Interactive Video

O presente artigo investiga possibilidades imagéticas envolvidas na construção visual de shows de rock (especialmente aquelas direcionadas aos que utilizam a projeção de vídeos) e relata algumas experiências realizadas pelo Coletivo RE(C)organize – o qual integramos - neste âmbito. Discutiremos este tema a partir de referências bibliográficas que reúnem livros clássicos como Expanded Cinema (1970)
de Gene Youngblood e Pré Cinemas & Pós Cinemas (2002) de Arlindo Machado combinados a materiais recentes como a dissertação de Fernando Codevilla (2012), entre outros. Inicialmente, descreveremos as principais técnicas que esse universo abrange, como a holografia, as múltiplas telas e a projeção mapeada e suas formas de aplicação a variadas finalidades, que podem estar compreendidas tanto entre as
intenções mais objetivas como possibilitar a visão de detalhes do palco ao público de um estádio imenso ou a comunicação de uma programação informativa a respeito da sequência dos shows a serem realizados em um festival, quanto aquelas mais subjetivas como reforçar a parte sensorial de um espetáculo musical. Ao final, relataremos as experiências do mencionado coletivo no contexto das tecnologias desenvolvidas para
shows musicais, inclusas aí a construção da programação visual videográfica realizada em quatro edições do festival “Rock na Estação” (2009, 2010, 2011 e 2012), a cenografia digital para shows da cantora Stela Campos e do cantor Adriano Vanucchi, e as técnicas desenvolvidas pelo grupo para que a captação de dados sonoros dos instrumentos musicais possam agir enquanto ferramenta interativa para a aplicação de efeitos em vídeo. Estes estudos estão ligados à pesquisa de doutoramento da autora, ainda em desenvolvimento.

This paper introduces an interactive video system and its architecture where several systems cooperate to manage the services of interactive video. Each system is specialized according to the data it handles and the functionality it performs. A system can be a database (for billing purposes) or just a video store system (to store the video data) lacking the typical features of a database or an information retrieval system to support indexing and querying of video data. Because quality of service is an important requirement for whole ...

Procedural noise functions are widely used in Computer Graphics, from off-line rendering in movie production to interactive video games. The ability to add complex and intricate details at low memory and authoring cost is one of its main attractions. This state-of-the-art report is motivated by the inherent importance of noise in graphics, the widespread use of noise in industry, and

L'arrivée des technologies du numérique favorise l'émergence de nouvelles pratiques et de nouvelles formes de produits et services audiovisuels comme les vidéos interactives, les produits hypermédias distribués, les médiathèques et les portails, les patrimoines ou archives institutionnelles, les documents audiovisuels réutilisables et personnalisables. La définition d'un cadre théorique de description de contenu est indispensable dans les activités de traitement de l'information audiovisuelle mais aussi pour tous ceux qui travaillent dans des contextes d'exploitation pratiques et professionnels tels que le conseil en communication, la communication interne et externe, la formation, la documentation ou encore la gestion des archives et centres de ressources d'information audiovisuelle. Le document audiovisuel traite des questions d'ordre théorique, méthodologique, pratique et technologique en considérant un document d'une manière très générale comme un "objet porteur d'information". L'auteur s'attache également à la description dite textuelle d'un corpus de documents audiovisuels, puis à la description thématique du contenu. Enfin, la dernière partie est consacrée plus spécifiquement aux différents modes et procédures de "l'implémentation", c'est-à-dire de l'ancrage d'un thème dans un message ou discours véhiculé par un document audiovisuel.

