scholarly journals Shift-Life Interactive Art: Mixed-Reality Artificial Ecosystem Simulation

2017 ◽  
Vol 26 (2) ◽  
pp. 157-181 ◽  
Author(s):  
Eugene Ch’ng ◽  
Dew Harrison ◽  
Samantha Moore
Keyword(s):  
Digital Media ◽  
Autonomous Agents ◽  
Mixed Reality ◽  
Point Of View ◽  
Lead Author ◽  
Design Development ◽  
Interactive Art ◽  
Everyday Objects ◽  
Human Thinking ◽  
Science Collaboration

This article presents a detailed design, development, and implementation of a Mixed Reality Art-Science collaboration project which was exhibited during Darwin’s bicentenary exhibition at Shrewsbury, England. As an artist-led project the concerns of the artist were paramount, and this article presents Shift-Life as part of an ongoing exploration into the parallels between the nonlinear human thinking process and computation using semantic association to link items into ideas, and ideas into holistic concepts. Our art explores perceptions and states of mind as we move our attention between the simulated world of the computer and the real world we inhabit, which means that any viewer engagement is participatory rather than passive. From a Mixed Reality point of view, the lead author intends to explore the convergence of the physical and virtual, therefore the formalization of the Mixed Reality system, focusing on the integration of artificial life, ecology, physical sensors, and participant interaction through an interface of physical props. It is common for digital media artists to allow viewers to activate a work either through a computer screen via direct keyboard or mouse manipulation, or through immersive means. For “Shift-Life” the artist was concerned with a direct “relational” approach where viewers would intuitively engage with the installation’s everyday objects, and with each other, to fully experience the piece. The Mixed Reality system is mediated via physical environmental sensors, which affect the virtual environment and autonomous agents, which in turn reacts and is expressed as virtual pixels projected onto a physical surface. The tangible hands-on interface proved to be instinctive, attractive, and informative on many levels, delivering a good example of collaboration between the arts and science.

scholarly journals Between the Sacred and the Profane in the S. João d'Arga's Festivities

2014 ◽  
Vol 5 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Mário Dominguez ◽  
Fernando Faria Paulino ◽  
Bruno Mendes Silva
Keyword(s):  
Autonomous Agents ◽  
Control Method ◽  
Point Of View ◽  
Digital Art ◽  
Symbolic Simulation ◽  
Interactive Art ◽  
Generative Art ◽  
Art Installation ◽  
Sacred And Profane ◽  
Religious Festival

This paper describes the concept, creative process and development decisions regarding an interactive art installation that materializes a point of view on the conflict between the notions of ‘sacred' and ‘profane' in a particular Portuguese religious festival. The initiative, besides constituting an experiment on the usage of a physical pendulum as control method, aimed to combine three main domains: digital art (in particular generative art), documentary value and game-like challenge. Each user undertakes a personal experience as interaction occurs with a poetic symbolic simulation of the real pilgrimage. As the user intervenes indirectly in the main struggle, the profane and sacred pilgrims, in the shape of digital autonomous agents, uncover a generated art piece that is both a product of the artist vision and the inevitable result of the users conscious and unconscious decisions.

NONSENSE, ABSURDITY AND PARADOX AS LINGUISTIC AND CULTURAL CATEGORIES

2019 ◽  
Keyword(s):  
Cognitive Function ◽  
Common Sense ◽  
Point Of View ◽  
Ontological Category ◽  
Ordinary Meaning ◽  
New Meanings ◽  
Points Of View ◽  
Human Thinking

In the article the analysis of nonsense, absurdity and paradox from the standpoint of linguistics is giv-en. Different points of view on these categories in relation to the meaning are considered. An attempt is made to reveal the commonality and specificity of nonsense, absurdity and paradox. Some researchers consider nonsense and paradox as a kind of absurdity. There is a dichotomous point of view on nonsense as one of the components of absurdity. However, there are works where these categories are differentiat-ed, for example, absurdity is understood as an ontological category, and nonsense as an epistemological category. There is a view of these categories through the allocation of "non-sense", "out-sense" and 136 "counter-sense" there is also a view that in the case of nonsense we are talking about the incompatibility of representations, and in the case of absurdity-the incompatibility of objects. If there are criteria that allow us to consider the presence of this phenomenon as natural, absurdity ceases to exist. Consequently, the view is expressed that nonsense, absurdity and paradox are different categories of thinking. Paradox is a contradiction arising from the presence of two or more common sense. The absurdity can be seen as a" counter-sense» opposing common sense and putting forward the concept of active impossibility of the latter's existence. As for nonsense, it is the meaning of metaphysical level – a meaning that goes beyond the ordinary meaning and creates new meanings. It is concluded that nonsense, absurdity and paradox are independent categories of human thinking, which is a manifestation of the cognitive function of hu-man consciousness.

