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Dissertations / Theses on the topic 'Online annotations'
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Miu, Tudor Alin. "Online learning of personalised human activity recognition models from user-provided annotations." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3635.
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In Human Activity Recognition (HAR), supervised and semi-supervised training are important tools for devising parametric activity models. For the best modelling performance, large amounts of annotated personalised sample data are typically required. Annotating often represents the bottleneck in the overall modelling process as it usually involves retrospective analysis of experimental ground truth, like video footage. These approaches typically neglect that prospective users of HAR systems are themselves key sources of ground truth for their own activities. This research therefore involves the users of HAR monitors in the annotation process. The process relies solely on users' short term memory and engages with them to parsimoniously provide annotations for their own activities as they unfold. E ects of user input are optimised by using Online Active Learning (OAL) to identify the most critical annotations which are expected to lead to highly optimal HAR model performance gains. Personalised HAR models are trained from user-provided annotations as part of the evaluation, focusing mainly on objective model accuracy. The OAL approach is contrasted with Random Selection (RS) { a naive method which makes uninformed annotation requests. A range of simulation-based annotation scenarios demonstrate that using OAL brings bene ts in terms of HAR model performance over RS. Additionally, a mobile application is implemented and deployed in a naturalistic context to collect annotations from a panel of human participants. The deployment is proof that the method can truly run in online mode and it also shows that considerable HAR model performance gains can be registered even under realistic conditions. The ndings from this research point to the conclusion that online learning from userprovided annotations is a valid solution to the problem of constructing personalised HAR models.
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Kaji, Katsuhiko. "An Online Music Recommendation System Based on Annotations about Listeners' Preference and Situation." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10396.
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Yao, Yuanming. "The Effect of Different Presentation Formats of Hypertext Annotations on Cognitive Load, Learning and Learner Control." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3653.
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This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students' learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education. No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners' reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students' computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats. In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners' familiarity with content should be considered along with different annotation presentation formats so as to reduce learners' overall cognitive load. Additionally, learners' computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Instructional Technology/Media
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Wara, Ummul. "A Framework for Fashion Data Gathering, Hierarchical-Annotation and Analysis for Social Media and Online Shop : TOOLKIT FOR DETAILED STYLE ANNOTATIONS FOR ENHANCED FASHION RECOMMENDATION." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234285.
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Due to the transformation of different recommendation system from contentbased to hybrid cross-domain-based, there is an urge to prepare a socialnetwork dataset which will provide sufficient data as well as detail-level annotation from a predefined hierarchical clothing category and attribute based vocabulary by considering user interactions. However, existing fashionbased datasets lack either in hierarchical-category based representation or user interactions of social network. The thesis intends to represent two datasets- one from photo-sharing platform Instagram which gathers fashionistas images with all possible user-interactions and another from online-shop Zalando with every cloths detail. We present a design of a customized crawler that enables the user to crawl data based on category or attributes. Moreover, an efficient and collaborative web-solution is designed and implemented to facilitate large-scale hierarchical category-based detaillevel annotation of Instagram data. By considering all user-interactions, the developed solution provides a detail-level annotation facility that reflects the user’s preference. The web-solution is evaluated by the team as well as the Amazon Turk Service. The annotated output from different users proofs the usability of the web-solution in terms of availability and clarity. In addition to data crawling and annotation web-solution development, this project analyzes the Instagram and Zalando data distribution in terms of cloth category, subcategory and pattern to provide meaningful insight over data. Researcher community will benefit by using these datasets if they intend to work on a rich annotated dataset that represents social network and resembles in-detail cloth information.Med tanke på trenden inom forskning av rekommendationssystem, där allt fler rekommendationssystem blir hybrida och designade för flera domäner, så finns det ett behov att framställa en datamängd från sociala medier som innehåller detaljerad information om klädkategorier, klädattribut, samt användarinteraktioner. Nuvarande datasets med inriktning mot mode saknar antingen en hierarkisk kategoristruktur eller information om användarinteraktion från sociala nätverk. Detta projekt har syftet att ta fram två dataset, ett dataset som insamlats från fotodelningsplattformen Instagram, som innehåller foton, text och användarinteraktioner från fashionistas, samt ett dataset som insamlats från klädutbutdet som ges av onlinebutiken Zalando. Vi presenterar designen av en webbcrawler som är anpassad för att kunna hämta data från de nämnda domänerna och är optimiserad för mode och klädattribut. Vi presenterar även en effektiv webblösning som är designad och implementerad för att möjliggöra annotering av stora mängder data från Instagram med väldigt detaljerad information om kläder. Genom att vi inkluderar användarinteraktioner i applikationen så kan vår webblösning ge användaranpassad annotering av data. Webblösningen har utvärderats av utvecklarna samt genom AmazonTurk tjänsten. Den annoterade datan från olika användare demonstrerar användarvänligheten av webblösningen. Utöver insamling av data och utveckling av ett system för webb-baserad annotering av data så har datadistributionerna i två modedomäner, Instagram och Zalando, analyserats. Datadistributionerna analyserades utifrån klädkategorier och med syftet att ge datainsikter. Forskning inom detta område kan dra nytta av våra resultat och våra datasets. Specifikt så kan våra datasets användas i domäner som kräver information om detaljerad klädinformation och användarinteraktioner.
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Soualah, Mohamed. "Contribution au catalogage dynamique des manuscrits arabes anciens numérisés." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20093.
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Les manuscrits arabes sont une source d'information inestimable. Trois millions de ces œuvres se trouvent éparpillées à travers le monde. Une prise de conscience réelle sur la préservation de ces œuvres s'est vue naître, ces dernières années, à travers le monde. Beaucoup de projets de numérisation de manuscrits arabes anciens ont été mis en œuvre. Mais, la numérisation est-elle suffisante ? Le véritable but recherché est une diffusion de masse, car rien n'est mieux préservé qu'une ressource partagée. Toutefois, il faut y trouver un moyen d'y accéder facilement. Les bibliothèques sont les lieux de prédilection de sauvegarde et de rangement de manuscrits. Elles ont développé un outil d'accès aux manuscrits qu'elles ont toujours maîtrisé et convenablement mis en œuvre ; il s'agit du catalogue, un support d'utilisation simple et intuitif. Toutes ces œuvres se voient répertoriées selon des protocoles de catalogage non uniformisés, différents d'une institution à une autre, mais pour l'essentiel, utilisant des entrées standards (Auteur, titre de l'œuvre, Sujet). L'idée est de venir au secours du catalogueur qui peine à lui seul à cataloguer autant d'œuvres, sans oublier les différentes difficultés rencontrées tels que le type de calligraphie et l'état du manuscrit. Par conséquent, une autre question se pose à savoir, comment faudrait-il s'y prendre ? A ce niveau se dresse une problématique cruciale, qui consiste à trouver le meilleur moyen d'accès aux images des manuscrits numérisés. En effet, trois solutions d'accessibilité aux manuscrits numérisés sont possibles :• La première consiste en un accès aux manuscrits numérisés en mode image ; cela signifie l'exploitation directe de l'image du manuscrit numérisé par des outils d'indexation appropriés.• La seconde se donne pour objectif de convertir intégralement le manuscrit en texte, ce qui reviendrait à traiter le manuscrit numérisé comme un document texte ordinaire. Par conséquent, l'usage de la recherche d'information deviendra un outil incontournable.• La troisième solution fait appel à un outil efficace utilisé dans les bibliothèques. Il s'agit du catalogue. Le principe de cette solution est élémentaire. Il repose sur l'interrogation du catalogue. L'affichage du manuscrit répondant favorablement à une requête se fait suite au choix de l'utilisateur. Notre travail de recherche ne se positionne pas dans le choix de la meilleure solution parmi les trois sus-citées, nous nous donnons pour objectif de procéder à l'étude des trois modèles de solutions et de procéder à l'évaluation de chaque modèle pour l'optimisation de l'accès en ligne aux manuscrits arabes anciens numérisésArabic manuscripts are a very important source of information. Three million of them are scattered throughout the world. Nowadays, a real awareness rises throughout the world to preserve the old manuscripts.Many digitization projects of old Arabic manuscripts were implemented. But, is this sufficient for the manuscripts preservation? The main goal is the massive diffusion of these resources, because nothing is better preserved than a shared resource. However, it is necessary to make them accessible.Libraries are the most suitable places for storing manuscripts. They have developed an interesting tool for the manuscripts online access: It is about a catalogue, a simple and intuitive user support.the whole of the manuscripts are listed throughout a non-standardized cataloging protocol, which differ from an institution to another, but most of them use standard entries like the "Author", "title" and "subject".The problematic is about finding a way how to help a cataloguer who struggle alone to catalog the manuscripts, which present several problems concerning their state and their calligraphy? Therefore, the answer will be about how to make it.Thus, first we are asked to find a best way to access images of the digitized Arabic manuscripts. Indeed, we can quote three methods to access digitized manuscripts:• The first one consists of accessing to manuscripts in image mode. This is done by images processing with using of suitable indexing tools.• The second one aim to fully convert the manuscript into a text mode, then the manuscript will be processed as textual document. Thus, the information retrieval will be used.• The third solution uses an effective library tool which is the catalogue. The principle of this solution is basic. First, the user makes his query to the catalogue. The latter displays the results, and then the user selects the suitable one.The goal of our research is not to make choice between these three methods to access to digitized manuscripts. Our objective is to use these methods, evaluate them in order to optimize the online access to digitized Arabic manuscripts
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Cloe, James H. Jr. "An Evaluation of Electronic Annotated Readers for First Graders in Chinese Dual Immersion to Improve Reading Comprehension and Character Recognition." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3401.
