Interactive Digital Media Research Articles

Time Matters: Case Studies Analyzing Temporal Elements of the Aesthetic Interactive Experience in Interactive Media Art

Art-viewers spend time with art. Digital-media-art viewers' engagement is not only time-based but extendable, since depending on the level of aesthetic interaction, people spend more time with the piece, allowing more time to understand the meaning of the work. Interactive digital media art yields an experiential event to art-viewers. Without this interactive event the artwork’s existence becomes questionable. The meaning is output by an art-viewers input; set in a temporal space. A number of studies in HCI, UI, and UX design have dealt with various aspects of time. This paper intends to analyze time as an aesthetic element, and as the reason art-viewers invest their time with interactive digital media art works for artists and designers to understand what they and their prospective viewers are dealing with.

The effect of an animation movie for inpatient fall prevention: a pilot study in an acute hospital

In this study, we developed an animated movie as a novel educational tool for fall prevention, and intended for patients and caregivers. We evaluated this new animation, comparing its effectiveness both before and after intervention, and have discussed its potential in the context of inpatient fall prevention. While including previously implemented multidisciplinary fall prevention measures, we started to introduce the use of animation in August 2013. Pre-and post-intervention questionnaire surveys were conducted for patients and nurses in June and August 2013, respectively, for 2 weeks. We obtained 304 and 269 paired data in the pre-and post- intervention survey periods. On examining the difference between nurses’ instructions and patients’ understanding, in the pre-intervention period, only 70.0 % of patients instructed to call the nurses at any time and 33.3 % of those instructed to call at the time of need, correctly understood the instructions. The frequency of patients’ falls significantly decreased from 15.6 to 8.6 % (p <0.05) between the pre- and post- intervention survey periods, respectively. In 65-year-old patients, the ratio of frequency significantly decreased from 19.0 to 7.6 % (p <0.01); however, it did not change in patients aged <65 years. Our study indicated that animation could be an effective educational tool for inpatient fall prevention, even in older patients. In order to develop a multimedia tool with optimal educational impact, several aspects should be explored, including the addition of previous multidisciplinary approaches, increased variety of story and character design, improved hospital culture for better staff compliance and enhanced effectiveness, and interactive digital media content for an effective teaching feedback loop.

The role of ICTs in creating the new social public place of the digital era

Nowadays, Information and Communication Technologies (ICTs) have spread extensively in everyday life in an unprecedented way. A great attention is paid to the ICTs while ignoring the social aspect. With the immersive invasion of internet as well as smartphones’ applications and digital social networking, people become more socially connected through virtual spaces instead of meeting in physical public spaces.ICTs are categorized in this paper into four elements which are as follows: Wi-Fi networks, digital interactive media façades, interactive public displays, and smartphones’ applications in public spaces. These elements will play major roles in the public space classified into five domains which are as follows: culture and art, education, planning and design, games and entertainment, and information and communication. Based on this classification various examples and proposals of ICTs interventions in public spaces are presented to encourage good old fashioned social interaction by creating the new social public place of this digital era.Accordingly, this study will help to find design principles that can be adopted in the design of future public spaces to meet the needs of the digital era’s users with the new concepts of social life respecting the rules of place-making.

What’s next for research on young children’s interactive media?

Since early in the development of children’s television, research has informed policy and practice involving young children’s media use. To increase the likelihood that new media support children’s development, research in the coming decade must stay current with advancing technology. With the advent of various forms of interactive digital media, key research questions involve social and physical interactivity. How should adults appropriately support children’s use of different kinds of media to promote children’s creativity, learning, and development? How does co-viewing (social interaction) overlap with and differ from contingency built into the medium itself? When a device interacts, does that change the kind of support required of a co-viewing adult, or eliminate the need for such support? How does the introduction of new technology impact the lives of families? Issues related to video chat, touchscreen and motion capture technology, artificial intelligence, and electronic books and games are discussed.

