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Digital media

About: Digital media is a research topic. Over the lifetime, 17508 publications have been published within this topic receiving 266693 citations. The topic is also known as: machine-readable data.


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Journal ArticleDOI
TL;DR: Current trends in the use of mediated communication are reviewed and a vision for near-future second and foreign language (L2) learning is offered that utilizes emerging media as a means for adding real world relevance to in-class uses of internet-mediated communication tools.
Abstract: In light of the increasingly blurred line between mediated and nonmediated contexts for social, professional, and educational purposes, attention to the presence and use of innovative digital media is critical to the consideration of the future of computer-assisted language learning (CALL). This article reviews current trends in the use of mediated communication and offers a vision for near-future second and foreign language (L2) learning that utilizes emerging media as (a) meaningful contexts for L2 language development and (b) a means for adding real world relevance to in-class uses of internet-mediated communication tools. In this article, we first explore a sampling of Web 2.0 technologies (e.g., blogs, wikis, and social bookmarking) related to collaborative content building and dissemination of information. We then consider three types of 3-dimensional virtual environments, including open social virtualities (such as Second Life and There), massively multiplayer online games (MMOGs) (e.g., World of Warcraft, Everquest, and Eve Online), and synthetic immersive environments (SIEs, i.e., visually rendered spaces which combine aspects of open social virtualities with goal-directed gaming models to address specific learning objectives). In particular, we report on SIEs as they might be used to foster interlanguage pragmatic development and briefly report on an existing project in this area. The ultimate goal is to spark future research and pedagogical innovation in these areas of emerging digital media in order to arrive at a greater understanding of the complexities involved in their integration with language learning in ways that will be most relevant to the communicative contexts of the 21st century.

268 citations

Journal ArticleDOI
TL;DR: Most of the studies support the idea that media reporting and suicidality are associated, however, there is a risk of reporting bias.
Abstract: The aim of the current systematic review was to monitor and provide an overview of the research performed about the roles of media in suicide prevention in order to find out possible effects media reporting on suicidal behaviours might have on actual suicidality (completed suicides, attempted suicides, suicidal ideation). The systematic review was performed following the principles of the PRISMA statement and includes 56 articles. Most of the studies support the idea that media reporting and suicidality are associated. However, there is a risk of reporting bias. More research is available about how irresponsible media reports can provoke suicidal behaviours (the ‘Werther effect’) and less about protective effect media can have (the ‘Papageno effect’). Strong modelling effect of media coverage on suicide is based on age and gender. Media reports are not representative of official suicide data and tend to exaggerate sensational suicides, for example dramatic and highly lethal suicide methods, which are rare in real life. Future studies have to encounter the challenges the global medium Internet will offer in terms of research methods, as it is difficult to define the circulation of news in the Internet either spatially or in time. However, online media can provide valuable innovative qualitative research material.

263 citations

Proceedings ArticleDOI
22 Jun 2004
TL;DR: Examination of what learning occurs when an electromagnetism simulation game is used in a school for underserved students finds game mechanics enabled students to confront weaknesses in understandings, and physics representations became tools for understanding problems.
Abstract: Learning scientists are increasingly turning to computer and video games as tools for learning. Simulation might not only motivate learners, but provide accessible ways for students to develop intuitive understandings of abstract physics phenomena. This study examines what learning occurs when an electromagnetism simulation game is used in a school for underserved students. Students in the experimental group performed better than students in the control group (guided discovery-based science) on measures for understanding. Game mechanics enabled students to confront weaknesses in understandings, and physics representations became tools for understanding problems. Implications for the design of educational digital media are discussed. Yet, it was also these very same game mechanics posed significant challenges in terms of student engagement, motivation, and learning of physics concepts.

263 citations

Patent
03 Feb 1993
TL;DR: In this article, a computer-based media data processor for controlling transmission of digitized media data in a packet switching network is presented, where the processor retrieves media data from a corresponding media access location, determines the media data type of each presentation unit in the retrieved media data, and designates each retrieved presentation unit to a specific media data presentation unit sequence based on the data type determination for that presentation unit.
Abstract: A computer-based media data processor for controlling transmission of digitized media data in a packet switching network. When the processor receives a request from a network client node for presentation of specified media data stream presentation unit sequences the processor in response retrieves media data from a corresponding media access location, determines the media data type of each presentation unit in the retrieved media data, and designates each retrieved presentation unit to a specific media data presentation unit sequence based on the media data type determination for that presentation unit. The processor then assembles a sequence of presentation descriptors for each of the specific presentation unit sequences, all presentation descriptors in an assembled sequence being of a common media data type, and then assembles transmission presentation unit packets each composed of at least a portion of a presentation descriptor and its media data, all presentation descriptors and media data in an assembled packet being of a common media data type. The assembled packets are then released for transmission via the network to the client processing node requesting presentation of the specified presentation unit sequences.

261 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20241
2023400
2022944
20211,133
20201,363
20191,221