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This study is an evaluation of online annotated readers developed for first grade students enrolled in Chinese immersion. The electronic readers were created to provide additional input to immersion students, who had little time in class for Chinese character reinforcement. The students accessed online readers from their homes and took assessments before and after each reader to test for improved character comprehension. In addition, students were divided into treatment and control groups. The treatment group had annotated electronic readers with audio and games. Conversely, the control group did not have annotations but audio was included. Results demonstrate a significant difference between preliminary and post-assessments, suggesting that students comprehended more characters after reading. No significant differences were detected between the control (non-annotated) and treatment (annotated) groups. Additional data collected from parent surveys provide useful demographics about subjects' socio-cultural and language variables as well as highlight parental desires for more support and help-aides. Computer Assisted Language Learning (CALL) in relationship to young immersion students learning Chinese is also discussed. Results suggest that online annotated readers can be an important resource for students who have limited instructional time in the classroom and little opportunity to receive help at home.
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Yilmazturk, Mehmet Celaleddin. "Online And Semi-automatic Annotation Of Faces In Personal Videos." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611936/index.pdf.
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Video annotation has become an important issue due to the rapidly increasing amount of video available. For efficient video content searches, annotation has to be done beforehand, which is a time-consuming process if done manually. Automatic annotation of faces for person identification is a major challenge in the context of content-based video retrieval. This thesis work focuses on the development of a semi-automatic face annotation system which benefits from online learning methods. The system creates a face database by using face detection and tracking algorithms to collect samples of the encountered faces in the video and by receiving labels from the user. Using this database a learner model is trained. While the training session continues, the system starts offering labels for the newly encountered faces and lets the user acknowledge or correct the suggested labels hence a learner is updated online throughout the video. The user is free to train the learner until satisfactory results are obtained. In order to create a face database, a shot boundary algorithm is implemented to partition the video into semantically meaningful segments and the user browses through the video from one shot boundary to the next. A face detector followed by a face tracker is implemented to collect face samples within two shot boundary frames. For online learning, feature extraction and classification methods which are computationally efficient are investigated and evaluated. Sequential variants of some robust batch classification algorithms are implemented. Combinations of feature extraction and classification methods have been tested and compared according to their face recognition accuracy and computational performances.
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Chiang, Chia-Ning. "A multi-dimensional approach to the study of online annotation." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/26743.
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Digital annotations share the purpose and nature of traditional paper annotations when reading online. Annotation form represents the behavior associated with completing an annotation. Annotation function reflects the users’ cognitive states while annotating. The role indicates the intended audience (private, work group, and larger public) for the annotation, and provides an opportunity to investigate the functions of annotation in its social setting. Perceived values indicate the acceptance of annotation online. A broader understanding of what forms facilitate the creation of an individual’s online annotation while reading, as well as the co-relation of the form, function, and role of annotation when reading online is needed. Furthermore, evaluations of the perceived values of online reading and writing that constitute the acceptance of annotation online are also critical.
This research employs a mixed-method approach for studying annotation online. Using an annotation prototype plugged into the Open Journal Systems, 15 participants conducted three reading tasks. The findings from the main study (user think-aloud protocol and interview transcripts) and supplementary information (post-session questionnaire and perceived value questionnaire) are analyzed according to the six research questions. Furthermore, a review of existing annotation tools and literature are used as an explanatory component for comparing and contrasting the findings of main study. The findings show that some online annotation forms take advantage of the change capability in visual styles of interface design and the network environment of the community, which have no counterpart in the print environment. Findings of online annotation functions are grounded in visual foraging of information and the theory of text signaling. In addition, annotation forms in combination with types of text annotated (e.g., headings) and text structures (e.g., topic sentence) result in the manifestation of different functions. Furthermore, role-attached social forms also function the same as “signals” for sharing or communication. It is also observed that annotation functions shift in different reading tasks. In general, people consider online annotation very useful, and improvements in performance, effectiveness, and utility of annotation while reading online, as well as the ease with which the skill is acquired, account for this acceptance.
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Kukreja, Prateek S. M. Massachusetts Institute of Technology. "Assessing the impact of annotation on understanding and retaining online news articles." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122566.
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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, in conjunction with the Leaders for Global Operations Program at MIT, 2019Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, in conjunction with the Leaders for Global Operations Program at MIT, 2019
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 50-52).
Today's online news readers are distracted and inundated with content. Readers tend to skim and spend little time reading an article, leaving them less informed and sometimes, unknowingly, incorrectly informed since they may miss important details of an article. This behavior can also aid in the spreading of clickbait or sensational news articles because the reader may not spend the time needed to adequately evaluate the article. Past research in education and annotations has indicated that annotating while reading initiates critical thinking and helps readers stay focused. Little research has been done to test these findings outside the education domain. This thesis applies this past research to the context of online news reading to evaluate if these benefits can translate to online news readers. Findings from a lab study conducted as part of this thesis show that on average those who annotate while they read tend to spend more time on the article and on average have a better understanding of the article. These outcomes are promising because if the findings from the study can be replicated in a larger study, they could be used in designing a reading experience that is less susceptible to sensational news or fake news.
by Prateek Kukreja.
S.M. in Engineering and Management
S.M.
S.M.inEngineeringandManagement Massachusetts Institute of Technology, System Design and Management Program
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Voegler, Jens, and Gerhard Weber. "Simulation von Annotationen zur gemeinschaftlichen Nutzung geographischer Daten." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-143001.
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Hawksley, Andrea Johanna. "An online system for entering and annotating non-native Mandarin Chinese speech for language teaching." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/46128.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.Includes bibliographical references (leaves 59-62).
This thesis describes the design and implementation of an intuitive online system for the annotation of non-native Mandarin Chinese speech by native Chinese speakers. This system will allow speech recognition researchers to easily generate a corpus of labeled non-native speech. We have five native Chinese speakers test the annotation system on a sample bank of 250 Chinese utterances and observe fair to moderate inter-rater agreement scores. In addition to giving us a benchmark for inter-rater agreement, this also demonstrates the feasibility of having remote graders annotate sets of utterances. Finally, we extend our work to Chinese language instruction by creating a web-based interface for Chinese reading assignments. Our design is a simple, integrated solution for completing and correcting of spoken reading assignments, that also streamlines the compilation of a corpus of labeled non-native speech for use in future research.
by Andrea Johanna Hawksley.
M.Eng.
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Voegler, Jens, and Gerhard Weber. "Simulation von Annotationen zur gemeinschaftlichen Nutzung geographischer Daten." Technische Universität Dresden, 2010. https://tud.qucosa.de/id/qucosa%3A26984.
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Jamison, Emily K. Verfasser], Iryna [Akademischer Betreuer] Gurevych, Johannes [Akademischer Betreuer] Fürnkranz, and Walter [Akademischer Betreuer] [Daelemans. "Crowdsource Annotation and Automatic Reconstruction of Online Discussion Threads / Emily K. Jamison. Betreuer: Iryna Gurevych ; Johannes Fürnkranz ; Walter Daelemans." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2016. http://d-nb.info/1112142290/34.
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Jamison, Emily K. [Verfasser], Iryna Akademischer Betreuer] Gurevych, Johannes [Akademischer Betreuer] Fürnkranz, and Walter [Akademischer Betreuer] [Daelemans. "Crowdsource Annotation and Automatic Reconstruction of Online Discussion Threads / Emily K. Jamison. Betreuer: Iryna Gurevych ; Johannes Fürnkranz ; Walter Daelemans." Darmstadt : Universitäts- und Landesbibliothek Darmstadt, 2016. http://nbn-resolving.de/urn:nbn:de:tuda-tuprints-53850.
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Carrascal, Ruiz Juan Pablo. "Aspects of personal information valuation in web browsing and mobile communication." Doctoral thesis, Universitat Pompeu Fabra, 2015. http://hdl.handle.net/10803/285534.
