The immense increase in multimedia-on-demand traffic that refers to audio, video, and images, has drastically shifted the vision of the Internet of Things (IoT) from scalar to Multimedia Internet of ...Things (M-IoT). IoT devices are constrained in terms of energy, computing, size, and storage memory. Delay-sensitive and bandwidth-hungry multimedia applications over constrained IoT networks require revision of IoT architecture for M-IoT. This paper provides a comprehensive survey of M-IoT with an emphasis on architecture, protocols, and applications. This article starts by providing a horizontal overview of the IoT. Then, we discuss the issues considering the characteristics of multimedia and provide a summary of related M-IoT architectures. Various multimedia applications supported by IoT are surveyed, and numerous use cases related to road traffic management, security, industry, and health are illustrated to show how different M-IoT applications are revolutionizing human life. We explore the importance of Quality-of-Experience (QoE) and Quality-of-Service (QoS) for multimedia transmission over IoT. Moreover, we explore the limitations of IoT for multimedia computing and present the relationship between the M-IoT and emerging technologies including event processing, feature extraction, cloud computing, Fog/Edge computing and Software-Defined-Networks (SDNs). We also present the need for better routing and Physical-Medium Access Control (PHY-MAC) protocols for M-IoT. Finally, we present a detailed discussion on the open research issues and several potential research areas related to emerging multimedia communication in IoT.
The Future Was Here Maher, Jimmy
2012, 20180126, 2012-04-13, 2019-06-20
eBook
Long ago, in 1985, personal computers came in two general categories: the friendly, childish game machine used for fun (exemplified by Atari and Commodore products); and the boring, beige adult box ...used for business (exemplified by products from IBM). The game machines became fascinating technical and artistic platforms that were of limited real-world utility. The IBM products were all utility, with little emphasis on aesthetics and no emphasis on fun. Into this bifurcated computing environment came the Commodore Amiga 1000. This personal computer featured a palette of 4,096 colors, unprecedented animation capabilities, four-channel stereo sound, the capacity to run multiple applications simultaneously, a graphical user interface, and powerful processing potential. It was, Jimmy Maher writes in The Future Was Here , the world's first true multimedia personal computer. Maher argues that the Amiga's capacity to store and display color photographs, manipulate video (giving amateurs access to professional tools), and use recordings of real-world sound were the seeds of the digital media future: digital cameras, Photoshop, MP3 players, and even YouTube, Flickr, and the blogosphere. He examines different facets of the platform--from Deluxe Paint to AmigaOS to Cinemaware--in each chapter, creating a portrait of the platform and the communities of practice that surrounded it. Of course, Maher acknowledges, the Amiga was not perfect: the DOS component of the operating systems was clunky and ill-matched, for example, and crashes often accompanied multitasking attempts. And Commodore went bankrupt in 1994. But for a few years, the Amiga's technical qualities were harnessed by engineers, programmers, artists, and others to push back boundaries and transform the culture of computing.
Multimedia is ubiquitous in 21st-century education. Cognitive load theory and the cognitive theory of multimedia learning both postulate that the quality of multimedia design heavily influences ...learning. We sought to identify how to
best design multimedia and review how well those learning theories held up to meta-analyses. We conducted an overview of systematic reviews that tested the effects of multimedia design on learning or cognitive load. We found 29 reviews
including 1,189 studies and 78,177 participants. We found 11 design principles that demonstrated significant, positive, meta-analytic effects on learning and five that significantly improved management of cognitive load. The largest
benefits were for captioning second-language videos, temporal/spatial contiguity, and signaling. We also found robust evidence for modality, animation, coherence/removing seductive details, anthropomorphics, segmentation,
personalization, pedagogical agents, and verbal redundancy effects. Good design was more important for more complex materials, and in system-paced environments (e.g., lectures) than self-paced ones (e.g., websites). Results supported
many tenets of both theories. We highlight a range of evidence-based strategies that could be implemented by educators. Author abstract
This open access book discusses how the involvement of citizens into scientific endeavors is expected to contribute to solve the big challenges of our time, such as climate change and the loss of ...biodiversity, growing inequalities within and between societies, and the sustainability turn. The field of citizen science has been growing in recent decades. Many different stakeholders from scientists to citizens and from policy makers to environmental organisations have been involved in its practice. In addition, many scientists also study citizen science as a research approach and as a way for science and society to interact and collaborate. This book provides a representation of the practices as well as scientific and societal outcomes in different disciplines. It reflects the contribution of citizen science to societal development, education, or innovation and provides and overview of the field of actors as well as on tools and guidelines. It serves as an introduction for anyone who wants to get involved in and learn more about the science of citizen science.
Using multimedia for e‐learning Mayer, R.E.
Journal of computer assisted learning,
October 2017, Volume:
33, Issue:
5
Journal Article
Peer reviewed
This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a ...median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.
Lay Description
Coherence principle: Eliminate extraneous material.
Signaling principle: Highlight essential material.
Redundancy principle: Do not add on‐screen text to narrated graphics.
Spatial contiguity principle: Please printed words next to corresponding graphics.
Temporal contiguity: Present narration simultaneously with corresponding graphics.
Segmenting principle: Break lesson into to self‐paced parts.
Pre‐training principle: Provide pre‐training in key terms.
Modality principle: Use spoken text rather than printed text with graphics.
Personalization principle: Use conversational language.
Voice principle: Use appealing human voice.
Embodiment: Show on‐screen agents that use human‐like gestures.
With the proliferation of online services and mobile technologies, the world has stepped into a multimedia big data era. A vast amount of research work has been done in the multimedia area, targeting ...different aspects of big data analytics, such as the capture, storage, indexing, mining, and retrieval of multimedia big data. However, very few research work provides a complete survey of the whole pine-line of the multimedia big data analytics, including the management and analysis of the large amount of data, the challenges and opportunities, and the promising research directions. To serve this purpose, we present this survey, which conducts a comprehensive overview of the state-of-the-art research work on multimedia big data analytics. It also aims to bridge the gap between multimedia challenges and big data solutions by providing the current big data frameworks, their applications in multimedia analyses, the strengths and limitations of the existing methods, and the potential future directions in multimedia big data analytics. To the best of our knowledge, this is the first survey that targets the most recent multimedia management techniques for very large-scale data and also provides the research studies and technologies advancing the multimedia analyses in this big data era.
Previous research has found that adding pictures to either text-based learning- or testing-materials has beneficial effects (i.e., multimedia effects in learning and testing). However, a potential ...interaction of multimedia effects in learning and in testing has scarcely been the focus of research so far. Accordingly, in the present experiment, N = 129 university students received text-based material that was either complemented by pictures both in learning and testing (P-P), only in learning and not in testing (P-T), in testing but not in learning (T-P), or not at all (T-T). Students performed better in the P-P condition than in the other three conditions (P-T, T-P, T-T). Differences between the latter three conditions were not significant. Thus, pictures needed to be present in both learning and testing to foster students' performance. Nonetheless, pictures boosted students’ confidence even if performance was not actually improved, thereby underlining the risk of picture-induced metacognitive bias.
•We investigated interactions of multimedia effects in learning and testing.•Pictures in learning were only helpful when pictures were also available in testing.•Pictures boosted students' confidence in their performance (multimedia heuristic).•Using multimedia incurred the risk of inflating metacognitive judgments.
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