A survey on user studies and technical aspects of mobile multimedia applications

Buchinger, Shelley; Kriglstein, Simone; Brandt, Sabine; Hlavacs, Helmut

doi:10.1016/j.entcom.2011.02.001

Cited by 23 publications

(18 citation statements)

References 32 publications

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“…This structure summarizes and simplifies previous work (Buchinger et al, 2011;Buchinger, Kriglstein, et al, 2009;Jumisko-Pyykkö & Häkkinen, 2005;Knoche, McCarthy & Sasse, 2005;Orgad, 2006), where a huge number of factors influencing UX of mobile video are not well organized; and it also extends previous frameworks (Forlizzi & Ford, 2000;Hassenzahl & Tractinsky, 2006;McCarthy & Wright, 2004;Norman, 2004) to the specific domain of mobile video. In accordance with the generally accepted UX components (shown in Table 1), the proposed structure organizes the influencing factors of UX into three components: USER, SYSTEM and CONTEXT, and maps their impacts upon four elements of the mobile video delivery framework, namely mobile user, mobile device, mobile network, and mobile video service.…”

Section: Ux Framework For Mobile Videomentioning

confidence: 75%

“…Due to the significance of UX in the success of mobile video (Jordan, 2002), many researchers have centered on this area, examining users' expectations, motivations, requirements, and usage context. As a result, many influencing factors have been explored (Buchinger, Kriglstein, Brandt & Hlavacs, 2011;Buchinger, Kriglstein & Hlavacs, 2009). However, a general framework for specific mobile video service is lacking for structuring such a great number of factors.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding User Experience of Mobile Video: Framework, Measurement, and Optimization

Song¹,

Tjondronegoro²,

Docherty³

2012

Mobile Multimedia - User and Technology Perspectives

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Section: Ux Framework For Mobile Videomentioning

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Understanding User Experience of Mobile Video: Framework, Measurement, and Optimization

Song¹,

Tjondronegoro²,

Docherty³

2012

Mobile Multimedia - User and Technology Perspectives

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“…The application of mobile internet technology to the mobile terminal platforms provides a platform and foundation for the education reform. Mobile learning has the characteristics of portability, convenience and interactivity without strict requirements for time, environment and site, so that students can use their disengaged time to learn [4]. Stanford, Harvard and some other colleges and universities in America have applied the MOOC mobile learning platform [5].…”

Section: State Of the Artmentioning

confidence: 99%

Construction of Mobile Teaching Platform for the Ideological and Political Education Course Based on the Multimedia Technology

Wang¹

2017

Int. J. Emerg. Technol. Learn.

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Abstract-with the continuous development of mobile communication technology, learners can easily take advantage of the fragmentary time to learn through smartphone and tablet PC due to their portability. We applied the mobile multimedia technology to the multimedia teaching of the ideological and political course, designed a mobile multimedia teaching platform for the ideological and political course, put forward the application of mobile technology to the ideological and political education for the first time. In addition, based on the frame of Ruby on Rails, we used HTML5 technology to enrich the functionality of the education platform, and adopted the online examination technology in the online examination section of the mobile teaching platform in order to help students evaluate their learning better and improve their learning efficiency. The teaching practice test showed that the excellent rate in the experimental group is improved obviously, reaching 10%; the good rate in the experimental group increases by 25% compared with that in the control group, and the number of people at medium and passing stages declines obviously: the medium rate decreases by 30%. These findings indicate the mobile teaching platform for the ideological and political course could improve students' learning scores significantly, which has a broad application prospect.

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“…De hecho, según Pedrero, Rodríguez y Ruiz (2012), el teléfono móvil ha pasado de ser un mero instrumento de comunicación interpersonal a convertirse en una plataforma de creciente complejidad que impacta en la vida de las personas en unas condiciones difícilmente comprensibles tan sólo unos años atrás. Por tanto, si bien en un principio cabía considerar al móvil como un teléfono inalámbrico privado, ahora es sólo una de sus múltiples utilidades, debiendo considerarse en la actualidad como una plataforma que oferta servicios variados, especialmente dirigidos a los más jóvenes, que no ha acabado de incorporar aún todas las funcionalidades posibles (Buchinger, Kriglstein, Brandt y Hlavacs, 2011).…”

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Adicción al móvil en alumnos de secundaria: efectos en la convivencia

Robaina¹,

Río²,

Gil³

et al. 2015

Ejihpe

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El objetivo general del presente estudio ha sido evaluar los patrones de uso del teléfono móvil en población adolescente escolarizada en centros de Educación Secundaria. De modo adicional, hemos evaluado correlatos psicológicos (ansiedad, depresión) y conductuales y asociación con rendimiento escolar. Para la realización del estudio se contó con 528 alumnos, con edades entre los 12 y los 19 años, pertenecientes a cinco centros educativos, cuatro públicos y uno concertado. Los instrumentos utilizados fueron el Cuestionario de Evaluación de la Depresión de Beck (BDI), el Cuestionario de Evaluación de la Ansiedad de Beck (BAI), las escalas de baja autoestima y problemas escolares del Cuestionario de Personalidad MMPI-A, y el Cuestionario para evaluar el uso excesivo del Móvil (COS). Los resultados indican que un porcentaje significativo de estudiantes que abusan del teléfono móvil muestran sintomatología depresiva y ansiógena y baja autoestima. Un 14.8% de los participantes obtiene puntuaciones que les sitúa en un rango de problemas escolares elevado o alto, a su vez vinculado con un uso patológico del teléfono móvil. Todos estos resultados ponen de manifiesto la necesidad de plantear intervenciones que reduzcan patrones conductuales desajustados y mejoren la convivencia escolar.Palabras clave: Adicciones, convivencia, teléfono móvil.Mobile Addiction in secondary school students: effects in coexistence. The objective of this study was to evaluate the patterns of mobile phone use among in secondary school students. Further, we assessed psychological (anxiety, depression) and behavioral correlates and association with school performance. To carry out the study we had 528 students, aged between 12 and 19 years, belonging to five schools, four public and one grant-aided private school. The instruments used were the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the low self-esteem and the school problems subscales of the MMPI-A Personality Questionnaire, and the Mobile Overuse Scale (COS). The results indicate that a significant percentage of students who abuse cellphones show anxious and depressive symptoms, and low self-esteem. Of participants, 14.8% obtained scores placing them in a range of medium-high to high for school problems associated to pathological use of the mobile phone. All these results highlight the need to establish interventions to reduce maladjusted behavioural patterns and improve school coexistence.

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A survey on user studies and technical aspects of mobile multimedia applications

Cited by 23 publications

References 32 publications

Understanding User Experience of Mobile Video: Framework, Measurement, and Optimization

Understanding User Experience of Mobile Video: Framework, Measurement, and Optimization

Construction of Mobile Teaching Platform for the Ideological and Political Education Course Based on the Multimedia Technology

Adicción al móvil en alumnos de secundaria: efectos en la convivencia

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