Naive models as active expert system in bioengineering and chemical engineering

1988 ◽  
Vol 53 (7) ◽  
pp. 1476-1499 ◽  
Author(s):  
Mirko Dohnal
Keyword(s):  
Expert System ◽  
Case Studies ◽  
Chemical Engineering ◽  
Anaerobic Fermentation ◽  
Continuous Fermentation ◽  
Point Of View ◽  
Qualitative Variable ◽  
Human Thinking

A possibility of qualitative variable utilization for description and evaluation of phenomena and processes from non-formal human thinking point of view is presented. Paper gives methods of naïve modelling and realistically assesses results that can be awaited. The method is demonstrated on two case studies that are given in full details, namely continuous fermentation (fermentor, two separators) and anaerobic fermentation.

scholarly journals Edge Models with the CAD Software: Creating a New Context for Mathematics in Elementary School

2021 ◽  
Author(s):  
Felicitas Pielsticker ◽  
Ingo Witzke ◽  
Amelie Vogler
Keyword(s):  
Elementary Schools ◽  
Digital Media ◽  
Computer Aided Design ◽  
Subjective Experience ◽  
Fourth Graders ◽  
Point Of View ◽  
Toulmin Model ◽  
Geometric Objects ◽  
Design Software ◽  
Aided Design

AbstractDigital media have become increasingly important in recent years and can offer new possibilities for mathematics education in elementary schools. From our point of view, geometry and geometric objects seem to be suitable for the use of computer-aided design software in mathematics classes. Based on the example of Tinkercad, the use of CAD software — a new and challenging context in elementary schools — is discussed within the approach of domains of subjective experience and the Toulmin model. An empirical study examined the influence of Tinkercad on fourth-graders’ development of a model of a geometric solid and related reasoning processes in mathematics classes.

Tangible Tetris

Leonardo ◽  
2019 ◽  
Vol 52 (2) ◽  
pp. 182-183
Author(s):  
Meng Wang ◽  
Haipeng Mi
Keyword(s):  
Mixed Reality ◽  
Interactive Art ◽  
Interactive Game ◽  
Game World

Tangible Tetris is a mixed-reality interactive game allowing play with a physical transformable tetromino in a virtual playfield. The extension from game world to the physical brings plenty of new characteristics, strategies and fun to the classic game, as well as more possibilities in interactive art.

scholarly journals Innovation Design Development of Citizenship Education Model on Characters of Indonesian Communities in Digital Media Era and Technology Revolution

2019 ◽  
Vol 8 (2S9) ◽  
pp. 322-328 ◽  
Keyword(s):  
Digital Media ◽  
Citizenship Education ◽  
Research Method ◽  
Learning Model ◽  
Learning System ◽  
Development Model ◽  
Design Development ◽  
Smart Learning ◽  
Need Analysis ◽  
Addie Model

Increasing independence and competitiveness of the nation is carried out in order to advance the Indonesian civilization. One of them is through the development of a national system of science, and technology in Citizenship Education. Citizenship Education is one of the subjects that shape the character of Indonesian society. The long-term goals to be achieved in this study are as follows: the researcher found a developmental design of Citizenship Education Learning Model to improve the character of Indonesian society in the era of digital media and the Revolution of Technology. The research method used research and development which is a research method used to yield certain products and to test the validity and the effectiveness of the products. This study used a procedural development model. The procedure in this study adapted the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). The sample in this study involved State and Private Universities in Indonesia. The results of the study show the following: First, doing a need analysis, identifying problems (needs), and performing task analysis; Second, Design, this design phase, formulated SMART learning objective; Third, Development was realizing blue-print with digital media innovation; Fourth, Implementation was a real step to implement the learning system that we were making; Fifth, Evaluation was a process to see whether the learning system being built was successful, in accordance with early expectations or not. The evaluation was the final way from the design model of the ADDIE learning system. Based on the instructional development model ADDIE, it was then adopted in the developmental stage of the Citizenship Education learning model, with the modification of "MPC" (Modification of Project Citizen) which has adopted the absorption of digital media and the technological revolution.

scholarly journals Arte interativa: quem é o autor e onde está o espectador?

2020 ◽  
Author(s):  
António Cardoso
Keyword(s):  
Linear Structure ◽  
Global Dimension ◽  
Point Of View ◽  
Interactive Art ◽  
Traditional Role ◽  
External Observer ◽  
Theatrical Performance ◽  
Symbolic Meanings ◽  
The Spectator

This article examines how the emergence of interactive art brought about the necessity of re-positioning the traditional role of the spectator and led to the re-formulation of the notion of authorship. The non-linear structure of interactive artworks empowers the spectator with the (apparent) control of its narrative and creates a relational space filled with an input-output dynamic. It is suggested that this elevates the spectator to the realm of co-authorship of the work of art that he/she is interacting with, because the specificity of each interaction generates symbolic meanings that the original author cannot anticipate.It is also argued that the input required from the spectator to interact with the artwork could be compared to a theatrical performance. Thus, an analogy between the spectator-in-action of an interactive artwork and the figure of an actor is established. This brings us to the question concluding the article: as the reception of interactive art implies an action from its spectator, the compatibility between action and contemplation is questioned.Finally, the article concludes that the corpus of an interactive artwork has to include the spectator that acts and creates the input needed for the interaction to be established. Therefore, only from the point of view of an external observer one can gain access to its global dimension, that is, as meta-spectators.

