Wyniki wyszukiwania - Biblioteka Nauki

1

Telewizja interaktywna w Polsce (na przykładzie kanału aMazing Multimedia Polska)

100%

Robert Kuciński R. K.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

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2019

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tom 26

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nr 35

230-238

EN

The article is an attempt to describe the essence of interactive television based on the example of aMazingTV – the first interactive channel in Poland, established by Multimedia Polska in September 2009. The author presents the development of interactivity in life, art and media and reflects on the future of one of the most important features of the so-called new media.

2

Artists play games

92%

Pitrus A.

Images. The International Journal of European Film, Performing Arts and Audiovisual Communication

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2021

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tom 29

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nr 38

113-122

EN

Andrzej Pitrus discusses complex relationships between the two worlds – art and computer/ games. Numerous artists are looking for inspirations in the world of an interactive entertainment, yet some of them are creating new paths of its development. Some of the artists focus on new and unique interfaces. Others refer to the mechanics of games to create their own interactive works. Bill Viola’s The Night Journey is an excellent example of such project. The author also reviews critical games, which are based on the mechanisms easily found in commercial games. Yet, their goal is to deconstruct them, rather than followig well known tracks. Pitrus examines this strategy in the works of a famous studio “Tale of Tales”.

3

Development Process as an Improving Factor for a Complex Interactive Educational Process

92%

Farmaga I. , Halushko O. , Marikutsa U. , Lobur M.

Machine Dynamics Research

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2013

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tom Vol. 37, No. 2

29-33

EN

This paper describes practical purpose, practical aspects and results from educational point of view of evolving students into the development process.

4

New challenges in psycholinguistics: Interactivity and alignment in interpersonal communication

92%

Karpiński M.

Lingua Posnaniensis

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2015

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tom 56

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nr 1

97-106

EN

In the present text, some recent changes in the perspective taken by psycholinguists in the study of language and communication are discussed. T heir interests seem to gradually shift from the study of language processing as an isolated and independent phenomenon towards inclusion of more interactional factors being indispensable components of interpersonal communication and involved in the process of communicative alignment. Alignment is here understood as a complex phenomenon that goes beyond increasing similarity of mental representations and related communicative behaviour. It simultaneously occurs on many levels and in various modalities, including those traditionally excluded from language study. A s a consequence, it implies not only more flexibility in the study of interpersonal communication but it also means a shift in the psycholinguistic methodology and probably also in the widely accepted picture of language and its limits.

5

Polskie aplikacje książkowe dla dzieci

92%

Sabat P.

Studia o Książce i Informacji

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2018

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tom 37

177-195

EN

The subject of the article is Polish picturebook applications for children. The purpose of the study was to investigate the most important features of digital picturebooks for children, the characteristics of individual examples and the specifics of the Polish picturebook app market. Moreover, this article hightlights the characteristic of the Polish picturebook apps market and assessment criteria of the digital picturebook. The main part is the analysis of the collected source material, taking into account previously grouped assessment criteria. The last part contains conclusions and perspectives for further research which should focus on the analysis of the nature of reading in the digital environment. Also, there is a need to disseminate information about the existence of a digital picturebook and its educational value.

6

Podmiot wobec sztuki interaktywnej

92%

Branicki W.

Estetyka i Krytyka

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2011

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nr 2(21)

45-60

EN

This article aims to identify two types of interactivity. The first can be found in the art of speaking a traditional means of expression. The second type of interactivity is created based on computer technology. This distinction has been described on the basis of selected works by Magdalena Abakanowicz and Seiko Miami. In addition, the function was defined human subject in interaction with the work of art. The last point of the article was a comparison of contemplation and interactivity as two types of aesthetic experience. The conclusions indicated that the contemplation based on the assumption talking about the existence of objective meaning. Interactivity is based on the process of constructing meaning. According to the strong thesis of interactivity can be said that any kind of aesthetic experience is interactive, because the meaning is always created in the mind of the recipient. Contemplation leads to the discovery of a meaning that already exists.It also identifies the differences in the meaning of subjectivity in the contemplation and interactivity.

7

Activating role of interactive didactic materials in teaching computer subjects

92%

Lis R.

