{"id":816,"date":"2023-02-14T15:36:24","date_gmt":"2023-02-14T12:36:24","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=816"},"modified":"2023-02-14T15:36:24","modified_gmt":"2023-02-14T12:36:24","slug":"multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","title":{"rendered":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"content":{"rendered":"<h3 style=\"text-align: center\"><strong><span style=\"color: #ff0000;font-family: 'times new roman', times, serif\">Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n indekslenmesi ve s\u0131ralanmas\u0131 sorunu etraf\u0131nda tan\u0131mlanabilir, ancak bu \u00e7al\u0131\u015fma esas olarak d\u00fc\u015f\u00fck seviyeli \u00f6zelliklerle, yani ifadenin grafiksel \u00f6z\u00fcn\u00fcn \u00f6zellikleriyle ilgilendi.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Kaydedilmi\u015f filmin fiziksel \u00f6z\u00fc ile i\u00e7erik y\u00f6netim sistemlerinin anlamsal sorunlar\u0131 aras\u0131ndaki &#8220;anlamsal u\u00e7urum&#8221;u a\u00e7\u0131k\u00e7a ele al\u0131rken bile, \u00f6nerilen anlambilim t\u00fcr\u00fc, film dilbilgisi taraf\u0131ndan y\u00f6nlendirilmesine ra\u011fmen, d\u00fc\u015f\u00fck d\u00fczeyli verilerden \u00f6zellik \u00e7\u0131kar\u0131m\u0131na dayan\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6zellik \u00e7\u0131kar\u0131m\u0131na odaklanma, videonun otomatik b\u00f6l\u00fcmlenmesi ve indekslenmesine y\u00f6nelik pratik ilgiye dayanmaktad\u0131r. D\u00f6rd\u00fcnc\u00fc yol, &#8220;anlamsal Web&#8221; \u00fczerinde multimedya ve hipermedya i\u00e7in anlamsal i\u00e7erik tan\u0131mlama giri\u015fimiyle ba\u011flant\u0131l\u0131d\u0131r, ancak Web tabanl\u0131 multimedya ve hipermedya i\u00e7in geli\u015ftirilen standartlar\u0131n da ana oda\u011f\u0131 ifadenin \u00f6z\u00fcne ve daha az \u00f6l\u00e7\u00fcde geni\u015flemeye sahiptir. ifade bi\u00e7imi.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130yi bir \u00f6rnek, Senkronize Multimedya Entegrasyon Dilinde ger\u00e7ekle\u015ftirilen medya nesneleri i\u00e7in geli\u015fmi\u015f XML tabanl\u0131 uzamsal ve zamansal yerle\u015fim olanaklar\u0131d\u0131r.<\/span><\/p>\n<h4 style=\"text-align: center\"><strong><span style=\"color: #ff0000;font-family: 'times new roman', times, serif\">Multimedyan\u0131n SMIL Kodlamas\u0131ndan \u00d6\u011frenme Nesnesi Meta Verilerine<\/span><\/strong><\/h4>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Web&#8217;deki multimedya ve mobil cihazlar i\u00e7in SMIL spesifikasyon dili, bir\u00e7ok y\u00f6nden, ifadenin \u00f6z\u00fc ile ilgili olarak nesne y\u00f6nelimli multimedyaya i\u00e7kin olan potansiyelin ger\u00e7ekle\u015ftirilmesi olarak g\u00f6r\u00fclebilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">SMIL 2.0 ile yazarlar, bir sunumun bireysel \u00f6\u011felerinin zamansal davran\u0131\u015f\u0131n\u0131, bunlar\u0131n uzamsal d\u00fczenini, sunuma dahil edilen da\u011f\u0131t\u0131lm\u0131\u015f nesnelerin hiper ortam yap\u0131s\u0131n\u0131 ve genel kompozisyon yap\u0131s\u0131n\u0131 belirleyebilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">SMIL sunumlar\u0131n\u0131n temel s\u00f6zdizimi HTML s\u00f6zdizimine \u00e7ok benzer ve okunmas\u0131 ve d\u00fczenlenmesi kolayd\u0131r. Basit bir \u00f6rnek olarak, nas\u0131l satran\u00e7 oynanaca\u011f\u0131na ili\u015fkin bir multimedya \u00f6\u011fretiminin par\u00e7as\u0131 olabilecek a\u015fa\u011f\u0131daki sunumlara bak\u0131n.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Burada bir satran\u00e7 oyunu, belirli bir oyunun video kayd\u0131 arac\u0131l\u0131\u011f\u0131yla g\u00f6rselle\u015ftirilmi\u015ftir. SMIL nesnesi, RealPlayer arac\u0131l\u0131\u011f\u0131yla oynat\u0131l\u0131r, ancak bir Web sayfas\u0131na da g\u00f6m\u00fclebilir. \u0130lk kod par\u00e7as\u0131, panonun kayd\u0131n\u0131 &#8220;board.rm&#8221; dosyas\u0131nda yakaland\u0131\u011f\u0131 \u015fekliyle sunar.