STVALL: Hybrid TV for Interactive Language and Content Learning
DOI:
https://doi.org/10.24203/ajeel.v9i1.6493Keywords:
Hybrid TV, T-learning, Learning pills, Education, Language, ContentAbstract
Hybrid television refers to the merging of the Internet and traditional television via a multi-user platform. In this scope, we have developed the STVALL project for the past two-three years on a regional scale (Extremadura TV in Spain). This technology aims to provide an educational platform for interactive and adaptive (individual or group) learning of content and language via the smart television. Our research group has focused on the development of specific activities and challenges (so-called customized training pills) to feed content and information into the authoring tool, which stores and distributes it from its knowledge base. As education experts (language and content teachers / educators), we have labelled this content according to five subject areas (Science and Nature, Literature and Art, Geography and History, Entertainment and Sports, and Language) and four language user levels: Adult (over 12 years of age) / Children (0-12): A1/A2/B1/B2. In addition, the content has been assigned other types of tags for user-related feedback in the authoring tool (e.g., monologic vs. dialogic, narrative vs. instructions, etc). Thus, upon interaction with the program, users build a content and language level profile that the system will store and remember for the next interaction (single- or group-based). Because the users’ profiles may differ significantly, this system has been tested with groups of adults and children so that their specific aims and inclinations as regards content and language learning can be registered and compared. By relying on users’ performance and personal surveys, our team will be able to specify more customized types of activities, some of which require experts’ responses and mediation.
References
Baldassarri, S., Hupont, I., Abadía, D., & Cerezo, E. (2015). Affective-aware tutoring platform for interactive digital television. Multimed Tools Appl, 74, 3183-3206. DOI:doi.org/10.1007/S11042-013-1779-z.
Bellotti, F., Vrochidis, S., Parissi, E., Lhoas, P., Mathevon, D., Pellegrino, M., Bo, G., & Kompatsiaris, I. (2008). A t-learning courses development and presentation framework. IEEE Multidisplinary Engineering Education Magazine, 3(3), 69-76.
Ben-Said, O., Wali, A., & Alimi, A.M. (2018). A new system for TV program contents improvement using a semantic matching technique. In J.R. Villar, E. A. de la Cal, A. Herrero, H. Quintián, & J.A. Sáez (Eds.), Hybrid artificial intelligent systems (pp. 246-250). Springer.
Bibiloni, T., Mascaró, M., Palmer, P., Oliver, A. (2014). Augmented reality on HbbTV, an hypervideo approach. 9th Iberian conference on information systems and technologies (CISTI) (pp. 743-748). IEEE.
Brusilovsky, P. (1998). Web-based education for all: A tool development adaptative courseware. Computer Networks and ISDN Systems, 30(17), 291-300.
Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User Adapted Interaction, 11(1-2), 87-110.
Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment – companion volume. Council of Europe Publishing.
Cumbreño, A., Rico-García, M., Curado-Fuentes, A., & Domínguez, E. (2006). Developing adaptive systems at early stages of children’s foreign language development. ReCALL, 18(1), 45-62. DOI: https://doi.org/10.1017/S0958344006000413.
Damasio, M., & Quico, C. (2004). T-learning and interactive television edutainment: The Portuguese case study. Proceedings of ED-MEDIA 2004 – World conference on educational multimedia, hypermedia & telecommunications (pp. 4511-4518). AACE.
ETSI (2016). HbbTV 2.0.1 specification. https://www.etsi.org/deliver/etsi_ts/102700_102799/102796/01.04.01_60/ts_102796v010401p.pdf.
Fallahkhair, S., Pemberton, L., & Masthoff, J. (2004). A dual service scenario for informal language learning: Interactive television meets the mobile phone. Proceedings of the 4th IEEE international conference on advanced learning technologies (pp. 16-20). IEEE Computer Society.
Fondevila-Gascón, J.F., Del Olmo-Arriaga, J.L., Beriain, A., Carreras-Alcalde, M., & Pesqueira-Zamora, M.J. (2013). Educational possibilities in the internet-television intersection: The HbbTV standard. International conference on education and new developments (pp. 35-37).
Gavrila, C., Popescu, V., Fadda, M., Anedda, M., & Murroni, M. (2020). On the suitability of HbbTV for unified smart home experience. IEEE Transactions on Broadcasting, 99, 1-10.
Google Developers (2004). YouTube player API reference for Iframe embeds. https://developers.google.com/youtube/iframe_api_reference?hl=es.
Haase, H.E. (2017). HbbTV country review: Rest of the world. In HbbTV symposium (pp. 45-49).
Hupont, I., Abadía, D., Baldassarri, S., Cerezo, E., & Del-Hoyo, R. (2011). TEDUCO: A t-learning tutoring tool that cares. International Journal on Artificial Intelligence Tools, 20(4), 639-661.
Mozilla Developers (2019). Document.exe command. https://developer.mozilla.org/es/docs/Web/API/Document/execCommand.
Pavlov, R., & Paneva, D. (2006). Interactive TV-based learning, models and standards. In L. Böszörményi, & I. Simonics (Eds.), Methods and Tools for Development of Semantic Enabled Systems and Services for Multimedia Content, Interoperability and Reusability (pp. 70-99). HUBUSKA.
Rey-López, M., Díaz-Redondo, R., Fernández-Vilas, A., Pazos-Arias, J., López-Nores, M., García-Duque, J., Gil-Solla, A., Ramos-Cabrer, M. (2008). T-MAESTRO and its authoring tool: Using adaption to integrate entertainment into personalized t-learning. Multimed Tools Appl, 40, 409-451.
Rico-García, M., Agudo. J.E., & Curado-Fuentes, A. (2007). The application of adaptive hypermedia systems to specific / linguistic communicative learning traits. In A. Curado-Fuentes, P. Edwards, & M. Rico-García (Eds.), Approaches to specialised discourse in higher education and professional contexts (pp. 156-181). Cambridge Scholars Press.
Rigby, J.M., Brumby, D., Gould, S., & Cox, A.L. (2017). Media multi-tasking at home: A video observation study of concurrent TV and mobile device usage. TVX '17: ACM international conference on interactive experiences for TV and online videopp (pp. 3-10). Association for Computing Machinery. DOI: https://doi.org/10.1145/3077548.3077560.
Ryu, D., Kazimierz-Krompiec, P., Lee, E., & Park, K. (2014). A serious game design for English education on smart TV platform. The 18th IEEE international symposium on consumer electronics (ISCE 2014) (pp. 1-2). IEEE. DOI: 10.1109/ISCE.2014.6884479.
Salguero-Serrat, J., Sánchez, H., Naranjo, M.J., Rico, M., & Agudo, J.E. (2019). STVALL: HbbTV-based adaptive system for English learning through interactive TV. Proceedings of EdMedia + innovate learning (pp. 1520-1525). AACE.
Saxbe, D., Graesch, A., & Alvik, M. (2011). Television as a social or solo activity: Understanding families’ everyday television viewing patterns. Communication Research Reports, 28(2), 180-189.
Van Deventer, M.O., Probst, M., & Ziegler, C. (2018). Media synchronisation for television services through HbbTV. In M. Montagud, P. Cesar, F. Boronat, & J. Jansen (Eds.), MediaSync (pp. 7-18). Springer. DOI:https://doi.org/10.1007/978-3-319-65840-7_18
Vera-Rodriguez, E., & Árias-Soto, L.D. (2008). Development of strategies to teach English through an interactive game: A journey to Britannia. Folios, 28(2), 120-136.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Alejandro Curado Fuentes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