Advances in Science and Technology. Research Journal

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2015

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tom Vol. 9, nr 28

139--143

EN

In the days of the visual culture a manner of the transmission of information plays a very important role. Adopting a technique of the join of text, graphics, sound and animation in frames of the uniform structure of presenting data, particularly in the education, it is possible to achieve good results in handing over of knowledge than at using only one of the media. The article presents the results of research devoted to the influence of visual and textual teaching materials, on the level of assimilation of knowledge subjects and their involvement in the assimilation of content. The analysis of the results showed that the visualization of teaching content is a factor significantly activating the educational process and affecting the level of knowledge assimilation.

8

ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ПРИ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

92%

Томашевська М.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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nr 8(72)

180-190

EN

The dynamic nature of modern vocational education is recognized by all modern researchers. The basic concept of the education system becomes competence, and in the system of vocational education – professional competence, which is understood first of all as the ability of a specialist to further professional self-improvement.In order to update the education system, moving it to a competent basis, you need to revise the very model of learning. The passage from the passive to the active model is necessary, and it is already practically realized, but the most productive is the interactive model of learning, since the student, due to its use, learns not only to apply the knowledge gained in the school, but also constantly look for new, update the luggage of their professional competences. The article deals with the theoretical basis of interactive learning. This type of learning is associated with a transition to competence education; it is creating an atmosphere of interaction between teacher and students and between the students at the lesson. All students are involved in the interactive learning process; they are active and independent, and the role of the teacher changes: he is not the translator of information; he is a mediator and an equal participant of learning process. The article compared the traditional (passive and active) and interactive learning, marked differences at all levels – in the definition of objectives, forms, methods, tools and content of learning, as well as differences of the work of the teacher. Teacher provides pedagogical support of the educational process and the process of interaction between students, their communication, fulfilling the assistant function, consultant. Among the interactive learning methods are marked oral verbal methods (heuristic conversation, hybrid forms of lectures), visual methods, practical and problem-search methods of active learning (method of analysis of production situation, “case studies”, playing techniques, research method, problem-based learning, method of “brainstorming”, method of projects, quizzes, competitions, contests, festivals and etc.).

9

Recenzja książki Joanny Pigulak „Gra w film. Z zagadnień relacji między filmem i grami wideo”, Universitas, Kraków 2022

81%

Prajzner K.

Replay. The Polish Journal of Game Studies

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2022

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tom 9

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nr 1

59-64

EN

What is the relationship between computer games and cinema? Why computer games tend to employ camera movement, shot-selection and framing similar to that used in the cinema? To what extent, though, is it useful to look at games more closely in the light of cinema? These are the central organising questions of Joanna Pigulak’s 2022 monograph Gra w film. Z zagadnień relacji między filmem i grami wideo. The book focuses very much on film-like quality of graphics and genres of computer games and explores the extent to which the tools of film analysis can be applied to them. The book argues persuasively that likeness between cinema and games is the reason for calling games virtual reality, what makes the main framework somewhat debatable. Pigulak’s great strength is in analysing fragments of computer games and demonstrating how differences between cinema and games are allowing for defining new qualities of interactive texts even when fundamentally similar building blocks are involved.

10

Edukacja medialna. Pytania, postulaty, program badawczy

81%

Małgorzata Lisowska-Magdziarz M.

Zeszyty Prasoznawcze

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2012

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tom 55

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nr 4

134-150

EN

The Report on media education in Poland points to the low level of media literacy among young and adult Polish media users. Meanwhile, in Polish education system there is no clear definition of media literacy, of what should be called media education and to what objectives that education should lead. In the article the overview of the definitions of media literacy and media education is presented; then the discussion follows about the different actual concepts of media education that are been put to work in Polish school system. The biggest controversies and problems are also described that are associated with the project of development of Poles’ media literacy.

11

Współczesna książka interaktywna dla dzieci na przykładzie twórczości Hervé’a Tulleta

81%

Urban A.