Using Digital Media for Developing Intellectual Ability in The Field of Primary Education

Information communication technology and emerging multimedia software's have created significant impact on the society. Teaching in a creative way, may well arise spontaneously from teaching situations in which it was not specifically intended. The relationship between teaching creatively and teaching for creativity is an integral one. The escalation of computer systems and Interactive digital media can be used for teaching education. This paper attempts to provide information about the digital media tools and how imparting the tools for learning in primary education. Besides traditional book volumes, Computer systems give a new learning module platform to primary students. Interactive multimedia materials facilitate learners and educators by way of strengthening and extension, not substitutions. Computer can be the vehicle for presenting lessons to children on CD-ROM or to examine children on stories that they have read. Multimedia module enriched interactive learning environments and online access becomes common in home, and the school children perception of being held imprisoned in today's out of date “Black board Prisons” will significantly intensify. Multimedia can best be defined as various combinations of graphics, video, text, sound effects and animation that are controlled, coordinated and delivered on the computer screen. Multimedia learning module takes place even in the absence of conversation and devoid of the audience to demonstrate proof of understanding through writing and conversation language. This paper talks about the tools available to create module and how to use the same for effective use of multimedia instruction module for primary children particularly for rural children. The paper also tries put forth the policy implications that include the need to develop expertise within the nation, by providing the teachers an innovative training from the hand-ons experts from technology background.

EFFECTS OF INTERACTIVE DIGITAL MEDIA ON ARCHITECTURAL HERITAGE LEARNING

This study attempts to determine the effects of three modes of digital media (virtual reality, video, and Web) on architectural heritage learning. It also aims to determine the demographics' effects of museum visitors on learning using interactive digital media. The content of these media focuses on historical and architectural information of a cultural heritage monument at a UNESCO World Heritage Site. This study has employed quasi-experimental method with the use of designated tasks and retention test in real-world setting. It is found that there is a significant difference among these digital media on retention score. Further analysis reveals that virtual reality provides the lowest retention score and contributes to this significant difference when compared to video. There is no significant difference between gender and retention score. However, there is a significant difference among age and retention score. This study contributes towards empirical evidence on the significant use of interactive digital media on architectural heritage learning and provides insights about demographic effects of interactive digital media on architectural heritage learning.

CONSOLIDATED MODEL OF VISUAL AESTHETICS ATTRIBUTES FOR SENSE-BASED USER EXPERIENCE

The purpose of this study is to determine visual aesthetic attributes for user experience. As interactive digital media and their associated content have diversified, there are difficulties in finding universal visual aesthetic guidelines. While previous studies look into each unique user experience, there is little focusing on meta-analysis of visual aesthetics in providing user experience. Thus, by means of content analysis, this study attempts to determine visual aesthetics attributes for sense-based user experience. As a result, a consolidated model which comprises of visual aesthetics attributes and its inter-connections with regard to human senses is developed. This model offers guidance for creative industry practitioners in designing and developing aesthetic interactive digital media and creative content.

A Hybrid Scenario Planning Methodology for Interactive Digital Media

In this article, we present a scenario planning approach that is a hybrid of three main schools of thought. We propose such an approach in order to develop scenarios for a contemporary, technology-driven and fast-moving industry such as Interactive Digital Media. Our approach, while essentially qualitative in nature, nevertheless draws from the rigors of quantitative methods in identifying and then tracking the significant Dimensions of Analysis that impact the industry. The capture and analysis of real-time events was automated by an off-the-shelf web crawler with analytic functions, thus making our approach scalable over a larger scope and for longer periods of time. A morphological technique using Multidimensional Scaling isolated strands within the events leading to the identification of trends. This was followed by the mapping of strands to three emergent themes — ownership, distribution and innovation — which were used in an expert construction exercise to formulate plausible scenarios. We suggest that the approach we describe is particularly applicable for dynamic scenario planning that requires revisiting key assumptions and market conditions on a regular basis. We conclude that the ability to develop strategic narratives is the overriding benefit of scenario planning rather than the purported ability to predict the future.

