Showing papers on "Interactive video published in 1992"

System for distributing customized commercials to television viewers

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. The nodes can also be used to distribute customized commercials to television viewers.

Interactive home information system for distributing video picture information to television viewers over a fiber optic telephone system

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 nodes can receive the Video picture information through the cable television distribution system or externally of the cable system. 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.

System Support for Integrated Desktop Video Conferencing

Abstract: Desktop computers are increasingly used as communication devices. Advances in digital media are making the integration of video into desktop computers practical, both technically and economically. At the convergence of these technologies is computer-integrated interactive video conferencing. This paper discusses the requirements of integrated desktop video conferencing on a networked set of multimedia-capable workstations. Among those requirements are the following: Media-intensive parts of applications should be distributed; a multimedia software platform should provide support for this. Audio and video conferencing require network transparent location and reference of people, media devices, and conferences. The name and remote access reference for a conference must be exportable to client applications. All group support applications that provide remote access require security services. True in any network application, this is more important with live communication streams, such as audio and video. Low latency of an audio connection is more important than synchronization of audio with other timecritical communication, such as video conferencing and user gestures in shared interactive applications. To efficiently support multiperson conferences, multicast networking protocols are essential. A research prototype multimedia platform was evaluated, based on these requirements. This paper presents the lessons learned about system requirements for video conferencing that are not obviously required for single-user multimedia. It also discusses the motivation and requirements for extending the platform to support shared applications not previously considered to have constraints related to time.

System for producing a video-instruction set utilizing a real-time frame differential bit map and microblock subimages

Abstract: The present invention pertains to integrated circuit system based on novel architecture of Video-Instruction-Sec-Computing (VISC). The integrated circuit comprises a plurality of functional units to independently execute the tasks of remote communication, bandwidth adaptation, application control, multimedia management, and universal video encoding. The integrated circuit is also comprised of scalable formatter element connecting to the functional units which can inter-operate arbitrary external video formats and intelligently adapt to selective internal format depending upon the system throughput and configuration. Additionally, there is a smart memory element connecting to the functional units and scalable formatter, which can access, store, and transfer blocks of video data based on selective internal format. In the preferred embodoment, the integrated circuit is also comprised of an embedded RISC or CISC co-processor element in order to execute DOS, Window, NT, Macintosh, OS2 or UNIX applications In a more preferred embodiment, the integrated circuit includes a real time object oriented operation system element wherein concurrent execution of the application program and real time VISC based video instruction sets can be performed. The present invention is designed to sustain the evolution of a plurity generations of the VISC microprocessors. These novel VISC microprocessors can be efficiently used to perform wide range of real time distributed video signal processing functions for applications such as interactive video, HDTV, and multimedia communications.

Research and Theory on Multi-Media Learning Effects

Abstract: A survey of available multi-media and interactive videodisc research, reviews is presented. Conclusions are offered that: 1) multiple media, including videodisc technology, are not the factors that influence learning; 2) the measured learning gains in studies of the instructional uses of multiple media are mostly likely due to instructional methods (such as interactivity) that can be used with a variety of single and multiple media; 3) the aspects of dual coding theory which formed the basis for early multi-media studies have not been supported by subsequent research; and 4) future multi-media and interactive videodisc research should focus on the economic benefits (cost and learning time advantages) of new technology.

Interactive video and exercise apparatus

Abstract: An interactive video and exercise apparatus, to be used to perform physical conditioning exercises interactively with an action scenario displayed on a video monitor, the apparatus including a support frame having a number of exercise devices adjustably attached thereto so as to allow a complete range of exercise movements simulating various physical activities corresponding with the action scenario on the video monitor. A compact disc-interactive player, video monitor, and audio output are positioned on the support frame and are interconnected to one another and each of the exercise devices such that the resistance of movement of the exercise devices is varied in accordance with a corresponding scenario segment of a scenario program being played on the CD-I player, as data is continuously exchanged between the exercise devices and the compact disc-interactive player, enabling the scenario program to interactively proceed in accordance with the user's actions.

The Effects of Community Training Using a Videodisc-Based Simulation

Abstract: The purpose of this study was to determine the suitability of using interactive videodisc for developing community based simulations for students with moderate disabilities. A multiple baseline des...