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">A\u015fa\u011f\u0131da daha geli\u015fmi\u015f bir \u00f6rnek g\u00f6sterilmektedir, burada oyuncu penceresi i\u00e7indeki alan d\u00f6rt b\u00f6lgeye b\u00f6l\u00fcnm\u00fc\u015ft\u00fcr ve bunlardan biri, belirli bir satran\u00e7 oyununun hamleleriyle senkronize edilmi\u015f bir metin yorumunu g\u00f6r\u00fcnt\u00fclemek i\u00e7in kullan\u0131l\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Di\u011fer \u00fc\u00e7 b\u00f6lge, oyuna farkl\u0131 g\u00f6rsel bak\u0131\u015f a\u00e7\u0131lar\u0131 g\u00f6stermek i\u00e7in kullan\u0131l\u0131r: &#8220;siyah&#8221; oyuncu, tahta ve &#8220;beyaz&#8221; oyuncu. Senkronize grafik kanallara paralel olarak oyunla ilgili ek konu\u015fma yorumlar\u0131 sunmak i\u00e7in bir ses kanal\u0131 eklenir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Yukar\u0131daki satran\u00e7 \u00f6rne\u011fi, e\u011fitim ara\u015ft\u0131rmalar\u0131nda dijital video \u00fczerine bir projede \u00fcretilmi\u015ftir ve bu nedenle satran\u00e7 oynamay\u0131 \u00f6\u011fretmek veya \u00f6\u011frenmek i\u00e7in bir \u00f6\u011fretim nesnesi de\u011fildir. Bununla birlikte, multimedya belgelerinin kodlanmas\u0131 ile \u00f6\u011frenme nesnelerinin \u00f6\u011fretim tasar\u0131m\u0131nda kullan\u0131mlar\u0131 i\u00e7in gerekli olan meta veriler aras\u0131ndaki ili\u015fkiyi tart\u0131\u015fmak i\u00e7in burada bir hareket noktas\u0131 olarak kullanabiliriz.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bir \u00f6\u011frenme nesnesi, kendi i\u00e7eri\u011finin ve kullan\u0131m\u0131n\u0131n bir meta veri a\u00e7\u0131klamas\u0131 verilen mod\u00fclerle\u015ftirilmi\u015f, ba\u011f\u0131ms\u0131z bir \u00f6\u011fretim materyali birimidir. \u0130deal olarak, bu \u00f6\u011fretim materyalleri, bir \u00f6\u011frenme nesnesi deposu arac\u0131l\u0131\u011f\u0131yla dijital elektronik formda mevcuttur (\u00f6rne\u011fin, \u0130nternet \u00fczerinden payla\u015f\u0131l\u0131r).<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">A\u00e7\u0131kland\u0131\u011f\u0131 gibi, \u201c\u00f6\u011frenme nesneleri, bilgisayar biliminin nesne y\u00f6nelimli paradigmas\u0131na dayanan yeni bir t\u00fcr bilgisayar tabanl\u0131 \u00f6\u011fretimin \u00f6\u011feleridir. Nesne y\u00f6nelimi, birden \u00e7ok ba\u011flamda yeniden kullan\u0131labilen bile\u015fenlerin (&#8220;nesneler&#8221; olarak adland\u0131r\u0131l\u0131r) olu\u015fturulmas\u0131na b\u00fcy\u00fck de\u011fer verir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu, \u00f6\u011frenme nesnelerinin arkas\u0131ndaki temel fikirdir: \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131, farkl\u0131 \u00f6\u011frenme ba\u011flamlar\u0131nda birka\u00e7 kez yeniden kullan\u0131labilen k\u00fc\u00e7\u00fck (t\u00fcm kursun boyutuna g\u00f6re) \u00f6\u011fretim bile\u015fenleri olu\u015fturabilirler.\u201d<\/span><\/p>\n<hr \/>\n<p style=\"text-align: center\"><span style=\"color: #008000\">Ara\u00e7larda multimedya nedir<\/span><br \/>\n<span style=\"color: #008000\"><a href=\"https:\/\/legendhomework.com\/tr\/\" target=\"_blank\" rel=\"noopener\">Multimedya<\/a> \u00f6rnekleri<\/span><br \/>\n<span style=\"color: #008000\">Multimedya mesaj\u0131 nedir<\/span><br \/>\n<span style=\"color: #008000\">Multimedya ara\u00e7lar\u0131 Nelerdir<\/span><br \/>\n<span style=\"color: #008000\">Multimedya nedir \u00f6\u011feleri nelerdir<\/span><br \/>\n<span style=\"color: #008000\">Multimedya Nedir Anlam\u0131<\/span><br \/>\n<span style=\"color: #008000\">Multimedya ne Demek TDK<\/span><br \/>\n<span style=\"color: #008000\">Multimedya ne i\u015fe yarar<\/span><\/p>\n<hr \/>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bununla birlikte, Wiley&#8217;nin de i\u015faret etti\u011fi gibi, bu nesnelerin tanecikli yap\u0131s\u0131 (b\u00fct\u00fcn bir kursun \u00f6\u011fretim materyali i\u00e7indeki asgari &#8220;boyutlar\u0131&#8221;) ve anlamsal ve bili\u015fsel k\u0131s\u0131tlamalar (ne yapar) a\u00e7\u0131s\u0131ndan ele al\u0131nmas\u0131 gereken \u00f6nemli teorik problemler vard\u0131r. anlam, bili\u015fsel deste\u011fi sa\u011flayan) ve ayr\u0131ca kompozisyon \u00fczerindeki pragmatik k\u0131s\u0131tlamalar (bir kullan\u0131m ba\u011flam\u0131nda pratik de\u011fere sahip olan). \u00d6\u011frenme nesnelerine ili\u015fkin saf bir &#8220;Lego&#8221; kavram\u0131n\u0131n \u00f6tesine ge\u00e7meliyiz.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Satran\u00e7 videosu \u00f6rne\u011fi, bir \u00f6\u011fretim ortam\u0131nda ama\u00e7lanan kullan\u0131m\u0131n\u0131 a\u00e7\u0131klayan ilgili meta verilerle ili\u015fkilendirmemiz ko\u015fuluyla, bir \u00f6\u011frenme nesnesi olarak kabul edilebilir. Asl\u0131nda, dijital videoyu d\u00fczenlemek ve sunmak i\u00e7in SMIL&#8217;in nas\u0131l kullan\u0131laca\u011f\u0131n\u0131n bir \u00f6rne\u011fi olarak kullan\u0131ld\u0131\u011f\u0131 orijinal ba\u011flam\u0131nda zaten bir \u00f6\u011frenme nesnesidir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Satran\u00e7 \u00f6rne\u011finin mevcut ba\u011flamda yeniden kullan\u0131lmas\u0131, hem \u00f6\u011frenme