Social experiences within the home using second screen TV applications

Today, using second screen devices while watching TV is quite common, whether related to what happens on TV or not. One area of research looks at using second screen devices to support social interaction. While most research in this area focuses on supporting social interaction between remote viewers, in this article, we focus on social interaction between collocated viewers, using second screen applications that were designed for a specific TV program. We present the results of five studies that were carried out in three different phases of a user-centered design cycle (analysis, design and evaluation) and report on the social interaction that occurs when groups of viewers use such applications in the home and on the factors that have an influence on this social experience. Based on these findings we formulate a number of guidelines for the design of social second screen applications. We found that most participants valued such applications because of the increased interactivity and the social experience. Furthermore, applications that incorporate some form of competition are especially compelling. However, care needs to be taken when introducing competitive elements into an application and when choosing a suitable TV genre.

     

User-generated contents and reasoning-based personalization: Ingredients for a novel model of mobile TV

During the last years, we have witnessed the boom of the digital market due to the proliferation of emergent audiovisual services and the increasing number of broadband networks. In this scenario, users insistently demand innovative services for exchanging and sharing their own audiovisual contents. In order to meet these needs, in this paper we propose a system that broadcasts user-generated audiovisual contents for handheld devices in a mobile network based on the DVB-H broadcasting standard. Besides, our system offers diverse added-value services to these new active users, such as: (i) multi modal access (via Web or by client applications running locally in handheld devices) to digital contents, (ii) exploitation of return channels to transmit interactive contents that enhance the user’s experience, and (iii) annotation, sharing and personalized distribution of audiovisual contents. To achieve these goals, our system adopts well-known technologies for broadcasting and semantic annotation of audiovisual contents, as well as emergent technology from the so-called Web 2.0. A prototype of our system has been experimentally evaluated with a group of students from the University of Vigo, who were enthusiastic about the personalization capabilities offered by our TV system for a mobile setting.     

Practical guidelines for designing and evaluating educationally oriented recommendations

There is a need for designing educationally oriented recommendations that deal with educational goals as well as learners' preferences and context in a personalised way. They have to be both based on educators' experience and perceived as adequate by learners. This paper compiles practical guidelines to produce personalised recommendations that are meant to foster active learning in online courses. These guidelines integrate three different methodologies: i) user centred design as defined by ISO 9241-210, ii) the e-learning life cycle of personalised educational systems, and iii) the layered evaluation of adaptation features. To illustrate guidelines actual utility, generality and flexibility, the paper describes their applicability to design educational recommendations in two different contexts, which in total involved 125 educators and 595 learners. These applications show benefits for learners and educators. Following this approach, we are targeting to cope with one of the main challenges in current massive open online courses, which are expected to provide personalised education to an increasing number of students without the continuous involvement of educators in supporting learners during their course interactions.     

User interface guidelines for the control of interactive television systems via smart phone applications

There are a growing number of smart phone applications allowing the user to control their television, set-top box or other entertainment devices. The success of these applications is limited. Based on findings from media studies in Austria and France focusing on how people currently use their TV and iTV systems and associated devices, this article describes recommendations for the design of a smart phone application enabling users to control Internet Protocol Television (IPTV) systems including all connected entertainment devices. Recommendations include the need to allow users to control devices that are related to the IPTV experience (not only the set-top box or television set) and the focus on scenarios of usage like supporting listening to music, enjoying a movie or controlling the connected home. Based on similarities and differences found in the two samples, future smart phone applications for controlling TV will only succeed if they provide meaningful functionalities that satisfy the (varying) user needs, support personalisation and personal usage and respect the limitations of mobile phones with respect to possible parallel activities performed.     

A model-driven approach to develop high performance web applications

The evolution of web technologies in the last few years has contributed to the improvement of web applications, and with the appearance of AJAX and Web 2.0 technology, a new breed of applications for the Internet has emerged: widgets, gadgets and mashups are some examples of this trend. However, as web applications become more and more complex, development costs are increasing in an exponential rate, and we believe that considering a software engineering methodology in the development process of this type of applications, contributes to the solution of this problem. In order to solve this question, this paper proposes a model-driven architecture to support web application development from the design to the implementation model. With this aim, the following tasks have been performed: first a new profile extends UML with new concepts extracted from the web domain, then a new framework supports web application development by composing heterogeneous web elements, and finally, a transformation model generates web applications from the UML extension proposed. The main contribution of this work is a cost and complexity reduction due to the incorporation of a model-driven architecture into the web application development process, but other advantages that can be mentioned are a high performance degree achieved by a prefetching cache mechanism, and a high reusability, since web elements can be reused in different web applications.     

