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animation</title> <meta name="description" content="Search results for: 3D animation"> <meta name="keywords" content="3D animation"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="3D animation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 84</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: 3D animation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">84</span> Further the Future: The Exploratory Study in 3D Animation Marketing Trend and Industry in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pawit%20Mongkolprasit">Pawit Mongkolprasit</a>, <a href="https://publications.waset.org/abstracts/search?q=Proud%20Arunrangsiwed"> Proud Arunrangsiwed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lately, many media organizations in Thailand have started to produce 3D animation, so the quality of personnel should be identified. As an instructor in the school of Animation and Multimedia, the researchers have to prepare the students, suitable for the need of industry. The current study used exploratory research design to establish the knowledge of about this issue, including the required qualification of employees and the potential of animation industry in Thailand. The interview sessions involved three key informants from three well-known organizations. The interview data was used to design a questionnaire for the confirmation phase. The overall results showed that the industry needed an individual with 3D animation skill, computer graphic skills, good communication skills, a high responsibility, and an ability to finish the project on time. Moreover, it is also found that there were currently various kinds of media where 3D animation has been involved, such as films, TV variety, TV advertising, online advertising, and application on mobile device. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20animation" title="3D animation">3D animation</a>, <a href="https://publications.waset.org/abstracts/search?q=animation%20industry" title=" animation industry"> animation industry</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing%20trend" title=" marketing trend"> marketing trend</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand%20animation" title=" Thailand animation"> Thailand animation</a> </p> <a href="https://publications.waset.org/abstracts/45779/further-the-future-the-exploratory-study-in-3d-animation-marketing-trend-and-industry-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45779.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Competitiveness of Animation Industry: The Case of Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Niracharapa">T. Niracharapa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research studied and examined the competitiveness of the animation industry in Thailand. Data were collected based on articles, related reports and websites, news, research, and interviews of key persons from both public and private sectors. The diamond model was used to analyze the study. The major factor driving the Thai animation industry forward includes a quality workforce, their creativity and strong associations. However, discontinuity in government support, infrastructure, marketing, IP creation and financial constraints were factors keeping the Thai animation industry less competitive in the global market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation" title="animation">animation</a>, <a href="https://publications.waset.org/abstracts/search?q=competitiveness" title=" competitiveness"> competitiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=government" title=" government"> government</a>, <a href="https://publications.waset.org/abstracts/search?q=Thailand" title=" Thailand"> Thailand</a>, <a href="https://publications.waset.org/abstracts/search?q=market" title=" market"> market</a> </p> <a href="https://publications.waset.org/abstracts/11336/competitiveness-of-animation-industry-the-case-of-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11336.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> Cut-Out Animation as an Technic and Development inside History Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Armagan%20Gokcearslan">Armagan Gokcearslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The art of animation has developed very rapidly from the aspects of script, sound and music, motion, character design, techniques being used and technological tools being developed since the first years until today. Technical variety attracts a particular attention in the art of animation. Being perceived as a kind of illusion in the beginning; animations commonly used the Flash Sketch technique. Animations artists using the Flash Sketch technique created scenes by drawing them on a blackboard with chalk. The Flash Sketch technique was used by primary animation artists like Emile Cohl, Winsor McCay ande Blackton. And then tools like Magical Lantern, Thaumatrope, Phenakisticope, and Zeotrap were developed and started to be used intensely in the first years of the art of animation. Today, on the other hand, the art of animation is affected by developments in the computer technology. It is possible to create three-dimensional and two-dimensional animations with the help of various computer software. Cut-out technique is among the important techniques being used in the art of animation. Cut-out animation technique is based on the art of paper cutting. Examining cut-out animations; it is observed that they technically resemble the art of paper cutting. The art of paper cutting has a rooted history. It is possible to see the oldest samples of paper cutting in the People’s Republic of China in the period after the 2. century B.C. when the Chinese invented paper. The most popular artist using the cut-out animation technique is the German artist Lotte Reiniger. This study titled “Cut-out Animation as a Technic and Development Inside History Process” will embrace the art of paper cutting, the relationship between the art of paper cutting and cut-out animation, its development within the historical process, animation artists producing artworks in this field, important cut-out animations, and their technical properties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cut-out" title="cut-out">cut-out</a>, <a href="https://publications.waset.org/abstracts/search?q=paper%20art" title=" paper art"> paper art</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a>, <a href="https://publications.waset.org/abstracts/search?q=technic" title=" technic"> technic</a> </p> <a href="https://publications.waset.org/abstracts/62712/cut-out-animation-as-an-technic-and-development-inside-history-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">275</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> Temporally Coherent 3D Animation Reconstruction from RGB-D Video Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salam%20Khalifa">Salam Khalifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Naveed%20Ahmed"> Naveed Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a new method to reconstruct a temporally coherent 3D animation from single or multi-view RGB-D video data using unbiased feature point sampling. Given RGB-D video data, in form of a 3D point cloud sequence, our method first extracts feature points using both color and depth information. In the subsequent steps, these feature points are used to match two 3D point clouds in consecutive frames independent of their resolution. Our new motion vectors based dynamic alignment method then fully reconstruct a spatio-temporally coherent 3D animation. We perform extensive quantitative validation using novel error functions to analyze the results. We show that despite the limiting factors of temporal and spatial noise associated to RGB-D data, it is possible to extract temporal coherence to faithfully reconstruct a temporally coherent 3D animation from RGB-D video data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3D%20video" title="3D video">3D video</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20animation" title=" 3D animation"> 3D animation</a>, <a href="https://publications.waset.org/abstracts/search?q=RGB-D%20video" title=" RGB-D video"> RGB-D video</a>, <a href="https://publications.waset.org/abstracts/search?q=temporally%20coherent%203D%20animation" title=" temporally coherent 3D animation"> temporally coherent 3D animation</a> </p> <a