Browsing by Subject "Interactive multimedia"
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Item Discrete negative emotions generated in an interactive advertisement: an exploration of control as a medium effect(2002) Villegas, Jorge; Stout, Patricia A.Some researchers believe that affective experiences on interactive media are different than in traditional media or in real life. This study ‘s objective is to explain emotion elicitation in interactive media by applying appraisal theories. One of the main contributions of appraisal theories to the study of emotions is their capacity to forecast which discrete emotion will be elicited by an event. The prediction of emotion elicitation is based on a relatively small number of appraisal dimensions that an individual makes about an event. Two dimensions from appraisal theories (control, who controls the event, and agency, who caused the event) were extracted for this study to explore how combinations of control and agency generate discrete emotions during an interaction with an ad that results in a negative outcome. The expected emotions to be found in the study were regret (low control/self), guilt (high control /self), dislike (low control/other), and anger (high control/other). Appraisal theory assumes that every discrete emotion has different effects on motivation, attitudes and behavior. In this study, the distinct nature of the relationship between emotion and these constructs were hypothesized for each emotion. The hypotheses were tested in a 2 (high/low control) x 2 (self/other agency) x 2 (high/low involvement) factorial design. The results indicate that the experimental combination of control, operationalized as control of the information flow of an interactive ad, and agency, operationalized as who caused the selection of the interactive ad, elicited higher levels of dislike and regret in the expected conditions. Anger and guilt were not statistically different across the conditions of the study. The effects of the discrete emotions described by structural equation modeling were, as expected, diverse. In the structural equation model developed for guilt, this emotion linked significantly and positively with attitudes toward the ad exclusively in the low involvement condition. The dislike model indicated a significant and negative relationship between this emotion and cognitions and attitudes toward the ad. The model for anger suggested that this emotion had a significant and negative relationship with cognitions about the ad. Finally, regret had no effect on the model’s attitudinal, cognitive or behavioral measures.Item The effects of interactivity on learning: implications for stereotype change(2005) Kim, Hyojin; Stout, Patricia A.Item Hypermedia instructional design methodology(Texas Tech University, 2001-05) Kuruvalli, BharathThis thesis discusses the need for a simple hypermedia instructional design methodology. The main objective of this methodology is to aid educators in creating a well-structured hypermedia application. This methodology focuses on the decomposition of the knowledge base as well as the navigational and interface aspects of the hypermedia application. The decomposition of the knowledge base is done using object oriented text decomposition techniques. Guidelines for the design of the navigation and interface of the application are defined as part of the design methodology. The navigational structure of the hypermedia application developed is validated using nodal metrics. The software tool that automates the methodology is intended to help educators in creating simple and efficient hypermedia applications.Item Interacting with King Lear: an online resource for instructors of English literature survey courses(2004) Lym, Wendy Lerner; Mallin, Eric ScottItem Literacy, hypermedia, and the holocaust: reconfiguring rhetoric in hypermedia environments(Texas Tech University, 2000-05) Salvo, Michael JWriting teachers face the difficult task of teaching students to read and write in complex situations precisely when h seems these formal literate practices are becoming less valued m mass American culture. As written communication moves online, literacy is indeed changing. However, the ability to understand and manipulate complex texts becomes increasingly important for success in the emerging post-industrial economy. This dissertation, using the example of the United States Holocaust Memorial Museum's Wexner Learning Center as a representative example, describes the changing nature of Literacy in the information age and offers classroom strategies to meet students' Literacy needs while offering an analysis of hypermedia Literacy. Accompanying the move from an industrial-based to an information-based economy is a shift from a paper-based to a digit-based culture. As more American households are connected to the Internet there is a shift not only m the speed of communication but also in the mode and media of communication. While some critics are predicting the demise of Literacy as we know h, electronic mail, hypertext and the World Wide Web are offering examples of different constructions of literacy. These new forms of writing are contexts for communication-new rhetorical situations. These new rhetorical situations require analysis so that Literacy workers (writing teachers, language scholars, as well as other intellectuals in the humanities) can address the Literacy needs of twenty-first century students. Literacy, technology, and the Holocaust come together in a technological system signaling a shift m how our culture stores and disseminates its stories and histories. The United States Holocaust Memorial Museum has constructed The Wexner Learning Center to house a database of Witness narratives. This hypermedia archive represents change in historical narrative and the way h is written, stored, and retrieved. Beyond the technical aspects of designing and implementing this system, the system itself signals a shift m the skills necessary to comprehend the historical stories being told. The images of witnesses retelling their experiences alter the cultural representation of the Holocaust. Utilizing high technology to convert filmed accounts of witnesses into computer-accessible files, the database of witness narratives is an example of a new means of sharing history that requires a sophisticated hyper-literate user. This dissertation investigates both the idea of an emerging high-technology hyper-rhetoric and the hyper-literacy necessary to read, write, and manipulate texts m the twenty-first century. Its theme should interest readers from a variety of humanistic and technical disciplines while contributing a new perspective on literacy in the digital age.Item The relationship between learners' goal orientation and their cognitive tool use and achievement in an interactive hypermedia environment(2001-05) Katz, Heather Alicia; Liu, Min, Ed. D.Item The effects of cognitive tempo and training in a hypermedia learning environment on navigation patterns, learning achievement, and self-efficacy(Texas Tech University, 1997-05) Yu, KeshengThe major purposes of this study were to determine the main cognitive tempo (reflection vs. impulsivity) effect on the approach to hypermedia instruction, learning achievement, and self-efficacy in a hypermedia learning environment. The present study also investigated the main training (training vs. no training) effect on navigation pattems, learning achievement, and self-efficacy in a hypermedia learning environment. In addition, the interaction effects of cognitive tempo (reflection vs. impulsivity) and training (training vs. no training) on navigation patterns, leaming achievement, and self-efficacy were investigated in a hypermedia learning environment to determine which type of learners benefit more from training treatment. One hundred and eleven college students from a state university in northwest Texas voluntarily participated in this experiment. This quasi-experimental study involved a 2 X 2 factorial design. Results found no significance on navigation patterns measured by number of resource nodes visited, time spent at resource nodes, and nonlinearity of navigation sequence between students with different cognitive styles. However, relatively reflective students visited more resource nodes and stayed longer on resource nodes than the relatively impulsive students. No significant results were found on student learning achievement. It was shown that the relatively impulsive students performed as well as the relatively reflective students. The results found that the relatively reflective students had a significantly higher self-efficacy score than relatively impulsive students. No significant results were obtained for the training effect. Students with different cognitive styles did not significantly benefit from different treatments (training vs. no training).