Quality enhancement for e-learning courses: The role of student feedback

The collection of student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in higher education institutions. The increasing use of technology to support face-to-face, blended and distance courses has led managers as well as practitioners to become increasingly concerned to identify appropriate ways of assuring the quality of this e-learning provision. This paper presents a study of the collection of student feedback in higher education e-learning courses and the use of this feedback for quality assurance and enhancement. We carried out a series of case studies of the procedures in place in four e-learning courses, and in each case study we collected the quality assurance documentation and interviewed stakeholders (administrators, educational technologists, tutors and students). The comparative examination of these two sets of data showed that the main strategies for collecting student feedback – module evaluations and student representation – were both strongly affected by the distinctive features of the mode of delivery in e-learning courses, and as a consequence they were not able to adequately support quality enhancement. The remote location of the students impacted on both student representation and on the response rates for module evaluations. The enhancement function of the module evaluations were adversely affected by lack of appropriate course management arising from the disaggregation of course processes and the resulting ambiguity in the allocation of responsibilities.     

Hardware security platform for multicast communications

Secure multicast applications of multimedia contents, such as Internet TV, pay per view, satellite TV, etc., need to maintain a high number of keys. In these applications, a user contracts a group of channels or even specific content (films, sports, etc.) which do not have to coincide with the services contracted by other users, so different keys are needed to encrypt the contents. These keys must be recalculated, encrypted and redistributed when a user joins or unjoins a specific group in order to prevent users who do not belong to a group from being able to access the contents. Original algorithms generate only one group key for all users, so this key must be recalculated and resent when a user joins or unjoins in the user group. This is an important problem, because a group key could be changed even when one content is performing. This paper presents a high performance implementation of one of the most employed algorithms of group key maintenance, the LKH algorithm, using reconfigurable hardware and a very high and realistic number of users (8,388,609). The performance obtained by this study improves a lot other results found in the literature in terms of both performance and number of users.     

设计基础课程——人机工程学教学探索

如今整合艺术设计教学体系,是一项复杂的系统工程。其中,设计基础课程的教学改革尤为重要,它所涉及的是确定新的培养目标、教学内容、教学模式、课程设置等诸多问题,只有使设计与教学真正体现出对人的尊重和关心,才能有针对性地构建学生的知识、能力、素质结构等形成教学、研究、创造三位一体的教学模式。     

Mobile learning technology based on iOS devices to support students with special education needs

Students with special education have difficulties to develop cognitive abilities and acquire new knowledge. They could also need to improve their behavior, communication and relationships with their environment. The development of customizable and adaptable applications tailored to them provides many benefits as it helps mold the learning process to different cognitive, sensorial or mobility impairments. We have devised a mobile platform (based on iPad and iPod touch devices), called Picaa and designed to cover the main phases of the learning process: preparation, use and evaluation. It includes four kinds of educational activities (Exploration, Association, Puzzle and Sorting), which can be personalized by educators at content and user interface levels through a design mainly centered on student requirements, whose user profiles can also be adapted. We have performed a pre-experimental study about the use of Picaa by 39 students with special education needs from Spain, including an evaluation based on pre/post testing. The use of the learning platform Picaa is associated with positive effects in the development of learning skills for children who have special educational needs, observing that the basic skills (language, math, environmental awareness, autonomy and social) have been improved. Besides, in many cases they have the opportunity to perform activities that previously were not accessible to them, because of the interface and contents of the activities have been adapted specifically to them. The study also suggests that the repertoire of types of activities provided is suitable for learning purposes with students with impairments. Finally, the use of electronic devices and multimedia contents increases their interest in learning and attention.     

Investigating the added value of interactivity and serious gaming for educational TV

TV is a medium with high penetration rates and has been suited to deliver informal education in several aspects since years. Thus, interactive TV may play a significant role in the current Life-Long Learning challenges, provided that meaningful applications are implemented. In this research work, we have explored the added value of interactivity in digital TV, with a particular focus on Serious Games (SGs), given their growing relevance in technology-enhanced learning. We have followed an evolutionary rather than revolutionary approach, in particular given the still traditional use of TV by a large audience. The approach preserves a media-driven strategy and the role of the author/director in proposing contents (storytelling), as in the TV tradition. We argue that interactive SGs may help the viewer to better contextualize/understand the video stream and go more in depth about the touched items at the end of the stream. This also enables new iTV applications, in particular to support weaker users (i.e. users that could not view the video without a help). This paper presents the results from user tests based on an interactive enhancement of a clip from the Disney’s Snow White movie, that challenged the authors in addressing a dynamic, high-value document. Qualitative and quantitative results show the potential of the system for informal education. The tests also stress the importance of good solutions (e.g., development languages, display modalities, metaphors) for synchronizing video and overlaid interactive elements. To the best of our knowledge, this research work is the first one discussing user test results about the usefulness of a class of iTV SG applications that can be instantiated serially in several different contexts.     