Socialization of lifestyle and conventional politics among early and late adolescents

This study uses national survey data from 1231 parent-children dyads to examine the socialization of political participation among adolescents (ages 12–17). In particular, we expand on existing models of political socialization to account for the incorporation of lifestyle practices into the political repertoires of today’s youth. We found in comparison to future voting intention, which is rooted largely in background characteristics and the direct influence of socialization agents, political consumerism is fostered more indirectly through communication practices. Moreover, we found some meaningful age differences in the associations among key variables in the model. In particular, we observed a shift from a greater emphasis of socialization agents among younger adolescents to a greater emphasis of communication practices, particularly online communication, among older adolescents. We argue, for older adolescents especially, the controllability afforded by interactive digital media plays a critical role in the cultivation of political behaviors that address individual lifestyle concerns.

PROPOSING THE THIRD GENERATION OF AN ALIGNED ACTIVITY SYSTEM AS A THEORETICAL FRAMEWORK IN BLENDED LEARNING RESEARCH

Many international researchers across various disciplines have adopted the use of activity theory in interactive digital media research, namely blended learning research. Activity theory has been widely applied into various educational fields such as understanding language, learning mathematics, and developing systems of Computer-Supported Collaborative Learning (CSCL) features. Researchers should consider using the third generation of activity system to develop a theoretical framework for the study of blended learning as it could provide important insights into both online and classroom activities. This paper suggests the development of a theoretical framework for blended learning research by integrating the third generation of activity system (Engeström, 1999), the concept of sub-triangles within each activity system (Jenlink, 2001) and the concept of constructive alignment (Biggs, 1999).

Simulating memory: a technique of memory and narrative in interactive digital media

Using a self-made interactive multimedia project ‘The Shoebox’ as a case study, this article first outlines the ‘story’ content of the project and then explores the mechanisms of autobiographical memory and traumatic memory storage and retrieval. Finally, it examines how the interactive platform that underpins ‘The Shoebox’ was created to simulate our processes of autobiographical memory recall. Combining the modes of memory and narrative this media architecture is given the neologism of ‘memoradic narrative’.

Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning

In this paper, we describe and review several examples of web technology-enabled teaching and learning approaches at undergraduate level in an Asian institution of higher learning. We begin by reporting on experiences made in the context of an iPad-enabled mobile learning project conducted during a Knowledge Management course (excursion) in support of the university’s technology-enabled learning vision. This is followed by reflections on the deployment of a collaborative social learning platform website (Edmodo), wiki- and web page-creation tools (Google Site), animated videos, etc. in elective courses on leadership and human capital management. Finally, we describe a proven project-based learning approach adopted annually by numerous undergraduate teams of four to six students as part of their compulsory capstone course in the field of information systems. Besides documenting the multiple opportunities which interactive digital technologies offer for both instructors and students in order to learn collaboratively, we discuss some of the challenges when it comes to implementing and institutionalising technology-enabled teaching and learning in higher education.

Automation of Presentation Record Production Based on Rich-Media Technology Using SNT Petri Nets Theory.

Rich-media describes a broad range of digital interactive media that is increasingly used in the Internet and also in the support of education. Last year, a special pilot audiovisual lecture room was built as a part of the MERLINGO (MEdia-rich Repository of LearnING Objects) project solution. It contains all the elements of the modern lecture room determined for the implementation of presentation recordings based on the rich-media technologies and their publication online or on-demand featuring the access of all its elements in the automated mode including automatic editing. Property-preserving Petri net process algebras (PPPA) were designed for the specification and verification of the Petri net processes. PPPA does not need to verify the composition of the Petri net processes because all their algebraic operators preserve the specified set of the properties. These original PPPA are significantly generalized for the newly introduced class of the SNT Petri process and agent nets in this paper. The PLACE-SUBST and ASYNC-PROC algebraic operators are defined for this class of Petri nets and their chosen properties are proved. The SNT Petri process and agent nets theory were significantly applied at the design, verification, and implementation of the programming system ensuring the pilot audiovisual lecture room functionality.