nesnelerinin potansiyelini hem de i\u00e7sel bir zay\u0131fl\u0131\u011f\u0131 g\u00f6stermektedir: Ba\u011flam\u0131 tamamen de\u011fi\u015ftirerek ve nesneyi tasarlanmad\u0131\u011f\u0131 bir ama\u00e7la yeniden kullanarak (satran\u00e7 e\u011fitimi), nesnenin yeni ba\u011flamda ger\u00e7ekten yararl\u0131 ve yeterli olup olmad\u0131\u011f\u0131n\u0131 \u00f6nceden belirlemek zor olacakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Her durumda, \u00f6\u011frenme nesnesini ve ama\u00e7lanan kullan\u0131m\u0131n\u0131 a\u00e7\u0131klayan ayr\u0131nt\u0131l\u0131 meta verilere ihtiyac\u0131m\u0131z olacak, ancak \u00f6\u011fretim tasar\u0131mc\u0131lar\u0131n\u0131n t\u00fcm olas\u0131 yeniden kullan\u0131m ba\u011flam\u0131n\u0131 tahmin etmesini bekleyemeyiz.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6\u011frenme nesneleri geri al\u0131nacak ve yeniden kullan\u0131lacaksa, bu nedenle, belirli bir d\u00fczeyde esneklik ve ama\u00e7lanan kullan\u0131m ba\u011flam\u0131 hakk\u0131nda ayr\u0131nt\u0131l\u0131 bilgilerin (benzer \u00f6\u011frenme durumlar\u0131n\u0131n tan\u0131mlanmas\u0131n\u0131 desteklemek i\u00e7in) ve soyut kompozisyon a\u00e7\u0131klamalar\u0131n\u0131n bir kombinasyonu ile tasarlanmalar\u0131 gerekecektir. bi\u00e7imleri ve i\u00e7erikleri herhangi bir \u00f6zel kullan\u0131mdan ba\u011f\u0131ms\u0131zd\u0131r (nesnenin d\u00f6n\u00fc\u015f\u00fcmlerini ve di\u011fer \u00f6\u011frenme durumlar\u0131na transferini desteklemek i\u00e7in). Meta veriler \u00fczerindeki bu talepleri tart\u0131\u015fmadan \u00f6nce, satran\u00e7 \u00f6\u011frenme nesnesinin hayali \u00f6rne\u011finde kalal\u0131m.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130lk g\u00f6zlem olarak, video oynatman\u0131n yaln\u0131zca s\u0131n\u0131rl\u0131 d\u00fczeyde etkile\u015fim sa\u011flad\u0131\u011f\u0131na dikkat edilmelidir. \u00d6\u011frenme s\u00fcrecinde \u00e7ok yak\u0131nda bir \u00f6\u011frencinin kay\u0131tl\u0131 oyun dizileri arac\u0131l\u0131\u011f\u0131yla pasif bir \u015fekilde bir oyunu izlemek yerine aktif olarak satran\u00e7 oynamas\u0131 (yani bir satran\u00e7 sim\u00fclat\u00f6r\u00fc kullanarak veya bir insan rakiple satran\u00e7 oynamas\u0131) gerekir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6te yandan, bu basit \u00f6rnek bile \u00e7oklu ortam 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Mail kanallar\\u0131n\\u0131 kullanabilirsiniz.<\\\/span><\\\/strong><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">)<br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p><\\\/p>\\n<div style=\\\"text-align: center;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">+ 90 542&nbsp;<\\\/span><\\\/span><font color=\\\"#0000ff\\\"><b>371 29 52<\\\/b><\\\/font><span style=\\\"font-weight: 600;\\\">&nbsp;(<\\\/span><strong><span style=\\\"color: #800080;\\\"><span style=\\\"color: #0000ff;\\\">Sadece mailde ciddi g\\u00f6rd\\u00fc\\u011f\\u00fcm\\u00fcz ki\\u015filerle payla\\u015f\\u0131yoruz.<\\\/span><\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\">)<\\\/span><\\\/div>\\n<div style=\\\"text-align: center;\\\"><br><\\\/div>\\n<div style=\\\"text-align: center;\\\"><strong><span style=\\\"color: #000000;\\\">akademikodevcim@gmail.com<\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\"><span <span=\\\"\\\">&nbsp;(Belgelerinizi Buraya G\\u00f6nderin)<\\\/span><\\\/span><\\\/div>\\n<p><span style=\\\"font-weight: 600;\\\"><\\\/span><\\\/p>\\n<p style=\\\"font-size: 16px; line-height: 1.5; margin: 1em 0px; box-sizing: border-box; text-align: center;\\\"><span style=\\\"box-sizing: border-box; color: rgb(0, 0, 255);\\\"><strong style=\\\"font-weight: 600; box-sizing: border-box;\\\">A\\u015fa\\u011f\\u0131daki formu doldurup, an\\u0131nda fiyat teklifinizi al\\u0131n.<\\\/strong><\\\/span><\\\/p>\",\"container_class\":\"\",\"element_class\":\"\",\"key\":\"html_1547918134689\",\"drawerDisabled\":false,\"field_label\":\"HTML\",\"field_key\":\"html_1547918134689\",\"id\":5,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">Talep Formu<\\\/span><\\\/span><\\\/span><\\\/p><p style=\\\"text-align: center;\\\"><span id=\\\"nf-drawer-content\\\"><span class=\\\"nf-setting-groups\\\"><span class=\\\"nf-field-settings\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">\\u0130\\u015fleriniz Ankara'da Billgatesweb \\u015firketi garantisiyle yap\\u0131lmaktad\\u0131r.<\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\"><br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">0312 276 75 93 (<\\\/span><\\\/span><\\\/span><strong><span style=\\\"color: #000000;\\\">Telefonlara cevap vermiyoruz. 