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The goal of this dissertation is to provide insights into how web and mobile phone call users assign value to their personal information. Two user studies are presented. The first one used a refined Experience Sampling Method to obtain the the monetary valuation of Personally Identifiable Information (PII) of web users. We observed how the value of different types of PII compare, and reflected upon how these values relate to users’ concerns about privacy and monetization of their PII. The second study focuses on annotation of mobile phone calls, a process that involves selecting the information that the user considers to be the most important from the call. We found the factors that mainly influence the need of the caller to take notes. We also observed how annotation needs and behaviors change over time. Finally, we evaluated different annotation techniques, including annotations made by context-independent observers. Our findings provide important insights for the development of automatic annotation tools, and also suggest the potential of crowdsourcing for finding noteworthy information from mobile phone calls.El objetivo de esta tesis es entender cómo los usuarios de las web y de telefonía móvil asignan valor a su información personal. La tesis describe dos estudios. En el primero se utiliza un Método de Muestreo de Experiencias refinado para obtener la valoración económica de la Información Personal Identificable (PII) de usuarios web. Observamos los valores de diferentes tipos de PII de manera comparativa, y reflexionamos sobre la relación entre las preocupaciones de los usuarios sobre la privacidad y la monetización de su PII. El segundo estudio se enfoca en la anotación de llamadas telefónicas móviles, un proceso que involucra la selección de información que el usuario considera ser la más importante dentro de una llamada. Encontramos los factores que principalmente influencian la necesidad del llamante de tomar notas. También observamos cómo los comportamientos y necesidades de anotación cambian a través del tiempo. Finalmente, evaluamos diferentes técnicas de anotación, incluyendo anotaciones hechas por observadores independientes del contexto. Nuestros hallazgos incluyen ideas importantes para el desarrollo de herramientas automáticas de anotación, y además sugieren que existe potencial en el uso de crowdsourcing para encontrar información notable en llamadas telefónicas móviles.
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Testa, Elizabeth Ann. "Behind the Screens: A Case Study Exploring the Integration of Digital Readers Into a 12th Grade English Classroom." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1413230472.
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Chiang, Yu-Hsin, and 蔣妤昕. "Fostering College Students’ Reading Comprehension with Online Annotations." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99133561458730878029.
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碩士國立雲林科技大學
應用外語系碩士班
102
Studies regarding online annotation suggest that incorporating with online annotation exercises in reading instruction can improve students’ reading comprehension. However, little research has addressed how students used online annotations to support their reading comprehension. Therefore, this study adopted Reciprocal Teaching (RT) as instructional framework to explore the reading processes of how students used online annotations to support their reading comprehension, and the difficulties and solutions the students had in using online annotations to attain reading comprehension. 54 non-English major college students from different departments in a technological university were recruited as participants to experience a 14-week online annotation exercise with RT instructional design. The collected data included the students’ scores from pre- and post-tests, their trace results from Google Docs, and the completed open-ended questionnaire. Pre- and post- tests were adopted to examine the effectiveness of online annotations in enhancing students’ reading comprehension. Students’ trace results from Google Docs and the open-ended questionnaire were used to analyze the processes of how students used online annotations to support their reading comprehension, and to explore the difficulties and solutions the students had in using online annotations to attain reading comprehension. Results of this study first revealed that college students enhanced their reading comprehension after using online annotations in RT. Second, the students who made more progress and less progress in reading comprehension demonstrated similar reading patterns while reading with online annotations, in terms of the predicting, clarifying, questioning and summarizing tasks. The major differences between the students who made more progress and less progress are identified. Those who made more progress were students who frequently reviewed and revised their previously annotated predictions, vocabulary, main ideas and summaries. Moreover, the students who made more progress were more active in viewing peers’ annotations as well as providing comments on their annotations. Third, the results of the open-ended questionnaire showed that most of the students had difficulties in the predicting and summarizing tasks, due to their insufficient vocabulary sizes that prevent them from making a prediction, and the failure to identifying important sentences and the retrieval of information that stop them from constructing a summary. Their solutions mainly asked the teacher or their peers for help through the online chat room, viewed peers’ annotations, or searched for online dictionary or resources, such as Wikipedia to solve their difficulties.
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Lin, Min Hsuan, and 林旻璇. "Incorporation of Advance Organizers and Annotations in Online Reading Comprehension Tutorials." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81897489473802522327.
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碩士大葉大學
應用外語研究所
97
This study aimed to investigate the effect of annotations and advance organizers on EFL learners’ vocabulary acquisition and reading comprehension. A 3×3 between-subject factorial design is used. Under the CALL setting, two independent variables are involved: annotations (online dictionary, margin and pop-up) and advance organizers (none, descriptive and question). Seventy two English-majored students, based on their English scores, were systematically assigned to nine groups. The instruments used for data collection were vocabulary tests (word recognition and application), reading comprehension tests (literal comprehension, interpretive comprehension) and questionnaires. To answer the research questions, two-way analysis of variance and the goodness of fit test were conducted. It is found that students in the margin annotation and the pop-up annotation group outperformed the online dictionary group in vocabulary tests but not in the reading comprehension test. This result suggested that EFL learners’ vocabulary acquisition was facilitated by margin and pop-up annotations more than by an online dictionary. However, when compared with an online dictionary, annotation did not enhance students’ reading comprehension. Furthermore, there was no significant difference among none, descriptive and question advance organizer groups regarding their reading comprehension. The results indicated that reading comprehension might be hindered by advance organizers. Nevertheless, most of the students hold positive attitudes toward the use of web-based instruction (online annotations and advance organizers) for vocabulary acquisition and article comprehension. Based on the findings, some pedagogical implications and design of web-based annotations and advance organizers were derived for future relevant studies of second language learning and strategy.
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Yu, Li-Tang. "Using online annotations in collaborative reading activities with elementary-aged Taiwanese learners of English." Thesis, 2014. http://hdl.handle.net/2152/26898.
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Because little was known about second language online collaborative reading, this study explored the application of an online annotation affordance, analyzing the processes and products of how Taiwanese schoolchildren used notetaking and sharing functions to develop their English reading comprehension. Fifth-grade students (N = 83) from three English classes were randomly assigned to three reading conditions: read-only (i.e., individual reading without making any annotation), individual annotation (i.e., making annotations for their own use), and collaborative annotation (i.e., making and sharing annotations on their reading experience with others while reading) for three reading sessions. Data sources included a background survey, reading comprehension tests (free recall and cued recall), reading affect surveys, students’ annotations, text-based stimulated recall protocols, and a survey about the frequency of online support consultation. Results of quantitative and qualitative analyses showed that there was no statistically significant difference among the reading groups in their free recall and cued recall performance, their reading enjoyment and engagement, and their perceptions of the reading activity’s helpfulness for reading comprehension. Despite the lack of overall significant difference in reading affect, the collaborative annotation group increased their affect levels across the reading sessions, and significantly raised enjoyment levels between first and second sessions. Supplementary analyses found that the relationship between the amount of annotation and students’ reading comprehension scores was positive but did not reach a statistically significant level. Additionally, the more often the participants consulted online resources, the lower were their cued recall scores. As for the functions served by students’ annotations, nine categories were identified. The most prevalent function for the individual annotation group was “Translations,” whereas “Responses to Peers” was the most frequent category for the collaborative annotation group. The amount of interaction with peers was positively associated with cued recall scores and negatively associated with amount of use of translation annotations. Analysis of processes revealed that students were different in how they read online and used annotations. Students provided multifaceted reasons for why they did or did not make annotations and reply to peers while reading, and for why they liked or disliked the online reading activities.text
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Berlincourt, Valéry, Milić Lavinia Galli, and Damien Nelis. "An Online Edition of the Achilleid of Statius." 2017. https://ul.qucosa.de/id/qucosa%3A20934.
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DENG, HUI-FANG, and 鄧惠方. "The Role of Global-Sequential Cognitive Style in Annotation Self-efficacy, Online Annotation, Learning Strategy and Performance in Online Text-based Annotation Environment." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/41059380991707576972.
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碩士國立臺灣科技大學
數位學習與教育研究所
101
This study attempted to investigate the role of global-sequential cognitive style in annotation self-efficacy, online annotation, deep/surface learning strategies and learning performance, as well as the relationship among annotation self-efficacy, online annotation, learning strategy and learning performance in online text-based annotation environment. There were ninety-four students enrolled in the course of this study. Both qualitative and quantitative methods were applied for data analysis. The content analysis was used to analyze the students’ on-line annotation and performance, while questionnaires were used to analyze the students’ cognitive styles, annotation self-efficacy and learning strategies. The result showed that (1) students’ global cognitive style which adapted to the online text-based annotation environment significantly predicted both the quantity and quality of online annotation, deep learning strategies, and performance, while there is no significance for annotation self-efficacy. (2) Annotation self-efficacy significantly predicted both the quantity and quality of online annotation, learning strategies, and performance. (3) Both the quantity and quality of online annotation , and deep online annotation behavior significantly predicted performance. (4) Deep strategies were positively correlated with the “related to” and “summary” annotation. Finally, the implications and suggestions for teaching as well as instructional system design, and future research were provided.
