Natural exploration of multimedia contents

Soro, Alessandro; Deriu, Massimo; Paddeu, Gavino

doi:10.1145/1821748.1821821

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…For animation and video, tangibility can be implemented by way of making the tangible objects to perform actual movement and corresponding multimedia effects in tandem (partly like Curlybot in [24]). Text can be made "tangible" by using paper, or cubes as a means to make the children feel text "tangible" (like Troll in [25] and Display Cube in [26]). For interactivity, real buttons can be placed on tangible objects (like VideoTable in [27] and PaperButtons in [28]).…”

Section: Framework For the Structure Of Tangible Multimediamentioning

confidence: 99%

Visualizing A Framework for Tangibility in Multimedia Learning for Preschoolers

Chau¹

2012

IJMA

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Section: Framework For the Structure Of Tangible Multimediamentioning

confidence: 99%

Visualizing A Framework for Tangibility in Multimedia Learning for Preschoolers

Chau¹

2012

IJMA

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“…She said, "Children build their mental image of the world, through the action and motor responses; and, with physical handling, they become conscious of reality" [27] [28]. Ample literature can be cited in support of the tangible objects [29][30] [31]. Thus, we have a cogent reason to believe that tangible objects enhance the operation of WM of preschoolers.…”

Section: Introductionmentioning

confidence: 99%

Designing a Working Memory Capacity Test for Cognitive-Friendly Tangible Multimedia

Chau¹,

Samsudin²,

Yahaya³

2016

IJMA

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A working memory capacity (WMC) test called "objects-span tri-tasks" is designed for preschoolers undergoing treatment using a new genre of multimedia, tangible multimedia, created by the authors. It tests the dual-functions of the preschoolers' working memory (WM), namely storage and manipulation capacity, essential in supporting academic skills. The third task in the test is the overt setting of task engaging the long-term memory that supports the operation of WM. Tangible multimedia potentially enhances the WMC of preschoolers to a considerable extent because firstly, it uses tangible objects that are cognitively appropriate to the "preoperational" stage of preschoolers, and secondly, it simultaneously stimulates three main sensory channels, prescribed as equally crucial in knowledge acquisition in human memory theories. A pragmatic significance of the research is that it deepens the scope of multimedia research by looking into the aspect of cognitive structure which is rarely conducted in the multimedia realm. It also demonstrates an important step forward in multimedia research by relating WMC to the newly explored tangible multimedia, which could determine the real capability and value of such system. This paper starts off by discussing the underlying theories that contribute to the formation of the system and test, followed by its procedure, and a brief report of a case study.

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