局域网即时通信软件设计与实现

即时通信是人们通过局域网、互联网等渠道进行沟通交流的方式,以此为扩展的即时通信软件又具备了信息传输、信息共享、语音聊天、视频聊天等扩展功能。本设计采用Java语言在Eclipse平台上进行程序开发。实现局域网即时通信的文字聊天、文件传输,语音聊天等功能。涉及Socket、TCP、UDP,多线程、SwingGUI、多媒体、JavaDB、音频处理等技术,可以应用在小型的局域网范围内。     

Improving children’s reading comprehension and use of strategies through computer-based strategy training

In this study, the attention–selection–organization–integration–monitoring (ASOIM) model, revised from Mayer’s [Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8, 357–371] SOI model of text comprehension, was used as a foundation to design a multi-strategy based system, which was named Computer Assisted Strategy Teaching and Learning Environment (CASTLE). CASTLE aims to enhance learners’ abilities of using reading strategies and text comprehension. The effects of CASTLE on students with different reading abilities were empirically evaluated. 130 sixth graders took part in an 11-week computer-based reading strategies course. The results show that CASTLE helps to enhance the students’ use of strategies and text comprehension at all ability levels.     

Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners’ critical thinking skills

This experimental study investigated the effectiveness of structured Web-Based Bulletin Board (WBB) discussions in improving the critical thinking (CT) skills of learners involved in veterinary distance learning, as well as their attitudes toward learning via WBBs. The two dependent variables were learners’ CT skills and their attitudes toward learning via WBBs. The learners’ CT skills were examined in different ways: (a) quantitative method: California Critical Thinking Skills Test (CCTST) to holistically investigate the changes in learners’ CT skills, and (b) qualitative method: Interaction Analysis Model to investigate learners’ interaction patterns in different phases of the WBB discussions. Detailed information about inter-rater reliability, the training of the coders, and the coding process is provided. The findings indicated that structured WBBs significantly improved learners’ CT skills and attitudes toward learning via WBBs.     

An empirical analysis of the antecedents of web-based learning continuance

Like any other product, service and Web-based application, the success of Web-based learning depends largely on learners’ satisfaction and other factors that will eventually increase learners’ intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners’ intention to continue using Web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) affect learners’ satisfaction. We also argue that satisfaction and four distinct components of subjective task value influence learners’ intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a Web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited significant positive effects on satisfaction. Utility value and satisfaction play significant roles in shaping learners’ intention to continue using Web-based learning.     

Surveying instructor and learner attitudes toward e-learning

The trend of using e-learning as a learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is minimal research on instructors’ and learners’ attitudes toward these kinds of learning environments. The purpose of this study is to explore instructors’ and learners’ attitudes toward e-learning usage. Accordingly, 30 instructors and 168 college students are asked to answer two different questionnaires for investigating their perceptions. After statistical analysis, the results demonstrate that instructors have very positive perceptions toward using e-learning as a teaching assisted tool. Furthermore, behavioral intention to use e-learning is influenced by perceived usefulness and self-efficacy. Regarding to learners’ attitudes, self-paced, teacher-led, and multimedia instruction are major factors to affect learners’ attitudes toward e-learning as an effective learning tool. Based on the findings, this research proposes guidelines for developing e-learning environments.     

Enjoyment fosters media use frequency and determines its relational outcomes: Toward a synthesis of uses and gratifications theory and media multiplexity theory

Previous work has begun to incorporate psychological constructs into our understanding of media multiplexity (i.e., use of multiple media in a single interpersonal relationship). Following this approach, this investigation examined how a user's enjoyment of a communication medium might both predict medium use frequency and alter the extent to which closeness is an outcome of such use. Results supported this model across six popular interpersonal communication media (voice telephone, text messaging, e-mail, instant messaging, video chat, and social networking sites) in relationships with extended family members. Specifically, at low levels of medium enjoyment, use of a medium was not associated with relational closeness. Practically, these results suggest that communicating via an unsatisfying medium may not foster relational closeness; theoretically, these results argue for including psychological processes to strengthen MMT as a theory of interpersonal media choice.     

Building knowledge networks through project-based online learning: A study of developing critical thinking skills via reusable learning objects

The main purpose of this paper is to explore and discuss the main characteristics of project-based online learning (PBOL) to promote learners’ critical learning skills through reusable learning objects (RLOs) from global online resources. Based on the main purpose of this study and the concerns, the key research inquiries are: (1) How does a PBOL environment improve the learners’ critical thinking skills via RLOs? (2) What are the patterns of the learners’ critical thinking skills in a PBOL environment when they focus on building and delivering RLOs? and (3) What are the learning impacts and communicational outcomes of a PBOL environment on the learners’ critical thinking skills when they work with RLOs? This is a qualitative case study that utilizes both qualitative and quantitative data to provide detailed information to the researcher for the data collection. The research site was the Designing and Delivering an E-Learning Environment graduate course at the Department of Distance Education of Social Sciences Institute in the large urban and government-based University in the Spring Semester 2004. There were totally 11 learners (three of them were men and the rest of them were women) in this course.     

