Interactive Media Design Research Articles

Biomedical Communications: Collaborative Research in Scientific Visualization, Online Learning, and Knowledge Translation

Collaborative research in biomedical communications investigates the role of visual media in scientific discovery and in patient and health professional education. The spectrum of work is broad and includes the visualization of scientific knowledge and simulation of hypothetical models of health and disease, as well as the design of audience-centered interactive visual media. The work cited supports the notion that research-based visual media can contribute to the core missions of science: discovery, communication, collaboration, and education.

Space to reflect: combinatory methods for developing student interaction design projects in public spaces

This paper provides an overview of a project-based graduate course on the Design of Interactive Media for Public Spaces, which is part of a Masters programme of study in Interactive Media. Project teams make use of a variety of design methods over the 14-week course: students work through a complete design life-cycle using a combination of methods from observational studies through to concept design, prototyping, testing and evaluation. This paper outlines the structure of the course and illustrates two examples of projects completed by student teams. The paper shows how it is possible in a short time-frame to have students undertake a real-world-based design project, bringing it to the stage of preliminary prototype design. It emphasizes the importance of using a combination of methods, and of supporting students' reflections on their design practice and experiences during the project.

The effects of the sound-image relationship within sound education for interactive media design

In the design of interactive systems, expression only through visuals is not adequate in all cases. This situation highlights the importance of sound design in interactive media design education and the view that the students getting this education should be directed towards interactivity aimed sound design. For this research, we examined projects and the related sound designs of the students taking the Sound Design course in the Interactive Media Design Program of Yildiz Technical University and studied the effects of the way the sound-image relationship has been handled. In respect to the findings of the research, the article reveals the criteria by which students can produce projects with more creative solutions regarding sound.

The Role of Dialogue in Computer-Based Learning and Observing Learning: An Evolutionary Approach to Theory

<div class="abstract_container"> <strong>Abstract:</strong> This paper examines two sides of a coin that relate to learning from dialogue. The first side of our coin relates to the role of dialogue in learning; the second side is related to the part that observations of learning dialogues can play in the design of computer-based learning environments. In order to define the scope of the paper, various complementary research question are examined. For example, one question is how and why does one learn from dialogue? A second question is how, or to what extent, can theories and studies of dialogue and interaction be exploited in a concrete way by designers of interactive media for education? Following a review of related literature I present my main argument, namely that the evolutionary approach provides a model by which research in learning, teaching and theories of interaction can jointly feed into the design process of learning technology. This is followed by an exposition of the evolutionary approach. There are three aspects to what I am terming an evolutionary approach to learning technology theory: (i) theories/models of teaching, learning and interaction, (ii) empirical observations of learning, and (iii) interactive learning environment design and implementation. The purpose of this evolutionary approach is the mapping out of not a specific theory, but how people are working towards the creation of theories. The evolutionary approach involves a constant process which slowly takes the educational technology field forward in iterative steps. In order to concretise the evolutionary approach, I examine the work of selected researchers, in the field of dialogue in learning, in the context of the identified three points of evolution. I conclude by suggesting that the evolutionary model can help designers of, and researchers into, learning technology in various important ways. </div> <p class="editors_container"> <strong>Editors:</strong> <A href="http://www.ucl.ac.uk/epd/profiles/mo.html" target=xref>Martin Oliver</A> (UC London, UK) <p class="reviewers_container"> <strong>Reviewers:</strong> Sarah Fletcher (U. Bath, UK), Roger Hartley (U. Leeds, UK), Colleen McKenna (UC London, UK)

Interacting with pictures: film, narrative and interaction

The article explores the spatial practices of film in order to better understand the design of digital interactive media. The criteria used in the design and selection of the film image are discussed and a novel view of film as a pragmatic and highly economical form of picture making is proposed. The difficulties are highlighted of simply transferring such imagery to an interactive context, but it is argued that the same guiding principles can be applied in the newer medium. It is suggested that the demands of visual interaction are leading to the development of new pictorial modes, but that much work remains to be done. In particular it is proposed that the mature expressivity of traditional film is a goal to which designers of pictorial interactive media should aspire.

Teaching Interactive Media Design

In todays, computer-centered society, designing interactive media has emerged as a new profession. Interactive design is often associated with spread of computers as a communication and interaction tool. However, interactive design has been a staple of artists and designers for many centuries. We present a historical perspective upon interactive design and point out the close relationship of this field with different fields of art and design. We argue that interactive media design is a distinct and evolving field and that it is imperative to teach it as such.