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Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n&hellip; <br \/> <a class=\"button small blue\" href=\"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\">Devam\u0131<\/a><\/p>\n","protected":false},"author":2,"featured_media":448,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1876,1878,1877],"tags":[1872,1871,1869,1879,1880,1873,1868,1870],"class_list":["post-816","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-araclarda-multimedya-nedir","category-multimedya-mesaji-nedir","category-multimedya-ornekleri","tag-araclarda-multimedya-nedir","tag-multimedya-araclari-nelerdir","tag-multimedya-mesaji-nedir","tag-multimedya-ne-demek-tdk","tag-multimedya-ne-ise-yarar","tag-multimedya-nedir-anlami","tag-multimedya-nedir-ogeleri-nelerdir","tag-multimedya-ornekleri"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.6.2 - aioseo.com -->\n\t<meta name=\"description\" content=\"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<meta name=\"author\" content=\"Makale Deniz\"\/>\n\t<meta name=\"google-site-verification\" content=\"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t<meta name=\"generator\" content=\"All in One SEO Pro (AIOSEO) 4.9.6.2\" \/>\n\t\t<meta property=\"og:locale\" content=\"tr_TR\" \/>\n\t\t<meta property=\"og:site_name\" content=\"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta property=\"og:description\" content=\"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n\" \/>\n\t\t<meta property=\"og:url\" content=\"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t\t<meta property=\"og:image\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:secure_url\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<meta property=\"og:image:width\" content=\"304\" \/>\n\t\t<meta property=\"og:image:height\" content=\"166\" \/>\n\t\t<meta property=\"article:published_time\" content=\"2023-02-14T12:36:24+00:00\" \/>\n\t\t<meta property=\"article:modified_time\" content=\"2023-02-14T12:36:24+00:00\" \/>\n\t\t<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n\t\t<meta name=\"twitter:title\" content=\"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta name=\"twitter:description\" content=\"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n\" \/>\n\t\t<meta name=\"twitter:image\" content=\"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg\" \/>\n\t\t<script type=\"application\/ld+json\" class=\"aioseo-schema\">\n\t\t\t{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"BlogPosting\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#blogposting\",\"name\":\"Multimedya Semanti\\u011fi \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri - Makale Yapt\\u0131rma - LH\",\"headline\":\"Multimedya Semanti\\u011fi \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\",\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/11\\\/pr.jpeg\",\"width\":1024,\"height\":683,\"caption\":\"Konu\\u015fma Stilini Kullanma\\n\\nE-\\u00f6\\u011frenmeye uyguland\\u0131\\u011f\\u0131 \\u015fekliyle bu teknik hen\\u00fcz incelenmeye ba\\u015flansa da, e-\\u00f6\\u011frenme derslerinde konu\\u015fma stilinin kullan\\u0131m\\u0131na ili\\u015fkin \\u00f6n kan\\u0131tlar zaten var. 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G\\u00f6rd\\u00fc\\u011f\\u00fcn\\u00fcz gibi, her iki s\\u00fcr\\u00fcm de ayn\\u0131 temel bilgileri sunuyor, ancak ki\\u015fiselle\\u015ftirilmi\\u015f s\\u00fcr\\u00fcmde bilgisayar do\\u011frudan \\u00f6\\u011frenciyle konu\\u015fuyor.\\n\\nBe\\u015f \\u00e7al\\u0131\\u015fman\\u0131n be\\u015finde, ki\\u015fiselle\\u015ftirilmi\\u015f metinle \\u00f6\\u011frenen \\u00f6\\u011frenciler sonraki transfer testlerinde resmi metinle \\u00f6\\u011frenen \\u00f6\\u011frencilere g\\u00f6re daha iyi performans g\\u00f6sterdi. Genel olarak, ki\\u015fiselle\\u015ftirilmi\\u015f gruptaki kat\\u0131l\\u0131mc\\u0131lar, transfer sorunlar\\u0131na resmi gruba g\\u00f6re y\\u00fczde 20 ila 46 daha fazla \\u00e7\\u00f6z\\u00fcm \\u00fcretti ve etki b\\u00fcy\\u00fckl\\u00fckleri 1'in \\u00fczerindeydi.\\n\\n\\u0130yile\\u015fmenin y\\u00fczde 46 oldu\\u011fu ve etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fcn\\u00fcn 1,55 oldu\\u011fu ve bunun b\\u00fcy\\u00fck oldu\\u011fu d\\u00fc\\u015f\\u00fcn\\u00fclen bir \\u00e7al\\u0131\\u015fman\\u0131n sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6sterir.