Gender Identity Construction through Talk about Video Games

In her article "Gender Identity Construction through Talk about Video Games" Sara Cole discusses the construction of gender identity in terms of experiences of digital media and interactive play. Digital literacy expresses, shares, and reaffirms gendered self-identification through experiences of video game play with narratives that either confirm or deny stereotypical biases. In-depth interviews were used to explore the effects of play practices on conceptions of masculinity and personal identity in males who grew up in the 1980s by focusing on a linguistic analysis of the pragmatics of their shared thoughts on play, fantasy, use of digital media, and violence. This investigation provides insight into the influences of fantasy and play on future perceptions of reality as well as cultural identification and in/out group formation. The study gives voice to these participants through a pragmatics of verbal discourse regarding gender identity construction as influenced by both childhood and adult experiences of interactive digital entertainment media.

Gandalf on the Death Star: Levels of Seriality between Bricks, Bits, and Blockbusters

Over the past 65 years millions of fingers have constructed their own worlds of wonder with LEGO bricks, and thousands of fingers have controlled LEGO figures through franchise-designed gameworlds of wonder with LEGO bits. Typically these tangible user-created story designs and kinaesthetic activities remain absent from the field of media studies in general and research on digital seriality in particular. However, when it comes to contemporary blockbuster franchises such as the Skylanders, World of Warcraft, LEGO, Lord of the Rings or Star Wars universe, the conceptualization of digital seriality as solely relating to transmedia or even trans-transmedia storytelling are no longer sufficient. So, rather than trying to fit a somewhat square peg into a somewhat round hole the article develops an analytical comprehension of and conceptual framework for digital seriality through (i) taking a more play(er)centric and interactional approach field that a more in line with the concept of “new serialities,” (ii) uncovering and establishing the transformative and transgressive nature of play(er)centric digital seriality that emerge from actual “serialities-in-use,” and (iii) developing frameworks and conceptual models for serialities-in-use that are able to embrace these emerging play(er)centric aspects of digital seriality. Our aim is not to oppose or question established contemporary understandings of digital seriality but to expand some of the parameters and categories. Thus, we explore not only “the aesthetic forms and cultural practices of serialization as they are articulated in and around interactive digital media” (Denson &amp; Jahn-Sudmann 2013, p. 10-11) but also the kinaesthetic experiences and practices at the heart of playful serialities. Furthemore, answering Denson and Jahn-Sudmann’s call for a multi-pronged approach, therefore, we likewise hope to initiate a dialogue between (at least) two distinct fields of research: media/game studies and design/toy studies. Both echoing and expanding the efforts of Denson and Jahn-Sudmann, our focus here is on three sets of interrelations with respect to (digital) serialities:interrelations between transmission, transformation, and transgression on the one hand and world-building, world-sharing, and world-designing on the other;interrelations between technologies, social practices, and spaces on the one hand and franchise-centric, play-centric, and player-centric spaces of serialities-in-use on the other;interrelations between intra-texts, inter-texts, and para-texts on the one hand and what we call intra-actional, inter-actional, and para-actional levels on the other, including how they come together in the intra-ludic, inter-ludic, and para-ludic serialities described by Denson and Jahn-Sudmann. The material immateriality and immaterial materiality that lies at the core of LEGO’s seriality - in its oscillation between digital bits and tangible bricks - accentuates how the experience of digital seriality is often the simultaneity of perceiving immersive and expansive worlds and of expressing yourself (kin)aestheticlly through technological engrossment in this continuing serial activity. Overall, the article posits digital seriality, as it e.g. emerges through experiencing LEGO Star Wars and LEGO The Lord of the Rings games and franchises, as something concurrently material (bricks &amp; engaged technologies) and immaterial (bits &amp; perceived worlds).

