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    A story environment for learning object annotation and collection : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Chen, Tianjiao
    With the increase in computer power, network bandwidth and availability, e-learning is used more and more widely. In practice e-learning can be applied in a variety of ways, such as providing electronic resources to support teaching and learning, developing computer based tutoring programs or building computer supported collaborative learning environments. Nowadays e-learning becomes significantly important because it can improve the quality of learning through using interactive computers, online communications and information systems in ways that other teaching methods cannot achieve. The important advantage of e-learning is that it offers learners a large amount of sharable and reusable learning resources. The current approaches such as Internet search and learning object repository does not effectively help users to search for appropriate learning objects. The original story concept introduces a new semantic layer between collections of learning objects and learning material. The basic idea of the story concept is to add an interpretative, semantically rich layer, informally called 'Story' between learning objects and learning material that links learning objects according to specific themes and subjects (Heinrich & Andres, 2003a). One motivation behind this approach is to put a more focused, semantic layer on top of untargeted metadata that are commonly used to describe a single learning object. Speaking from an e-learning context the stories build on learning objects and become information resources for learning material. The overall aim of this project was to design and build a story environment to realize the above story concept. The development of the story environment includes story metadata, story environment components, the story browsing and authoring processes, and tools involved in story browsing and authoring. The story concept suggests different types of metadata should be used in a story. This project developed those different metadata specifications to support story environment. Two prototypes of tools have been designed and implemented in this project to allow users to evaluate the story concept and story environment. The story browser helps story readers to read the story narrative and look at a story from different perspectives. The story authoring tool is used by the story authors to author a story. The future work of this project has been identified in the area of adding features of current tools, user testing and further implementation of the story environment.
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    The multimedia documentation of endangered and minority languages : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Linguistics at Massey University
    (Massey University, 2002) Petterson, Robert
    This thesis examines the impending loss of linguistic diversity in the world and advocates a change in emphasis in linguistic research towards the documentation of minority and endangered languages. Various models for documentation are examined, along with some of the ethical issues involved in linguistic research amongst small groups, and a new model is proposed. The new model is centred around the collection of a wide variety of high-quality data, but includes the collection of other related materials that will be of particular use and interest to the ethnic community. The collected data and other materials are then structured as an internet-ready multimedia documentation designed for use by the ethnic community as primary audience, while still catering for the needs of linguistic researchers worldwide. A pilot project is carried out using the model.
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    Cognitive trait model for persistent and fine-tuned student modelling in adaptive virtual learning environments : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Systems at Massey University
    (Massey University, 2003) Lin, Tai-Yu
    The increasing need for individualised instructional in both academic and corporate training environment encourages the emergence and popularity of adaptivity in virtual learning environments (VLEs). Adaptivity can be applied in VLEs as adaptivity content presentation, which generates the learning content adaptively to suit the particular learner's aptitude, and as adaptive navigational control, which dynamically modifies the structure of the virtual learning environment presented to the learner in order to prevent overloading the learner's cognitive load. Techniques for both adaptive content presentation and adaptive navigational control need to be integrated in a conceptual framework so their benefits can be synthesised to obtain a synergic result. Exploration space control (ESC) theory attempts to adjust the learning space, called exploration space, to allow the learners to reach an adequate amount of information that their cognitive load is not overloaded. Multiple presentation (MR) approach provides guidelines for the selection of multimedia objects for both the learning content presentation and as navigational links. ESC is further formalised by including the consideration of individual learner's cognitive traits, which are the cognitive characteristics and abilities the learner relevant in the process of learning. Cognitive traits selected in the formalisation include working memory capacity, inductive reasoning skill, associative learning skill, and information processing speed. The formalisation attempts to formulate a guideline on how the learning content and navigational space should be adjusted in order to support a learner with a particular set of cognitive traits. However, in order to support the provision of adaptivity, the learners and their activities in the VLEs need to be profiled; the profiling process is called student modelling. Student models nowadays can be categorised into state models, and process models. State models record learners' progress as states (e.g. learned, not learned), whereas a process model represents the learners in term of both the knowledge they learned in the domain, and the inference procedures they used for completing a process (task). State models and process models are both competence-based, and they do not provide the information of an individual's cognitive abilities required by the formalisation of exploration space control. A new approach of student modelling is required, and this approach is called cognitive trait model (CTM). The basis of CTM lies in the field of cognitive science. The process for the creation of CTM includes the following subtasks. The cognitive trait under inquiry is studied in order to find its indicative signs (e.g. sign A indicates high working memory capacity). The signs are called the manifests of the cognitive trait. Manifests are always in pairs, i.e. if manifest A indicates high working memory capacity, A's inverse, B, would indicates low working memory capacity. The manifests are then translated into implementation patterns which are observable patterns in the records of learner-system interaction. Implementation patterns are regarded as machine-recognisable manifests. The manifests are used to create nodes in a neural network like structure called individualised temperament network (ITN). Every node in the ITN has its weight that conditions and is conditioned by the overall result of the execution of ITN. The output of the ITN's execution is used to update the CTM. A formative evaluation was carried out for a prototype created in this work. The positive results of the evaluation show the educational potential of the CTM approach. The current CTM only cater for the working memory capacity, in the future research more cognitive traits will be studied and included into the CTM.