\\u00a0Konu\\u015fma resmi tarzdan ziyade konu\\u015fma tarz\\u0131nda oldu\\u011funda, insanlar \\u015fim\\u015fek olu\\u015fumu hakk\\u0131nda anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frenebilirler.\\n\\n\\u00d6rne\\u011fin, y\\u0131ld\\u0131r\\u0131m dersindeki son c\\u00fcmleyi ele alal\\u0131m: \\\"\\u0130nsanlar\\u0131n \\u015fim\\u015fek \\u00e7akmas\\u0131 olarak alg\\u0131lad\\u0131klar\\u0131 parlak \\u0131\\u015f\\u0131\\u011f\\u0131 \\u00fcretir.\\\" Ki\\u015fiselle\\u015ftirmek i\\u00e7in \\\"insanlar\\u0131\\\" basit\\u00e7e \\\"siz\\\" olarak de\\u011fi\\u015ftirebiliriz.\\n\\nBunun gibi de\\u011fi\\u015fikliklere ek olarak, \\u00f6\\u011frenciye \\\"Art\\u0131k bulutunuz doldu\\u011funa g\\u00f6re, size hikayenin geri kalan\\u0131n\\u0131 anlatay\\u0131m\\\" gibi do\\u011frudan yorumlar eklendi. Y\\u0131ld\\u0131r\\u0131m dersinin ki\\u015fiselle\\u015ftirilmi\\u015f versiyonunu alan \\u00f6\\u011frenciler, iki farkl\\u0131 deneyde 1'den b\\u00fcy\\u00fck etki boyutlar\\u0131 vererek, bir transfer testinde almayanlara g\\u00f6re \\u00f6nemli \\u00f6l\\u00e7\\u00fcde daha iyi performans g\\u00f6sterdi.\\n\\nBu sonu\\u00e7lar ayn\\u0131 zamanda insan akci\\u011ferlerinin nas\\u0131l \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131n\\u0131 i\\u00e7eren anlat\\u0131ml\\u0131 animasyonlardan \\u00f6\\u011frenme i\\u00e7in de ge\\u00e7erlidir. \\u00d6rne\\u011fin, akci\\u011ferler dersinin son c\\u00fcmlesini ele alal\\u0131m: \\u201cNefes verme s\\u0131ras\\u0131nda diyafram yukar\\u0131 do\\u011fru hareket ederek akci\\u011ferlere daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerden ve bo\\u011fazdan ge\\u00e7erek burun ve a\\u011fza gider ve burada v\\u00fccuttan ayr\\u0131l\\u0131r. \\u201d\\n\\nBu c\\u00fcmleyi be\\u015f yerde de\\u011fi\\u015ftirerek \\u015fu hale getirerek ki\\u015fiselle\\u015ftirin: \\\"Nefes verirken diyafram\\u0131n\\u0131z yukar\\u0131 do\\u011fru hareket ederek ci\\u011ferlerinize daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerinizden ve bo\\u011faz\\u0131n\\u0131zdan burnunuza do\\u011fru hareket eder ve a\\u011f\\u0131z, v\\u00fccudunu terk etti\\u011fi yer.\\\"\\n\\nGenel olarak, on bir yerde de\\u011fi\\u015ftirerek akci\\u011ferler dersi i\\u00e7in ki\\u015fiselle\\u015ftirilmi\\u015f bir senaryo olu\\u015fturdular. \\u00dc\\u00e7 deneyde, bu olduk\\u00e7a k\\u00fc\\u00e7\\u00fck de\\u011fi\\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\\u015ftirmelerle sonu\\u00e7land\\u0131.\\n\\nBu sonu\\u00e7lar, ki\\u015fiselle\\u015ftirmenin her zaman yararl\\u0131 bir fikir oldu\\u011fu anlam\\u0131na gelmemelidir. Ki\\u015fiselle\\u015ftirmenin abart\\u0131ld\\u0131\\u011f\\u0131 durumlar vard\\u0131r. \\u00d6rne\\u011fin, \\\"Vay can\\u0131na, merhaba dostum, sana her \\u015feyi \\u00f6\\u011fretmek i\\u00e7in buraday\\u0131m..., o y\\u00fczden \\u015fapkan\\u0131 s\\u0131k\\u0131 tut ve i\\u015fte ba\\u015fl\\u0131yoruz!\\\" gibi \\u00e7ok fazla ki\\u015fisel malzeme ekledi\\u011finizde ne olaca\\u011f\\u0131n\\u0131 d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nSonu\\u00e7, ki\\u015fiselle\\u015ftirmenin avantajlar\\u0131n\\u0131n, \\u00f6\\u011frencinin dikkatini da\\u011f\\u0131tma ve \\u00f6\\u011frenme i\\u00e7in uygun olmayan bir ton olu\\u015fturma dezavantajlar\\u0131yla dengelenmesi olabilir.\\n\\nBu nedenle, ki\\u015fiselle\\u015ftirme ilkesini uygularken, yeterli kay\\u0131t d\\u0131\\u015f\\u0131l\\u0131kla yazmak istedi\\u011finiz senaryonun izleyicilerini ve bili\\u015fsel sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6z \\u00f6n\\u00fcnde bulundurmak her zaman yararl\\u0131d\\u0131r; dikkati da\\u011f\\u0131lm\\u0131\\u015f veya malzemenin alt\\u0131 oyulmu\\u015f.\\n\\nAsl\\u0131nda, ki\\u015fiselle\\u015ftirme ilkesini uygulamak, derste yaln\\u0131zca ince bir de\\u011fi\\u015fiklik yaratmal\\u0131d\\u0131r; Birka\\u00e7 birinci ve ikinci \\u015fah\\u0131s zamiri kullan\\u0131larak \\u00e7ok \\u015fey ba\\u015far\\u0131labilir.\\n\\nD\\u00fc\\u015f\\u00fcnerek konu\\u015fma Teknikleri\\nKonu\\u015fma becerisini GEL\\u0130\\u015eT\\u0130RME yollar\\u0131\\nEtkili konu\\u015fma maddeleri\\nG\\u00fczel konu\\u015fma Kurallar\\u0131\\nKibar konu\\u015fma teknikleri\\nNazik konu\\u015fma kelimeleri\\nHaz\\u0131rl\\u0131k gerektiren bir konu\\u015fma yapacaksak nelere dikkat Etmeliyiz\\nAk\\u0131c\\u0131 konu\\u015fma teknikleri\\n\\nSes Kalitesi Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\n\\u00d6zetlenen son ara\\u015ft\\u0131rma, do\\u011fru ko\\u015fullar alt\\u0131nda insanlar\\u0131n \\\"bilgisayarlara ger\\u00e7ek insanlar gibi davrand\\u0131\\u011f\\u0131n\\u0131\\\" g\\u00f6steriyor. Bilgisayarlara ger\\u00e7ek insanlarm\\u0131\\u015f gibi davranman\\u0131n bir par\\u00e7as\\u0131 da onlar\\u0131n ileti\\u015fimlerini anlamak i\\u00e7in daha fazla \\u00e7aba sarf etmektir.