Interactivity is one of the key conceptual apparatuses through which video games have been theorized thus far. As many writers have noted, video games are distinct from other forms of media because player actions seem to have direct, immediate consequences in the world depicted onscreen. But in many ways, this “interactive” feature of video games tends to manifest itself as a relentless series of demands, or a way of disciplining player behavior. In this sense, it seems more accurate to describe the human-machine interface made possible by gaming as an aggressive form of “interpellation” or hailing. Drawing primarily upon the work of Louis Althusser, I argue that traditional theories of interactivity fail to acknowledge the work of video games—in other words, the extent to which video games define and reconstitute players as subjects of ideology.

libro a cura di S. Arcagni. Il testo affronta da diversi punti di vista il tema dell'interattività e delle sue pratiche nei contesti mediali contemporanei.
All'interno del libro, un mio saggio dal titolo "Interattività social: l'Io e il Noi in un click", analizza come l'interattività performata dai social network sites non riguardi più solo il rapporto utente-sistema, ma un più ampio sistema di relazioni in cui il gesto interattivo è sempre e prima di tutto un gesto di relazione con gli altri utenti. Questa relazione, prima ancora che quella con il medium o con il contenuto, diviene sempre più centrale nelle pratiche interattive.

Abstract
Objective: The objective of this study is to identify the views of students of medicine concerning interactive videos and make inferences about the importance of such videos in medical education in line with the views of students.
Materials/Methodology: The participants to the
survey consisted of 12 students from the School of Medicine of Ataturk University who took part in interactive video practice. This video covers the issues of “What is autism”, “What are its symptoms”, “How to distinguish an autistic child from others” and “How to examine for autism”. It was a case study as one of the methods of qualitative survey. Interview forms were used as instruments of data collection and collected data were examined through content analysis.
Outcomes: Students found interactive videos useful in that it facilitates learning about the symptoms and diagnosing autism. Students also made positive statements about the application of such videos in different contexts.
Discussion: It is found that students consider the use of interactive videos in medical education positively. Hence, interactive videos may be used in medical education particularly in the context of psychiatric disorders where diagnosing is relatively difficult. Further, videos may also be used in monitoring specific cases and making diagnosis accordingly.

Bu çalışma, etkileşimli videolarda öğrenen aktifliğini artırmaya yönelik öğrenen-içerik etkileşimi unsurlarına vurgu yapmaktadır. Öğrenenin aktifleşmesine yönelik bir yaklaşım olarak etkileşimli videolar, öğrenen-içerik etkileşimini arttırmaya yönelik arayışların bir ürünü olarak karşımıza çıkmaktadır. Öğrenen-içerik etkileşiminin arttırılmasında ise etkin ve iyi yapılandırılmış bir içerik tasarımı kullanılması kaçınılmaz bir durumdur. Açık ve uzaktan öğrenmede etkin ve iyi yapılandırılmış bir içerik tasarımıyla oluşturulan etkileşimli senaryo, öğrenenlerin gördükleri,
uydukları ve doğrudan olmasa da dokundukları bütün her şeyi kapsadığından etkileşimli videonun temeli konumundadır. Bu çalışmanın amacı; etkileşimli videolarda öğrenenlerin aktifliğinin arttırılması için, açık ve uzaktan öğrenmeye yönelik eğitim videolarında etkileşimli senaryonun gerekliliğini nitel araştırma yöntemlerinden betimsel doküman analiziyle ortaya koymaktır. Etkileşimli videoya ilişkin ulaşılan dokümanların analiziyle öğrenenlerin aktifliğinin arttırılması için, etkileşimli senaryoların kullanımının gerekli olduğu sonucuna ulaşılmıştır.