A simple distributed scheduling policy for parallel interactive continuous media servers

In this paper we discuss the design of parallel interactive continuous media servers suitable for the implementation of scalable server-based media delivery services like Video-on-Demand or Teleshopping. The main design problems for the development of such servers is to ensure the just-in-time delivery of media elements in order to maximize the Quality of Service and to minimize the buffer size at the user site. Just-in-time delivery means that the media elements should be sent as late as possible to the users but early enough to ensure a continuous replay of the media. This is important because clients have to provide buffer space for data arriving to early. The Quality of Service measures the number of data elements arrived in time at the user side. Thus, the real-time properties of the internal communication network as well as the congestion arising at the disks are of highest importance. We present models for parallel media servers and a very simple scheduler that is fully distributed and can therefore easily be implemented on a scalable parallel continuous media server. For each requested data element the scheduler sends a request to the storage subsystems at a point of time only depending on the deadline of that request, i.e. the time the data has to be delivered to the user, and the length of the path the data has to be routed through the internal network of the parallel server. In order to minimize the buffer space at the user site, and to maximize the Quality of Service, we develop timing strategies for the scheduler using simulation results as well as analytical observations.

Design and Development of Interactive Media: Creating Educational Materials for CD-ROM and the Web

This workshop offers an overview of the production process for CD-ROM and Web materials, as well as pragmatic advice on how to structure effective interactive presentations. Many educators and practitioners consider interactive computer-based education the technology of tomorrow. However, evidence of high-level computer literacy among many young people suggests that a “technology gap” already exists between student computer literacy and the learning modules that instructors can prepare. As with all media presentations, the basis of effective multimedia project structure is instructional design. This includes design of both the content and the navigational interface. Given the relative complexity of these projects, a clear and logical design is essential to effective conveyance of content. The presentation of content via computer differs from “traditional” media presentations in terms of how content is structured; interactive elements; user selectivity; user motivation, and immediate, response-specific performance assessment (among other things). There are a number of differences in the production process as well. Computer-based instruction requires early definition of end-use platforms, software requirements, use of communication, testing, and grading tools, and more. Content is organized on a flowchart which, along with the design document (which contains the script/text, graphic descriptions, and programming directions), becomes the blueprint for project production. Early project prototypes are tested for ease of use, logical flow, and structure, with “typical end-user” representatives. The final project is alpha- and beta-tested prior to distribution. Although preparing computer-based media materials is time-consuming, the resulting product can greatly enhance teaching by enabling self-paced, asynchronous, active learning and accommodating different learning styles.

Graphic designers in transition

article Free Access Share on Graphic designers in transition: from print communications to interactive media design Author: Brenda Smith Faison View Profile Authors Info & Claims InteractionsVolume 3Issue 1Jan. 1996 pp 39–57https://doi.org/10.1145/223500.223511Published:02 January 1996Publication History 0citation926DownloadsMetricsTotal Citations0Total Downloads926Last 12 Months16Last 6 weeks2 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

Constraints imposed by programme content on design, delivery and use of interactive media

Systems based on digital representations of images are explored and analysed in the light of the sort of demands that interactive programmes of worthwhile complexity will place on them. By separating the processes of design from delivery, important advantages can be secured for these two quite dissimilar processes. The special advantages of analogue representations of certain types of data are highlighted and the problems of the representation of meaning are discussed in connection with the management and indexing of essential pictorial imagery. The interactive nature of programmes devised around still and moving images poses problems not usually encountered in conventional computing, and the consideration of these problems can best be carried out as an extension of human-computer interaction research.

A personal approach to the design of interactive media

British Journal of Educational TechnologyVolume 19, Issue 3 p. 227-228 A personal approach to the design of interactive media David Hon, David Hon David Hon, 1335 N Northlake Way, Suite 102, Seattle, Washington, 98103, USASearch for more papers by this author David Hon, David Hon David Hon, 1335 N Northlake Way, Suite 102, Seattle, Washington, 98103, USASearch for more papers by this author First published: October 1988 https://doi.org/10.1111/j.1467-8535.1988.tb00020.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume19, Issue3October 1988Pages 227-228 RelatedInformation