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Chen, Yen-Ting, and 陳彥廷. "A Video Annotation System for Online Anchored Instruction." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/6rhsqu.
Full textAbstract:
碩士靜宜大學
資訊管理學系研究所
97
With the improvement of the information technology and advent of the Web 2.0 era, interactive web-based applications have become popular in recent years. In applications developed on the basis of Web 2.0, users are allowed to easily share resources, ranging from text, videos, files, and bookmarks, with one another. According to the concept of constructivist learning, this study attempted to integrate multimedia content to enhance student’s learning motivation. Based on the anchored instruction introduced by CTGV (1992), a project-oriented anchored learning method was proposed, and a student-centered interactive learning system that stresses student’s interactions with video materials and learning communities was designed and implemented. In this learning system, students can share video resources with one another, and teachers can select suitable video clips from the video repositories as materials to be used in learning activities. In learning activities, teachers only play the role of a guide and a commentator, and students are the real leading roles. Therefore, students are required to actively discover, discuss, and solve problems, so as to really obtain the effect of this student-based learning method.
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Jamison, Emily K. "Crowdsource Annotation and Automatic Reconstruction of Online Discussion Threads." Phd thesis, 2016. http://tuprints.ulb.tu-darmstadt.de/5385/7/thesis-EJ-print-version-2016.04.21.pdf.
Full textAbstract:
Modern communication relies on electronic messages organized in the form of discussion threads. Emails, IMs, SMS, website comments, and forums are all composed of threads, which consist of individual user messages connected by metadata and discourse coherence to messages from other users. Threads are used to display user messages effectively in a GUI such as an email client, providing a background context for understanding a single message. Many messages are meaningless without the context provided by their thread. However, a number of factors may result in missing thread structure, ranging from user mistake (replying to the wrong message), to missing metadata (some email clients do not produce/save headers that fully encapsulate thread structure; and, conversion of archived threads from over repository to another may also result in lost metadata), to covert use (users may avoid metadata to render discussions difficult for third parties to understand). In the field of security, law enforcement agencies may obtain vast collections of discussion turns that require automatic thread reconstruction to understand. For example, the Enron Email Corpus, obtained by the Federal Energy Regulatory Commission during its investigation of the Enron Corporation, has no inherent thread structure.
In this thesis, we will use natural language processing approaches to reconstruct threads from message content. Reconstruction based on message content sidesteps the problem of missing metadata, permitting post hoc reorganization and discussion understanding. We will investigate corpora of email threads and Wikipedia discussions. However, there is a scarcity of annotated corpora for this task. For example, the Enron Emails Corpus contains no inherent thread structure. Therefore, we also investigate issues faced when creating crowdsourced datasets and learning statistical models of them. Several of our findings are applicable for other natural language machine classification tasks, beyond thread reconstruction.
We will divide our investigation of discussion thread reconstruction into two parts.
First, we explore techniques needed to create a corpus for our thread reconstruction research.
Like other NLP pairwise classification tasks such as Wikipedia discussion turn/edit alignment and sentence pair text similarity rating, email thread disentanglement is a heavily class-imbalanced problem, and although the advent of crowdsourcing has reduced annotation costs, the common practice of crowdsourcing redundancy is too expensive for class-imbalanced tasks. As the first contribution of this thesis, we evaluate alternative strategies for reducing crowdsourcing annotation redundancy for class-imbalanced NLP tasks.
We also examine techniques to learn the best machine classifier from our crowdsourced labels. In order to reduce noise in training data, most natural language crowdsourcing annotation tasks gather redundant labels and aggregate them into an integrated label, which is provided to the classifier. However, aggregation discards potentially useful information from linguistically ambiguous instances. For the second contribution of this thesis, we show that, for four of five natural language tasks, filtering of the training dataset based on crowdsource annotation item agreement improves task performance, while soft labeling based on crowdsource annotations does not improve task performance.
Second, we investigate thread reconstruction as divided into the tasks of thread disentanglement and adjacency recognition. We present the Enron Threads Corpus, a newly-extracted corpus of 70,178 multi-email threads with emails from the Enron Email Corpus.
In the original Enron Emails Corpus, emails are not sorted by thread. To disentangle these threads, and as the third contribution of this thesis, we perform pairwise classification, using text similarity measures on non-quoted texts in emails. We show that i) content text similarity metrics outperform style and structure text similarity metrics in both a class-balanced and class-imbalanced setting, and ii) although feature performance is dependent on the semantic similarity of the corpus, content features are still effective even when controlling for semantic similarity.
To reconstruct threads, it is also necessary to identify adjacency relations among pairs. For the forum of Wikipedia discussions, metadata is not available, and dialogue act typologies, helpful for other domains, are inapplicable. As our fourth contribution, via our experiments, we show that adjacency pair recognition can be performed using lexical pair features, without a dialogue act typology or metadata, and that this is robust to controlling for topic bias of the discussions.
Yet, lexical pair features do not effectively model the lexical semantic relations between adjacency pairs. To model lexical semantic relations, and as our fifth contribution, we perform adjacency recognition using extracted keyphrases enhanced with semantically related terms. While this technique outperforms a most frequent class baseline, it fails to outperform lexical pair features or tf-idf weighted cosine similarity. Our investigation shows that this is the result of poor word sense disambiguation and poor keyphrase extraction causing spurious false positive semantic connections.
In concluding this thesis, we also reflect on open issues and unanswered questions remaining after our research contributions, discuss applications for thread reconstruction, and suggest some directions for future work.
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Hsu, Chih-Hao, and 徐志豪. "A Collaborative Annotation System for Online Video by RIA Technology." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/44201664534562613178.
Full textAbstract:
碩士中原大學
資訊管理研究所
97
This research constructs a collaborative annotation system for online video, which allows the learners are able to update, edit personal documents and annotate the graphs via online-film watching for personal learning preferences. Through the way of transforming digital teaching materials to be more personalized, it helps improving the effect of learning and further sharing with others. The effect of digital learning may be able to be raised by this collaborative annotation system for online video and the personal learning notes and tacit knowledge can be shared by the functions of annotation for delivering to others. Digital Instruction can be proceed online or offline though the Internet today, but it is still not easy for learners to integrate the personal annotations and the given materials. Therefore this research raises collaborative annotation system for online video based on technology of RIA, investigation of streaming video camera and the prototype model of oral presentation training, we hope to reduce the difficulties during learning and even encourage the communication between learners to form the same goal. Demonstrated by the system used attitude survey experimental results that in the system overall degree of satisfaction, obtains 90.4% users to approve, the contact surface design of RIA is 87.8%, the function of coordinating annotation also shows in 84.8%. It expresses that the most learners approve the function of coordinating annotation; particularly the learners consider it is helpful to have others’ personal materials in the study, and the most learners do not need extra installations regarding the system function to think are very convenient, also thinks the easy seat of honor in the operation use. Most learners see the positive about the system learning experience process provided by this research, in the other words, the collaborative annotation system for online video environment and accumulated the annotation knowledge provided by system is positive for presentation training.
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Luo, Wan-Chen, and 羅婉珍. "An Investigation of Online Reading Strategy Use, English Proficiency, and Reading Comprehension in an Online Annotation System." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/752wq2.