Özet Teknolojik gelişimin beraberinde, elektronik içerik ve video desteğinin öğretim süreçlerinde kullanım oranlarının da artış gösterdiği ifade edilebilir. Özellikle, video ders kayıtlarının, önemli ders destek araçları olarak, diğer öğretim teknolojisi uygulamaları ve fiziki öğretim materyalleriyle rekabet edecek düzeye geldiği görülebilmektedir. Günümüzde, büyük yazılım firmalarının, video ders içeriklerinin potansiyellerini keşfederek bu alanda büyük yatırımlar yaptığı bilinmektedir. Web 2.0 teknolojilerinin yaygınlaşmasıyla birlikte " how to " olarak bilinen binlerce videonun, yeni video dağıtım ortamlarıyla (Udemy, ehow, howcast, videojug vb.) paylaşıma sunulduğu görülmüştür. Ayrıca, son yıllarda, videolar içerisine entegre edilen etkileşimli içerikler, güçlü öğrenme sistemlerinin ortaya çıkışını beraberinde getirmiştir. Etkileşimli video; bilgi yönetimi yapabilen ve karar verici olan bilgisayarın yeteneği ile videonun yeteneklerini birleştiren göreceli olarak yeni bir öğretimsel teknolojidir. Bu teknoloji; öğrencinin pasif bir izleyici konumundan çıkarak öğretimsel video ile etkileşime girmesini sağlamaktadır. İlk video içeriklerinde yaşanan; ilerleyiş sırasına bağlı kalma gerekliliği, motivasyon eksikliği, bireysel öğrenme ihtiyaçlarına verilen destek eksikliği ve öğrenen ve içerik arasındaki etkileşimsizlik, etkileşimli video içeriklerin oluşturulmasıyla birlikte aşılmaya çalışılmıştır. Teknoloji ve özellikle yazılım eğitimi hedeflerine yönelik olarak, uluslararası düzeyde ders videolarının kullanıldığı bilinmektedir. Bu kapsamda, hazırlanan çalışmada, yazılım eğitiminde kullanıma yönelik etkileşimli video sistemini geliştirmek için bir sistem tasarımı önerilmektedir. Bu tasarım içerisinde; veritabanı tasarımları, ekran tasarımları ve genel yapının yazılımsal mantığı açıklanmıştır. Yıldız Teknik Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü'nde yürütülmekte olan bir Yüksek Lisans tez çalışmasının ilk fazını oluşturan çalışmada önerilen sistemin verimliliğine ilişkin deneysel süreçler, tez çalışmasının ileriki fazlarında gerçekleştirilecektir. Abstract With technology developments, we can assume that usage of electronic content and video support in learning is also showing increase. Especially video tutorials, as an important teaching materials, has capable to compete other teaching and non-electronic materials. Nowadays, It's a known thing that well-known technology companies, such as Apple, Microsoft, Adobe etc., realize the video tutorial's potential and they are making sizable investments on it. Becoming Web 2.0 widespread, there are a lot " how-to " videos which have been sharing with new global video-sharing web sites like Udemy, ehow, howcast, videojug, coursera, etc. Moreover, in recent years, interactive contents which are embedded into videos lead to the existence of powerful learning systems. Interactive video is a relativistic new instructional technology which combines functionalities of video and abilities of computer which can do information management and is decision-maker. This technology provides student interact with instructional video by taking student from a passive video-watcher. Using interactive videos, we're trying to overcome problems occurred in non-interactive video content such as requirement of watching linear video progressing, lack of motivation, lack of support given to individual learning needs, lack of interactivity between learner and content. As for technology and especially software training objectives, it is known that lesson videos are used international level. In this paper, we offer a software design to develop Interactive Video System(IVS) to be used for programming teaching. The system has following components; Student component, Authentication and User Management

O presente artigo tem como intuito compartilhar o processo de pesquisa e produção da videodança interativa "10 estudos para uma videodança interativa", através da apresentação do projeto, dos objetivos, dos questionamentos e do processo criativo que levou à criação da obra em questão.

A mixed-methods research design, utilizing qualitative open response questions and a quantitative Likert scale questionnaire and survey, was used to explore physical education pre-service teachers' perceptions of motion-based video gaming (MBVG). It was perceived that: (a) MBVGs are fun and enjoyable and would increase student motivation, (b) MBVGs are a way to increase student physical activity, and (c) MBVGs do not always mirror the same fundamental concepts or motor movements of the actual sport. In addition, the amount of time spent playing video games increases the perception of the usefulness of MBVGs in physical education.

Increasingly computer vision discipline needs annotated video databases to realize assessment tasks. Manually providing ground truth data to multimedia resources is a very expensive work in terms of effort, time and economic resources. Automatic and semi-automatic video annotation and labeling is the faster and more economic way to get ground truth for quite large video collections. In this paper, we describe a new automatic and supervised video annotation tool. Annotation tool is a modified version of ViPER-GT tool. ViPER-GT standard version allows manually editing and reviewing video metadata to generate assessment data. Automatic annotation capability is possible thanks to an incorporated tracking system which can deal the visual data association problem in real time. The research aim is offer a system which enables spends less time doing valid assessment models.

