The present study focuses on the teacher cooperation levels in the new Greek primary school structure. It is based on the social network theory and it consists of a quantitative study with the use of self-reported questionnaires. Participant were general education and other specialization education teachers who worked in the new primary school structure with a reformed comprehensive curriculum. From the outcomes of this study it is evident that teacher cooperation levels are good but more time and effort is needed in order to deliver the comprehensive curriculum in collaboration. Moreover, although different specialists are brought together to teach in primary schools their expertise is not fully used in order to be valuable for student learning and teachers' professional development.
{"title":"Professional cooperation in primary school classes: general education teacher and specialization teacher views","authors":"S. Kaldi, Vassiliki Tzika, Efstathios Xafakos","doi":"10.1145/3284179.3284287","DOIUrl":"https://doi.org/10.1145/3284179.3284287","url":null,"abstract":"The present study focuses on the teacher cooperation levels in the new Greek primary school structure. It is based on the social network theory and it consists of a quantitative study with the use of self-reported questionnaires. Participant were general education and other specialization education teachers who worked in the new primary school structure with a reformed comprehensive curriculum. From the outcomes of this study it is evident that teacher cooperation levels are good but more time and effort is needed in order to deliver the comprehensive curriculum in collaboration. Moreover, although different specialists are brought together to teach in primary schools their expertise is not fully used in order to be valuable for student learning and teachers' professional development.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132777543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Villalba-Condori, Sonia Esther Castro Cuba-Sayco, Evelyn Paola Guillén Chávez, C. Deco, C. Bender
The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students' practice are linked to the computational thinking they demonstrate. According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students.
{"title":"Approaches of Learning and Computational Thinking in Students that get into the Computer Sciences Career","authors":"K. Villalba-Condori, Sonia Esther Castro Cuba-Sayco, Evelyn Paola Guillén Chávez, C. Deco, C. Bender","doi":"10.1145/3284179.3284185","DOIUrl":"https://doi.org/10.1145/3284179.3284185","url":null,"abstract":"The way in which the student processes the information, codifies it and recovers it, constitutes its learning approach. The learning process differentiates two qualitative ways of dealing with this process: the deep approach and the superficial approach. The use of each approach depends on the context. However, the adoption of a deep learning approach is positively related to the academic performance. Computational Thinking is defined as a competence of the XXI century, which allows solving problems from a computational point of view, and there is a variety of instruments that allow to measure it, and to know the state in which the evaluated student is. In this paper, we verified the existence of the positive significant relationship between the learning approach and computational thinking in students entering the career of Computer Sciences. By applying Pearson correlation test to verify the relationship between Learning Approaches and Computational Thinking, we found that both variables have homogeneous behaviors and that students show similar conditions. Men are in better conditions than women on the evaluated aspects of the Computational Thinking, Also, we found a significantly positive relationship between Computational Thinking and the Learning Approach (r = 0,882). This result shows that the learning approaches that students' practice are linked to the computational thinking they demonstrate. According to the results, the teachers of this career must develop active and deep methodological strategies due to the predisposition in these students.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132793396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Every day millions of short messages that show opinions, information and contents of all kinds move around the networks. The analysis of this large volume of data is possible thanks to computer techniques. The sentiments of the messages can provide observations on the acceptance of topics, social trends or currents of opinion. Therefore, this research is part of a project that addresses the creation of a prototype for the analysis of the sentiment of messages on scientific topics on Twitter using supervised machine learning algorithms. These methods require having a large set of data labeled (corpus), to train the model in the best possible way. The detailed process of creating this corpus is the objective of this dissertation. The ultimate goal of the project is to create a function that is able to predict what the value of an input element would be after having been trained with the sentiment classifier. The first results of the classifier show a reliability around 70% in the tested algorithms and from them you can extract adjusted classifications in real time connected to the Twitter Streaming API.