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered.     

Who are interested in online science simulations? Tracking a trend of digital divide in Internet use

Although the Internet has become a major source for disseminating educational resources for science, technology, engineering, and mathematics (STEM), little is known about the extent to which these resources are being used, their relationship to academic performance, and the type of users accessing these resources online. This study used two innovative tools, Google Trends and Web analytics, to explore interest in and usage of the PhET website, one of the most well-known online science simulation resources. This study found that search interest in the PhET science simulations has been growing continuously since 2005. However, search interest in PhET was positively correlated with academic performance and income, and negatively correlated with the achievement gap between high- and low-performing students. Moreover, Internet users in states with more White students were more interested in the PhET science simulations. Yet Internet users in states with more Black students were less interested in these science simulations. These findings suggest that the way online STEM resources are being used is likely to widen, rather than narrow, the achievement gap. This is the first study to utilize Internet search trend data and Web analytics tools for monitoring Internet use for educational purposes.     

What's the difference? Learning collaboratively using iPads in conventional classrooms

Since its release in 2010, Apple's iPad has attracted much attention as an affordable and flexible learning tool for all levels of education. A number of trials have been undertaken exploring the device's efficacy for specific purposes, such as improving delivery of course content and learning resources at tertiary level, and the performance of apps for meeting specialised learning needs. However, with increased mainstreaming of these devices through iPad-supported modern learning environment (MLE) and Bring Your Own Device (BYOD) programmes, data are becoming available that provides insight into how these devices function as part of regular classroom environments. This article reports an analysis of data collected over almost 3 years from nearly 100 New Zealand primary (elementary) students of different ages, who used iPads daily for most curriculum tasks. Specifically, it uses different data sources to explore how observed and recorded device design and app attributes, affected the students' ability to work collaboratively.Results suggest fundamental differences exist between iPads and other digital devices that helped these students collaborate, and that when combined with cloud-based apps and services such as Google Docs, extended this collaboration to much wider audiences well beyond the school gate. It concludes that beyond the hype and rhetoric, exciting potential exists for this tool to support a ‘blurring in the line’ between learning in formal school and informal environments.     

The reality of virtual schools: A review of the literature

Virtual schooling was first employed in the mid-1990s and has become a common method of distance education used in K-12 jurisdictions. The most accepted definition of a virtual school is an entity approved by a state or governing body that offers courses through distance delivery – most commonly using the Internet. While virtual schools can be classified in different ways, the three common methods of delivery are by independent, asynchronous or synchronous means. Presently, the vast majority of virtual school students tended to be a select group of academically capable, motivated, independent learners. The benefits associated with virtual schooling are expanding educational access, providing high-quality learning opportunities, improving student outcomes and skills, allowing for educational choice, and achieving administrative efficiency. However, the research to support these conjectures is limited at best. The challenges associated with virtual schooling include the conclusion that the only students typically successful in online learning environments are those who have independent orientations towards learning, highly motivated by intrinsic sources, and have strong time management, literacy, and technology skills. These characteristics are typically associated with adult learners. This stems from the fact that research into and practice of distance education has typically been targeted to adult learners. The problem with this focus is that adults learn differently than younger learners. Researchers are calling for more research into the factors that account for K-12 student success in distance education and virtual school environments and more design research approaches than traditional comparisons of student achievement in traditional and virtual schools.     

Design of educational multiplayer videogames: A vision from collaborative learning

Videogames and their specific devices can be used to improve learning process since they are very attractive for children. In this way, pupils increase their cognitive skills, the time dedicated to learn, their motivation for learning, their concentration and their attention while they are working/playing. The subject of “learning by play” is behind the introduction of recreational educational techniques in the classroom. If we also consider the increasing presence of new technologies in society in general and in classrooms in particular, we encounter a new way of teaching/learning. Moreover, several studies in the area of computer supported collaborative learning (CSCL) have proved that learning in a group environment (both actively and interactively) is much more productive for pupils than traditional education.Our main objective is to reduce the complexity of introducing the collaborative learning techniques into development of educational videogames. So, in this paper we analyze the use of videogames as a particular case of new technologies in the classroom and we present a set of design guidelines to enable us to incorporate the features of collaborative learning in the videogame development process. We also explore how these guidelines affect the videogame architecture and how they can be applied when designing a videogame. As a practical example of using our proposal we have designed an educational videogame with group activities which aim is to learn the vowels.     

