Showing papers on "Interactive video published in 1991"

Interactive video control system for displaying user-selectable clips

Abstract: A method and apparatus for controlling the presentation of information previously recorded on a videodisc player enables a user to simply and efficiently select and playback user-specified segments of the information prerecorded on the videodisc in an order individually determined by the user. Instantaneous access to video and audio information can be controlled precisely so that preselected portions of the recorded information can be accessed at any time. All portions of selected segments can be chosen. In addition, all or selected portions of any amount to the prerecorded information can be sequentially accessed by the user of the system.

Video conferencing system for courtroom and other applications

Abstract: A conferencing system facilitating interactive video and audio communication between an individual (such as a criminal, defendant, or a witness in a court proceeding) at a remote station, and a group of individuals at a local station (such as a judge, defense counsel, and a prosecutor or plaintiff's counsel in a courtroom). The system preferably includes a recording unit for producing a permanent, combined video and audio conference record. Preferably, the system includes a local module, a remote module, and a control module. The local module includes a loudspeaker, and a video camera, a video monitor unit, and a microphone for each conferee. It is contemplated that the local module equipment may be disposed in a courtroom, for use by a judge, two attorneys, and a witness. The remote module includes a video camera, a video monitor unit, a microphone, and a loudspeaker. Where the remote module is intended for use by a criminal defendant in police custody (i.e., at a jail), its video monitor unit preferably includes a monitor including a two-way mirror behind its screen, and its video camera is preferably mounted behind the mirror so that the defendant may maintain direct eye contact with both an image on the screen and the video camera.

Interactive home information system for distributing compressed television programming

Abstract: An interactive multimedia system with distributed processing and storage of video picture information and associated data and sound in nodes disposed throughout a cable television distribution system. The nodes are coupled to the feeder cable of the cable distribution system. Each node in the system receives a substantially identical copy of the interactive video picture information and related data from a regional processing center. The users at home televisions associated with a particular node interact directly with the video picture information in that node, rather than with the information stored in the regional processing center or some other remote location, which enables the system to quickly display photographic quality images and complex graphics, as well as sound, at the users' televisions in response to commands received by the users. The nodes can also be used for decompressing compressed television programming and distributing the decompressed programming to home televisions connected to the system.

Practical Guide to Using Video in the Behavioral Sciences

Abstract: THE APPLICABILITY OF VIDEO: Equipment Fundamentals Analyzing and Documenting Instructing and Informing Modelling Scene Setting Feedback and Self-Confrontation Feedforward and Self-Modelling Expanding Horizons and Professional Issues SELECTED APPLICATIONS: The Multiple Dimensions of Interactive Video Analyzing Non-verbal Behaviour Video Mediated Instruction in Medical Settings Producing Video Modelling Tapes Trigger Tapes and Training Interpersonal Process Recall The Use of Video in Sport Skill Acquisition Self-Modelling for Children's Emotional and Social Concerns Using Video with Developmentally Disabled Learners.

Profiling Early Triers of Service Innovations: A Look at Interactive Home Video Ordering Services

Abstract: Examines the need for marketers of service innovations to be aware of barriers to trial and adoption. Considers the example of the introduction of interactive home video ordering services in the USA which failed in part due to inaccurate market segmentation and targeting. Introduces empirical evidence, based on Roger′s model of diffusion, that early trier segments exist for innovative services. States that the study′s findings are of relevance to other services such as cellular telephone systems and electronic funds transfer systems. Concludes that early trier segments should be targeted during initial marketing carried out by service providers, who will have studied potential markets and identified requirements of different segments.

Mental Effort and Video-Based Learning: The Relationship of Preconceptions and the Effects of Interactive and Covert Practice.

Abstract: Recommendations for the design of interactive video materials are often based on the premise that interactive video may overcome learners' preconceptions of television as “easy.” This study investigated learner preconceptions of the difficulty of interactive video, instructional television, and television, and examined the effects of actively or covertly responding to practice questions on perceived mental effort, recall, and inferences.

Ten Commandments for the Evaluation of Interactive MultiMedia in Higher Education.

Abstract: A SET OF GUIDELINES for redirecting evaluation and research involving interactive multimedia (IMM) in higher education are presented in the form of “Ten Commandments.” Each commandment is “illuminated” with anecdotes and stories to illustrate its importance and application. In light of the complexity involved in human learning via IMM and the politics of higher education, the commandments stress descriptive approaches to research and evaluation, including “modeling” methods that integrate quantitative and qualitative data.

Cooperative Learning and CALL/IVD in Beginning Spanish: An Experiment

Abstract: eign language teaching has shown that both cooperative learning defined as those instructional settings that encourage collaborative, interactive, peer teaching and learning--and mediated activities (computer-assisted instruction/computer-assisted language learning-CAI/CALL) can have independent and significant positive effects on student achievement and attitude. Researchers attribute these learn-

The effects of interactive video on cognitive achievement and attitude toward learning.