href="https://publications.waset.org/abstracts/12034/temporally-coherent-3d-animation-reconstruction-from-rgb-d-video-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Challenging Barriers to the Evolution of the Saudi Animation Industry Life-Cycle</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ohud%20Alharbi">Ohud Alharbi</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Baines"> Emily Baines</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The animation industry is one of the creative industries that have attracted recent historiographical attention. However, there has been very limited research on Saudi Arabian and wider Arabian animation industries, while there are a large number of studies that have covered this issue for North America, Europe and East Asia. The existing studies show that developed countries such as USA, Japan and the UK have reached the Maturity stage in their animation industry life-cycle. On the other hand, developing countries that are still in the Introduction phase of the industry life-cycle face challenges to improve their industry. Saudi Arabia is one of the countries whose animation industry is still in its infancy. Thus, the aim of this paper is to address the main barriers that hinder the evolution of the industry life-cycle for Saudi animation – challenges that are also relevant to many other early stage industries in developing countries. These barriers have been analysed using the early mobility barriers defined by Porter, to provide a conceptual structure for defining recommendations to enable the transition to a strong Growth phase industry. This study utilized qualitative methods to collect data, which involved in-depth interviews, document analysis and observations. It also undertook a comparative case study approach to investigate the animation industry life-cycle, with three selected case studies that have a more developed industry than Saudi animation. Case studies include: the United Kingdom, which represents a Mature animation industry; Egypt, which represents an established Growth stage industry; and the United Arab of Emirates, which is an early Growth stage industry. This study suggests adopting appropriate strategies that arise as findings from the comparative case studies, to overcome barriers and facilitate the growth of the Saudi animation industry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers" title="barriers">barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=industry%20life-cycle" title=" industry life-cycle"> industry life-cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20animation" title=" Saudi animation"> Saudi animation</a>, <a href="https://publications.waset.org/abstracts/search?q=industry" title=" industry "> industry </a> </p> <a href="https://publications.waset.org/abstracts/27685/challenging-barriers-to-the-evolution-of-the-saudi-animation-industry-life-cycle" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27685.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">578</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Animation: A Footpath for Enhanced Awareness Creation on Malaria Prevention in Rural Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Osei%20Akyiaw">Stephen Osei Akyiaw</a>, <a href="https://publications.waset.org/abstracts/search?q=Divine%20Kwabena%20Atta%20Kyere-Owusu"> Divine Kwabena Atta Kyere-Owusu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaria has been a worldwide menace of a health condition to human beings for several decades with majority of people on the African continent with most causalities where Ghana is no exception. Therefore, this study employed the use of animation to enhance awareness creation on the spread and prevention of Malaria in Effutu Communities in the Central Region of Ghana. Working with the interpretivist paradigm, this study adopted Art-Based Research, where the AIDA Model and Cognitive Theory of Multimedia Learning (CTML) served as the theories underpinning the study. Purposive and convenience sampling techniques were employed in selecting sample for the study. The data collection instruments included document review and interviews. Besides, the study developed an animation using the local language of the people as the voice over to foster proper understanding by the rural community folks. Also, indigenous characters were used for the animation for the purpose of familiarization with the local folks. The animation was publicized at Health Town Halls within the communities. The outcomes of the study demonstrated that the use of animation was effective in enhancing the awareness creation for preventing and controlling malaria disease in rural communities in Effutu Communities in the Central Region of Ghana. Health officers and community folks expressed interest and desire to practice the preventive measures outlined in the animation to help reduce the spread of Malaria in their communities. The study, therefore, recommended that animation could be used to curtail the spread and enhanced the prevention of Malaria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=malaria" title="malaria">malaria</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=communities" title=" communities"> communities</a> </p> <a href="https://publications.waset.org/abstracts/171888/animation-a-footpath-for-enhanced-awareness-creation-on-malaria-prevention-in-rural-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> Interactive Shadow Play Animation System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bo%20Wan">Bo Wan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiu%20Wen"> Xiu Wen</a>, <a href="https://publications.waset.org/abstracts/search?q=Lingling%20An"> Lingling An</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoling%20Ding"> Xiaoling Ding</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper describes a Chinese shadow play animation system based on Kinect. Users, without any professional training, can personally manipulate the shadow characters to finish a shadow play performance by their body actions and get a shadow play video through giving the record command to our system if they want. In our system, Kinect is responsible for capturing human movement and voice commands data. Gesture recognition module is used to control the change of the shadow play scenes. After packaging the data from Kinect and the recognition result from gesture recognition module, VRPN transmits them to the server-side. At last, the server-side uses the information to control the motion of shadow characters and video recording. This system not only achieves human-computer interaction, but also realizes the interaction between people. It brings an entertaining experience to users and easy to operate for all ages. Even more important is that the application background of Chinese shadow play embodies the protection of the art of shadow play animation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hadow%20play%20animation" title="hadow play animation">hadow play animation</a>, <a href="https://publications.waset.org/abstracts/search?q=Kinect" title=" Kinect"> Kinect</a>, <a href="https://publications.waset.org/abstracts/search?q=gesture%20recognition" title=" gesture recognition"> gesture recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=VRPN" title=" VRPN"> VRPN</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/19293/interactive-shadow-play-animation-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19293.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> [Keynote Talk]: Animation of Objects on the Website by Application of CSS3 Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vladimir%20Simovic">Vladimir Simovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Matija%20Varga"> Matija Varga</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Svetlacic"> Robert Svetlacic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific work analytically explores and demonstrates techniques that can animate objects and geometric characters using CSS3 language by applying proper formatting and positioning of elements. This paper presents examples of optimum application of the CSS3 descriptive language when generating general web animations (e.g., billiards and movement of geometric characters, etc.). The paper presents analytically, the optimal development and animation design with the frames within which the animated objects are. The originally developed content is based on the upgrading of existing CSS3 descriptive language animations with more complex syntax and project-oriented work. The purpose of the developed animations is to provide an overview of the interactive features of CSS3 descriptive language design for computer games and the animation of important analytical data based on the web view. It has been analytically demonstrated that CSS3 as a descriptive language allows inserting of various multimedia elements into websites for public and internal sites. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=web%20animation%20recording" title="web animation recording">web animation recording</a>, <a href="https://publications.waset.org/abstracts/search?q=KML%20GML%20HTML5%20forms" title=" KML GML HTML5 forms"> KML GML HTML5 forms</a>, <a href="https://publications.waset.org/abstracts/search?q=Cascading%20Style%20Sheets%203" title=" Cascading Style Sheets 3"> Cascading Style Sheets 3</a>, <a href="https://publications.waset.org/abstracts/search?q=Google%20Earth%20Professional" title=" Google Earth Professional"> Google Earth Professional</a> </p> <a href="https://publications.waset.org/abstracts/76001/keynote-talk-animation-of-objects-on-the-website-by-application-of-css3-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Technology Enhanced Learning Using Virtual and Augmented Realities: An Applied Method to Improve the Animation Teaching Delivery</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosana%20Marar">Rosana Marar</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Jaser"> Edward Jaser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a software solution to enhance the content and presentation of graphic design and animation related textbooks. Using augmented and virtual reality concepts, a mobile application is developed to improve the static material found in books. This allows users to interact with animated examples and tutorials using their mobile phones and stereoscopic 3D viewers which will enhance information delivery. The application is tested on Google Cardboard with visual content in 3D space. Evaluation of the proposed application demonstrates that it improved the readability of static content and provided new experiences to the reader. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation" title="animation">animation</a>, <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title=" augmented reality"> augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=google%20cardboard" title=" google cardboard"> google cardboard</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20media" title=" interactive media"> interactive media</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20enhanced%20learning" title=" technology enhanced learning"> technology enhanced learning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/85549/technology-enhanced-learning-using-virtual-and-augmented-realities-an-applied-method-to-improve-the-animation-teaching-delivery" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Studying the Effectiveness of Using Narrative Animation on Students’ Understanding of Complex Scientific Concepts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atoum%20Abdullah">Atoum Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to determine the extent to which computer animation and narration affect students’ understanding of complex scientific concepts and improve their exam performance, this is compared to traditional lectures that include PowerPoints with texts and static images. A mixed-method design in data collection was used, including quantitative and qualitative data. Quantitative data was collected using a pre and post-test method and a close-ended questionnaire. Qualitative data was collected through an open-ended questionnaire. A pre and posttest strategy was used to measure the level of students’ understanding with and without the use of animation. The test included multiple-choice questions to test factual knowledge, open-ended questions to test conceptual knowledge, and to label the diagram questions to test application knowledge. The results showed that students on average, performed significantly higher on the posttest as compared to the pretest on all areas of acquired knowledge. However, the increase in the posttest score with respect to the acquisition of conceptual and application knowledge was higher compared to the increase in the posttest score with respect to the acquisition of factual knowledge. This result demonstrates that animation is more beneficial when acquiring deeper, conceptual, and cognitive knowledge than when only factual knowledge is acquired. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation" title="animation">animation</a>, <a href="https://publications.waset.org/abstracts/search?q=narration" title=" narration"> narration</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/146700/studying-the-effectiveness-of-using-narrative-animation-on-students-understanding-of-complex-scientific-concepts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> Observing Upin and Ipin Animation Roles in Early Childhood Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juhanita%20Jiman">Juhanita Jiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malaysia is a unique country with multifaceted society; rich with its beautiful cultural values. It has been a long assimilation process for Malaysia to emerge its national identity. Malaysian government has been working hard for centuries to keep its people together in harmony. Cultural identity is identified to be ‘container’ that brings Malaysians together. The uniqueness of Malaysian cultures can actually be exploited for the benefit of the nation. However, this unique culture is somehow being threatened by those imported foreign values. If not closely monitored, these foreign influences can bring more damages than good. This paper aims to study elements in Upin and Ipin animation series and investigate how this series could help to educate local children with good moral and behaviour without being too serious and sententious. Upin and Ipin is chosen as a study to investigate the effectiveness of animation as a media of communication to promote positive values amongst pre-school children. Purposive sampling method was employed to determine the sample of studies hence pre-school children from Putrajaya Presint 9(2) school were chosen to take part in this study. The findings of this study demonstrate positive suggestions on how animation programmes being shown on TV can play significant roles in children social development and inculcate good moral behaviour as well as social skills among children and people around them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation%20characters" title="animation characters">animation characters</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20informal%20education" title=" children informal education"> children informal education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20influences" title=" foreign influences"> foreign influences</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20values" title=" moral values"> moral values</a> </p> <a href="https://publications.waset.org/abstracts/82184/observing-upin-and-ipin-animation-roles-in-early-childhood-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> The Functions of Music in Animated Short Films: Analysing the Scores of the Skeleton Dance, Fox and the Whale and la Vieille Dame et les Pigeons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shally%20Pais">Shally Pais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Film music holds a special relationship with the narrative systems and dramaturgical operations in animation. Though the roles of cartoon music closely resemble those fulfilled by traditional film scores, which have been extensively studied, there is a large knowledge gap regarding non-mainstream or non-Hollywood animation music. This paper is an investigation of the understudied compositional materials and narrative contexts in three distinct films by exploring the main narrative and dramaturgical effects of music in The Skeleton Dance, Fox and The Whale, and La Vieille Dame et les Pigeons. The study uses a Neoformalist approach towards qualitative analysis of the music in these films to document ways in which music can be made to function differently depending on the individual films’ contexts and the desired effects to be had on the audience. Consequently, the paper highlights these factors’ influence on the films’ narratives and aims to widen the discourse on composition for animation film scores, suggesting the further study of non-mainstream film music. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation%20film%20music" title="animation film music">animation film music</a>, <a href="https://publications.waset.org/abstracts/search?q=film%20score%20analysis" title=" film score analysis"> film score analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Fox%20and%20The%20Whale" title=" Fox and The Whale"> Fox and The Whale</a>, <a href="https://publications.waset.org/abstracts/search?q=La%20Vieille%20Dame%20et%20les%20Pigeons" title=" La Vieille Dame et les Pigeons"> La Vieille Dame et les Pigeons</a>, <a href="https://publications.waset.org/abstracts/search?q=Neoformalist%20analysis" title=" Neoformalist analysis"> Neoformalist analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=The%20Skeleton%20Dance" title=" The Skeleton Dance"> The Skeleton Dance</a> </p> <a href="https://publications.waset.org/abstracts/132083/the-functions-of-music-in-animated-short-films-analysing-the-scores-of-the-skeleton-dance-fox-and-the-whale-and-la-vieille-dame-et-les-pigeons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132083.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Fiction and Reality in Animation: Taking Final Flight of the Osiris as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Syong-Yang%20Chung">Syong-Yang Chung</a>, <a href="https://publications.waset.org/abstracts/search?q=Xin-An%20Chen"> Xin-An Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to explore the less well-known animation “Final Flight of the Osiris”, consisting of an initial exploration of the film color, storyline, and the simulacrum meanings of the roles, which leads to a further exploration of the light-shadow contrast and the psychological images presented by the screen colors and the characters. The research is based on literature review, and all data was compiled for the analysis of the visual vocabulary evolution of the characters. In terms of the structure, the relational study of the animation and the historical background of that time came first, including The Wachowskis’ and Andy Jones’ impact towards the cinematographic version and the animation version of “The Matrix”. Through literature review, the film color, the meaning and the relevant points were clarified. It was found in this research that “Final Flight of the Osiris” separates the realistic and virtual spaces by the changing the color tones; the "self" of the audience gradually dissolves into the "virtual" in the simulacra world, and the "Animatrix" has become a virtual field for the audience to understand itself about "existence" and "self". <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=the%20matrix" title="the matrix">the matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20final%20flight%20of%20Osiris" title=" the final flight of Osiris"> the final flight of Osiris</a>, <a href="https://publications.waset.org/abstracts/search?q=Wachowski%20brothers" title=" Wachowski brothers"> Wachowski brothers</a>, <a href="https://publications.waset.org/abstracts/search?q=simulacres" title=" simulacres"> simulacres</a> </p> <a href="https://publications.waset.org/abstracts/74107/fiction-and-reality-in-animation-taking-final-flight-of-the-osiris-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Graphic Animation: Innovative Language Learning for Autistic Children </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norfishah%20Mat%20Rabi">Norfishah Mat Rabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosma%20Osman"> Rosma Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Norziana%20Mat%20Rabi"> Norziana Mat Rabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is difficult for autistic children to mix with and be around with other people. Language difficulties are a problem that affects their social life. A lack of knowledge and ability in language are factors that greatly influence their behavior, and their ability to communicate and interact. Autistic children need to be assisted to improve their language abilities through the use of suitable learning resources. This study is conducted to identify weather graphic animation resources can help autistic children learn and use transitive verbs more effectively. The study was conducted in a rural secondary school in Penang, Malaysia. The research subject comprised of three autistic students ranging in age from 14 years to 16 years. The 14-year-old student is placed in A Class and two 16-year-old students placed in B Class. The class placement of the subjects is based on the diagnostic test results conducted by the teacher and not based on age. Data collection is done through observation and interviews for the duration of five weeks; with the researcher allocating 30 minutes for every learning activity carried out. The research finding shows that the subjects learn transitive verbs better using graphic animation compared to static pictures. It is hoped that this study will give a new perspective towards the learning processes of autistic children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=graphic%20animation" title="graphic animation">graphic animation</a>, <a href="https://publications.waset.org/abstracts/search?q=autistic%20children" title=" autistic children"> autistic children</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/42074/graphic-animation-innovative-language-learning-for-autistic-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42074.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">276</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> Innovation Policy and Development of Creative Industries: Case Study of Lithuanian Animation Industry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomas%20Mitkus">Tomas Mitkus</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaida%20Nedzinskait%C4%97-Mitk%C4%97"> Vaida Nedzinskaitė-Mitkė </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this study is to identify and explore how adequate is modern innovation support mechanism to developed creative industries. We argue that current development and support strategy for creative industries, although acknowledge high correlation between innovation and creativity, do not seek to improve conditions to promote systematic innovation development in the creative sector. Using the Lithuanian animation industry as a case study, this paper will examine innovation contribution to creativity and, for that matter, the competitiveness of animation enterprises. This paper proposes insights that contribute to theoretical and practical discussions on how creative profile companies build national and international competitiveness through innovations. The conclusions suggest that development of creative industries could greatly benefit if policymakers would implement tools that would encourage creative profile enterprises to invest in to development of innovation at a constant rate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20industries" title="creative industries">creative industries</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation%20policy" title=" innovation policy"> innovation policy</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a> </p> <a href="https://publications.waset.org/abstracts/68904/innovation-policy-and-development-of-creative-industries-case-study-of-lithuanian-animation-industry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> Andragogical Approach in Learning Animation to Promote Social, Cultural and Ethical Awareness While Enhancing Aesthetic Values</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juhanita%20Jiman">Juhanita Jiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to demonstrate how androgogical approach can help educators to facilitate animation students with better understanding of their acquired technical knowledge and skills while introducing them to crucial content and ethical values. In this borderless world, it is important for the educators to know that they are dealing with young adults who are heavily influenced by their surroundings. Naturally, educators are not only handling academic issues, they are also burdened with social obligations. Appropriate androgogical approach can be beneficial for both educators and students to tackle these problems. We used to think that teaching pedagogy is important at all level of age. Unfortunately, pedagogical approach is not entirely applicable to university students because they are no longer children. Pedagogy is a teaching approach focusing