Studia o Książce i Informacji

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2018

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tom 37

163-175

EN

Nowadays, an interactive book is overlooked and forgotten by researchers — it is supplanted by new technologies, applications and multimedia offers from publishers. Lack of definitions leads to problems with its understanding. There are no assumptions about the features, functions and appearance of this subspecies. Placed among both digital solutions and traditional paper editions, it has an unclear status and exists as an undefined subgenre of children’s books. The article collects definitions that are analyzed in terms of differences and similarities, contains terminological conclusions about the contemporary interactive book and its current status. Examples from Hervé Tullet’s individual works show the characteristics of an interactive book.

12

Philosophy of urban design teaching with the use of Interactive and parametric digital tools

81%

Januszkiewicz K. , Pazdur-Czarnowska A.

Architecturae et Artibus

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2022

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tom Vol. 14, no. 3

22--39

EN

Learn, experiment and enjoy it – the joy of understanding should translate into the joy of creation, then the joy of creation fits itself spontaneously into the creative process. Learning means sharing knowledge and joy of leading others into the unknown areas they have not discovered yet. Teaching is a constant interaction and exchange on the intellectual and emotional levels, as well as mental and cultural levels – it is also establishing role models and social attitudes. Young designers are faced with challenge of translating the virtual world into the physical world in the current era of digital technologies. The use of parametric design programs allows them to create a versatile, functional, but artistic interactive environment, capable of shaping the urban interior within the city. This paper aims to present a design process and effect of an experimental, innovative academic program of semester course “Immersive environments and interactivity in designing architectural interiors and their surroundings”. The final projects demonstrate the versatility of understanding and implementing the program and the plasticity of shaping public spaces – valuable skills in a student’s path of design selfdevelopment.

13

Interactivity And Mental Arithmetic: Coupling Mind And World Transforms And Enhances Performance

81%

Guthrie L. G. , Vallée-Tourangeau F.

Studies in Logic, Grammar and Rhetoric

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2015

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tom 41

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nr 1

41-59

EN

Interactivity has been linked to better performance in problem solving, due in part to a more efficient allocation of attentional resources, a better distribution of cognitive load, but perhaps more important by enabling the reasoner to shape and reshape the physical problem presentation to promote the development of the problem solution. Interactivity in solving quotidian arithmetic problems involves gestures, pointing, and the recruitment of artefacts to facilitate computation and augment efficiency. In the experiment reported here, different types of interactivity were examined with a series of mental arithmetic problems. Using a repeated-measures design, participants solved series of five 11-digit sums in four conditions that varied in the type of interactivity: (i) no interactivity (participants solved the problems with their hands on the table top), (ii) pointing (participants could point at the numbers), (iii) pen and paper (participants could note interim totals with a pen), and (iv) tokens (the sums were presented as 11 numbered tokens the arrangement of which participants were free to modify as they proceeded to the solution). Performance in the four conditions was measured in terms of accuracy, calculation error, and efficiency (a ratio composed of the proportion correct over the proportion of time invested in working on the sums). These quantitative analyses were supplemented by a detailed qualitative examination of a participant’s actions in the different conditions. The integration of artefacts, such as tokens or a pen, offered reasoners the opportunity to reconfigure the physical presentation of the problem, enacting different arithmetic strategies: the affordance landscape shifts as the problem trajectory is enacted through interactivity, and this generally produced better “mental” arithmetic performance. Participants also felt more positive about and better engaged with the task when they could reconfigure the problem presentation through interactivity. These findings underscore the importance of engineering task environments in the laboratory that offer a window on how problem solving unfolds through a coalition of mental and physical resources.

14

Interactivity as a key feature redefining documentary reality

81%

Dubois F.

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nr 30

EN

Finding a clear-cut boundary delimiting fiction from documentary has always been a controversial, daunting and unthankful undertaking. In the last decade, the blur between the two genres has been reinforced by the rapid advancement of web and AR/VR technologies. Interactive web-documentaries and virtual reality documentaries do not only promote new viewing habits – from swiping smartphone screens to scanning horizons with VR headsets, they shake up the very idea of what a documentary is. In this short scholarly essay, I argue that the feature of interactivity is the driving force redefining the documentary genre. This thesis builds on two case studies: 1) Interactive documentary Atterwasch and 2) VR documentary The Unknown Photographer. In the final section of the essay I revisit the definition of documentary reality and expand it with the addition of André Bazin’s notion of mise en scène.