Full textAbstract:
碩士國立交通大學
英語教學研究所
101
Studies on reading strategies have long been considered important in L2 reading instruction; however, there have been relatively few studies focusing on the use of online support reading strategies and the effectiveness of these strategies on comprehension among readers with variety in proficiency. As an application for computer-assisted language learning (CALL), Online Reading Annotation System (ORAS) offers a context for collaborative learning for online reading. Through this system, learners can make online annotations for the same reading texts and share these annotations with other users. The present study has three purposes: (1) investigating the use of online support reading strategies by EFL proficient and less proficient readers, (2) delving into the impact of use of online support reading strategies on reading comprehension, and (3) exploring readers’ perceptions of the effectiveness of the support reading strategies for online reading. The study involved 50 participants drawn by convenience sampling from five colleges. Through the placement test, the high-intermediate GEPT reading test, they were divided into High proficiency group and Low proficiency group, whose heterogeneity was confirmed by the results of the independent t-test. They were required to read two online passages, take reading comprehension tests, as well as complete a survey Twenty-five volunteer participants attended an interview within one week after their accomplishment of the reading tasks. To collect data for readers’ use of online support reading strategies, a tracking system was applied to record each participant’s browsing behavior in accomplishing each reading task. The data of both groups’ strategy use were collected and analyzed with descriptive statistics and independent sample t-test. Pearson correlations were calculated to gauge the relationship between both groups’ use of online support reading strategies and their reading comprehension. Eventually, to interpret participants’ feedback on their perceptions to the effectiveness of these strategies from the post-survey and interview, both descriptive statistics and perception analysis were adopted. The results concerning both groups’ strategy use revealed that Dictionary strategy constituted the predominant proportion in their application of online support reading strategies, and that Question strategy was the least used one. With regard to the impact of strategy use on reading, the results showed that there are no statistically significant positive correlation between them. However, the findings of independent sample t-test presented that Low proficiency group’s need of online support reading strategies significantly exceeds that of High proficiency group. Concerning the effectiveness of the online support reading strategies, the findings of the survey and interview revealed most participants’ positive perceptions of strategy use for their online reading. They even showed their support towards the incorporation of these support reading strategy functions with a website into their English learning programs. The findings of the study revealed significant pedagogical implications. To begin with, before learners’ engagement in online reading, teachers should equip them with instruction of online reading strategies to facilitate their comprehension. Second, with the assistance of online support reading strategies, the online reading website could be a potential platform, where the teaching-learning effect could be maximized. For future research, several suggestions are also made based on the results of this study. First, class setting could be adopted so that all the participants will be allowed to share online annotations simultaneously. Next, the length of study could be expanded; therefore, the results of the correlation between strategy use and reading comprehension would be more significant and meaningful. Last, incorporation of other reading strategies, such as global strategies and problem-solving strategies, could be carried out. Consequently, the exploration of the effect of strategy use on reading performance would be more comprehensive. Keywords: online reading, online annotation system, online reading strategy, English proficiency, reading comprehension
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Lee, Ning-Wei, and 李寧葦. "The Effective of Online Annotation Learning System on EFL Interactive Vocabulary Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/53557580714996395986.
Full textAbstract:
碩士中原大學
應用外語研究所
101
The bulk of L2 vocabulary research has revealed that prospective learners use vocabulary learning strategies to facilitate vocabulary acquisition, but relative few studies have centered on online interactive vocabulary learning strategy use and its effects on vocabulary retention. This study has four aims: (1) exploring EFL learners’ online interactive vocabulary learning strategy use, (2) examining the effects of interactive vocabulary learning strategy use on vocabulary retention, (3) investigating the relationship between interactive vocabulary learning strategy use and vocabulary retention, and (4) evaluating the effectiveness of an online interactive vocabulary learning environment, the Interactive Vocabulary Online Annotator (Yeh, 2004; Lo et al., 2005) on vocabulary retention. In this empirical study, the Interactive Vocabulary Online Annotator is one of the applications of computer-mediated communication, which provides interpersonal communication and admits different learners to annotate the same text for knowledge sharing and vocabulary learning in on-line reading. The study employed a control group design. Seventy-nine participants were divided into two research groups in this study: (1) Forty participants of the experimental group did the online reading with interactive annotation tools on the Interactive Vocabulary Online Annotator and (2) Thirty-nine participants of the control group did the online reading without interactive annotation tools. Before the study, Michigan Test of English Language Proficiency was administered as a pretest to prove that the two groups of the participants are homogenous group in potential English proficiency. Participants were asked to read two weekly online reading texts and did immediate vocabulary posttest in class during three months of research study. The independent t-tests were used to compare the vocabulary performances between the experimental and the control groups on immediate and delayed posttests. All participants also took an unannounced delayed vocabulary test after one month of the research study. Each participant’s browsing behavior in online learning program was recorded by the computer system to collect their pre-defined interactive vocabulary learning strategies. The relationship between frequency use of interactive vocabulary learning strategies and vocabulary retention was explored by Pearson correlations. The feedback from the attitude questionnaire was analyzed by descriptive statistics. Finally, the two semi-structured interview data were collected and analyzed by the means of content analysis. The results revealed that because of the convenience and immediacy, Dictionary strategy made up the overwhelming proportion of strategy use and Search strategy was used the least. In regard to interactive vocabulary learning strategy use on retention, the experimental group outperformed the control group in the immediate and delayed retention tests scores. Furthermore, the moderate correlation existed between the total frequency use of interactive mechanism and immediate posttest scores. However, there were no statistically significant correlations between the frequency use of interactive vocabulary learning strategies and delayed vocabulary posttest scores. The possible reason will be the too difficult vocabulary and overwhelming proportion of dictionary use. Finally, in relation to the feedback from the post-survey, overall participants held positive attitude toward the effectiveness of the interactive vocabulary learning strategy functions, the learning effects, and the interface design of the Interactive Vocabulary Online Annotator. They would even be willing to use similar vocabulary learning system while reading online in the future. Findings of this study offer important pedagogical implications and suggestions for future research. First, it is essential to incorporate interactive vocabulary annotation system into the vocabulary classes. Teachers should be made aware that it is of value to acquire words from reading in CALL-based environment and with interactive annotation tools. Second, the sole dependence on interactive vocabulary learning strategies mechanism does not successfully explain the increase of vocabulary learning effects. For the future study, more kinds of vocabulary strategies, such as visual learning strategy should be included in order to investigate the influence of different strategy use on vocabulary retention.
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Yang, Chao-Tung, and 楊朝棟. "The Role of Goal Orientation in Collective Efficacy, Online Collaborative Annotation, Online Discussion Behavior and Group Performance in CSCL." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/42747475534987231801.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
104
The purpose of the present study was to investigate the differences in collective efficacy, online collaborative annotation, online discussion behavior and group performance among groups of goal orientations (i.e., mastery approach goal (MA), mastery avoidance goal (MV), mastery approach+avoidance goal (MAV), performance approach goal (PA), performance avoidance goal (PV) and performance approach+avoidance goal (PAV)) in CSCL. The total of 146 students (73 groups) from a vocational high school participated in this study. The students were instructed to annotate collaboratively by using online collaborative annotation tool. Both qualitative and quantitative methods were applied for data analysis. The content analysis was to analyze the students’ online collaborative annotations, while some quantitative methods were to analyze the reliability of the questionnaires for goal orientations, collective efficacy and online discussion behavior, as well as the relationships among the investigated variables. The results indicated that mastery approach groups had better high-level collaborative annotation and online collaborative annotation than the other groups, but there was no difference in online collaborative annotation between mastery approach groups and performance approach groups. With respect to group performance, mastery approach groups only had better group performance than performance avoidance groups, but performance approach groups had better group performance than the others except mastery approach groups. In addition, there were no significant differences in collective efficacy, middle and low-level annotation as well as online discussion behavior among groups. With respect to the predictive capability of goal orientations, both mastery approach and mastery approach+avoidance goals significantly predicted collective efficacy, and mastery goals (MA, MV, MAV) predicted online discussion behavior. Moreover, performance avoidance groups negatively predicted low-level annotation. As for the relationships among collective efficacy, online collaborative behavior and group performance, the results showed that collective efficacy significantly predicted online discussion behavior, and high collective efficacy groups also had better online collaborative annotations and group performance. Moreover, both online collaborative annotation and low-level annotation behavior significantly predicted group performance, while online discussion behavior could not predict performance. Further, there was no significant relationship found between online collaborative annotation and online discussion. The implications and suggestions for future research were provided.
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Cheng, Meng-che, and 鄭孟哲. "The effects of digital annotation to learners'' reflection levels in online learning environments." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/41121055507168959292.
Full textAbstract:
碩士國立中央大學
資訊工程研究所
99
Reflection plays a very important role in learning processes. However, it is often ignored by learners in the traditional teaching. Therefore, we developed web-based collaborative annotation system supported reflective learning activity in online reading environment. Hoping to construct an effective online learning environment for reflective learning. We use web-based collaborative annotation system supported reflective learning method in real-life university-level class. Through the two-month experiment to observe that whether web-based collaborative annotation system supported reflective learning method can promote students’ reflective ability, and the effects between different annotation behaviors and reflection levels. The experiment results show that web-based collaborative annotation system supported reflective learning method can promote learners’ reflective levels. Moreover, we found that both quantity and quality of establish and review of annotation will affect reflection levels. In the quantity and quality of annotation established, text annotation have a higher impact than other type of annotation. While in the quantity and quality of annotation reviewed, peers’ annotation reviewed have a higher impact than own annotation reviewed. These findings mean that, in those studies which use digital annotation tool to support reflective learning, text annotation and knowledge sharing among peers are two important factors that may enhance the reflective ability.
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Lee, Bing-Tai, and 李秉泰. "The Effect of Applying Online Video-annotation on Calligraphy Teaching in the Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/05248192494902310436.
