What Video Games Have to Teach Us about Learning and Literacy

Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs. These beliefs, however, may not explain the user’s behavior toward newly emerging ITs, such as the World-Wide-Web (WWW). In this study, we introduce playfulness as a new factor that reflects the user’s intrinsic belief in WWW acceptance. Using it as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW context. # 2001 Elsevier Science B.V. All rights reserved.

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Beyond the Usefulness and Ease of Use : Extending the TAM for a World - Wide - Web Context

With growing bandwidths in the Internet and seemingly unlimited storage capacities on web servers, media became more and more important in the daily use of the World Wide Web. While about ten years ago only text and images with small file sizes (and as a result small resolutions) could be used, it is possible to watch high quality multimedia presentations nowadays. But those rarely exist because of tedious to learn authoring tools. A specialization to one main medium, in our case video, allows creating efficient authoring tools using well known paradigms. This work introduces an authoring tool called SIVA Producer. An iterative process for improving the usability of the authoring tool is described. Furthermore, a distinction of the terms "interactive video", "annotated video", "non-linear video" and "hypervideo" is given.

Towards an easy to use authoring tool for interactive non-linear video

Hyper-Hitchcock consists of three components for creating and viewing a form of interactive video called detail-on-demand video: a hypervideo editor, a hypervideo player, and algorithms for automatically generating hypervideo summaries. Detail-on-demand video is a form of hypervideo that supports one hyperlink at a time for navigating between video sequences. The Hyper-Hitchcock editor enables authoring of detail-on-demand video without programming and uses video processing to aid in the authoring process. The Hyper-Hitchcock player uses labels and keyframes to support navigation through and back hyperlinks. Hyper-Hitchcock includes techniques for automatically generating hypervideo summaries of one or more videos that take the form of multiple linear summaries of different lengths with links from the shorter to the longer summaries. User studies on authoring and viewing provided insight into the various roles of links in hypervideo and found that player interface design greatly affects people's understanding of hypervideo structure and the video they access.

Authoring, viewing, and generating hypervideo: An overview of Hyper-Hitchcock

The importance and acceptance of M-Learning systems by both students and faculty is becoming increasingly important. The advantages offered by such systems such as accessibility, mobility, collaboration, and the opening of the educational process for continuous and lifelong learning are of paramount importance. Since teaching and learning has been practised for thousands of years, the transfer of this process into the electronic environment requires a holistic, interdisciplinary approach. This paper identifies and examines three major areas of critical success factors for the development of mobile learning applications. The first one includes the understanding of characteristics, peculiarities and constraints of the various mobile devices and technologies to be used in M-Learning. The second major area investigated is the learners' needs and requirements. The third area is the examination of the quality components, namely usability, functionality, reliability, efficiency, maintainability and portability for the successful development of mobile learning applications. Finally, the synergy of all these factors are incorporated into a proposed mobile learning engineering process called MobE.

Critical success factors for the development of mobile learning applications

With advanced technologies, computer devices have become smaller in size but still with powerful computing ability. As a result, there are growing amount of people start to take distance education courses not only by using their PCs but also using mobile devices such as pocket PCs. Because pocket PCs are easy to carry, these devices are considered as a proper platform for distance education. We focus on the issues of transferring the current PC based sharable content object reference model (SCORM) to pocket PC based. We also introduce the prototype version of pocket SCORM run-time environment (RTE) which has been developed in our lab. Proposed pocket SCORM architecture is able to operate, even when the mobile device is physically disconnected from the network, without losing any students' learning record. Collected records are then be sent back to learning management system (LMS), runs at the sever side, after the device is back on on-line.