Augmenting text and voice conversations with dynamic, interactive abstractions using P2P networking

This paper discusses an extension of MUSLI, a visual language based on a movie metaphor, for augmenting text and voice messages. We begin by describing the MUSLI framework, object structure, and possible language structures. The language supports the animation of symbols and icons, together with interactive access to databases of multimedia objects that are alternative representations of the symbols. The structure of the elements and the language relations between them serve as a semantic foundation for an augmented voice communication system. We shall discuss the inherent advantages of this approach, such as suitability for mobile technology, and give several examples of possible MUSLI ‘conversations’.     

Human-factors aspects of designing computer voice output systems as communication aids for the disabled

Possible ways of meeting the user's needs when designing communication aids with synthetic voice output are discussed. The points raised evolved from a case study of the development of microcomputer based systems which the blind people can use to read page-oriented text. The ideas discussed in this paper may also enhance the performance of blind computer programmers. Essential facilities in communication aids for the non-vocal are also inferred.     

An intelligent learning diagnosis system for Web-based thematic learning platform

This work proposes an intelligent learning diagnosis system that supports a Web-based thematic learning model, which aims to cultivate learners’ ability of knowledge integration by giving the learners the opportunities to select the learning topics that they are interested, and gain knowledge on the specific topics by surfing on the Internet to search related learning courseware and discussing what they have learned with their colleagues. Based on the log files that record the learners’ past online learning behavior, an intelligent diagnosis system is used to give appropriate learning guidance to assist the learners in improving their study behaviors and grade online class participation for the instructor. The achievement of the learners’ final reports can also be predicted by the diagnosis system accurately. Our experimental results reveal that the proposed learning diagnosis system can efficiently help learners to expand their knowledge while surfing in cyberspace Web-based “theme-based learning” model.     

Designing a semantic bliki system to support different types of knowledge and adaptive learning

Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one’s learning performance. This study aims to design a semantic bliki system to tackle such issues. To support various types of knowledge, this study has developed a new social software called “bliki” that combines the advantages of blogs and wikis. This bliki system also applies Semantic Web technology to organize an ontology and a variety of knowledge types. To aid adaptive learning, a function called “Book” is provided to enable learners to arrange personalized learning goals and paths. The learning contents and their sequences and difficulty levels can be specified according to learners’ metacognitive knowledge and collaborative activities. An experiment is conducted to evaluate this system and the experimental results show that this system is able to comprehend various types of knowledge and to improve learners’ learning performance.     

Modeling Multimodal Expression of User’s Affective Subjective Experience

With the growing importance of information technology in our everyday life, new types of applications are appearing that require the understanding of information in a broad sense. Information that includes affective and subjective content plays a major role not only in an individual’s cognitive processes but also in an individual’s interaction with others. We identify three key points to be considered when developing systems that capture affective information: embodiment (experiencing physical reality), dynamics (mapping experience and emotional state with its label) and adaptive interaction (conveying emotive response, responding to a recognized emotional state). We present two computational systems that implement those principles: MOUE (Model Of User Emotions) is an emotion recognition system that recognizes the user’s emotion from his/her facial expressions, and from it, adaptively builds semantic definitions of emotion concepts using the user’s feedback; MIKE (Multimedia Interactive Environment for Kansei communication) is an interactive adaptive system that, along with the user, co-evolves a language for communicating over subjective impressions.     

Chat with illustration

Instant messaging service is an important aspect of social media and sprung up in last decades. Traditional instant messaging service transfers information mainly based on textual message, while the visual message is ignored to a great extent. Such instant messaging service is thus far from satisfactory in all-around information communication. In this paper, we propose a novel visual assisted instant messaging scheme named Chat with illustration (CWI), which presents users visual messages associated with textual message automatically. When users start their chat, the system first identifies meaningful keywords from dialogue content and analyzes grammatical and logical relations. Then CWI explores keyword-based image search on a hierarchically clustering image database which is built offline. Finally, according to grammatical and logical relations, CWI assembles these images properly and presents an optimal visual message. With the combination of textual and visual message, users could get a more interesting and vivid communication experience. Especially for different native language speakers, CWI can help them cross language barrier to some degree. In addition, a visual dialogue summarization is also proposed, which help users recall the past dialogue. The in-depth user studies demonstrate the effectiveness of our visual assisted instant messaging scheme.     