Full textAbstract:
碩士臺北市立教育大學
數學資訊教育學系數學資訊教育教學碩士學位班
101
The calligraphy education is losing its attention in Taiwan. How to improve this disadvantageous situation is an important educational task. Some researches show the positive effects of web-based annotation on promoting the student’s skills, so this study tried to employ this technologyfor regaining student’s passion for learning calligraphy and enhancing their learning achievement. As a result, the main purpose of this study is to adopt online video-annotation for calligraphy teaching, and investigate its effect in different strategies including on-line video annotation teaching, film-based teaching, traditional teaching for the elementary school students’ learning attitudes, calligraphy achievement of cognition and skills. This study adopted quasi experiment design for conducting learning experiments. The subjects are six grade students from six classes of an elementary school in Taipei city, and they are divide into three groups including experiment group (n=25), control group I (n=21) and control group II (n=23). The experiment group accepted on-line video annotation teaching, control group I accepted film-based teaching, and control group II accepted traditional teaching. The instruments employed in this study include inventory of calligraphy attitude modified by researchers, calligraphy achievement test of cognition, assessment rubric of calligraphy works,and questionnaire of calligraphy awareness. The collected data are analyzed by descriptive statistics, independent t test, pair-sample t test, and one way ANCOVA. In addition, this studyanalyzed the students’ on-line video annotation content to understand the students' of calligraphy learning outcomes and suitability of on-line video annotation teaching method. After one-semester experiment, the results show that: (1) The video annotation strategy can enhance the learners’ calligraphy learning attitude. (2) The video annotation strategy can enhance the learners’ calligraphy achievement of cognition. (3) The video annotation strategy can promote the learners’ calligraphy skills through reflective annotation and peer annotation activities. (4) The frequency of video annotation shows the increasing tendency on “operating calligraphy brush” and “calligraphy structure”, indicating that video annotation can help the learner to find out their skills drawbacks for revising their skills.
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Chin, Yun-Ting, and 秦韻婷. "A Study of the Development of Sharing Mode in Online Annotation Platform to Support Scaffolding." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/08720932576227968105.
Full textAbstract:
碩士中原大學
資訊管理研究所
90
Education researchers pay close attention to scaffolding theory in few years. Reading is a very important process in learning. While reading literary works, learners underline texts, take notes, and summarized to help remembering, thinking, and comprehending. The purpose of the study is to develop a sharing mode in On-Line-Annotation-Platform (OLAP) and to assist reading by designing support tools. Twenty volunteers study in Chin-Hsin elementary school. The independent variable was scaffolding reading instruction strategy. The dependent variables were reading performance in short-term and long, leaning process, and users’ satisfaction. The covariant variable was language ability. There was one article from junior high school textbook used in the experiment. Participants were divided into two groups. The first group was asked to utilize the Sharing OLAP with instructor’ annotation results. The second group was asked to utilize the Sharing OLAP and discuss with an online instructor. Reading tests were given after the reading tasks. Five days later, participants could review texts and notes for three minutes and took the same reading tests again. The results were summarized in the following. (1) There was significant difference in short-term reading comprehension between participants of asynchronous scaffolding representative and synchronize one-to-one interactive scaffolding. (2) There was no significant difference in logn-term reading comprehension between participants of asynchronous scaffolding representative and synchronize one-to-one interactive scaffolding. (3) There is no significant difference between users’ satisfaction in the participants asynchronous and synchronize to look instructor’s annotation result.
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Zhen, Zhang Wei, and 張維真. "The Study on Introducing the Community Information Sharing Annotation System into Online Sharing and Communication." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/67962296631367160448.
Full textAbstract:
碩士國立臺北教育大學
資訊科學系碩士班
101
Some of the annotation system nowadays are available for personal use only but could not be shared with others for discussion. In internet era, utilizing online webpage annotation enables users to share and communicate with each other and promotes knowledge sharing. Currently although some webpage annotation systems provide functions to annotate text or pictures, they are not able to further annotate on the existing annotation. Thus could not meet the needs of high interactive in webpage discussion. This study proposed an online webpage annotation-based system in which users could annotate text and pictures recursively in favor of proceeding online discussion and interaction. The user could make annotation by randomly choosing word/words or sentence/sentences or even drag areas on a picture within a webpage. The annotation could be viewed by other users and the text and pictures in this annotation could also be further annotated. Such type of annotation is called tree-type annotation which provides face-to-face like online discussion and information sharing. The proposed annotation-based system is compared with Facebook. Experimental results reveal that tree-type annotation could improve online discussion more efficient and effective.
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Jian, Yu-Hsiang, and 簡鈺湘. "Optimization of Automatic Face Annotation System Used within A Collaborative Framework for Distributed Online Social Networks." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/75hqes.
Full textAbstract:
碩士國立臺北科技大學
電腦與通訊研究所
101
Recently, the development of automatic face annotation techniques in online social networks (OSNs) has become a promising research area for the purpose of management of the large numbers of photographs uploaded to social network platforms. In this thesis, we propose a novel collaborative face recognition algorithm by which to produce a high-efficiency and high-accuracy automatic face annotation system in distributed OSNs via the three major characteristics of these networks. Our proposed approach is based on the collaborative face recognition strategy which utilizes a user who features a highest priority rule, and involves three modules: the Pyramid Database Access Control module, the Multiple-Kernel Learning Face Recognition module, and the Multiple-Kernel Learning Face Recognition Fusion module. Initially, we construct the personalized pyramid database units for each member in the Pyramid Database Access Control module by effectively making use of various types of social network context to drastically reduce time expenditure and further boost the accuracy of face identification. Next, we train and optimize the personalized MKL classifier unit for each member of the distributed OSN, which utilizes the multiple-kernel learning algorithm to locally adapt to each member, resulting in the production of high-quality face identification results for the current owner in the Multiple-Kernel Learning Face Recognition module. In order to achieve highly reliable face annotation results, we propose the multiple-kernel learning Face Recognition Fusion module within our collaborative framework by which to efficiently select the proper personalized MKL classifier units via temporal-group context. Subsequently, the multiple results of the personalized MKL classifier units are effectively fused into one highly reliable face annotation result in the distributed OSN. Experimental results demonstrate that our proposed face annotation approach employed within the collaborative framework provides a substantially higher level of efficacy and efficiency than can other face annotation approaches for real-life personal photos with pose variations. Our evaluation methodologies produced respective F-measure and Similarity accuracy values that were up to 55.98% and 58.72% higher for the proposed approach in comparison to other methods. Additionally, our evaluations demonstrate that the proposed approach can produce a 97.35% reduction in the overall execution time.
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Huang, Nai-Wei, and 黃迺威. "Advertising Materialized of the Online Game “League of Legends” : Annotation and Analysis about Female、Body、Seduce." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/t3kz8t.
Full textAbstract:
碩士玄奘大學
大眾傳播研究所
103
Online gaming is becoming an integral part of modern entertainment, computer game magazine "Computer Gaming World," according to the difference in the game content into role-playing online game, adventure, strategy, strategy, puzzle, action , and other analog and sports ten games. Of which the most interesting way to role-playing game [League]. League] of core operations using props charging mode, login servers play their basic completely free, whether within or outside the fighting game, can not carry out any transactions of virtual goods or points between the players. The players in the [League] can not create their own gender only select male hero or heroine to the game, and the hero's appearance has already decided, the player can not make changes. In the initial design of the hero determines their appearance, and they shape the appearance of the heroine most nothing more exquisite delivered, lots of flesh. This can also be seen in [League] follow the beauty myth under the traditional gender framework. However, many games during the development phase, the majority of the male point of view as a starting point, as the main design goals, manufacturers to attract male players, set online game advertising and game characters as the main cause of female characters, female characters in the game most of all body fair hot, in order to attract male players. Hidden behind the deep gender stereotypes and materialized Women implications. In the [League] ﹝ LEAGUNE OF LEGENDS ﹞ advertisements being, we will study the role of women as the main focus. Seductive female roles are online games advertising standard equipment. Online game advertising will be used to meet women as men visual merchandise, and therefore exposed even more women are portrayed as sex objects. Making online game female characters all extraordinary "lots of flesh." Thus virtual body still copy patriarchal logic of the real world, so that women become "perfect body." And this study will draw women's issues in a manner to be analyzed and discussed semiotics, the severity of its female materialized in the role of women, and the significance of the role of women represented in the film and whether it implied meaning of sex discrimination. This study will take in-depth interview and text analysis to analyze [League] ﹝ LEAGUNE OF LEGENDS ﹞ promotional video: will be adjacent to the shaft axis pedigree, express meaning, implicit meaning of the analysis, to explore the League ﹝ LEAGUNE OF LEGENDS ﹞ the advertising content in the female materialized shot; as the study found that the general discussion, the comprehensive review game advertising text, and further finishing.
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Fan, Zhen-Yu, and 樊鎮宇. "An Investigation of Supportive Reading Strategy Use and Reading Comprehension in Multi-User Online Annotation System." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/66799259707589488877.