\\n\\nBu g\\u00f6r\\u00fc\\u015fle tutarl\\u0131 olarak, konu\\u015fmac\\u0131n\\u0131n sesi .79'luk bir etki boyutuyla makine sim\\u00fclasyonu yerine insan sesi oldu\\u011funda, insanlar\\u0131n \\u015fim\\u015fek olu\\u015fumuyla ilgili anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frendi\\u011fini buldu. Daha yak\\u0131n zamanlarda, muhabbet ku\\u015fu Peedy adl\\u0131 bir ekran arac\\u0131s\\u0131n\\u0131n \\u00e7e\\u015fitli problemleri \\u00e7\\u00f6zme ad\\u0131mlar\\u0131n\\u0131 a\\u00e7\\u0131klad\\u0131\\u011f\\u0131 \\u00e7evrimi\\u00e7i matematik dersleri sunuldu.\\n\\nPeedy bir makine sesi yerine bir insan sesiyle konu\\u015ftu\\u011funda, iki deneyde \\u00f6\\u011frenciler bir sonraki transfer testinde daha iyi performans g\\u00f6sterdiler ve .69 ve .78'lik etki b\\u00fcy\\u00fckl\\u00fckleri sa\\u011flad\\u0131lar. Bu bulgular\\u0131 ses ilkesi olarak adland\\u0131rabiliriz: \\u0130nsanlar, makine sesli anlat\\u0131mdansa insan sesiyle anlat\\u0131mdan daha iyi \\u00f6\\u011frenirler.\\n\\nKonu\\u015fmac\\u0131n\\u0131n sesinin \\u00f6zelliklerinin, insanlar\\u0131n bilgisayar tabanl\\u0131 ileti\\u015fimlere nas\\u0131l tepki verdi\\u011fi \\u00fczerinde g\\u00fc\\u00e7l\\u00fc bir etkisi olabilece\\u011fini g\\u00f6steren ek ara\\u015ft\\u0131rmalar sa\\u011flad\\u0131k.\\n\\n\\u0130nsanlar\\u0131n yabanc\\u0131 bir aksan yerine standart aksanl\\u0131 bir insan sesinden daha iyi \\u00f6\\u011frendi\\u011fine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r, ancak bu \\u00e7al\\u0131\\u015fma sadece k\\u0131sa bir sunumda kullan\\u0131lan bir Rus aksan\\u0131na odaklanmakla s\\u0131n\\u0131rl\\u0131d\\u0131r.\\n\\nHem erkeklerin hem de kad\\u0131nlar\\u0131n, insan ili\\u015fkileri gibi kad\\u0131n kli\\u015fele\\u015fmi\\u015f konularda kad\\u0131n seslerinden, teknoloji gibi erkek kli\\u015fele\\u015fmi\\u015f konularda erkek seslerinden \\u00f6\\u011frenmeyi tercih ettiklerine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r. Ancak, sesin cinsiyetinin \\u00f6\\u011frenme \\u00e7\\u0131kt\\u0131lar\\u0131n\\u0131 etkileyip etkilemedi\\u011fini belirlemek i\\u00e7in daha fazla \\u00e7al\\u0131\\u015fmaya ihtiya\\u00e7 vard\\u0131r.\\n\\nKibar Konu\\u015fma Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\nKi\\u015fiselle\\u015ftirme ilkesinin ilgili bir anlam\\u0131, ekrandaki temsilcilerin kibar olmas\\u0131 gerekti\\u011fidir. \\u00d6rne\\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\\u011fi e\\u011fitici bir oyunu d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nTemsilcinin geri bildirimi koyman\\u0131n do\\u011frudan bir yolu, \\\"ENTER tu\\u015funa t\\u0131klay\\u0131n\\\" ve daha kibar bir ifadeyle, \\\"ENTER tu\\u015funa basmak isteyebilirsiniz\\\" veya \\\"ENTER tu\\u015funa t\\u0131klamak ister misiniz? \\u201d veya \\u201cENTER tu\\u015funa basal\\u0131m.\\u201d\\n\\nDo\\u011frudan bir ifade, \\\"\\u015eimdi bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullan\\u0131n\\\" ve daha kibar bir versiyonu, \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmaya ne dersiniz?\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanabilirsiniz\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmal\\u0131y\\u0131z.\\\"\\n\\nNezaket teorisine g\\u00f6re, bu alternatif ifadeler, \\u00f6\\u011frencinin bir miktar hareket \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcne sahip olmas\\u0131na izin vererek veya \\u00f6\\u011frencinin vekil ile i\\u015fbirli\\u011fi i\\u00e7inde \\u00e7al\\u0131\\u015fmas\\u0131na izin vererek itibar\\u0131n\\u0131 kurtarmaya yard\\u0131mc\\u0131 olur.\\n\\n\\u00d6\\u011frencilerin, yeniden ifade edilen ifadeleri do\\u011frudan ifadelerden daha kibar olarak de\\u011ferlendirdikleri, bu da insanlar\\u0131n geri bildirim ifadelerinin kibarl\\u0131k tonuna kar\\u015f\\u0131 duyarl\\u0131 olduklar\\u0131n\\u0131 g\\u00f6sterdi. Bilgisayarlarla \\u00e7al\\u0131\\u015fma konusunda daha az deneyime sahip olan \\u00f6\\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \\u00fcslubuna kar\\u015f\\u0131 \\u00e7ok duyarl\\u0131yd\\u0131.