Delivering interactive multimedia documents over networks

Abstract: A family of applications that consists of interactive multimedia documents, such as electronic magazines and interactive TV shows, is examined and the links between application architecture, user behavior, and network performance are investigated. The kinds of application-specific information that influence the end-to-end quality of service are discussed. The architecture and dynamics of the interactive document in terms of presentation objects (P-Objects), which are the segments of information accessed by the application and which are described according to their size, media composition, and access links, are described. The same structural characteristics that may make an interactive multimedia document appealing to the end user are the characteristics that are helpful during dynamic network performance optimization. This observation is based on the hypothesis that the P-Objects' access graph, together with viewing time statistics, is the information most useful to the network delivery control mechanism for optimizing network performance. Preliminary guidelines for both network and application designers to address each other's concerns are presented. >

A Comparison of Student Performance Following Instruction by Interactive Videodisc Versus Conventional Laboratory.

Abstract: This experimental study compared an interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills. Students at a large midwestern university were randomly assigned to instruction on respiration and biogeography by interactive videodisc or a traditional laboratory investigation teaching the same concepts. The videodisc delivery system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser disc player and a color TV monitor. Results show no statistically significant differences between the two approaches for student grades on laboratory quizzes, laboratory reports, and the laboratory final exam. However, the interactive videodisc group required approximately one-half the classroom time used by the conventional laboratory group. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional laboratory approach.

Recent Empirical Studies of the Pedagogical Effects of Interactive Video Instruction in "Soft Skill" Areas

Abstract: THE USE OF INTERACTIVE VIDEO INSTRUCTION (IVI) is expanding rapidly in educational institutions and in military and corporate training. Recent empirical research has identified significant advantages for IVI over traditional teaching methods in selected areas of instruction. This critical synthesis of research focuses on pedagogical applications in “soft skill” areas and identifies significant advantages for IVI over traditional teaching methods in soft skill instruction.

Learning to Teach with Multimedia

Abstract: Interactive multimedia provides a powerful new educational tool that can greatly enhance teaching and learning. Research and experience indicates that use of multimedia leads to enhanced learning on criteria such as acquisition of content, development of skills, efficiency of learning and satisfaction with instruction.[1] To date, however, these tools have had minimal impact on education because they have not been widely used in schools at any level. Reasons for this are many, including a lack of funds for equipment and applications and a lack of knowledge by most teachers. If multimedia is to meet its potential as an educational technology, teachers must learn how to effectively use it as a teaching and learning tool. Based on our experience at the University of Minnesota, Duluth, this paper describes appropriate methods for using multimedia and general instructional design models that have proven effective. In addition, scenarios involving both pre-service and inservice education for school teachers as a means of expanding the use of multimedia are offered. *Current Situation Most people teach as they were taught. This informal apprenticeship has some advantages as students identify effective teachers and instructional practices all through their educational experiences and then attempt to emulate these competent models when they themselves become teachers. A disadvantage, however, is that it often takes a long time to integrate innovative instructional tools and educators can fall behind the times. The past 15 years have seen a remarkable growth in the range and power of tools available to teachers. In 1977 teachers had chalkboards, slides, audio cassettes, overhead projectors and movies. Additional tools and technologies available to teachers in 1992 include videotapes, personal computers, interactive video, multimedia, networks, distance learning, and alphabet soup of possibilities such as CAI, CD-ROM, DVI and CD-I. The challenge facing teachers today is to move beyond teaching the way in which they were taught and to incorporate new instructional tools. *The cool of Choice If one were to select a single set of technologies to promote among teachers to improve the way they educate students, these technologies (tools) should meet several criteria. They should possess capabilities allowing them to meet a variety of teaching and learning needs. They should be relatively well established with a range of applications currently available, and more on the way. They should be able to do what older technologies have done and then expand greatly on these capabilities. And, if possible, elements of the new tools should be somewhat familiar to the teachers so they are not overwhelmed. Multimedia--the integration of computers, interactive videodisc, CD-ROM and/or other peripherals--meets these criteria. It serves a variety of teaching and learning needs. Its technologies are well established; over 2,000 applications are available, with more educational and consumer videodisc and CD-ROM titles being introduced almost daily. It not only possesses all of the powers of previous instructional technologies, but offers extensive additions due to computers' storage and manipulative capabilities. Finally, computers and compact discs (especially audio CDs) are familiar to most teachers, and the expanding consumer laserdisc (videodisc) market will soon increase familiarity with this element of multimedia as well. *Our Background While multimedia makes a great deal of sense as a way to get teachers involved in using new technologies, few teachers have models of how to apply this tool effectively. The College of Education and Human Service Professions (CEHSP) at the University of Minnesota at Duluth has developed several instructional designs and methods for using multimedia over the past seven years. Eight Level III videodisc-based applications, integrating one side of a videodisc and a computer program, have been created: Understanding Groups; Descriptive Statistics; Understanding Human Diversity: Southeast Asian Refugees; Understanding Human Diversity: American Indians; Problem Solving in the Human Services; Communication Skills I and II; and Assessment. …

