Academic literature on the topic 'Online interactive animated tours'

Many academic library Web sites offer online “tours” to provide basic orientation of their collections and services. However, these tours are often merely photos, floor plans, or written descriptions. In 1999, the library at California State University, Fullerton sought to improve its own Web site orientation, by using more engaging Web technologies; namely, streaming video and interactive tutorials. A project of videotaping a full‐motion, narrated tour of the library, and then placing it on the Web site as streaming video segments, was undertaken. Additionally, interactive tutorials – quizzes written in JavaScript so as to “reply” to user prompts – were added. This article will describe the process of creating this project, available in its completed form at: http://www. library.fullerton.edu/tour

This study aims to determine the benefits of Augmented Reality and Virtual Reality technology applied to libraries in the Z generation era. The research method used study of literature by collecting several reference as sources that are relevant to the study material and and interviews with several generation Z informants. The results of the study found that the implementation of Augmented Reality technology can be used to create and read the Interactive Opac Brochure with AR; Utilization of Library Collection Display; Utilization for Searching Library Collections in Shelves through AR; Utilization for Interactive Learning Media for Users. While the implementation of Virtual Reality technology can be used for tours or library tours; Library Services; Information Literacy and Online Catalog.

At the time of the Covid-19 pandemic, all learning was carried out online or online learning, while schools and students had to follow the existing curriculum in their schools, which of course not all of their lessons were happy. Mathematics is one of the subjects that is always a scourge for students, regardless of those who enjoy mathematics. The reasons vary, some say the lessons are difficult to understand, students are not interested in learning mathematics, the teachers are boring, and so on. So that many parents of students who provide additional tutoring for their children by hiring math teachers, in the hope that their children are mathematically intelligent. This study aims to examine the effect of using animated interactive multimedia on students' understanding of the concept of understanding mathematical concepts. The population of this study were students of class VII MTs Darul Ulum Muhammadiyah Galur even semester of the 2019/2020 school year. Of the five existing classes, two classes were taken randomly as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data were obtained through a test in the form of a description of the rectangular and square material. The results showed that there was a difference in the understanding of mathematical concepts in students who used animated interactive multimedia higher than the understanding of mathematical concepts of students who took conventional learning, and there was a positive and significant effect of the use of animated interactive media on the Mathematical Concept Understanding of Class VII MTs Darul Ulum Muhammadiyah Galur Tahun Students 2019/2020 Teaching

Implementing online learning can pose serious pedagogical challenges particularly when programs contain work-integrated learning (WIL) components. One such component is the site visit, where student groups are led by subject matter experts through an authentic environment. These WIL experiences help students relate the theory learnt in classrooms to practice. Construction management students particularly benefit from repeated visits to the same building site to appreciate the spatial and temporal constraints and how they change over the life of the building project. Unfortunately, logistics and occupational health and safety concerns have increasingly limited the inclusion of site visits in school and university curricula. Online construction management students are widely dispersed and therefore it is impractical to include shared physical site visits in the curriculum, although students are able to observe locally-based construction sites and report back their findings. In response, universities have collaborated with construction companies and, using significant federal funding, created an interactive learning environment that follows the construction of an eight-storey building over time. This high quality resource is a type of virtual WIL that has been primarily used in face-to-face teaching. In this case study we implement this resource in a fully online construction management course and create three comparatively low-cost environments that demonstrate the construction of residential, industrial, and multi-storey building construction sites, for implementation in another two online construction courses. As an enhancement, within these new environments are embedded images, explanatory videos and documents which students can interact with to create a virtual tour that can be embedded directly alongside the concepts being studied in their weekly learning materials. In addition, these tours are linked to specific online learning activities designed to motivate students to reflect on and refine their understandings based on the authentic context they are experiencing. To better understand the processes involved in this collaboration between school academics, staff from a central teaching innovation unit, and two construction companies, the business processes employed were modelled using a swimlane diagram. Insights into the practicalities of implementing these virtual tours are shared. The experiential learning outcomes of students using virtual WIL are comparable to traditional site visits. Initial online student feedback of small cohorts of online students has been overwhelmingly positive and encouraging for the development of more interactive virtual tours. The implementation of virtual tours and activities, blended with independent face-to-face site visits and assessment, forms an authentic, supported and constructively-aligned WIL experience for students undertaking fully online courses.