Pervasive and standalone computing: the perceptual effects of variable multimedia quality

The introduction of multimedia on pervasive and mobile communication devices raises a number of perceptual quality issues; however, limited work has been done examining the three-way interaction between use of equipment, quality of perception and quality of service. Our work measures levels of informational transfer (objective) and user satisfaction (subjective) when users are presented with multimedia video clips at three different frame rates, using four different display devices, simulating variation in participant mobility. Our results will show that variation in frame rate does not impact a user's level of information assimilation, however, does impact a users’ perception of multimedia video ‘quality’. Additionally, increased visual immersion can be used to increase transfer of video information, but can negatively affect the users’ perception of ‘quality’. Finally, we illustrate the significant affect of clip-content on the transfer of video, audio and textual information, placing into doubt the use of purely objective quality definitions when considering multimedia presentations.     

Remote laboratory and animal behaviour: An interactive open field system

Remote laboratories can provide distant learners with practical acquisitions which would otherwise remain precluded. Our proposal here is a remote laboratory on a behavioural test (open field test), with the aim of introducing learners to the observation and analysis of stereotyped behaviour in animals. A real-time video of a mouse in an experimental arena is streamed over the Internet from a server computer connected with the laboratory apparatus to a client computer managed by an instructor. Learners observe the video projected by the client computer and record on their PCs the positions of the mouse in the arena and the behavioural patterns produced. Input–output interactions with the test apparatus are made possible by a remote, concurrently operated digital interface. Learners’ recordings can be individually and collectively analysed, to assess behavioural trends and effects induced by client-commanded experimental treatments; the quality and the improvements in accuracy of the learners’ recordings can also be estimated. A first implementation of the remote laboratory, carried out on two groups of undergraduate students, gave positive indications on the feasibility and the efficiency of the project, and on its didactic efficacy.     

Methods to Create Systems for the Analysis and Synthesis of Communicative Information

This article presents approaches, methods, and algorithms for the intellectualization of existing systems and development of fundamentally new systems of transformation of information into forms convenient for human perception. Interfaces with computer environments are proposed for text, voice, and visual ways of communication and their interaction. Information technologies are developed to create tools for training people with hearing impairments, communication with people with disabilities, in medicine, etc.     

What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction

E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners’ satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners’ perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation.     

The effect of nonverbal cues on relationship formation

An unprecedented number of relationships begin online, propelling online dating into a billion-dollar industry. However, while the online dating industry has created an effective mechanism for matching and accessing profiles, it has largely neglected the quality of communication between individuals. We investigate whether the lack of nonverbal cues (inherent in the text-based communication tools commonly used by dating sites) hinders communication and relationship formation. In this study, members of a dating website interacted through one of four randomly assigned versions of a text chat, where each version featured an increasing number of nonverbal communication cues. A survey was then administered regarding users’ perceptions of each other, the level and quality of information disclosure, and their interest in developing a relationship with the other person. Results suggest that restoring nonverbal cues through the use of avatars can help improve online interaction and relationship formation. Chat versions that featured more nonverbal cues were associated with more favorable perceptions, greater exchange of information, and a stronger desire to pursue a relationship. While both genders found nonverbal communication conducive to developing a relationship, men and women reacted differently to certain types of nonverbal communication.     

Perceived usefulness and performance of human-to-human communications on television

A key assumption of future television (TV) environments is that the future TV viewing experiences will be more active and interactive. Currently several TV technologies based on networked computing, e.g., IPTV (Internet Protocol TV) or Mobile TV, have made it possible for people to interact with their TVs, or even with other viewers through their TVs, by allowing them to access additional functions, for example actively participating in a quiz show, instantly sharing other viewers’ opinions and sending or receiving emails while they are watching a TV programme.To ensure uptake of these new TV technologies, it is essential to match the performance of the novel systems to both current TV viewing experiences and future user needs, since the characteristics of the additional tasks that TV viewers will perform will lead to other substantially different TV viewing experiences. This paper reports on the usefulness and performance evaluation of a novel TV-based human-to-human interaction environment, where audiences of a specific TV channel can exchange public and private text messages. It combines the two popular analogies (Internet chat and SMS) and embeds them into the viewers’ TV experience.Our results showed that this TV hosted human-to-human communication environment could integrate well with the current TV viewing experience. This might lead to applications such as TV-based personal messengers and/or live bulletin board community for fans of a specific TV show. They also revealed several issues that need to be addressed in the development of new TV technologies.