This paper attempts to present the use of online media in counseling research. The procedure can help improve data quality in internet experiments. 79 for stereo/mono detection) and is an efficient (3.5 minutes for completion) method to remotely test playback devices and listening conditions (sound level, stereo/mono playback). The analysis suggested that HALT–Part I has high test–retest reliability ( r tt =. Beforehand, the acoustical properties of all playback devices had been measured (e.g., sound pressure level, frequency response, total harmonic distortion). In a laboratory study ( N = 40), HALT–Part I was evaluated with four playback devices (circumaural and intra-aural headphones external and laptop loudspeakers). Based on a counting task paradigm, the first part of the Headphone and Loudspeaker Test (HALT–Part I) was developed with which researchers can standardize sound level adjustments, detect stereo/mono playback, and assess lower frequency limits. Thus, the main goals of this study were to (i) develop and (ii) evaluate a comprehensive, efficient, and easy-to-handle test procedure for the reliable control and identification of playback device characteristics in online experiments. A procedure to remotely test multiple characteristics of playback devices does not currently exist. In internet experiments on auditory perception, playback devices may be a confounding variable reducing internal validity. The final one-dimensional inventory consists of 10 items and will be made available in English and German. As a result, the specified MFRM model showed good model fit (62.69% of explained variance). ![]() The latent construct “immersive listening experience” was determined by probabilistic test theory (item response theory, IRT) and by means of the many-facet Rasch measurement (MFRM). Based on controlled headphone playback, participants listened to four songs/pieces, each in the three formats of mono, stereo, and binaural 3D audio. The N = 222 Participants (female = 112, mean age = 38.6) were recruited via mailing lists (n = 34) and via a panel provider (n = 188). Psychometric evaluation was conducted by an online study (N = 222 valid cases). ![]() An initial item list (N = 25) was derived from studies in virtual reality and spatial audio, supplemented by researcher-developed items and items extracted from historical descriptions. The development of the Immersive Music Experience Inventory (IMEI) could close this gap. There is currently no valid inventory for the objective measurement of immersive listening experiences resulting from audio playback formats with increasing degrees of immersion (from mono to stereo, 5.1, and 3D). The study also yielded to a set of pedagogical implications which may be of potential use in other EMI settings including but not limited to Latin America.Īlthough virtual reality, video entertainment, and computer games are dependent on the three-dimensional reproduction of sound (including front, rear, and height channels), it remains unclear whether 3D-audio formats actually intensify the emotional listening experience. In addition, seventeen (17) different RoE shaped by the meaningful discursive elements drawn from the rich conversational and documentary data emerged in this study. The first four factors were proposed by Dafouz and Smit (2017, 2020) the fifth factor emerged from this transnational multiple-case study, thus, providing evidence that RoE in EMI settings are situated and context-sensitive. Findings suggest that the ways in which EMI affects RoE in international universities in Latin America are highly dependent on five factors: societal, communicational, institutional, pedagogical, and individual or personal. The data drawn from each case were, first, analyzed individually then, a contrastive analysis across cases was performed. The dimensions of the ROAD-MAPPING framework, and more specifically Roles of English (RoE) (Dafouz & Smit, 2017, 2020), served as a starting point for data analysis. ![]() Data collection included in-depth interviews with EMI professors and institutional documents in both universities. It aimed to gain an understanding of how EMI affects the roles that English plays in international universities in Latin America and which specific roles, or functions, English performs in these settings. As a transnational multiple-case study, it was conducted in two international universities: one in Colombia and one in Brazil. This thesis adopted a qualitative approach.
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