Risk-oriented concept in philosophy of technique

2020 ◽  
pp. 3-21
Author(s):  
A.F. Bulat ◽  
◽  
T.V. Bunko ◽  
I.Ye. Kokoulin ◽  
V.V. Myroshnychenko ◽  
...  
Keyword(s):  
Point Of View ◽  
Accident Rate ◽  
Engineering Sciences ◽  
Human Thinking ◽  
Four Levels ◽  
Objective Uncertainty ◽  
Universal Definition ◽  
Definition Of ◽  
Object Of Control ◽  
Philosophical Understanding

In the article, the issues of terminology of technique philosophy related to the notions of a concept, a risk and an uncertainty are considered. It is noted that a concept in terms of philosophy is considered as a category of human thinking, of how a man being a subject perceives the environment: objects, processes, actions of other people. From philosophical point of view, a concept is characterized by four levels; "consciousness - authorial concept - concept of interpreter - collective consciousness". Definition of the levels can differ, but their sense remains unchanging. A concept is considerably wider than a notion and is syncretic by its content. Basic criterion, by which it is possible to distinguish between "a concept" and "a notion", is simple enough: if we can give a clear (of course, subjective) definition, then it is a notion, if we cannot – it is a concept. A concept becomes a notion when a subject has set it forth (authorial concept), listeners (readers) have interpreted it (interpreter concept), discussed and created a collective concept – after this the concept is formalized as notions. Good example of such chain of a concept transforming into totality of publicly-meaningful, clear and suitable for the practical use results is defending of a scientific dissertation. A risk is considered in philosophical understanding: it is impossible to formulate any universal definition for it as a risk is always subjective and inherent to a concrete participant of some technological or public process in concrete field. A risk should not be mixed up with an uncertainty, as a risk is a method for overcoming an uncertainty. A risk is a function of an uncertainty which does not have clear definition and can be estimated only partially. A risk relates to a subjective uncertainty only: an objective uncertainty should be only taken into account and cannot be an object of control as it cannot be diminished by way of experiments or analysis of statistics. A risk in philosophical understanding can be only a basis for further concretization by engineering sciences: there and only there it is possible to try (and it has been already partially realized) to work out methods for assessing a risk and use the obtained results for improving reliability of production and minimizing the accident rate.

Design, Development, and Evaluation of a Cybersecurity, Privacy, and Digital Literacy Game for Tweens

2021 ◽  
Vol 24 (4) ◽  
pp. 1-37
Author(s):  
Sana Maqsood ◽  
Sonia Chiasson
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Game Design ◽  
Production Quality ◽  
Summative Evaluation ◽  
User Centered Design ◽  
Design Development ◽  
Simulated Environment ◽  
Literacy Knowledge ◽  
Positive Results

Tweens are avid users of digital media, which exposes them to various online threats. Teachers are primarily expected to teach children safe online behaviours, despite not necessarily having the required training or classroom tools to support this education. Using the theory of procedural rhetoric and established game design principles, we designed a classroom-based cybersecurity, privacy, and digital literacy game for tweens that has since been deployed to over 300 Canadian elementary schools. The game, A Day in the Life of the JOs , teaches children about 25 cybersecurity, privacy, and digital literacy topics and allows them to practice what they have learned in a simulated environment. We employed a user-centered design process to create the game, iteratively testing its design and effectiveness with children and teachers through five user studies (with a total of 63 child participants and 21 teachers). Our summative evaluation with children showed that the game improved their cybersecurity, privacy, and digital literacy knowledge and behavioural intent and was positively received by them. Our summative evaluation with teachers also showed positive results. Teachers liked that the game represented the authentic experiences of children on digital media and that it aligned with their curriculum requirements; they were interested in using it in their classrooms. In this article, we discuss our process and experience of designing a production quality game for children and provide evidence of its effectiveness with both children and teachers.

Transforming Mathematics Teaching Through Games and Inquiry

2018 ◽  
pp. 279-304
Author(s):  
Karin Wiburg ◽  
Barbara Chamberlin ◽  
Karen M. Trujillo ◽  
Julia Lynn Parra ◽  
Theodore Stanford
Keyword(s):  
Digital Media ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Teacher Involvement ◽  
Summer Camps ◽  
Integrative Approach ◽  
Design Development ◽  
Pedagogical Content ◽  
The Impact ◽  
Annual Summer

This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.

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