Abstract: The purpose of this experimentally designed study was to determine the effects of an interactive videodisc program, entitled "Diabetic Health Assessment," versus traditional lecture on cognitive learning and affective behaviors of baccalaureate nursing students. It was hypothesized that: 1) there would be no significant difference in the cognitive achievement scores between those students taught by an interactive videodisc program (experimental group) compared to those students taught by a traditional lecture method (control group), and 2) there would be a statistically significant difference in student attitude toward learning between those students taught by an interactive videodisc program compared to students taught by a traditional lecture method. Eighty-three third-year baccalaureate nursing students at a major urban university served as subjects and were randomly assigned to either a control (n = 41) or an experimental group (n = 42). The multivariate analysis of covariance with two criteria and the pretest as the covariate was significant (p = .000, df = 4, 140) indicating that the adjusted posttest scores on the two measures were significantly different for the experimental group compared to the control group. The univariate F for the cognitive measure was nonsignificant (p = .283, df = 2, 72) indicating that students' achievement under interactive video is not significantly different than under traditional lecture. The univariate F for the affective measure was significant (p = .000, df = 2, 72) indicating that the students learning by interactive video possessed a more positive attitude toward learning than those learning by traditional lecture method of instruction.

Interactive Video Management and Production

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Use of computer graphics simulation for teaching of flexible sigmoidoscopy.

Abstract: The concept of simulation training in endoscopy is now well-established. The systems currently under development employ either computer graphics simulation or interactive video technology; each has its strengths and weaknesses. A flexible sigmoidoscopy training device has been designed which uses graphic routines--such as object oriented programming and double buffering--in entirely new ways. These programming techniques compensate for the limitations of currently available desk-top microcomputers. By boosting existing computer 'horsepower' with next generation coprocessors and sophisticated graphics tools such as intensity interpolation (Gouraud shading), the realism of computer simulation of flexible sigmoidoscopy is being greatly enhanced. The computer program has teaching and scoring capabilities, making it a truly interactive system. Use has been made of this ability to record, grade and store each trainee encounter in computer memory as part of a multi-center, prospective trial of simulation training being conducted currently in the USA. A new input device, a dummy endoscope, has been designed that allows application of variable resistance to the insertion tube. This greatly enhances tactile feedback, such as resistance during looping. If carefully designed trials show that computer simulation is an attractive and effective training tool, it is expected that this technology will evolve rapidly and be made widely available to trainee endoscopists.

Theme park attraction for multiple participants using real time simulation

Abstract: A real time interactive simulator system (10) that involves a plurality of participants that cooperate to interactively achieve a predetermined objective. The system comprises a parallel computer processor (62) and a plurality of video simulators coupled to the parallel processor. Each video simulator comprises an interactive video simulation that is displayed and incorporates selection devices such as joysticks (41) and selection buttons (47) that permit a plurality of participants to individually and cooperatively interact with the video simulation to achieve a predetermined objective. Each of the plurality of participants independently affects the achievement of the objective and the cooperation between participants is determinative of the achievement of the objective.

Interactive Videodiscs in Social Work Education

Abstract: MOST SOCIAL WORK education programs (undergraduate and graduate) during the past 10 years have provided students with some exposure to computers. Today, the continuing ex plosion in computer technology has led to the development of interactive video discs. Medical education programs, the U.S. military, and private industry are rapidly incorporating videodiscs into their educational programs. This article describes and reviews videodisc technology and the results of an exploratory survey about the use of videodisc technology in graduate social work education programs in the United States. Developmental recommenda tions follow.

Videodisc animation of 3D computer reconstructions of the human brain.

Abstract: Our group is creating a database of x-, y-, z- coordinates of central nervous system structures from serial cross-sections. We produce 3D computer images of the brain and its components and record them on videodisc. Useful animations include combining objects from different databases to correct anatomical scale, rendering a surface translucent to reveal underlying components, slicing and paging brain slabs with and without protruding individual objects, and dissecting functional pathways. We are beginning to use videodisc animations of the nervous system in computer-based interactive tutorials.

Optical filter software copy protection

Abstract: An interactive video system has a video display for displaying camouflaged information which is discernible only when viewed through a partially transparent viewing screen having zones with light transmission characteristics corresponding to the characteristic of respective displayed image regions. The user of the system is required to input information which can be derived only by recognizing the camouflaged information with the aid of the screen.

Can pupils learn through their own movements? A study of the use of a motion sensor interface

Abstract: An Interactive Interface was used in school-based research to explore the learning of kinematics through body movement, at ages 11-12, 13-14 and 16 plus. The students responses and successes are significant for learning at school and at Interactive Centres.

Experiences with the University of London interactive video education network

Abstract: The paper describes the architecture, facilities and usage of the London University interactive video education network (LIVE-NET), which connects a number of sites in the University. The extension of the reach of the network by use of a direct broadcast satellite (DBS) is described. The paper discusses how the video facilities are being supplemented by interactive digital services, and how packet video is being used to link the network to others in the USA. Finally the paper considers the administrative support which is provided to assist operations.

The Vesalius Project: interactive computers in anatomical instruction.

Abstract: The goal of the Vesalius Project is a high-resolution, interactive 3-D atlas of human/animal anatomy, stored on a laser videodisc and displayed on graphics workstations--an an "electronic Gray's Anatomy." Students will use this computerized atlas interactively to learn the structure of the body and to understand their own bodies in health and disease. The Human Factors Research Laboratory at Colorado State University has designed and is conducting a comprehensive evaluation program for the project.

Use of Telecommunications for Inservice Support of Teachers of Students with Disabilities

Abstract: Telecommunications systems have made it possible to reach learners in geographically distant locations. However, most applications using electronic media are large group courses whose purposes are relevant to but may not directly change instructional methods that teachers apply in the classroom. This article describes applications of electronic media to inservice training, support, and consultation. The intent of the training was to change the instructional technologies that preschool special education personnel applied in their classrooms. The authors suggest further applications to promote a collaborative relationship between university-based personnel and special educators in the field.