Comunicar 39-ingles - Revista Comunicar

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140Comunicar, 39, XX, 20121. Introduction. The hypermedia interface as thenew paradigm of communicationThe start of the 21 st century has seen a huge in -crease in the number of hours the youth spend onusing new technologies, which has led to numerousstudies into why video games are so attractive. Themodel presented in Epigraph 3.3 can be used andredirected for the transmission of cultural and educationalcontent through new media. Gee (2003: 200-212) underlines the importance of studies from theperspective of learning about the new media elementsthat young adults find most attractive.To study the hypermedia interface was the mainpurpose of this research since it is the main technologicaland expressive channel that gives access to inter -active and multidirectional media communications.New media integrate the qualities of interactivity andmultimedia within the digital interfaces. The hypermediainterface is changing the human communicationsystem due to its interactive ability as well as the multisensoryqualities of the hypermedia. Each hypermediaelement that forms part of the interface is locatedexactly between the information flow generated byseveral communicative actors, the original author ofthe interactive media product and its users, players,students or receptors. According to Osorio & Duart(2010) «interaction can be defined as the cognitiveand social actions between the actors of the educativeprocess (student-professor, student-student) in thedevelopment of the learning activities». The term interactivityused in this research is also similar to the definitiongiven to it by Meadows (2003: 37-39) «to denotethe relationship between the human/s through anobject, the computer [...] The interactivity requires thefulfillment of a series of guidelines to have flow».This approach can also be used to answer importantcontemporary questions in the area of educommunicationand alphabetization with new media.Questions that are important to find answers to, suchas: how can we develop immersive interfaces for educationalcontent?, or González-Faraco and Gramig -na’s (2009) statement that «by studying both the logicof video games and how players understand them, wecan develop interesting ideas for re-thinking theorieson knowledge and education».The interface is defined by the «RAE dictionary»,«Diccionario de la Real Academia de la LenguaEspañola», as «the physical and functional connectionbetween two devices or independent systems». «TheNew Oxford American Dictionary» describes the inter -f ace as «a point where two systems, subjects, organizations,etc, meet and interact». In this sense, the interfaceis the physical and functional connection betweenthe interactive communicative system, its interactiveaesthetic and narrative expressions and the human systemof perception and communication. It is Moreno-Muñoz´s (2000: 114) definition that fits best with thisresearch: «the mixture of hardware and software thatthe reader-author uses to communicate with thehypermedia program». The interface synthesizes theconjunction of interactive expressions and educationalcontent organized within the multi-sensorial representationspermitted by informatics. The author-sender ofthe didactic communication manages the technologicalpossibilities in order to transmit educational representationsand narratives. Thus, he will try to create originalexpressions organized in an attractive multimediaform that can stimulate a new interaction in the student.Then, he becomes a reader-author, receptorsender,even student-professor committed to the learningprocess. The main goals and motivation behindthis research were to find those principles that addquality and depth to interactions with the hypermediainterface and the edutainment content.2. Material and methodsThe material and methods used in this researchintegrate an interdisciplinary approach that resultsfrom the complexity of the hypermedia interface. Itincludes areas of interactive communication andnarrative with perception, education and psychology,among others. The following materials observe anddescribe how the original form of that fusion betweencommunicative expressions and narrative representationsoccurs thanks to the hypermedia interface. Thisresearch was initially conducted by the application ofnew models of communication and analysis of thehypermedia elements, tested on several educationalinterfaces over a period of 8 years using discussiongroups, surveys, questionnaires, multi-camera observations,content analysis, etc. The models presentedhave been applied to different educational and culturalinteractive media projects, and this paper includes theimproved versions of these models. The conclusionsof previous research were applied to several projects,like the creation of an online interactive museum(www.multiculturalvideos.org) presented at theCommunicability Workshop, ACM Multimedia Con -fe rence (Mora, 2008), or the prototype which wonawards for a massive cultural multiplayer online gamecalled Exchanging Cultures EC Game. These conclusionswere also applied to the design and softwareselection of the international cooperation educationalintervention for hypermedia alphabetization in Peru© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 139-149
141and Bolivia, within a group of 200 students. Thanks tothe application of these models successful interactiveeducational workshops were developed, and the mostimmersive digital video editing software was selectedfor use during the intervention, e.g.: Final Cut,Premiere and Sony Vegas. The implementation ofnew innovative models of analysis of hypermediainterfaces were developed and tested during this process,and the results are detailed in the epigraph thatfollows. These models can be used in educationalenvironments, cultural videogames, interactivemuseums, cinema, webs, digital journalism and augmentedreality.Comunicar, 39, XX, 20122.1. Sample group anddescription of the experienceThis interactive educationalstrategy and models werefield tested, confirmed andapplied in one recent internationalcooperation experiencebetween USA and Spain, inPeruvian and Bolivian educationaland cultural institutionsin the cities of Cusco, Puno,La Paz and Oruro, with theparticipation of approximately200 students during the summersof 2010 and 2011. AsArcila & Said (2011) under -lined «According to the results,a good part of digital media inLatin America are incorporatingweb 2.0 tools, but there still exist notable qualitydifferences in the ranking proposed between the bestrated media (Colombia and Mexico) and the worstrated (Chile and Bolivia)». The cooperative goal wasto introduce and educate Peruvian and Bolivian artistsand students in audiovisual and multimedia communications,using hypermedia interfaces and software fordigital video editing. This way they were able to developvideos for the Internet while audovisually promotingand conserving their Quechua, Aymara and contemporaryAndean cultures.To obtain that goal, several video editing inter -faces such as Final Cut, Adobe Premiere and SonyVegas were offered to the students, and installed ontheir own computer stations or on those brought bythe cooperating organizations. These software programswere the most current versions and were compatiblewith PC or Mac systems, so every studentcould find a familiar way to interact and learn throughNew media integrate the qualities of interactivity and multimediawithin the digital interfaces. The hypermedia inter -face is changing the human communication system due to itsinteractive ability as well as the multisensory qualities of thehypermedia. Each hypermedia element that forms part ofthe interface is located exactly between the information flowgenerated by several communicative actors, the original au -thor of the interactive media product and its users, players,students or receptors.the process. Moreover, we brought the most updatedand/or expressive versions, so the students could havehypermedia interfaces to materialize the representationsand contents they wanted through easy immersiveinteractions. The classes were also designed to beinteractive, so after a brief and synthesized explanationabout writing a script, organizing technical equipmentfor recording, or about capturing and editing the recordedimages, the students could interact with the equipmentand the software interfaces. Finally, they wereable to apply the lessons, expressing and materializingtheir representations right away by using the hypermediainterfaces. That way they also helped implementthe teaching techniques during the experience, sincethey were very interactive with the lessons, the toolsand the contents they were using. The results weresurprising: 10 videos, 10 minutes each, were producedin a week, made by groups of three to seven members,in a class of 60-70 students per city. There werea total of 45 videos, and the experience also allowedthe implementation of the model of analysis of effec -tive hypermedia interfaces, presented here in the followingepigraph 3.3.2.2. Methods applied for observing the interactivecommunicationsThe following systems were applied during theresearch experience to implement the dynamics of al -phabetization in media literacy. The traditional dialecticsystem of mass media communication developed byMartín-Serrano (1982: 159-174) is presented in Figure© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 139-149
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