Interactivity in Society: Locating an Elusive Concept

Interactivity has been identified as a core concept of new media, yet despite nearly three decades of study and analysis, we scarcely know what interactivity is, let alone what it does, and have scant insight into the conditions in which interactive processes are likely to be consequential for members of a social system. This article attempts to address this deficiency by critiquing three self-defeating tendencies and an erroneous assumption of interactivity research, then proposes four basic propositions around which systematic knowledge regarding interactivity in society may be built. In the spirit of bridging mass and interpersonal processes, a model of interactivity is proposed to initiate discussion about the concept as a cross-level and multivalent phenomenon—one with both positive and negative consequences—and to spur more socially relevant research. For interactivity to succeed as a concept, it must have some meaningful social and psychological relevance beyond its technical status as a property of media systems or message exchanges.     

导学课必须进行教学互动

在远程开放教育的导学课中，进行教学互动，存在着可能性和必要性。在构建以学为中心的教学模式过程中，教学互动具有重要的作用。导学课进行教学互动，可以采用多种形式。     

VRML与JAVA相结合开发3D交互式虚拟场景

借助EAI和Script节点将Java和VRML相结合，构建了一个三维交互式的虚拟场景，该场景克服了VRML在交互方面的不足，实现了用户与虚拟场景之间以及用户与用户之间的交互和共享的功能，并在此基础上，构建了一个用于计算机图形学教学的虚拟场景框架，为VRML在远程教育方面的普及和应用做了有益的探索。