15

Wie viel Information können wir antizipieren? Zum Problem der Inkrementalität und uneingeschränkten Interaktivität beim Satzverstehen

81%

Sękowska J.

Acta Universitatis Lodziensis. Folia Germanica

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2017

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nr 13

9-20

EN

This paper discusses the issue of the boundaries of incrementality in sentence-comprehension processes.The maximum incrementality, postulated as unlimited interactive sentence-comprehension models, allows anticipation and prediction top-down processing, facilitating quick interpretation of the perceived linguistic input. However, it involves a substantial strain on cognitive resources, especially at the beginning of the sentence. In addition, in the case of structures with verbs placed at the end of a sentence, unlimited interactivity keeps vast knowledge resources active until the verb and its arguments are agreed.This imposes a certain order of importance on interactive models at the same time assigned to the ongoing top-down processing, thus limiting incrementality, interactivity and the ability to anticipate.

DE

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16

Czytanie jako działanie, dzieło jako zdarzenie. Czy możliwa jest poetyka literatury interaktywnej?

80%

Winiecka E.

Poznańskie Studia Polonistyczne. Seria Literacka

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2017

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nr 30

185-218

EN

The article describes new phenomena in the field of literature that have developed under the influence of digital technology. It points out to the conversion of the ontology of works and modification of the nature of perception that are associated with digital media. Literature created in digital technology becomes an audiovisual and multimedia experience. Its audience is given a new kind of experience based on participation. Participation is related to interactivity, which is one of the basic features of digital objects. They need action rather than contemplation to reveal. The authoress points out that, in new literary phenomena, digital medium becomes an important part of the work. It influences its structure, functions, manner of existence, and strategies for impact on the recipient. Every act of interactive reading is transformed into a performance – a oneoff and a unique event. Reading is transformed from contemplation into action engaging the reader’s physicality. Description of this modification of literary communication and the poetics of reception can be the key to understanding the essence of e-literature.

PL

The article describes new phenomena in the field of literature that have developed under the influence of digital technology. It points out to the conversion of the ontology of works and modification of the nature of perception that are associated with digital media. Literature created in digital technology becomes an audiovisual and multimedia experience. Its audience is given a new kind of experience based on participation. Participation is related to interactivity, which is one of the basic features of digital objects. They need action rather than contemplation to reveal. The authoress points out that, in new literary phenomena, digital medium becomes an important part of the work. It influences its structure, functions, manner of existence, and strategies for impact on the recipient. Every act of interactive reading is transformed into a performance – a oneoff and a unique event. Reading is transformed from contemplation into action engaging the reader’s physicality. Description of this modification of literary communication and the poetics of reception can be the key to understanding the essence of e-literature.

17

Narrative in Virtual Reality? Anatomy of a Dream Reborn

70%

Ryan M.-L.

Facta Ficta. Journal of Theory, Narrative & Media

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2018

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tom 2

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nr 2

91-111

EN

When the big leap forward of computer technology took place for the general public in the 80s and 90s, virtual reality technology (VR) was touted as the “next big thing” that digital media would bring into our lives. Janet Murray’s influential book Hamlet on the Holodeck (1997) explored the possibility of turning narrative into the “immersive, interactive experience generated by a computer” that defines VR. But VR did not live up to its expectations, and after the year 2000, it faded from the radar of popular interest. It regained attention around 2011 when Mark Zuckerberg, the founder/CEO of Facebook, bought Oculus Rift, the maker of a relatively cheap and lightweight head-mounted display. Currently available VR narratives are distinguished from other digital narratives through three-dimensional images, interactive panoramic representations, and the ability to manipulate our experience of our own body. In this article I discuss three projects that use some of these resources in order to assess the storytelling potential of the medium: Clouds Over Sidra, a documentary about a camp for Syrian refugees in Jordan; Hard World for Small Things, a fictionalized version of the shooting of an unarmed black man by white policemen; and VRwandlung, a project that puts the user in the situation of the hero of Franz Kafka’s The Metamorphosis, who wakes up one day to discover that he has been transformed into a giant insect. Basing my judgment of this limited corpus, I assess the potential of VR narrative with respect to four kinds of immersion: ludic, spatial, temporal and emotional.

