Hypertext and hypermedia
Multimedia and hypertext: the Internet and beyond
Multimedia and hypertext: the Internet and beyond
Comprehending non-linear text: the role of discourse cues and reading strategies
HYPERTEXT '87 Proceedings of the ACM conference on Hypertext
Making Space for Voice: Technologies to Support Children’s Fantasy and Storytelling
Personal and Ubiquitous Computing
The End of Books-or Books without End?: Reading Interactive Narratives
The End of Books-or Books without End?: Reading Interactive Narratives
Tangible viewpoints: a physical approach to multimedia stories
Proceedings of the tenth ACM international conference on Multimedia
From oracy to electracies: hypernarrative, place and multimodal discourses in learning
Digital media revisited
Developing creativity, motivation, and self-actualization with learning systems
International Journal of Human-Computer Studies - Special issue: Computer support for creativity
The KidsRoom: A Perceptually-Based Interactive and Immersive Story Environment
Presence: Teleoperators and Virtual Environments
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In todays media-saturated world, students are consuming media both actively and passively. To facilitate active interaction with media, we address a specific kind of audiovisual media interaction in which we call a hyper-drama. We address hyper-drama interaction preferences across two age groups: grades one to five and grades 6 to 9. These hyper-drama interactions include a token on a horizontal display versus mouse on a desktop display for story navigation, desktop display versus tablet display for scene viewing, and virtual buttons versus speech for character interaction and decision making within the hyper-drama. We conducted a within-subjects pilot study to evaluate these interaction techniques.