The use of digital materials is very popular in educational areas. Students have also considered digital materials used in educational areas are useful in terms of supporting effective learning. Recently, interaction has been added to improve effect of these materials. Interaction in digital materials can be defined as an element that enables the learners to control the material used and helps to activate the cognitive processes. It is seen that interactive videos are effective about learning and engagement than videos in many studies. In this study, it is aimed to examine the experiences and cognitive processes of students about interaction types used in digital materials according to interaction types. Case study from qualitative research methods was used in this study. The sample of research consists of 36 students at Medical Faculty in Ataturk University. Students were asked to use interactive material during research process. Interaction Types Evaluation Questionnaire was conducted to evaluate interaction types. The experiences about usage and benefits of interaction types were also obtained from the students with the help of think-aloud protocol. The data obtained from questionnaire were subjected to descriptive analysis, the data obtained from the think-aloud protocol were subjected to content analysis. Consequently, it has been found that the interaction types in interactive materials are beneficial for decision making and remembrance. It is come out that navigating interaction type is liked by students mostly. Dialoguing interaction type has seemed to be beneficial for acting mental processes of students.

The actual generation of video search engines offers low-level abstractions of the data while users seek for high-level semantics. The main challenge in video retrieval remains bridging the semantic gap. Thus, the effectiveness of video retrieval is based on the result of the interaction between query selection and a goal-oriented human user. The system exploits the human capability for rapidly scanning imagery augmenting it with an active learning loop, which tries to always present the most relevant material based on the current information. We describe in this paper, a machine learning system for interactive video retrieval. The core of this system is a kernel-based SVM classifier. The video retrieval uses the core as an active learning classifier. We perform an experiment against the 2005 NIST TRECVID benchmark in the high-level task.

Procedural noise functions are widely used in Computer Graphics, from off-line rendering in movie production to interactive video games. The ability to add complex and intricate details at low memory and authoring cost is one of its main attractions. This state-of-the-art report is motivated by the inherent importance of noise in graphics, the widespread use of noise in industry, and the fact that many recent research developments justify the need for an up-to-date survey. Our goal is to provide both a valuable entry point into the field of procedural ...

In this paper, I introduce the notion of communicative-expressive interaction with a character’s mind, within an interactive fiction video. It is an interaction model that allows a participant continuous interaction with a story as a way of increasing the participant’s agency and immersion and consequently both the sense of engagement and the meaning of the interactive experience in its relation to the story. I describe a work-in-progress system called the InterFace Portrait Storyteller, in which participants use familiar gestures performed on a touch screen to explore the character’s mind, which is constructed as a diegetic space. I also describe two interactive video installations, “One Measure of Happiness ” and “Have I Lost My Plot? ” within which the system interacts with either narrative or non-narrative approaches to the representation of diegtic space.

This paper argues that screendance has always had a potential for interactivity, looks specifically at interactive video, and tracks its history through video art and video games. Taking into account the higher volume of dance that is migrating to the screen as a result of the Coronavirus/Covid-19 pandemic, it also suggests a new term, screened dance, to differentiate those dances and dance events which otherwise would have been live and co-present. Bringing together a transmedia screendance work that unfolded on social media, and interactive narrative works currently available to stream on Netflix, I argue that the innovations and adaptation in the delivery of dance content due to lockdowns imposed by Covid-19, have provided an opportunity for the possibility of interactive screendance.

Despite the importance of establishing shared scoring conventions and assessing interrater reliability in clinical trials in psychiatry, these elements are often overlooked. Obstacles to rater training and reliability testing include logistic difficulties in providing live training sessions, or mailing videotapes of patients to multiple sites and collecting the data for analysis. To address some of these obstacles, a web-based interactive video system was developed. It uses actors of diverse ages, gender and race to train raters how to score the Hamilton Depression Rating Scale and to assess interrater reliability. This system was tested with a group of experienced and novice raters within a single site. It was subsequently used to train raters of a federally funded multi-center clinical trial on scoring conventions and to test their interrater reliability. The advantages and limitations of using interactive video technology to improve the quality of clinical trials are discussed.

Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.