Embedding Digital Communications Within Collective Action Networks: A Multidimensional Network Approach

In this article, we conceive of digital media as embedded within social networks, and use this perspective to examine the role of online communications in collective action. We claim that the adoption of this perspective requires two shifts: first, rethinking the ontological separation between media and social networks of action that has, so far, characterized research in this domain; second, the adoption of flexible tools that enable us to account, simultaneously, for the multiplicity of relations underpinning collective efforts and the hybrid interplay between direct and technology-mediated interactions. After discussing the necessity and the implications of considering communication technologies as endogenous to social networks of collective action, we introduce multidimensional networks (MDNs) as a suitable perspective to advance the application of a relational approach to the study of collective action, thus meeting the challenges posed by the diffusion of interactive and networking digital media.

Development of Digital Media and Creative Industries under the New Economic Era

With the continuous development of new economic era technology IT, the cultural industry types has become more diverse. Among them, the creative industries have become the core industry, which has a guiding role in the social and cultural industries. Among them, the impact of digital media on creative industries development cannot be ignored. In the development of digital information technology digital form media communication not only promotes mutual combination of communications, broadcasting and computer information systems and also promotes the digital interactive media consolidation and industry convergence. Creative industries in the new economic era of digital media have come, China's industry types such as animation, video, network, and games related to the digital media are ready to go. The relationship between digital media and creative industries mutual promote, and is interdependent.

The commodification of patient opinion: the digital patient experience economy in the age of big data

As part of the digital health phenomenon, a plethora of interactive digital media platforms have been established in recent years to elicit lay people's experiences of illness and health care. The overt function of these platforms is to provide forums where patients and caregivers can share their experiences with others, benefit from the support and knowledge of other users and contribute to large aggregated data archives as part of developing better medical treatments and services and conducting medical research. However, what may not always be readily apparent to the users of these platforms are the growing commercial uses by many of the platforms' owners of the data they contribute. This article examines this phenomenon of what I term 'the digital patient experience economy'. Such aspects of this economy as prosumption (the combination of content consumption and production that is characteristic of the use of Web 2.0 technologies), the valorising of big data, the discourse and ethic of sharing and the commercialisation of affective labour are discussed. It is argued that via these online platforms patients' opinions and experiences may be expressed in more diverse and accessible forums than ever before, but simultaneously they have become exploited in novel ways.

Knacktive: Answering a Call for More Interdisciplinary, Collaborative, Educational Experiences

Knacktive is a one-term course that incorporates a highly select group of undergraduate students and replicates the intense teamwork atmosphere of a technology-oriented, professional marketing communication agency. As an interdisciplinary learning opportunity, Knacktive melds students from five disciplines—including art and graphic design, interactive digital media and computer science, public relations, journalism and media studies, and marketing and business management—into an interactive, team-based course facilitated by five faculty members representing the disciplines. Although other college-level student agencies exist, many are staffed by students from only one discipline. Utilizing active research methodology, faculty reflections resulted in course changes that significantly improved course functionality. Student achievements included client implementation of many of the student team-developed concepts and promotional materials. Student reflections collectively viewed the agency-like process as a “brutal” but rewarding experience. The students also noted that the experience helped develop more professional attitudes about meetings, deadlines, interpersonal communications, collegiality, teamwork, and problem solving skills.

No apologies for cross-posting: European trans-media space and the digital circuitries of racism

Abstract This article proposes points of departure for researching the circulation and assemblage of racist ideas and racializing discourses in the trans-media space of interactive, hybrid digital media. It contends that racist mobilizations are increasingly invested in organized and opportunistic communicative actions that depend on the integration of interactive digital media to a wider media ecology and European political environment. Further, if social media can be understood as a constant ‘invitation to discourse’, then they also provide an invitation to discourse on the nature and scope of racism in a putatively ‘post-racial’ era. In contending that the affordances and dynamics of social media networks are politically generative in relation to the politics of racism, it proposes working with malleable resources in the sociology of racism to develop approaches that are not limited to the established focus on extremist sites, but that can account both for the circuitries of digital media exchange and the particularities of regional racial formations.