{"title":"Towards the study of sentiment in the public opinion of science in Spanish","authors":"Patricia Sánchez-Holgado, C. A. Calderón","doi":"10.1145/3284179.3284335","DOIUrl":"https://doi.org/10.1145/3284179.3284335","url":null,"abstract":"Every day millions of short messages that show opinions, information and contents of all kinds move around the networks. The analysis of this large volume of data is possible thanks to computer techniques. The sentiments of the messages can provide observations on the acceptance of topics, social trends or currents of opinion. Therefore, this research is part of a project that addresses the creation of a prototype for the analysis of the sentiment of messages on scientific topics on Twitter using supervised machine learning algorithms. These methods require having a large set of data labeled (corpus), to train the model in the best possible way. The detailed process of creating this corpus is the objective of this dissertation. The ultimate goal of the project is to create a function that is able to predict what the value of an input element would be after having been trained with the sentiment classifier. The first results of the classifier show a reliability around 70% in the tested algorithms and from them you can extract adjusted classifications in real time connected to the Twitter Streaming API.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134294153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. A. Forment, Daniel Amo Filvà, F. García-Peñalvo, D. F. Escudero, María José Casany Guerrero
Learning Analytics collect sensitive data from students. In some cases, the ethics behind the use or access by third parties are not clear. This situation raises adverse reactions and feelings of fear that generates a negative perception towards the use of Learning Analytics. In consequence, it is questioned whether privacy and security can be preserved when collecting educational data. As a result, some policies and good practices are set to frame how student data should be used in the application of this analytical approach. Its objective is to increase confidence in the application of Learning Analytics. However, some of these legal actions, which are limited to the areas in which they are originated, are the result of allegations of data leakage. Hence, these initiatives can do little to insure the use of sensitive data of students in unknown situations. To ensure continuity and an increase of confidence in the application of Learning Analytics is necessary to bind to legality a new approach to safeguard privacy of students' data in its current and future uses. Considering the above, it is possible to add a technological layer above these policies that ensures its viability. Some emerging technologies such as blockchain and smart contracts are strong candidates to ensure privacy and secure sensible data of students. The use of smart contracts allows the automation of legal actions so that they are executed as soon as irregularities in the use or data collection are detected. In this work, we propose a series of actions to preserve the identity of students and secure their data with emerging technologies such as blockchain.
{"title":"Learning Analytics' Privacy on the Blockchain","authors":"M. A. Forment, Daniel Amo Filvà, F. García-Peñalvo, D. F. Escudero, María José Casany Guerrero","doi":"10.1145/3284179.3284231","DOIUrl":"https://doi.org/10.1145/3284179.3284231","url":null,"abstract":"Learning Analytics collect sensitive data from students. In some cases, the ethics behind the use or access by third parties are not clear. This situation raises adverse reactions and feelings of fear that generates a negative perception towards the use of Learning Analytics. In consequence, it is questioned whether privacy and security can be preserved when collecting educational data. As a result, some policies and good practices are set to frame how student data should be used in the application of this analytical approach. Its objective is to increase confidence in the application of Learning Analytics. However, some of these legal actions, which are limited to the areas in which they are originated, are the result of allegations of data leakage. Hence, these initiatives can do little to insure the use of sensitive data of students in unknown situations. To ensure continuity and an increase of confidence in the application of Learning Analytics is necessary to bind to legality a new approach to safeguard privacy of students' data in its current and future uses. Considering the above, it is possible to add a technological layer above these policies that ensures its viability. Some emerging technologies such as blockchain and smart contracts are strong candidates to ensure privacy and secure sensible data of students. The use of smart contracts allows the automation of legal actions so that they are executed as soon as irregularities in the use or data collection are detected. In this work, we propose a series of actions to preserve the identity of students and secure their data with emerging technologies such as blockchain.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130604569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
João Marçal, M. M. Borges, Paula Viana, Paulo Carvalho
The support of video in the learning environment is nowadays used to many ends, either for demonstration, research or share. It is intended to reinforce the space before and after class and introduce a new dynamic and interaction in the classroom itself. Pedagogical Innovació may be achieved by different approaches to motivate students and obtain better results. This paper presents a revision of the literature about the potential of using video annotation in the education context, specifically in the domain of Physics, using an open source annotation tool. The creation of audiovisual references, either for quick access to parts of organized video annotated content by the teacher, knowledge building or revision by and for other students is analyzed. This study is complemented with a testbed, showing the potential of using audiovisual annotated content, within a k-12 context. Students were invited to select video content, annotate, organize and publish the annotations, which could support the learning process in the domain of Physics. Results show that most of the aspects under analysis received a positive evaluation. The only exception relates to the capacity of the approach to motivated students to the study of Physics, as most of the students did not see this methodology as a motivating means.