on children, whereas andragogy is specifically focussing on teaching adults and helping them to learn better. As adults mature, they become increasingly independent and responsible for their own actions. In many ways, the pedagogical model is not really suitable for such developmental changes, and therefore, produces tension, dissatisfaction, and resistance in individual student. The ever-changing technology has resulted in animation students to be very competitive in acquiring their technical skills, making them forget and neglecting the importance of the core values of a story. As educators, we have to guide them not only to excel in achieving knowledge, skills and technical expertise but at the same time, show them what is right or wrong and encourage them to inculcate moral values in their work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=andragogy" title="andragogy">andragogy</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a>, <a href="https://publications.waset.org/abstracts/search?q=artistic%20contents" title=" artistic contents"> artistic contents</a>, <a href="https://publications.waset.org/abstracts/search?q=productive%20learning%20environment" title=" productive learning environment"> productive learning environment</a> </p> <a href="https://publications.waset.org/abstracts/82171/andragogical-approach-in-learning-animation-to-promote-social-cultural-and-ethical-awareness-while-enhancing-aesthetic-values" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82171.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Automated Weight Painting: Using Deep Neural Networks to Adjust 3D Mesh Skeletal Weights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Gibbs">John Gibbs</a>, <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Flanders"> Benjamin Flanders</a>, <a href="https://publications.waset.org/abstracts/search?q=Dylan%20Pozorski"> Dylan Pozorski</a>, <a href="https://publications.waset.org/abstracts/search?q=Weixuan%20Liu"> Weixuan Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Weight Painting–adjusting the influence a skeletal joint has on a given vertex in a character mesh–is an arduous and time con- suming part of the 3D animation pipeline. This process generally requires a trained technical animator and many hours of work to complete. Our skiNNer plug-in, which works within Autodesk’s Maya 3D animation software, uses Machine Learning and data pro- cessing techniques to create a deep neural network model that can accomplish the weight painting task in seconds rather than hours for bipedal quasi-humanoid character meshes. In order to create a properly trained network, a number of challenges were overcome, including curating an appropriately large data library, managing an arbitrary 3D mesh size, handling arbitrary skeletal architectures, accounting for extreme numeric values (most data points are near 0 or 1 for weight maps), and constructing an appropriate neural network model that can properly capture the high frequency alter- ation between high weight values (near 1.0) and low weight values (near 0.0). The arrived at neural network model is a cross between a traditional CNN, deep residual network, and fully dense network. The resultant network captures the unusually hard-edged features of a weight map matrix, and produces excellent results on many bipedal models. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3d%20animation" title="3d animation">3d animation</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a>, <a href="https://publications.waset.org/abstracts/search?q=character" title=" character"> character</a>, <a href="https://publications.waset.org/abstracts/search?q=rigging" title=" rigging"> rigging</a>, <a href="https://publications.waset.org/abstracts/search?q=skinning" title="skinning">skinning</a>, <a href="https://publications.waset.org/abstracts/search?q=weight%20painting" title=" weight painting"> weight painting</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20network" title=" neural network"> neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20neural%20network" title=" deep neural network"> deep neural network</a> </p> <a href="https://publications.waset.org/abstracts/148327/automated-weight-painting-using-deep-neural-networks-to-adjust-3d-mesh-skeletal-weights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">273</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> CDIO-Based Teaching Reform for Software Project Management Course </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liping%20Li">Liping Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenan%20Tan"> Wenan Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Wang"> Na Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the rapid development of information technology, project management has gained more and more attention recently. Based on CDIO, this paper proposes some teaching reform ideas for software project management curriculum. We first change from Teacher-centered classroom to Student-centered and adopt project-driven, scenario animation show, teaching rhythms, case study and team work practice to improve students' learning enthusiasm. Results showed these attempts have been well received and very effective; as well, students prefer to learn with this curriculum more than before the reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CDIO" title="CDIO">CDIO</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20reform" title=" teaching reform"> teaching reform</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-driven" title=" project-driven"> project-driven</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario%20animation%20simulation" title=" scenario animation simulation"> scenario animation simulation</a> </p> <a href="https://publications.waset.org/abstracts/74297/cdio-based-teaching-reform-for-software-project-management-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> An Animation-Based Resource for Screening Emotional and Behavioural Distress in Children Aged 6 to 12</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoe%20Lynch">Zoe Lynch</a>, <a href="https://publications.waset.org/abstracts/search?q=Kirsty%20Zieschank"> Kirsty Zieschank</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are several factors that compromise the utility and wide-spread use of existing emotional and behavioural distress screening instruments. Some of these factors include lengthy administration times, high costs, feasibility issues, and a lack of self-report options for children under 12 years of age. This animation-based resource was developed to overcome as many of these factors as possible. Developed for educators and medical and mental health professionals, this resource offers children a self-guided mechanism for reporting any current emotional and behavioural distress. An avatar assistant, selected by the child, accompanies them through each stage of the screening process, offering further instruction if prompted. Children enter their age and gender before viewing comparative animations conveying common childhood emotional and behavioural difficulties. The child then selects the most relatable animations, along with the frequency with which they experience the depicted emotions. From a perspective of intellectual development, an engaging, animated format means that outcomes will not be constrained by children’s reading, writing, cognitive, or verbal expression abilities. Having been user-tested with children aged 6 to 12, this resource shows promising results as a self-guided screening instrument. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation-based%20screening%20instrument" title="animation-based screening instrument">animation-based screening instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=primary-aged%20children" title=" primary-aged children"> primary-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=self-guided" title=" self-guided"> self-guided</a> </p> <a href="https://publications.waset.org/abstracts/86653/an-animation-based-resource-for-screening-emotional-and-behavioural-distress-in-children-aged-6-to-12" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86653.