Full textAbstract:
碩士中原大學
應用外語研究所
96
The bulk L2 reading research has revealed that prospective readers use numerous reading strategies to facilitate comprehension, but relatively few studies have centered on online supportive reading strategy use and its effects on reading comprehension. Multi-User Online Annotation is one of the applications of computer-mediated-communication (CMC), which offers interpersonal communication among groups of readers. It allows multiple readers to annotate the same electronic text for the purpose of knowledge sharing and collaborative learning. This study has four aims: (1) exploring EFL learners’ online supportive reading strategy use, (2) examining the effects of supportive strategy use on comprehension, (3) investigating the relationship between supportive reading strategy use and comprehension, and (4) evaluating the effectiveness of an online supportive reading environment, Multi-User Online Annotation System (Yeh, 2004; Lo et al., 2005) on reading comprehension. The study employed a pretest-posttest control group design with random assignment. Sixty-five participants divided into the experiment and the control group, were asked to read two online reading texts, did immediate recall protocols, and completed the post-survey. Each participant’s browsing behavior in completing the two reading tasks was recorded by the computer system to collect their pre-defined supportive reading strategies. Supportive strategy use data was further analyzed with descriptive statistics. The independent t-tests were used to compare the reading comprehension performance between the experiment and control groups on immediate written recall protocols. The relationships between frequency use of supportive reading strategies and reading comprehension were explored by person correlations. Finally, the feedback from the post- survey was analyzed by descriptive statistics. The results revealed that due to the convenience and immediacy, Dictionary strategy made up the overwhelming proportion of strategy use and Search strategy was used the least. In regard to supportive reading strategy use on comprehension, the experiment group outperformed control group in the recall scores and total idea units recalled with more significance. There were positive significant correlations between the frequency use of supportive strategies and comprehension, especially on Dictionary strategy. In relation to the feedback from the post-survey, overall participants held positive attitudes toward the effectiveness of the supportive reading strategy buttons, the learning effects, and the interface design of Multi-User Online Annotation System. They would even recommend the system to their friends. Findings of this study offer important pedagogical implications and suggestions for future research. First, it is essential to incorporate strategy instructions into the reading classes. Teachers need to incorporate strategy awareness training before engaging students in online tasks for promoting their online reading performance. Second, the sole dependence on supportive strategies mechanism does not successfully explain the increase of reading ability. For the future study, more kinds of reading strategies, such as global strategy, problem-solving strategy and socio-affective strategy should be included in order to investigate the influence of different strategy use on comprehension.
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Chu, Ho-Ming, and 朱何敏. "Application of Online Annotation on Developing a Writing Revision Instrument for Teaching English with Error Correcting Practice." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29990192956228260198.
Full textAbstract:
碩士中華大學
資訊管理學系(所)
98
Error Correction plays an important role in English writing assessment. During correction, the teacher can identify students’ writing mistakes as well as provide the right concepts. Error correction also allows the teacher to know more about how their students' learn in or out of the class and enable them to decide whether they should spend more time on the same topics or move to a new one. From students’ point of view, students can understand the correct concepts from those errors and put more efforts into the unclear ideas. Correction feedback and error correction are important tasks in EFL (for English as a Foreign Language) writing instruction. The most difficult part for a student to correct his/her writing is to realize whether there is a mistatke. This study proposed using online marking system for writing correction applocation. Annotation on the digital document is an easy way to share those correcting procedure with other people. Also, it make the correction more meaningful in different topics and provides the teachers with feedback information. Correcting assignments also help learners identify their misunderstandings or learning problem about their writing techniques. This study developed an online marking system which focuses on English writing correction provided three important functions---error correction, error feedback and error analysis, to enhance students' writing abilities and peer editing ability. The result of the study increase teachers' understanding the interaction between students and the system. For the online annotation system we mentioned in the study, user may use Microsoft Internet Explorer to do the correction on digital document. It is the traditional way, just like how we do correction or marking on a paper or books. Not only the system tell us the correct answer, teacher's suggestion and type of the errors, but also practically provide a convenient interface to error correcting practice. According the results of the experiment also shows showed that students with low proficiency levels in English benefited more from this system.
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Yu, Min-Chi, and 余敏琪. "The Role of Cognitive Style, Self-efficacy and Cognitive Load on Online Video Annotation Behavior and Performance." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/af8bu2.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
100
This study attempted to investigate the role of individuals’ difference (i.e. videoannotation self-efficacy, verbal / imagery cognitive style, and cognitive load) inlearning behavior (i.e. on-line video annotation behavior) and performance in theon-line video annotation environment. There were seventy-four students enrolled inthe course of this study. Both quantitative and qualitative methods were applied fordata analysis. The content analysis was used to analyze the students’ on-line videoannotation behaviors, while some quantative methods were used to analyze or thereliability of the questionnaires for students’ video annotation self-efficacy, verbal /imagery cognitive style, and cognitive load. The result showed that (1) Video annotation self-efficacy was significantly predicted mid-level video annotation behaviors. (2) Video annotation self-efficacywas negatively predicted cognitive load. (3) Verbal cognitive style was negativelypredicted cognitive load, and students with high imagery cognitive style have lowercognitive load than those with low imagery cognitive style. (4) Cognitive load wasnegatively predicted the quality of video annotation. (5) The quality of videoannotation and high-level video annotation behaviors were significantly predictedperformance. Finally, implications and suggestions for future research were provided.
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Hsu, Chih-An, and 許志安. "A High-Efficiency and High-Accuracy Fully Automatic Collaborative Face Annotation System for Distributed Online Social Networks." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/7hxca5.
Full textAbstract:
碩士國立臺北科技大學
電腦與通訊研究所
101
The development of fully automatic face annotation techniques in online social networks (OSNs) is currently very important for effective management and organization of the large numbers of personal photos shared on social network platforms. In this thesis, we propose a high-efficiency and high-accuracy collaborative face annotation approach composed of two major techniques: Hierarchical Database Access architecture and the Fused Face Recognition unit. Additionally, we propose two collaborative face recognition strategies: employing the owner with a Highest Priority Rule and utilizing a Weighted Majority Rule. First, we construct the personalized Hierarchical Database Access architecture for each member by taking advantage of various social network context types to substantially reduce time consumption. Next, we construct the personalized and adaptive Fused Face Recognition unit for each member, which uses the Adaboost algorithm to fuse several different types of base classifiers to produce highly reliable face annotation results. In order to efficiently select suitable personalized Face Recognizers and then effectively merge multiple personalized Face Recognizer results, we propose two collaborative face recognition strategies: the owner with a Highest Priority Rule and utilizing a Weighted Majority Rule for query photos within our collaborative face recognition framework. The experiment results demonstrate that our proposed approach achieves a significantly higher level of efficacy, outperforming other state-of-the-art face annotation methods for real-life personal photos featuring pose variations. Our evaluation methodologies produced respective F-measure and Similarity accuracy rates that were 64.03% and 63.05% higher for the proposed method in comparison to other tested methods, as well as demonstrating that our method can result in a reduction in overall processing time of 78.06%.
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Sampaio, Marta Sofia Costa. "PhagePromoter: phage promoters online analysis tool." Master's thesis, 2018. http://hdl.handle.net/1822/64122.
Full textAbstract:
Dissertação de mestrado em BioinformaticsIn the last decades, the emergence and evolution of the Next Generation Sequence technologies have revolutionised genomic research, leading to an exponential increase in the number of sequenced genomes. Many of the sequenced genomes belong to bacteriophages (phages), mostly due to their therapeutic potential against bacterial infections. This abundance of genomic data demands the creation of user-friendly bioinformatics tools for performing genome annotation. The most challenging step in phage genome annotation is the identification of regulatory elements, primarily promoters, to understand phage transcription regulation mechanisms. Thus, in this work, PhagePromoter, a tool for promoter prediction in phage genomes, was developed, using machine learning methods. Several models were created using different datasets and machine learning algorithms, such as support vector machines (SVM), artificial neural networks (ANN) and Random Forests (RF). All models were tested using a 5-fold cross-validation process. The datasets were composed by known phage promoter sequences, mainly retrieved from the phiSITE database, and by a different number of negative cases. After optimization, the performance was similar for all models and two were selected to be integrated in the tool: the ANN model created with the dataset containing 1600 negative examples and the SVM model created with the dataset containing 2400 negatives. The ANN model presented 92% of accuracy, 89% of precision and 87% of recall, whereas the SVM model presented 93% of accuracy, 91% of precision and 80% of recall. Hence, the first model will predict more sequences as promoters and may lead to more false positives. The SVM model will return few positive results, but most of them will be correct classified while some real promoters may not be identified by the model. PhagePromoter was integrated in the widely used Galaxy framework, available at https://galaxy.bio.di.uminho.pt/?tool_id=get_proms&version=0.1.0&__identifer=4u05obc3o5w, which provides a graphical user interface. This tool returns better results when compared to other tools, such as BPROM, PromoterHunter and CNNpromoter_e.
