its environment. Fundacion la Laboral, 2007.

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R, Misanchuk Earl, ed. Interactive multimedia instruction. Educational Technology Publications, 1993.

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V, Dempsey John, and Sales Gregory Colin, eds. Interactive instruction and feedback. Educational Technology Publications, 1993.

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Siegrist, Kyle Travis. Interactive probability. Duxbury Press, 1996.

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Frank, Elley, Tucker Karen 1963-, and Macromedia Press, eds. Director 7 and Lingo authorized: [training from the source! Hands-on, step-by-step instructions for creating interactive movies for CD-ROM and the World Wide Web]. Macromedia Press, 2000.

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Masthoff, Judith Françoise Maria. An agent-based interactive instruction system. [s.n.], 1997.

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Romiszowski, A. J. Developing auto-instructional materials: From programmed texts to CAL and interactive video. Kogan Page, 1986.

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Romiszowski, A. J. Selection and use of instructional Media: For improved classroom teaching and for interactive , individual instruction. 2nd ed. Kogan Page, 1992.

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Romiszowski, A. J. The selection and use of instructional media: For improved classroom teaching and for interactive, individualized instruction. 2nd ed. K. Page, 1988.

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Romiszowski, A. J. The selection and use of instructional media: For improved classroom teaching and for interactive, individualised instruction. 2nd ed. Kogan Page, 1992.

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Book chapters on the topic "Interactive instructions"

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Kosaka, Takuya, Yuichi Nakamura, Yoshinari Kameda, and Yuichi Ohta. "Video-Based Interactive Media for Gently Giving Instructions." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30132-5_59.

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Spinillo, Carla G., and Roberta Perozza. "An Interactive Guide to Design Animated Visual Instructions in Brazil." In Design, User Experience, and Usability: Users and Interactions. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20898-5_36.

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Muduli, Sujit Kumar, Rohan Ravikumar Padulkar, and Subhajit Roy. "Interactive Theorem Proving Modulo Fuzzing." In Computer Aided Verification. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-65627-9_24.

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AbstractInteractive theorem provers (ITPs) exploit the collaboration between humans and computers, enabling proof of complex theorems. Further, ITPs allow extraction of provably correct implementations from proofs. However, often, the extracted code interface with external libraries containing real-life complexities—proprietary library calls, remote/cloud APIs, complex models like ML models, inline assembly, highly non-linear arithmetic, vector instructions etc. We refer to such functions/operations as closed-box components. For such components, the user has to provide appropriate assumed lemm
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Funk, Markus, Lars Lischke, Sven Mayer, Alireza Sahami Shirazi, and Albrecht Schmidt. "Teach Me How! Interactive Assembly Instructions Using Demonstration and In-Situ Projection." In Assistive Augmentation. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6404-3_4.

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Shinoda, Kazutoshi, Yuki Takezawa, Masahiro Suzuki, Yusuke Iwasawa, and Yutaka Matsuo. "Improving the Robustness to Variations of Objects and Instructions with a Neuro-Symbolic Approach for Interactive Instruction Following." In MultiMedia Modeling. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27818-1_52.

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Nariman, Dahlan. "Impact of the Interactive e-Learning Instructions on Effectiveness of a Programming Course." In Complex, Intelligent and Software Intensive Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50454-0_61.

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Ashman, Adrian F. "Process-Based Instruction: Integrating Assessment and Instruction." In Interactive Assessment. Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4612-4392-2_16.

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Verbeek, Freek, Joshua A. Bockenek, and Binoy Ravindran. "Highly Automated Formal Proofs over Memory Usage of Assembly Code." In Tools and Algorithms for the Construction and Analysis of Systems. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45237-7_6.

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Abstract We present a methodology for generating a characterization of the memory used by an assembly program, as well as a formal proof that the assembly is bounded to the generated memory regions. A formal proof of memory usage is required for compositional reasoning over assembly programs. Moreover, it can be used to prove low-level security properties, such as integrity of the return address of a function. Our verification method is based on interactive theorem proving, but provides automation by generating pre- and postconditions, invariants, control-flow, and assumptions on memory layout
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Markee, Numa. "Giving and Following Pedagogical Instructions in Task-Based Instruction: An Ethnomethodological Perspective." In International Perspectives on ELT Classroom Interaction. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137340733_7.

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El Saddik, Abdulmotaleb. "Reusable Instructional Visualization Modules." In Interactive Multimedia Learning. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_3.

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Conference papers on the topic "Interactive instructions"

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Grenier, Isabelle. "Interactive Work Instructions for Bell 525 Relentless." In Vertical Flight Society 71st Annual Forum & Technology Display. The Vertical Flight Society, 2015. http://dx.doi.org/10.4050/f-0071-2015-10202.