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Storyboarding for VR: Towards A Conceptual Framework for Transitioning Traditional Storyboarded Narrative Sequences to Immersive 3D VR Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sorin%20Oancea">Sorin Oancea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More than half a century after Ivan Sutherland’s seminal essay, ‘The Ultimate Display’ (1965), 3D Virtual Reality is still an emergent and exploratory medium in terms of its narrative potential, production methodology, and market penetration. Traditionally positioned in front of the screen/canvas as a ‘window-on-the-world’, the storyboarder and animation director transcend the medium and its narrative reality entirely while designing a linear cinematic sequence. This paper proposes a gradual transition from the traditional linear sequence design process based on a transcendent position of the storyboarder and animation director to an increasingly immersed one characterized by a sense of unmediated presence and immanence. Employing a quaitative analysis of the current exploratory storyboarding processes for 3D VR, this research uses a practice-based methodology based on producing a short-form 3D VR narrative experience to derive its findings. The original contribution to knowledge is charting an empirically derived conceptual framework for VR storyboarding and animation directing, with the documented reflective and reflexive process as a map for directorial transitioning between converging mediums by articulating the new VR lexical categories and expounding links to allied performative arts, such as film and theatre. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=storyboarding" title="storyboarding">storyboarding</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive" title=" immersive"> immersive</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=transitioning" title=" transitioning"> transitioning</a> </p> <a href="https://publications.waset.org/abstracts/160562/storyboarding-for-vr-towards-a-conceptual-framework-for-transitioning-traditional-storyboarded-narrative-sequences-to-immersive-3d-vr-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The SBO/LOCA Analysis of TRACE/SNAP for Kuosheng Nuclear Power Plant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20R.%20Wang">J. R. Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20T.%20Lin"> H. T. Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Chiang"> Y. Chiang</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20C.%20Chen"> H. C. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Shih"> C. Shih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kuosheng Nuclear Power Plant (NPP) is located on the northern coast of Taiwan. Its nuclear steam supply system is a type of BWR/6 designed and built by General Electric on a twin unit concept. First, the methodology of Kuosheng NPP SPU (Stretch Power Uprate) safety analysis TRACE/SNAP model was developed in this research. Then, in order to estimate the safety of Kuosheng NPP under the more severe condition, the SBO (Station Blackout) + LOCA (Loss-of-Coolant Accident) transient analysis of Kuosheng NPP SPU TRACE/SNAP model was performed. Besides, the animation model of Kuosheng NPP was presented using the animation function of SNAP with TRACE/SNAP analysis results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TRACE" title="TRACE">TRACE</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20analysis" title=" safety analysis"> safety analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=BWR%2F6" title=" BWR/6"> BWR/6</a>, <a href="https://publications.waset.org/abstracts/search?q=severe%20accident" title=" severe accident"> severe accident</a> </p> <a href="https://publications.waset.org/abstracts/12387/the-sboloca-analysis-of-tracesnap-for-kuosheng-nuclear-power-plant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">714</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> A Proposed Program for Postgraduates in Egypt to Acquire the Skills and Techniques for Producing Concept Cartoons for Kindergarten Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Amin%20Mousa">Ahmed Amin Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Abd%20El%20Salam"> M. Abd El Salam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study presents a proposed program for acquisition the skills and techniques needed to produce concept cartoon. The proposed program has been prepared for non-specialist students who have never used neither graphics nor animating software. It was presented to postgraduates in Faculty of Education for Early Childhood, Cairo University, during the spring term of the 2014-2015 academic year. The program works in three different aspects: Drawing and images editing, sound manipulation, and creating animation. In addition, the researchers have prepared a questionnaire for measuring the quality of the concept cartoons produced by the students. The questionnaire was used as a pre-test and post-test, and at the end of the study, a significant difference was determined in favour of post-test results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cartoon" title="cartoon">cartoon</a>, <a href="https://publications.waset.org/abstracts/search?q=concept%20cartoon" title=" concept cartoon"> concept cartoon</a>, <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title=" kindergarten"> kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a> </p> <a href="https://publications.waset.org/abstracts/48075/a-proposed-program-for-postgraduates-in-egypt-to-acquire-the-skills-and-techniques-for-producing-concept-cartoons-for-kindergarten-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> ISME: Integrated Style Motion Editor for 3D Humanoid Character</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismahafezi%20Ismail">Ismahafezi Ismail</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Shahrizal%20Sunar"> Mohd Shahrizal Sunar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The motion of a realistic 3D humanoid character is very important especially for the industries developing computer animations and games. However, this type of motion is seen with a very complex dimensional data as well as body position, orientation, and joint rotation. Integrated Style Motion Editor (ISME), on the other hand, is a method used to alter the 3D humanoid motion capture data utilised in computer animation and games development. Therefore, this study was carried out with the purpose of demonstrating a method that is able to manipulate and deform different motion styles by integrating Key Pose Deformation Technique and Trajectory Control Technique. This motion editing method allows the user to generate new motions from the original motion capture data using a simple interface control. Unlike the previous method, our method produces a realistic humanoid motion style in real time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20animation" title="computer animation">computer animation</a>, <a href="https://publications.waset.org/abstracts/search?q=humanoid%20motion" title=" humanoid motion"> humanoid motion</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20capture" title=" motion capture"> motion capture</a>, <a href="https://publications.waset.org/abstracts/search?q=motion%20editing" title=" motion editing"> motion editing</a> </p> <a href="https://publications.waset.org/abstracts/54401/isme-integrated-style-motion-editor-for-3d-humanoid-character" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">382</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> The Consumer Responses toward the Offensive Product Advertising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin%20Tangtarntana">Chin Tangtarntana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to investigate the effects of animation in offensive product advertising. Experiment was conducted to collect consumer responses toward animated and static ads of offensive and non-offensive products. The study was conducted by distributing questionnaires to the target respondents. According to statistics from Innovative Internet Research Center, Thailand, majority of internet users are 18 – 44 years old. The results revealed an interaction between ad design and offensive product. Specifically, when used in offensive product advertisements, animated ads were not effective for consumer attention, but yielded positive response in terms of attitude toward product. The findings support that information processing model is accurate in predicting consumer cognitive response toward cartoon ads, whereas U&G, arousal, and distinctive theory is more accurate in predicting consumer affective response. In practical, these findings can also be used to guide ad designers and marketers that are suitable for offensive products. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animation" title="animation">animation</a>, <a href="https://publications.waset.org/abstracts/search?q=banner%20ad%20design" title=" banner ad design"> banner ad design</a>, <a href="https://publications.waset.org/abstracts/search?q=consumer%20responses" title=" consumer responses"> consumer responses</a>, <a href="https://publications.waset.org/abstracts/search?q=offensive%20product%20advertising" title=" offensive product advertising"> offensive product advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=stock%20exchange%20of%20Thailand" title=" stock exchange of Thailand"> stock exchange of Thailand</a> </p> <a href="https://publications.waset.org/abstracts/55242/the-consumer-responses-toward-the-offensive-product-advertising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55242.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Providing Health Promotion Information by Digital Animation to International Visitors in Japan: A Factorial Design View of Nurses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariko%20Nishikawa">Mariko Nishikawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Masaaki%20Yamanaka"> Masaaki Yamanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayami%20Kondo"> Ayami Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: International visitors to Japan are at a risk of travel-related illnesses or injury that could result in hospitalization in a country where the language and customs are unique. Over twelve million international visitors came to Japan in 2015, and more are expected leading up to the Tokyo Olympics. One aspect of this is the potentially greater demand on healthcare services by foreign visitors. Nurses who take care of them have anxieties and concerns of their knowledge of the Japanese health system. Objectives: An effective distribution of travel-health information is vital for facilitating care for international visitors. Our research investigates whether a four-minute digital animation (Mari Info Japan), designed and developed by the authors and applied to a survey of 513 nurses who take care of foreigners daily, could clarify travel health procedures, reduce anxieties, while making it enjoyable to learn. Methodology: Respondents to a survey were divided into two groups. The intervention group watched Mari Info Japan. The control group read a standard guidebook. The participants were requested to fill a two-page questionnaire called Mari Meter-X, STAI-Y in English and mark a face scale, before and after the interventions. The questions dealt with knowledge of health promotion, the Japanese healthcare system, cultural concerns, anxieties, and attitudes in Japan. Data were collected from an intervention group (n=83) and control group (n=83) of nurses in a hospital, Japan for foreigners from February to March, 2016. We analyzed the data using Text Mining Studio for open-ended questions and JMP for statistical significance. Results: We found that the intervention group displayed more confidence and less anxiety to take care of foreign patients compared to the control group. The intervention group indicated a greater comfort after watching the animation. However, both groups were most likely to be concerned about language, the cost of medical expenses, informed consent, and choice of hospital. Conclusions: From the viewpoint of nurses, the provision of travel-health information by digital animation to international visitors to Japan was more effective than traditional methods as it helped them be better prepared to treat travel-related diseases and injury among international visitors. This study was registered number UMIN000020867. Funding: Grant–in-Aid for Challenging Exploratory Research 2010-2012 & 2014-16, Japanese Government. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20animation" title="digital animation">digital animation</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20visitor" title=" international visitor"> international visitor</a>, <a href="https://publications.waset.org/abstracts/search?q=Japan" title=" Japan"> Japan</a>, <a href="https://publications.waset.org/abstracts/search?q=nurse" title=" nurse"> nurse</a> </p> <a href="https://publications.waset.org/abstracts/50419/providing-health-promotion-information-by-digital-animation-to-international-visitors-in-japan-a-factorial-design-view-of-nurses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> The Development of Integrated Real-Life Video and Animation with Addie Based on Constructive for Improving Students’ Mastery Concept in Rotational Dynamics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silka%20Abyadati">Silka Abyadati</a>, <a href="https://publications.waset.org/abstracts/search?q=Dadi%20Rusdiana"> Dadi Rusdiana</a>, <a href="https://publications.waset.org/abstracts/search?q=Enjang%20Akhmad%20Juanda"> Enjang Akhmad Juanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the students’ mastery concepts enhancement between students who are studying by using Integrated Real-Life Video and Animation (IRVA) and students who are studying without using IRVA. The development of IRVA is conducted by five stages: Analyze, Design, Development, Implementation and Evaluation (ADDIE) based on constructivist for Rotational Dynamics material in Physics learning. A constructivist model-based learning used is Interpretation Construction (ICON), which has the following phases: 1) Observation, 2) Construction interpretation, 3) Contextualization prior knowledge, 4) Conflict cognitive, 5) Learning cognitive, 6) Collaboration, 7) Multiple interpretation, 8) Multiple manifestation. The IRVA is developed for the stages of observation, cognitive conflict and cognitive learning. The sample of this study consisted of 32 students experimental group and a control group of 32 students in class XI of the school year 2015/2016 in one of Senior High Schools Bandung. The study was conducted by giving the pretest and posttest in the form of 20 items of multiple choice questions to determine the enhancement of mastery concept of Rotational Dynamics. Hypothesis testing is done by using T-test on the value of N-gain average of mastery concepts. The results showed that there is a significant difference in an enhancement of students’ mastery concepts between students who are studying by using IRVA and students who are studying without IRVA. Students in the experimental group increased by 0.468 while students in the control group increased by 0.207. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADDIE" title="ADDIE">ADDIE</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20learning" title=" constructivist learning"> constructivist learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Integrated%20Real-Life%20Video%20and%20Animation" title=" Integrated Real-Life Video and Animation"> Integrated Real-Life Video and Animation</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20concepts" title=" mastery concepts"> mastery concepts</a>, <a href="https://publications.waset.org/abstracts/search?q=rotational%20dynamics" title=" rotational dynamics"> rotational dynamics</a> </p> <a href="https://publications.waset.org/abstracts/56413/the-development-of-integrated-real-life-video-and-animation-with-addie-based-on-constructive-for-improving-students-mastery-concept-in-rotational-dynamics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> AINA: Disney Animation Information as Educational Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Piedad%20Garrido">Piedad Garrido</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Repulles"> Fernando Repulles</a>, <a href="https://publications.waset.org/abstracts/search?q=Andy%20Bloor"> Andy Bloor</a>, <a href="https://publications.waset.org/abstracts/search?q=Julio%20A.