{"title":"Audiovisual Annotation in the Study of Physics","authors":"João Marçal, M. M. Borges, Paula Viana, Paulo Carvalho","doi":"10.1145/3284179.3284306","DOIUrl":"https://doi.org/10.1145/3284179.3284306","url":null,"abstract":"The support of video in the learning environment is nowadays used to many ends, either for demonstration, research or share. It is intended to reinforce the space before and after class and introduce a new dynamic and interaction in the classroom itself. Pedagogical Innovació may be achieved by different approaches to motivate students and obtain better results. This paper presents a revision of the literature about the potential of using video annotation in the education context, specifically in the domain of Physics, using an open source annotation tool. The creation of audiovisual references, either for quick access to parts of organized video annotated content by the teacher, knowledge building or revision by and for other students is analyzed. This study is complemented with a testbed, showing the potential of using audiovisual annotated content, within a k-12 context. Students were invited to select video content, annotate, organize and publish the annotations, which could support the learning process in the domain of Physics. Results show that most of the aspects under analysis received a positive evaluation. The only exception relates to the capacity of the approach to motivated students to the study of Physics, as most of the students did not see this methodology as a motivating means.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129347395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Palomo-duarte, Antonio Balderas, J. Dodero, A. Reinoso, Juan Antonio Caballero, Pablo Delatorre
Wikis are well known systems to support collaborative assignments. They provide a digital platform for asynchronous collaboration between students under the monitoring of a supervisor. Additionally, as all the students' interactions are recorded in the wiki database, teachers can retrieve interesting data for skill assessment. On the one hand, there are different approaches for skill assessment based on quantitative data obtained from the wiki. Their main advantage is that they are based on objective data that can be automatically retrieved. Unfortunately, they are rather coarse-grained and different interesting aspects regarding the contributions to the wiki can be dismissed. On the other hand, qualitative approaches offer a more detailed assessment process, but their automation is limited. This can lead to scalability problems in large groups of students. Based on our previous experience using both methods, we propose a mixed approach integrating quantitative and qualitative data for assessment of wiki collaborative assignments. It is supported by the software system Clever Figures 4 MediaWiki, which has been specifically developed for this purpose. Its application shows promising results, generating ranking and charts than combine both sources of information.
{"title":"Integrating quantitative and qualitative data in assessment of wiki collaborative assignments","authors":"M. Palomo-duarte, Antonio Balderas, J. Dodero, A. Reinoso, Juan Antonio Caballero, Pablo Delatorre","doi":"10.1145/3284179.3284232","DOIUrl":"https://doi.org/10.1145/3284179.3284232","url":null,"abstract":"Wikis are well known systems to support collaborative assignments. They provide a digital platform for asynchronous collaboration between students under the monitoring of a supervisor. Additionally, as all the students' interactions are recorded in the wiki database, teachers can retrieve interesting data for skill assessment. On the one hand, there are different approaches for skill assessment based on quantitative data obtained from the wiki. Their main advantage is that they are based on objective data that can be automatically retrieved. Unfortunately, they are rather coarse-grained and different interesting aspects regarding the contributions to the wiki can be dismissed. On the other hand, qualitative approaches offer a more detailed assessment process, but their automation is limited. This can lead to scalability problems in large groups of students. Based on our previous experience using both methods, we propose a mixed approach integrating quantitative and qualitative data for assessment of wiki collaborative assignments. It is supported by the software system Clever Figures 4 MediaWiki, which has been specifically developed for this purpose. Its application shows promising results, generating ranking and charts than combine both sources of information.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Verdugo-Castro, M. Sánchez-Gómez, A. García-Holgado
The ground-breaking current project builds on the latent gender gap in the education sector in the areas of Science, Technology, Engineering and Mathematics (STEM). The objective of the paper is to present the thesis Project, which addresses the study of the causality of this gap, associating the possible relationship with gender roles and stereotypes assumed, together with cultural factors, such as the origin of the person. This paper describes the research project to study this situation and establish new fieldwork, using a mixed methodology, taking into account the specific variables and dimensions. In this fieldwork, we want young people between the ages of 16 and 30 to tell their story. From the evaluation of the current situation through the sequential mixed exploratory research method and from the longitudinal cohort to be carried out with the target population, palliative measures can be derived to reduce the gender gap. The project will be carried out in three phases: preparation, research, and evaluation, each of which will be carried out using different techniques and instruments. The data collected will help to identify the relationship between the gender gap and ethnic and racial factors. Finally, it can be concluded that in order to generate and achieve equal representation, one must first know the motivation and interests of people, which lead to different decisions being made and being able to work on them.