IT人才教育中的人文素质培养

根据目前校园里的一些现象,分析IT专业培养过程中人文教育内容和方法的缺失,提出树立"不教示教"为核心的人文素质教育理念。阐述以走出校园,业余兼职,走进企业,走进社区等多种形式来塑造IT专业学生人文品质的方法。这种方法在实践中取得良好成效。     

Influencing factors of college students' entrepreneurial ecosystem based on the internet of things and embedded systems

Technology will affect the learning experience in many ways in the next few years, Internet of Things (IOT) continues to confirm an important position in the development of the environment and the society of information and communication technology. Through the Internet support of things, institutions provide a richer learning experience, improve operational efficiency, real-time student performance. By obtaining practical insight, improve learning outcomes. This research aims to maximize how the benefits and higher education are to find the possibility of the Internet of things to reduce the risks associated with it. There is a need to make further efforts to release the full potential of IoT systems and technology. Therefore, proposes research on the impact of the Internet of Things in higher education, especially in universities. The Internet of Things stands out in many areas and, at any level, significantly changes the way colleges work and improves student learning. This has great potential for universities and other educational institutions. If prepared early, a wide range of leaders, staff, and students will ensure successful implementation. The development of the Internet of Things can lead to the development of local universities. Scholars, researchers, and students show the discovery and development of IoT systems, devices, applications, and services in unique locations. In the following year, will be provided by many scientific research institutes and companies to provide some evidence of the future of the Internet of Things in higher education. The Internet of Things, on the other hand, also poses a significant challenge to higher education.     

A VLSI Implementation of the Graphics Standard GKS

The main advantage when using a standardized graphics system is quite obvious: the application programs become portable. Integrating such a system - and GKS (Graphical Kernel System) is the only one being standardized internationally - into VLSI (Very Large Scale Integration) chips, this graphics system may become an integral part of graphical devices. This guarantees a uniform interface of such devices to GKS applications. Devices of many different kinds will become compatible not only with respect to plugging but even in their logical behaviour, eliminating all device dependencies from the host software.
We have started to design the GKS-chip which will be able to be used in a great variety of devices (vector and raster type). The GKS-chip will bring the computational power to support real time picture updates, limited only by the maximally attainable output data rate.     

Visually impaired people and the emerging connected TV: a comparative study of TV and Web applications’ accessibility

With the TV signal digitization and the current market growth of connected TVs, the authors envision the appearance of accessibility barriers to visually impaired persons. The paper addresses the following hypothesis: (1) visually impaired users want to extend their TV usage to explore new TV features; (2) TV applications are in less conformance with accessibility guidelines compared to their Desktop versions. Additionally, the authors wanted to assess whether guideline conformance reflected real TV accessibility problems experienced by users. The methods used for this study included surveys aimed at characterizing the interest of the visually impaired population regarding the use of TV, and specifically of Web applications on TV, an automated accessibility evaluation to compare TV and Desktop versions of the same Web application, to understand their conformance with accessibility guidelines, and a user study where participants with visual impairments were asked to perform some tasks on both versions. From the survey, we confirmed that people with visual disabilities are interested in extra features on their TV. Results from the automated accessibility evaluation show that TV applications are in a significantly better level of conformance with accessibility guidelines. The user study has illustrated that users were unable to complete any task using the TV versions of the applications. The results from these studies demonstrated that the new features that come with connected TVs still have a long way to go in order to be accessible by all. Furthermore, they lead us to concur with other works that automated evaluations are not enough to assess the accessibility of a Web page.     

Achieving better usability of software supporting learning activities of large groups

Many business schools around the world offer courses to train their students in acquiring so called “soft skills”, such as working in teams for decision making or sharing information to collaboratively solve complex problems. These courses often include learning activities where students are asked to generate ideas, discuss them, rank them and select the best ones. In order to develop their IT skills, students are often asked to take advantage of available IT technologies for supporting this task. If geographical location information is prominently used to provide context information about the ideas students propose and discuss, this activity can be classified as geo-collaborative. Free software available from the web has often been used to support this kind of work, like Google Maps, for geo-referencing the ideas, the text editor of Google Drive for describing them and Twitter or Facebook to exchange messages and comments. These applications are robust and suitable for use by large groups of students engaged in a situated learning activity. In the context of a learning activity taking place in a business school in Chile, the authors observed students for four semesters collaboratively using these tools to identify ways of improving life or solving problems in certain areas of the city which have to be georeferenced on a map. They had to generate proposals, discuss them and select the ten best. Through feedback provided by students, we identified problems regaring information overload, the lack of support for collaboration and unsatisfactory usability. From these findings we derived requirements for software especially designed to support this learning activity and have a tool that offers better usability. A prototype was developed to cope with these requirements. It was used for two semesters and evaluated under the same conditions when students used free and/or standard software. The experiment yielded positive results and gave us valuable insight on how to implement main features of a system supporting learning activities for large groups that includes decision making, blogging and geo-collaboration.