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The manufacturing industry has put into practice a methodology that embraces Design for Manufacturing and Globalization. Competition in the global manufacturing industry demands greater forethought in new product development. Products must transition through the development lifecycle faster, provide flexibility to transfer manufacturing operations to other countries, facilitate cost reduction and augment strategic market objectives. To achieve these goals at Bell Helicopter, the new Bell 525 Relentless has made extensive use of Engineering Digital Product Definition (DPD) and Interactive Work
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Rahman, Tabib Wasit, Katelyn Shakir, Nikola Raicevic, and Thomas M. Howard. "Grounding Language Instructions that Refer to the Past, Present, and/or Future State of Objects for Human-Robot Interaction." In 2024 33rd IEEE International Conference on Robot and Human Interactive Communication (ROMAN). IEEE, 2024. http://dx.doi.org/10.1109/ro-man60168.2024.10731398.

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Taioli, Francesco, Stefano Rosa, Alberto Castellini, et al. "I2EDL: Interactive Instruction Error Detection and Localization." In 2024 33rd IEEE International Conference on Robot and Human Interactive Communication (ROMAN). IEEE, 2024. http://dx.doi.org/10.1109/ro-man60168.2024.10731349.

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Zhao, Liang, En Yu, Zheng Ge, et al. "ChatSpot: Bootstrapping Multimodal LLMs via Precise Referring Instruction Tuning." In Thirty-Third International Joint Conference on Artificial Intelligence {IJCAI-24}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/ijcai.2024/193.

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Human-AI interactivity is a critical aspect that reflects the usability of Multimodal Large Language Models (MLLMs). However, existing end-to-end MLLMs only allow users to interact with them through language instructions, leading to the limitation of the interactive accuracy and efficiency. In this study, we present precise referring instructions that utilize diverse reference representations such as points and boxes as referring prompts to refer to the special region. This enables MLLMs to focus on the region of interest and achieve finer-grained interaction. Based on precise referring instru
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Wolf, Joerg C., and Guido Bugmann. "Converting multi-modal task instructions to rule-based robot instructions." In 2008 RO-MAN: The 17th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2008. http://dx.doi.org/10.1109/roman.2008.4600730.

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Morita, Ryugo, Zhiqiang Zhang, Man M. Ho, and Jinjia Zhou. "Interactive Image Manipulation with Complex Text Instructions." In 2023 IEEE/CVF Winter Conference on Applications of Computer Vision (WACV). IEEE, 2023. http://dx.doi.org/10.1109/wacv56688.2023.00111.

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Sharp, D., and Jonathan Bidwell. "Embodied Interaction and User Experience: Interactive, 3D Graphics in Procedural Instructions." In 2006 IEEE International Professional Communication Conference. IEEE, 2006. http://dx.doi.org/10.1109/ipcc.2006.320356.

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Moslehpour, Saeid, James Smith, and Claudio Campana. "Interactive Video Professor." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42269.

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The goal of this project is to introduce the importance of multimedia instructions in the classroom. By having multimedia instructions, students will be able to have a well rounded and enhanced learning experience. This is demonstrated by use on video accompaniment. The result of this project was to produce videos of each individual subject and highlight the main pints of each topic and detail from a student’s point of view. This is beneficial to the student with learning problems in the classroom setting. These videos are packaged on an easy user interface designed with Camtasia 4.0 menu make
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Hwang, Alyssa, Natasha Oza, Chris Callison-Burch, and Andrew Head. "Rewriting the Script: Adapting Text Instructions for Voice Interaction." In DIS '23: Designing Interactive Systems Conference. ACM, 2023. http://dx.doi.org/10.1145/3563657.3596059.

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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement material
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Reports on the topic "Interactive instructions"

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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
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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction
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Goodwin, Gregory A., and Paul N. Blankenbeckler. Enhancing Digital Skills Training: Interactive Multimedia Instruction. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada586612.

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Buckley, B. B., and D. E. Fields. ISIS: An Interactive System for Instruction and Sampling. Office of Scientific and Technical Information (OSTI), 1989. http://dx.doi.org/10.2172/5474508.

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Zettlemoyer, Luke, and Dieter Fox. Integrated Intelligence: Robot Instruction via Interactive Grounded Learning. Defense Technical Information Center, 2016. http://dx.doi.org/10.21236/ad1008203.

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Andre, Charles R., and Margaret S. Salter. Environment for Multi-Media Interactive Instruction (EMMii) Users Manual. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada328141.

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Blankenbeckler, Paul N., Thomas R. Graves, and Richard L. Wampler. Designing Interactive Multimedia Instruction to Address Soldiers' Learning Needs. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada616380.

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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR d
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9

Fletcher, J. D. Effectiveness and Cost of Interactive Videodisc Instruction in Defense Training and Education. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada228387.

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10

Blankenbeckler, Paul N., Thomas R. Graves, and Richard L. Wampler. Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada593946.

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