{"title":"Gender gap in the STEM sector in pre and university studies of Europe associated with ethnic factors","authors":"S. Verdugo-Castro, M. Sánchez-Gómez, A. García-Holgado","doi":"10.1145/3284179.3284348","DOIUrl":"https://doi.org/10.1145/3284179.3284348","url":null,"abstract":"The ground-breaking current project builds on the latent gender gap in the education sector in the areas of Science, Technology, Engineering and Mathematics (STEM). The objective of the paper is to present the thesis Project, which addresses the study of the causality of this gap, associating the possible relationship with gender roles and stereotypes assumed, together with cultural factors, such as the origin of the person. This paper describes the research project to study this situation and establish new fieldwork, using a mixed methodology, taking into account the specific variables and dimensions. In this fieldwork, we want young people between the ages of 16 and 30 to tell their story. From the evaluation of the current situation through the sequential mixed exploratory research method and from the longitudinal cohort to be carried out with the target population, palliative measures can be derived to reduce the gender gap. The project will be carried out in three phases: preparation, research, and evaluation, each of which will be carried out using different techniques and instruments. The data collected will help to identify the relationship between the gender gap and ethnic and racial factors. Finally, it can be concluded that in order to generate and achieve equal representation, one must first know the motivation and interests of people, which lead to different decisions being made and being able to work on them.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123505185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joaquín Gayoso-Cabada, Antonio Sarasa Cabezuelo, J. Sierra
Document annotation tools have been widely used in technology-enhanced learning. Through these tools, students can associate annotations with fragments of documents, which enhances the thorough analysis of content and develops meta-reflective thinking. Likewise, annotation tools can facilitate collaborative annotation among students, as well as implement innovative interaction mechanisms. In addition, most tools provide mechanisms for classifying annotations. These mechanisms facilitate the subsequent retrieval of relevant annotations. Therefore, classification mechanisms are essential to facilitating the evaluation of work done by students, promoting collaborative work in annotation communities, etc. In addition, classification mechanisms help students better understand what they should annotate, implicitly guiding them during annotation activities. However, while there are multiple studies focusing on other aspects of annotation tools, the classification aspect has deserved only marginal attention in the literature. This work makes an exploratory study focused on this essential, although somewhat ignored, requirement. As a result, five main approaches to annotation classification are identified: absence of classification mechanisms, classification based on annotation modes, classification by predefined semantic categories, classification based on folksonomies, and classification based on ontologies.