\\n\\nKibar ekran temsilcileri, do\\u011frudan temsilcilerden daha derin \\u00f6\\u011frenmeyi te\\u015fvik ediyor mu? Bir \\u00f6n \\u00e7al\\u0131\\u015fma, cevab\\u0131n evet oldu\\u011funu g\\u00f6steriyor. \\u00d6\\u011frenciler, Sanal Fabrika adl\\u0131 e\\u011fitici bir oyun oynayarak end\\u00fcstri m\\u00fchendisli\\u011fi hakk\\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\\u015fim kurdular.\\n\\nSonraki bir problem \\u00e7\\u00f6zme transfer testinde, nazik bir yard\\u0131mc\\u0131 ile \\u00f6\\u011frenen \\u00f6\\u011frenciler, do\\u011frudan bir temsilci ile \\u00f6\\u011frenenlerden daha iyi performans g\\u00f6sterdi ve .70'lik bir etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fc sa\\u011flad\\u0131. Genel olarak, \\u00f6\\u011frencilerin \\u00f6\\u011frenmesinin yaln\\u0131zca ekrandaki temsilcilerin s\\u00f6ylediklerinden de\\u011fil, ayn\\u0131 zamanda nas\\u0131l s\\u00f6ylediklerinden de etkilendi\\u011fine dair kan\\u0131tlar vard\\u0131r.\\n\\nBu sonu\\u00e7lar\\u0131n sanal s\\u0131n\\u0131f kolayla\\u015ft\\u0131r\\u0131c\\u0131lar\\u0131 i\\u00e7in \\u00f6nemli etkileri vard\\u0131r. Bir\\u00e7ok sanal s\\u0131n\\u0131fta sadece e\\u011fitmenin sesi iletilir. Sanal s\\u0131n\\u0131f e\\u011fitmeni, sosyal varl\\u0131\\u011f\\u0131n \\u00f6\\u011frenme \\u00fczerindeki faydalar\\u0131n\\u0131 en \\u00fcst d\\u00fczeye \\u00e7\\u0131karmak i\\u00e7in kibar konu\\u015fma dilini bir ara\\u00e7 olarak kullanarak bu y\\u00f6nergeleri uygulayabilir.\"},\"datePublished\":\"2023-02-14T15:36:24+03:00\",\"dateModified\":\"2023-02-14T15:36:24+03:00\",\"inLanguage\":\"tr-TR\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"articleSection\":\"Ara\\u00e7larda multimedya nedir, Multimedya mesaj\\u0131 nedir, Multimedya \\u00f6rnekleri, Ara\\u00e7larda multimedya nedir, Multimedya ara\\u00e7lar\\u0131 Nelerdir, Multimedya mesaj\\u0131 nedir, Multimedya ne Demek TDK, Multimedya ne i\\u015fe yarar, Multimedya Nedir Anlam\\u0131, Multimedya nedir \\u00f6\\u011feleri nelerdir, Multimedya \\u00f6rnekleri\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\",\"itemListElement\":[{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"position\":1,\"name\":\"Ev\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/araclarda-multimedya-nedir\\\/#listItem\",\"name\":\"Ara\\u00e7larda multimedya nedir\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/araclarda-multimedya-nedir\\\/#listItem\",\"position\":2,\"name\":\"Ara\\u00e7larda multimedya nedir\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/araclarda-multimedya-nedir\\\/\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"name\":\"Multimedya Semanti\\u011fi \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\"},\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"name\":\"Ev\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"position\":3,\"name\":\"Multimedya Semanti\\u011fi \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\",\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/araclarda-multimedya-nedir\\\/#listItem\",\"name\":\"Ara\\u00e7larda multimedya nedir\"}}]},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"telephone\":\"+905423712952\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/rapor.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\",\"width\":304,\"height\":166,\"caption\":\"Rapor Nas\\u0131l Yaz\\u0131l\\u0131r ?\\u00a0 \\u2013 Rapor Nas\\u0131l Haz\\u0131rlan\\u0131r? \\u2013 Rapor \\u00d6devi Nedir? \\u2013 Rapor Haz\\u0131rlatma -Rapor \\u00dccretleri \\u2013 Rapor Haz\\u0131rlatma \\u00dccretleri\"},\"image\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/\",\"name\":\"Makale Deniz\",\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g\"}},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/\",\"name\":\"Multimedya Semanti\\u011fi \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri - Makale Yapt\\u0131rma - LH\",\"description\":\"Multimedya Semanti\\u011fine \\u0130li\\u015fkin Yakla\\u015f\\u0131mlar \\u00d6zellik tabanl\\u0131 yakla\\u015f\\u0131mlar\\u0131n \\u00e7oklu ortam semanti\\u011fine geni\\u015fletilmesi, grafiksel nesnelerin \\u00f6zelliklerini belirlemeye y\\u00f6nelik ilk giri\\u015fimlerden bu yana farkl\\u0131 yollar izlemi\\u015ftir. Bir par\\u00e7a, otomatik bilgi sunumu \\u00fczerindeki \\u00e7al\\u0131\\u015fmay\\u0131 takip etti ve ba\\u015fka bir iz, ili\\u015fkisel bilgi g\\u00f6sterimleri i\\u00e7in alg\\u0131sal ve temsili \\u00f6l\\u00e7ekleri analiz etti. \\u00dc\\u00e7\\u00fcnc\\u00fc bir yol, veritabanlar\\u0131 i\\u00e7in g\\u00f6r\\u00fcnt\\u00fclerin indekslenmesi ve videolar\\u0131n\",\"inLanguage\":\"tr-TR\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\"},\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"creator\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/11\\\/pr.