http://ieeexplore.ieee.org/iel5/9027/28651/01284043.pdf

Pocket SCORM

Information technology is an integral part of daily life in many domains, including communication, computing, entertainment, and education. However, despite its pervasiveness, digitalization in various purposes and application in many human-based activities, it still plays the role of assisting and supporting people in manipulating and acquiring information. This study developed a ubiquitous learning environment based on the connection between digital and physical information. By using mobile learning technologies, including interactive video-based multimedia technology, GPS, GIS, and the electronic map service, learners can perform location-aware learning activities and experience corresponding appearances regarding a particular location. Accordingly learners can acquire new knowledge by participating in location-aware learning activities. We also demonstrate a ubiquitous learning activity of introducing the history of Tamkang University, Taiwan, and assess the effectiveness of the proposed ubiquitous learning environment.

http://tkuir.lib.tku.edu.tw:8080/dspace/retrieve/125226/Immersive+Learning+Environment+with+Integrated+Interactive+Video+and+Ubiquitous+Technologies.pdf

Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

With the rapidly development of distance learning and the XML (Extensible Markup Language) technology, metadata becomes an important item in an e-learning system. Today, many distance learning standards such as SCORM, AICC CMI, IEEE LTSC learning object meta-data (LOM), and IMS learning resource metadata XML binding specification, use metadata to tag learning materials, shareable content objects, and learning resources. However, most metadata is used to define learning materials and test problems. Few metadata is dedicated for assessment in learning. We propose an assessment metadata model for e-learning operations. With the support from the assessment metadata, we can collect information at the question cognition level, item difficulty index, item discrimination index, questionnaire style, and question style. The assessment analysis model provides individual questions, summary of test results, and analytical suggestions. The suggestions and results can tell teachers why a question is not suitable and how to correct it. Teachers can see the analysis of test result and fix problematic questions. With the cognition level analysis, teachers can avoid missing items in teaching. The mechanism developed also suggests an e-learning system, with adaptive learning content and individualized tests, as well as good advice for the teachers.

http://tkuir.lib.tku.edu.tw:8080/dspace/bitstream/987654321/37766/1/0769520871_p262-267.pdf

A cognition assessment authoring system for e-learning

Nowadays information technologies have becoming part of our daily life and provide lots of practical applications in various domains. E-Learning is one of the most significant IT products and brings us a flexible learning environment. But if we want to make it more practicable for people to do the learning activities anytime and anywhere, to integrate advanced ubiquitous technologies will be an essence to realize an immersive learning environment. Furthermore, with the gradual improvement of Game-Based Learning domain, it could provide more useful learning strategies with game elements in order to attract learners to enjoy the learning activities. Accordingly, in this paper, we utilized the technologies in interactive video, GPS (Global Positioning System) and GIS (Geographic Information System) to develop the Ubiquitous Video Game-Based Learning environment. Learners could utilize UMPC platform to do the game-based learning activities anytime and anywhere. And we also demonstrated an example "The historical of Tamkang University" course content to explain the gaming scenario in our learning environment. We hope the learning environment could be more practical for learners/instructors when using the game-based learning environment.

Developing the immersive learning environment by integrating the interactive video and ubiquitous technologies

Hypervideo is a new way for viewing films, just like hypertext on the WWW. In the literature, many standards and technologies have been developed for hypertext. However, present video processing methods cannot provide a proper solution for hyperlinks in video. We propose an object-based hypervideo authoring system. Video objects can be described by semantic annotation and multistory movies can be produced. The system offers a manual object-based interface for the film producer to select meaningful video objects and annotate them. It also has a video construction function to facilitate the audience's viewing of the annotation of interesting objects in a scene or selection of a particular viewing path. It is very useful to show the annotation of a particular object that the film producer wants to highlight in educational videos or commercials. A hypervideo player is also developed to play the video file made by the authoring system.

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Han-Bin Chang

Papers

Pocket SCORM

Immersive Learning Environment with Integrated Interactive Video and Ubiquitous Technologies

A cognition assessment authoring system for e-learning

Developing the immersive learning environment by integrating the interactive video and ubiquitous technologies

An object-based hypervideo authoring system