{"title":"Document Annotation Tools: Annotation Classification Mechanisms","authors":"Joaquín Gayoso-Cabada, Antonio Sarasa Cabezuelo, J. Sierra","doi":"10.1145/3284179.3284331","DOIUrl":"https://doi.org/10.1145/3284179.3284331","url":null,"abstract":"Document annotation tools have been widely used in technology-enhanced learning. Through these tools, students can associate annotations with fragments of documents, which enhances the thorough analysis of content and develops meta-reflective thinking. Likewise, annotation tools can facilitate collaborative annotation among students, as well as implement innovative interaction mechanisms. In addition, most tools provide mechanisms for classifying annotations. These mechanisms facilitate the subsequent retrieval of relevant annotations. Therefore, classification mechanisms are essential to facilitating the evaluation of work done by students, promoting collaborative work in annotation communities, etc. In addition, classification mechanisms help students better understand what they should annotate, implicitly guiding them during annotation activities. However, while there are multiple studies focusing on other aspects of annotation tools, the classification aspect has deserved only marginal attention in the literature. This work makes an exploratory study focused on this essential, although somewhat ignored, requirement. As a result, five main approaches to annotation classification are identified: absence of classification mechanisms, classification based on annotation modes, classification by predefined semantic categories, classification based on folksonomies, and classification based on ontologies.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123741258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Xavi Calvo, Mónica V. Sánchez-Sepúlveda, D. Fonseca, Nick van der Graaf, Miquel Sans, Marc Gené, Isidro Navarro, Sergi Villagrasa, E. Redondo
In the last years, the use of interactive virtual systems has been starting to be used in multiple sectors, led especially by leisure and video games, but also professional and educational sectors. The capabilities of virtual systems allow users a closeness to the recreated space, while allowing a rapid flow of changes and updates of the models. Based on these premises, this article focuses on the qualitative design and evaluation of a new visualization and virtual interaction proposal based on tactical urban projects. The perceived usefulness in the field of architecture that these systems can have for understanding the three-dimensional space is also evaluated and compared with other current CAD / BIM systems. The results show a high degree of interest and user satisfaction but with a need to improve the interaction and the qualities of the contents.
{"title":"Qualitative assessment of urban virtual interactive environments for educational proposals","authors":"Xavi Calvo, Mónica V. Sánchez-Sepúlveda, D. Fonseca, Nick van der Graaf, Miquel Sans, Marc Gené, Isidro Navarro, Sergi Villagrasa, E. Redondo","doi":"10.1145/3284179.3284295","DOIUrl":"https://doi.org/10.1145/3284179.3284295","url":null,"abstract":"In the last years, the use of interactive virtual systems has been starting to be used in multiple sectors, led especially by leisure and video games, but also professional and educational sectors. The capabilities of virtual systems allow users a closeness to the recreated space, while allowing a rapid flow of changes and updates of the models. Based on these premises, this article focuses on the qualitative design and evaluation of a new visualization and virtual interaction proposal based on tactical urban projects. The perceived usefulness in the field of architecture that these systems can have for understanding the three-dimensional space is also evaluated and compared with other current CAD / BIM systems. The results show a high degree of interest and user satisfaction but with a need to improve the interaction and the qualities of the contents.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125050739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the framework of this article, we developed an approximate algorithm for the mediaesthetic analysis of video on YouTube. We also have developed a classification of tools to examine the aesthetic impact of video clips on Youtube. This classification consists of five categories corresponding to aesthetic fields. The basis for the classification is Herbert Zettl's work "Applied Media Aesthetics". We suggest that such an algorithm and classification can help in further research of the video content on the YouTube site. A systematic approach to the analysis of videos by particular blogger contributes to the compilation and classification of the main aesthetic features of the channel. It also can reveal the aesthetic strategy of blogger.
{"title":"Applied mediaesthetic as a tool to analyze video contents from YouTube","authors":"A. Medvedeva","doi":"10.1145/3284179.3284275","DOIUrl":"https://doi.org/10.1145/3284179.3284275","url":null,"abstract":"Within the framework of this article, we developed an approximate algorithm for the mediaesthetic analysis of video on YouTube. We also have developed a classification of tools to examine the aesthetic impact of video clips on Youtube. This classification consists of five categories corresponding to aesthetic fields. The basis for the classification is Herbert Zettl's work \"Applied Media Aesthetics\". We suggest that such an algorithm and classification can help in further research of the video content on the YouTube site. A systematic approach to the analysis of videos by particular blogger contributes to the compilation and classification of the main aesthetic features of the channel. It also can reveal the aesthetic strategy of blogger.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125404445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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