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    A basis for the exploration of hypermedia systems : a guided path facility : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts at Massey University
    (Massey University, 1992) Stenhouse, Alan
    This thesis examines the potential of a paths facility as an aid to navigating large hypermedia systems. The use of the navigational metaphor as applied to finding information is continued with the idea of following a path through information 'space'. This idea assumes that each node, or chunk of information, on the path can be considered a landmark that can be easily returned to when side-trips are taken off the path to explore the surrounding space. The idea of a guided path assumes the re-use of a path, and also assumes that there is extra information available about the path. This meta-information is very important for providing information to help path-followers make better sense of the path, both in terms of content and context, but also in making more effective use of the nodes on the path and in navigating the variety of interface conventions seen in the test environment - HyperCard. A small pilot study has been carried out using two groups of users performing a directed information-seeking task. One group used HyperCard's navigational facilities to find information in a group of stacks, while the other group used a guided path as a base on which to explore the same group of stacks. Both groups had a time limit, at the end of which they completed a number of questionnaires to indicate task completion, as well as providing a subjective evaluation of the facilities they used. The guided path facility appears to be most effective for inexperienced users for a number of reasons. It presents a simplified view of the complex system - the information available has already been filtered and selected, and a simple and consistent navigational interface reduces the cognitive overheads associated with learning a variety of mechanisms present in different stacks. An important feature of a path facility seems to be the provision of meta-information, especially scope information which can reduce the incidences of disorientation. Another feature is the provision of a history facility which provides a backtracking capability. It may also be used in the creation of paths using the length of visit as a criterion for node inclusion on a new path.
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    Interactive multimedia for second language learning : a comparison between individuals and dyads in a Hong Kong tertiary institute : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1994) Teague, Beverley Margaret
    Interactive multimedia appears to offer many advantages for adult learners studying in a self-access centre. However, there has been very little research into the use of multimedia for language learning so the advantages are largely speculative. Computers have a very individual tradition on the one hand, while on the other there is considerable interest in the way in which group learning is facilitated by the computer. This study examines the way in which individuals and dyads respond to interactive multimedia for second language learning. It focuses on three areas: control in the computer environment, adult second language learning and the social dimension of the computer environment. One of the problems with carrying out research in this area is the difficulty of finding a methodology that respects the learner choice that is such an appealing feature of interactive multimedia, while at the same time making it possible to compare the responses of different learners. The search for a suitable methodology was an integral part of this research. A case study approach was adopted. Two data collecting procedures, both of which relied in the first instance on video recording, were used. As the participants worked with the computer system two video cameras were operating. One camera focused on the computer screen and this was analysed to provide information about the way in which students used the program. The other camera focused on the participants and the computer system and this was used as the focus for stimulated recall. Interview data from the stimulated recall was analysed to provide information about participant response from the technological, socio-affective and cognitive perspectives. Results indicated that individuals were more aware of the possibilities of the technology and more dynamic in their use of it. They viewed considerably more chapters than dyads and were more conscious of the use of time. Individuals expressed a general preference for working with a partner in the future. In contrast, dyads viewed fewer chapters than individuals and spent considerably longer on each chapter. Their pace was more leisurely. There were clear examples of cooperation between members of dyads but a number expressed a preference for working alone in the future. There was a strong indication of the use of metacognitive strategies for language learning by all participants. Individuals provided evidence of a greater use of cognitive strategies than did dyads. The study provided a considerable number of insights into the use of interactive multimedia for language learning by individuals and dyads. It also suggested directions for future research: these included studies to identify repetition, and its various roles, in the interactive multimedia environment, and studies of same gender groups. The methodology adopted appeared to be sufficiently robust to lend itself to use in further research.
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    Diffusion evolved : new musical interfaces applied to diffusion performance : an exegesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of the Musical Arts in Composition
    (Massey University, 2013) Johnson, Bridget Dougherty
    This exegesis takes a critical look at the performance paradigm of sound diffusion. In making a shift away from the sixty-year-old practice of performing on a mixing desk or other fader bank console, it proposes and outlines a goal towards intuitive and transparent relationships between performance gesture and spatial trajectories. This is achieved by a coupling of the two previously segmented fields within electroacoustic: spatialisation and interface design. This research explains how connections between the two fields and an embracing of contemporary technological developments, with a goal toward increasing the liveness and gestural input that currently limit sound diffusion practice, could extend the art form into a virtuosic and compelling gestural performance art. The exegesis introduces and describes the author’s research and development of tactile.space, a new multitouch tool developed on the Bricktable for live sound diffusion. tactile.space is intended as a contribution to the growing research area of user interfaces developed specifically for the performance of sound in space. It affords performers a new level of gestural interaction with the space of the concert hall and the audience members and redefines multiple standardised interactions between the performer and the space, the gesture, the audience, and the sound in a diffusion concert.
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    "The Four Arts" : a prototype interactive game for engaging and interacting with Chinese culture using touch screen interfaces : an exegesis to be presented in partial fulfilment of the requirements for the degree of Masters of Design in Visual Communication Design, at Massey University, Albany, New Zealand
    (Massey University, 2011) Wang, Li
    The main objective of this project is to explore the possibilities of digital media, to help users understand traditional Chinese culture through an immersive virtual experience. Through playing an interactive game one experiences and explores Chinese culture. Chinese culture is rooted in an ancient history, which might be difficult for other cultures to understand clearly and fully (Moore, 1967). Chinese language is poetic but it can even be obscure to even native Chinese speakers. Full understanding of traditional Chinese philosophy can take many years of learning, reflection and instruction. “The Four Arts” aims to introduce Chinese culture through music (“Qin”), the Chinese traditional board game (“Qi”), Chinese traditional calligraphy (“Shu”), and Chinese traditional brush painting (“Hua”). The single-player game is based on the “Four Arts” and has been designed in Adobe Flash for a touch screen display. Users can experience traditional Chinese culture through play, which will help them to learn about key features of traditional Chinese culture and related philosophical concepts. To evaluate the effectiveness of the design, a qualitative methodology was applied for user testing. The results suggest that interactive computer game can help users appreciate and understand aspects of Chinese culture. The open-ended conversations with the participants have provided useful feedback on future design improvements for “The Four Arts”.