18

Gra czy film interaktywny? Czyli o wizualności współczesnych produkcji cRPG na przykładzie gry "Wiedźmin 2"

70%

Świątek P.

Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura

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2013

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nr 5

162-168

EN

In the article, it is pointed out that in modern computer games extended narratives aregradually abandoned while more emphasis is put on visuality and film-like character of the image, and on mimetism, understood not entirely as copying the reality, but as film realism, or following the popular cinematic schemas. One of the means to achieve this goal is using dynamic shooting and interludes that comply with the principles of film making; it is applied, among others, to increase the attractiveness of the message. The examples discussed here are the introductions from two games: The Witcher 1 and The Witcher 2. The conclusion is in fact a question: is a contemporary gameplayer an actual player, or rather a viewer?

19

Rozwój technologii e-learningu

70%

LIS R.

Edukacja-Technika-Informatyka

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2015

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tom 6

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nr 4

148-152

PL

W artykule przedstawiono interaktywne formy przekazywania wiedzy stosowane w kursach e-learningowych. Omówiono takie formy, jak: warstwa nawigacyjna kursu, ćwiczenia i testy, gry, symulacje i wirtualni mentorzy.

EN

The article presents interactive forms of knowledge transfer used in e-learning courses. Discussed forms such as: layer navigation courses, exercises and quizzes, games, simulations and virtual mentors.

20

Interakcyjność w poradnictwie – nowe spojrzenie

70%

Zielińska-Pękał D.

Dyskursy Młodych Andragogów / Adult Education Discourses

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2016

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tom 17

125-139

PL

Celem artykułu jest ponowne przyjrzenie się ważnemu elementowi relacji poradniczej – interakcyjności. Autorka podejmuje próbę opisania go w kontekście zmian związanych z rozwojem poradnictwa w masowej komunikacji. Artykuł rozpoczyna się od przypomnienia dotychczasowego rozumienia interakcyjności poradnictwa po to, by ukazać zmiany, jakie zaszły w jej postrzeganiu. W artykule autorka prezentuje część swoich badań na temat poradnictwa zapośredniczonego we współczesnej ofercie telewizyjnej. W opisie odwołuje się do trójelementowego metodologicznego narzędzia autorstwa Teuna van Dijka (te trzy elementy to – język, idea oraz interakcja społeczna). Autorkę interesował więc sposób komunikowania się doradcy i klienta w zapośredniczonej sytuacji poradniczej. Interesowała ją też myśl przewodnia, a więc idea wyznaczająca cel oraz kierunek podejmowanych działań. Ważna okazała się również interakcja, czyli to, w jaki sposób oddziaływały na siebie podmioty analizowanych zdarzeń. W toku prowadzonych analiz autorka wyodrębniła trzy rodzaje sytuacji poradniczych, z których każda budowana jest na innym typie interakcji. Są to: sytuacja rozmowy, komentarza oraz quasi-empatycznej prezentacji. Wyniki analizy umożliwiły autorce zaproponowanie redefinicji słowa poradnictwo.

EN

The purpose of this article is to revise an important element of the relationship of advice – interactivity. The author attempts to describe it in the context of the changes associated with the development of guidance in mass communication. The article begins with recalling the current understanding of the interactivity of counseling. It also shows the changes that have occurred in the perception of interactivity. In the article the author presents some of the research on mediated counseling in contemporary television. The description refers to the 3 element methodological tools by Teun van Dijk (these three elements are: the language, the idea and the social interaction). The author investigated how the counselor and the client of mediated counseling communicate with each other (language). She was interested in a keynote (idea) which defines the purpose and direction of the advisory activities. The interaction (how counselor and client interact) was also important. The author has identified three types of advisory situations; each of them created by another type of interaction. These are: the situation of conversation, commentary and quasi-empathetic presentation. The results of the analysis enabled the author to propose a redefinition of the word counseling.