Nas últimas décadas, o surgimento e a evolução das tecnologias de Nova Geração de Sequenciação revolucionaram a investigação genómica, levando a um aumento exponencial no número de genomas sequenciados. Muitos destes genomas pertencem aos bacteriófagos (fagos), principalmente devido ao seu potencial terapêutico contra infeções bacterianas. Esta abundância de dados genómicos requer a criação de ferramentas bioinformáticas intuitivas e fáceis de usar, para facilitar a anotação de genomas. O ponto mais difícil da anotação de genomas de fagos é a identificação de elementos reguladores, principalmente promotores, que irá permitir uma melhor compreensão dos mecanismos de regulação da transcrição nos fagos. Assim, neste trabalho, foi desenvolvida uma ferramenta, PhagePromoter, para prever promotores em genomas de fagos, usando métodos de aprendizagem automática. Vários modelos foram desenvolvidos usando diferentes conjuntos de dados e algoritmos, como máquinas de vetor de suporte (SVM), redes neuronais artificiais (ANN) e Random Forests (RF). Todos os modelos foram testados usando o processo de validação cruzada com 5 folds. Os conjuntos de dados são constituídos por sequências de promotores de fagos conhecidas, retiradas maioritariamente da base de dados phiSITE, e por números diferentes de casos negativos. Depois de otimizados, os modelos obtiveram resultados semelhantes e dois foram escolhidos para serem incorporados na ferramenta: o modelo ANN treinado com o conjunto de dados com 1600 exemplos negativos e o modelo SVM treinado com o conjunto de dados com 2400 exemplos negativos. O modelo ANN apresentou 92% de exatidão, 89% de precisão e 87% de sensibilidade, enquanto que o modelo SVM apresentou 93% de exatidão, 91% de precisão e 80% de sensibilidade. Assim, o primeiro modelo irá prever mais sequências como promotoras, podendo originar mais falsos positivos. Já o modelo SVM irá prever poucas sequências como promotoras, mas a maioria estarão corretamente classificadas, enquanto que alguns promotores reais poderão não ser identificados. PhagePromoter foi integrada no Galaxy, uma framework amplamente usada, disponível em https://galaxy.bio.di.uminho.pt/?tool_id=get_proms&version=0.1.0&__identifer=4u05obc3o5w, que fornece uma interface gráfica para o utilizador. A ferramenta desenvolvida obtém melhores resultados quando comparada com outras ferramentas como BRPOM, PromoterHunter e CNNpromoter_e.
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Chen, Hsin-Yu, and 陳欣渝. "The Effects of SOI Strategy Instruction Supported by Annotation System on Reading Online Scientific Expository Texts for Elementary Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40197405271103673271.
Full textAbstract:
碩士國立交通大學
教育研究所
99
The purposes of this study were two folds. First was to design three reading strategies to help school children reading science expository texts online with the supports of an annotation system. The so-called “iRuns” strategies were proposed based on SOI model of knowledge construction from Reading expository text (Mayer, 1996) to include “underline” (selecting main ideas), “annotation for connection” (organizing important ideas) and “summary” (integrating multiple concepts). Then a field study was conducted to explore whether elementary students could efficiently adopt iRuns strategies and gain comprehension on reading online scientific expository texts about earth science topics, i.e. earthquake, volcano and El Niño. The author attempted to explore the relations between reading strategies and text comprehension and to compare differences of reading strategies efficiencies and comprehension between high and low reading ability students. A total of 55 5th and 6th graders from an elementary school in Hsinchu participated in the present study. Students read online expository texts with scientific topics (each topic contained a main article and one to three extended articles). At the same time, they received iRuns strategy instruction (underlying, annotation, and summary). This study also evaluated the students’ text comprehension performance by “Earth Science Comprehension Test” and scoring reading strategies efficiencies. The major findings of this study are summarized as follows. 1. The iRuns reading strategy efficiencies decreased slightly across three time points and high reading ability students’ three strategy efficiencies were always better than those of the low ones. However, the gap between the two groups was gradually closer through the series of instruction. Those who initially were better in underlying excelled than the initially poor ones all the way through the learning process but the discrepancy was getting closer. 2. The Earth scientific comprehension performance was influenced by the difficulty and familiarity of reading materials. 3. Low reading ability students’ reading strategy efficiencies correlated with the reading comprehension performance significantly (especially the annotating and summarizing strategies were both significant) but it didn’t hold for high reading ability students. It indicated that low reading ability students benefited more from the iRuns strategy instruction in comparison with the high reading ability students. 4. The quality of annotating strategy was affected by using different types of annotating (typing/copy-pasting). The result suggested that typing could improve the efficiency of annotation and copy-pasting could benefit students in choosing highly correlative main ideas across texts. According to the findings of this study, suggestions for teachers, parents and researchers in the future were proposed.
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Hsu, Ting-Hsuan, and 徐庭軒. "Integrated E-Learning and Online Testing of an Intelligent Annotation Learning System - A Case Study of Introduction to Computer Science." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14817573488848011741.
Full textAbstract:
碩士中國文化大學
資訊管理學系
100
The main objectives of this research were motivated by scaffolding theory to explore by the Integrated of e-learning and online testing system, and supplemented by automatic annotation applied to the learner to learning the Introduction to Computer Science, and then help them understand the curriculum focus lies in order to enhance e-learning interests and efficiency. Besides this, we build an integrated e-learning and online testing of an annotation learning system by natural language and other related technologies to analyze the questions and course content to identify the paragraph of the questions match, and be the annotation to provide learners focus on learning. For this learning method, match questions with the paragraph of the experiment, the match success rate of more than 80%. The learners through reading, contains annotation the course content, and course no annotation analysis, the average score is better than reading the no annotation content. For learners in the learning effectiveness of the satisfaction survey, 57% of learners were satisfied or very satisfied with this learning method, so the learner through the learning method proposed in this research, in the reading curriculum can be more clearly understand the focus of the course, and learning will be a certain degree of help. Expectations the results can offer reference assistance for future research.
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(11203656), Tatiana Renae Ringenberg. "The DVL in the Details: Assessing Differences in Decoy, Victim, and Law Enforcement Chats with Online Sexual Predators." Thesis, 2021.
Find full textAbstract:
Online sexual solicitors are individuals who deceptively earn the trust of minors online with the goal of eventual sexual gratification. Despite the prevalence of online solicitation, conversations in the domain are difficult to acquire due to the sensitive nature of the data. As a result, researchers studying online solicitors often study conversations between solicitors and decoys which are publicly available online. However, researchers have begun to believe such conversations are not representative of solicitor-victim conversations. Decoys and law enforcement are restricted in that they are unable to initiate contact, suggest meeting, or begin sexual conversations with an offender. Additionally decoys and law enforcement officers both have a goal of gathering evidence which means they often respond positively in contexts which would normally be considered awkward or inappropriate. Multiple researchers have suggested differences may exist between offender-victim and offender-decoy conversations and yet little research has sought to identify the differences and similarities between those talking to solicitors. In this study, the author identifies differences between decoys, officers, and victims within the manipulative process used by online solicitors to entrap victims which is known as grooming. The author looks at differences which occur within grooming stages and strategies within the grooming stages. The research in this study has implications for the data choices of future researchers in this domain. Additionally, this research may be used to inform the training process of officers who will engage in online sex stings.
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Lee, Jo-Hsuan, and 李若璿. "The Effects of Imagery-Verbal Cognitive Style, Collective Efficacy and Modeling on Collaborative Online Annotation and Group Performance in Computer-Supported Collaborative Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00077826271127903224.
Full textAbstract:
碩士國立臺灣科技大學
數位學習與教育研究所
100
The study attempted to investigate the possible reciprocal influences among cognitive style, collective efficacy, collaborative online annotation behaviors, modeling, and group performance in computer-supported collaborative learning environments. Eighty-four junior high students (28 groups) who enrolled in the course of Chinese Reading participated in this study. Both quantitative and qualitative methods were applied for data analysis. The content analysis was used to analyze the students’ collaborative online annotation behaviors, while some quantitative methods were used to analyze the reliability of the questionnaires for students’ cognitive style, collective efficacy, and modeling as well as the relation among the investigated variables. No difference was found in collective efficacy between groups of imagery and verbal cognitive style, but there were significant differences in collaborative online annotation behaviors, and performance between the groups of these two cognitive styles. In addition, collective efficacy significantly predicted high level of collaborative online behaviors. Collaborative online annotation behaviors also significantly predicted group performance. Moreover, modeling significantly predicted collective efficacy and collaborative online annotation behaviors. Finally, the implications and suggestions for future research were provided.