%20Sanguesa"> Julio A. Sanguesa</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesus%20Gallardo"> Jesus Gallardo</a>, <a href="https://publications.waset.org/abstracts/search?q=Vicente%20Torres"> Vicente Torres</a>, <a href="https://publications.waset.org/abstracts/search?q=Jesus%20Tramullas"> Jesus Tramullas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the emergence and development of Information and Communications Technologies (ICTs), Higher Education is experiencing rapid changes, not only in its teaching strategies but also in student’s learning skills. However, we have noticed that students often have difficulty when seeking innovative, useful, and interesting learning resources for their work. This is due to the lack of supervision in the selection of good query tools. This paper presents AINA, an Information Retrieval (IR) computer system aimed at providing motivating and stimulating content to both students and teachers working on different areas and at different educational levels. In particular, our proposal consists of an open virtual resource environment oriented to the vast universe of Disney comics and cartoons. Our test suite includes Disney’s long and shorts films, and we have performed some activities based on the Just In Time Teaching (JiTT) methodology. More specifically, it has been tested by groups of university and secondary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title="information retrieval">information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=animation" title=" animation"> animation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20resources" title=" educational resources"> educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=JiTT" title=" JiTT"> JiTT</a> </p> <a href="https://publications.waset.org/abstracts/38037/aina-disney-animation-information-as-educational-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Combining Real Actors with Virtual Sets: The Future of Immersive Virtual Reality Fiction Cinema</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nefeli%20Dimitriadi">Nefeli Dimitriadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present immersive cinema where real actors are filmed and integrated in Virtual Reality environments and 360 cinematic narrative, in comparison to 360 filming of real actors and sets and to fully computer graphics animation movies with 3D avatars. Objectives: This reseach aims to present immersive cinema where real actors are integrated in Virrual Reality environments and 360 cinematic narrative as the future of immersive cinema. Meghdology: A comparative analysis is conducted between real actors filming combined with Virtual Reality sets, to 360 filming of real actors and sets, and to fully computer graphics animation movies with 3D avatars, using as case study Virtual Reality movie Neurosynapses and others. Contribution: This reseach contributes in defining the best practices leading to impactful Immersive cinematic narratives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=360%20movies" title=" 360 movies"> 360 movies</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20cinema" title=" immersive cinema"> immersive cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=directing%20for%20virtual%20reality" title=" directing for virtual reality"> directing for virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/156081/combining-real-actors-with-virtual-sets-the-future-of-immersive-virtual-reality-fiction-cinema" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156081.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Re-Thinking Community Relationship for Resolving Conflict and Building Peace in Ethiopia: The Need to Shift from Com-Animation to Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sisaye%20Tamrat%20Ayalew">Sisaye Tamrat Ayalew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Ethiopia, the relationships between different communities have been characterized by mistrust, prejudice, and conflict, resulting in mass killings, displacement, and human rights violations. These relationships are mainly based on ethnic, religious, and linguistic lines, leading to a polarized society. The aim of this study is to appraise the nature of two major community relationships, namely the I-Thou relationship, characterized by genuine dialogue and mutual understanding, and the I-It relationship, characterized by a monologue and mutual suspicion. The study also aims to analyze how these two types of relationships contribute to either resolving or aggravating conflicts and building or deteriorating peace in Ethiopia. The study adopts a qualitative approach, specifically hermeneutics, to explore the nature of the I-Thou and I-It relationships in the Ethiopian context. It also examines how political elites shape these relationships within the community. The study finds that the dominant relationship in Ethiopian society is the I-It relationship, which is manifested as "com-animation." This relationship is characterized by mutual mistrust, prejudice, hostility, and misunderstanding. As a result, conflicts have arisen, leading to violence, displacement, and human rights violations. The study concludes that there is a need to shift from the I-It (com-animation) relationship to the I-Thou (communication) relationship in Ethiopian society. This shift would involve rethinking and readjusting societal relationships, especially among political elites, to foster genuine dialogue, mutual understanding, and lasting peace. It is imperative to overcome mutual mistrust, prejudice, and misunderstanding in order to resolve conflicts and build a harmonious society in Ethiopia. The study's findings and recommendations contribute to raising awareness among both Ethiopians and the international community on the potential for conflict resolution and peacebuilding through a shift in community relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=I-Thou%20relationship" title=" I-Thou relationship"> I-Thou relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=I-It%20relationship" title=" I-It relationship"> I-It relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=conflict%20resolution" title=" conflict resolution"> conflict resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=building%20peace" title=" building peace"> building peace</a> </p> <a href="https://publications.waset.org/abstracts/169811/re-thinking-community-relationship-for-resolving-conflict-and-building-peace-in-ethiopia-the-need-to-shift-from-com-animation-to-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169811.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Reversing Community Relationship From the I-It to I-Thou as a Tool for Conflict Resolution and Peace Building in Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sisaye%20Tamrat%20Ayalew">Sisaye Tamrat Ayalew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study focuses on the nature of community relationships in Ethiopia, specifically the I-Thou and I-It relationships, and how they contribute to conflict resolution and peacebuilding. It highlights the importance of genuine dialogue and mutual understanding in creating a unified and peaceful society. It analyzes the nature of community relationships in Ethiopia and evaluate how these relationships either contribute to conflict resolution or exacerbate conflicts. It aims to understand the role of genuine dialogue (I-Thou relationship) versus monologue (I-It relationship) in building lasting peace in the country. The study adopts a qualitative approach, specifically hermeneutics, to explore and understand the nature of community relationships in Ethiopia. It involves analyzing the characteristics of both I-Thou and I-It relationships and examining how the political elites shape these relationships within the community. The findings of the study indicate that the predominant type of relationship in Ethiopian society is the I-It relationship, referred to as "com-animation". This relationship is characterized by mutual mistrust, prejudice, hostility, and misunderstanding. As a result, conflicts, mass killings, displacement, and human rights violations have occurred. The study emphasizes the importance of shifting from com-animation to communication (I-Thou relationship) in order to address conflicts and establish lasting peace. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=I-thou%20relationship" title=" I-thou relationship"> I-thou relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20building" title=" peace building"> peace building</a>, <a href="https://publications.waset.org/abstracts/search?q=I-It%20relationship" title=" I-It relationship"> I-It relationship</a> </p> <a href="https://publications.waset.org/abstracts/169979/reversing-community-relationship-from-the-i-it-to-i-thou-as-a-tool-for-conflict-resolution-and-peace-building-in-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169979.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=3D%20animation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=3D%20animation&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=3D%20animation&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About 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