Data compression systems for home-use digital video recording

Abstract: The authors focus on image data compression techniques for digital recording. Image coding for storage equipment covers a large variety of systems because the applications differ considerably in nature. Video coding systems suitable for digital TV and HDTV recording and digital electronic still picture storage are considered. In addition, attention is paid to picture coding for interactive systems, such as the compact-disc interactive system. The relation between the recording system boundary conditions and the applied coding techniques is outlined. The main emphasis is on picture coding techniques for digital consumer recording. >

Interactive video: Innovative episodes for enhancing education

Abstract: This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors 1 describe the continuing evolution of computer-based educational tools; 2 examine instances when an interactive videodisc provides viable instructional solutions to otherwise very difficult or impossible tasks; 3 discuss several models for delivering instruction to accommodate different learning styles and teaching methods; and 4 provide a framework for designing lessons systematically based on proven methods.

Multimedia and the Future of Distance Learning Technology

Abstract: Distance educators have always used new media technologies to facilitate the dialogue between learner and educator. From correspondence to radio and television, the proliferation of communications avenues has helped to make distance education available to more students. In recent years, rapidly accelerating advances in both computer and video technologies have merged to produce the multimedia format. Videodiscs and CD‐ROM provide almost instantaneous access to thousands of still images, text and full‐motion video. Personal computers can now provide control of both interactive video and computer‐mediated teleconferencing. Multimedia combined with online telecommunications capabilities can provide enormous information access to learners on a global scale.

Assessing the effectiveness of interactive compressed video at the University of Minnesota

Abstract: During spring 1991, the University of Minnesota implemented a pilot project in distance education using compressed video technology between the University of Minnesota Twin Cities and Morris campuses. Multifaceted in its exp/oration of the uses and capabilities of compressed video technology, this project was a shared venture of the Telecommunications Development Center (TDC) and the Minnesota Extension Service (MES). Compressed video technology was employed to provide the instructional telecommunications link as it could be accommodated on the existing data link between the two campuses, which are geographically separated by 150 miles. Several projects suitable for using compressed video technology were solicited from MES. Those projects ranged in scope from education and training sessions to policy planning meetings. The general response to the sessions was overwhelmingly favorable in terms of the effectiveness of compressed video technology. Recommendations for use of the technology are given.

An Evaluation of the Application of Interactive Video for Teaching Social Problem-Solving to Early Adolescents

Abstract: The purpose of this study was to evaluate the use of an interactive video-based, group instructional training program for teaching social problem-solving to 40 early adolescents. The interactive video program was compared with teacher-led instruction using linear video and teacher-led instruction with no video support. The study sought to establish whether strategies for social problem-solving could be taught effectively to early adolescents using the three instructional methods described. It also investigated whether there were differential effects associated with the type of instruction employed. Both process and product factors were used as dependent variables in the study. The effects of the instruction were measured in terms of the product variables of achievement and attitude, while the instructional processes were measured in terms of lesson duration, teacher and student questioning, student attention and teacher encouragement. The results indicated that there were statistically significant differences between the conditions in the areas of achievement, attitude and attention. The interactive video approach resulted in higher levels of achievement and more positive ratings toward instruction. The descriptive data collected on the process variables revealed differences in lesson duration, teacher encouragement and student participation across the conditions.