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\",\"width\":1024,\"height\":683,\"caption\":\"Konu\\u015fma Stilini Kullanma\\n\\nE-\\u00f6\\u011frenmeye uyguland\\u0131\\u011f\\u0131 \\u015fekliyle bu teknik hen\\u00fcz incelenmeye ba\\u015flansa da, e-\\u00f6\\u011frenme derslerinde konu\\u015fma stilinin kullan\\u0131m\\u0131na ili\\u015fkin \\u00f6n kan\\u0131tlar zaten var. Botanik \\u00fczerine bilgisayar tabanl\\u0131 bir e\\u011fitici oyunu i\\u00e7eren be\\u015f deneysel \\u00e7al\\u0131\\u015fmadan olu\\u015fan bir sette, kelimelerin resmi tarzda oldu\\u011fu versiyonlarla, kelimelerin sohbet tarz\\u0131nda oldu\\u011fu versiyonlarla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131ld\\u0131.\\n\\n\\u00d6rne\\u011fin, bilgisayar tabanl\\u0131 botanik oyununda konu\\u015fulan giri\\u015f yaz\\u0131s\\u0131n\\u0131 verir; \\u00fcst k\\u0131s\\u0131m resmi versiyonu ve alt k\\u0131s\\u0131m ki\\u015fiselle\\u015ftirilmi\\u015f versiyonu g\\u00f6sterir. G\\u00f6rd\\u00fc\\u011f\\u00fcn\\u00fcz gibi, her iki s\\u00fcr\\u00fcm de ayn\\u0131 temel bilgileri sunuyor, ancak ki\\u015fiselle\\u015ftirilmi\\u015f s\\u00fcr\\u00fcmde bilgisayar do\\u011frudan \\u00f6\\u011frenciyle konu\\u015fuyor.\\n\\nBe\\u015f \\u00e7al\\u0131\\u015fman\\u0131n be\\u015finde, ki\\u015fiselle\\u015ftirilmi\\u015f metinle \\u00f6\\u011frenen \\u00f6\\u011frenciler sonraki transfer testlerinde resmi metinle \\u00f6\\u011frenen \\u00f6\\u011frencilere g\\u00f6re daha iyi performans g\\u00f6sterdi. Genel olarak, ki\\u015fiselle\\u015ftirilmi\\u015f gruptaki kat\\u0131l\\u0131mc\\u0131lar, transfer sorunlar\\u0131na resmi gruba g\\u00f6re y\\u00fczde 20 ila 46 daha fazla \\u00e7\\u00f6z\\u00fcm \\u00fcretti ve etki b\\u00fcy\\u00fckl\\u00fckleri 1'in \\u00fczerindeydi.\\n\\n\\u0130yile\\u015fmenin y\\u00fczde 46 oldu\\u011fu ve etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fcn\\u00fcn 1,55 oldu\\u011fu ve bunun b\\u00fcy\\u00fck oldu\\u011fu d\\u00fc\\u015f\\u00fcn\\u00fclen bir \\u00e7al\\u0131\\u015fman\\u0131n sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6sterir.\\u00a0Konu\\u015fma resmi tarzdan ziyade konu\\u015fma tarz\\u0131nda oldu\\u011funda, insanlar \\u015fim\\u015fek olu\\u015fumu hakk\\u0131nda anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frenebilirler.\\n\\n\\u00d6rne\\u011fin, y\\u0131ld\\u0131r\\u0131m dersindeki son c\\u00fcmleyi ele alal\\u0131m: \\\"\\u0130nsanlar\\u0131n \\u015fim\\u015fek \\u00e7akmas\\u0131 olarak alg\\u0131lad\\u0131klar\\u0131 parlak \\u0131\\u015f\\u0131\\u011f\\u0131 \\u00fcretir.\\\" Ki\\u015fiselle\\u015ftirmek i\\u00e7in \\\"insanlar\\u0131\\\" basit\\u00e7e \\\"siz\\\" olarak de\\u011fi\\u015ftirebiliriz.\\n\\nBunun gibi de\\u011fi\\u015fikliklere ek olarak, \\u00f6\\u011frenciye \\\"Art\\u0131k bulutunuz doldu\\u011funa g\\u00f6re, size hikayenin geri kalan\\u0131n\\u0131 anlatay\\u0131m\\\" gibi do\\u011frudan yorumlar eklendi. Y\\u0131ld\\u0131r\\u0131m dersinin ki\\u015fiselle\\u015ftirilmi\\u015f versiyonunu alan \\u00f6\\u011frenciler, iki farkl\\u0131 deneyde 1'den b\\u00fcy\\u00fck etki boyutlar\\u0131 vererek, bir transfer testinde almayanlara g\\u00f6re \\u00f6nemli \\u00f6l\\u00e7\\u00fcde daha iyi performans g\\u00f6sterdi.\\n\\nBu sonu\\u00e7lar ayn\\u0131 zamanda insan akci\\u011ferlerinin nas\\u0131l \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131n\\u0131 i\\u00e7eren anlat\\u0131ml\\u0131 animasyonlardan \\u00f6\\u011frenme i\\u00e7in de ge\\u00e7erlidir. \\u00d6rne\\u011fin, akci\\u011ferler dersinin son c\\u00fcmlesini ele alal\\u0131m: \\u201cNefes verme s\\u0131ras\\u0131nda diyafram yukar\\u0131 do\\u011fru hareket ederek akci\\u011ferlere daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerden ve bo\\u011fazdan ge\\u00e7erek burun ve a\\u011fza gider ve burada v\\u00fccuttan ayr\\u0131l\\u0131r. \\u201d\\n\\nBu c\\u00fcmleyi be\\u015f yerde de\\u011fi\\u015ftirerek \\u015fu hale getirerek ki\\u015fiselle\\u015ftirin: \\\"Nefes verirken diyafram\\u0131n\\u0131z yukar\\u0131 do\\u011fru hareket ederek ci\\u011ferlerinize daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerinizden ve bo\\u011faz\\u0131n\\u0131zdan burnunuza do\\u011fru hareket eder ve a\\u011f\\u0131z, v\\u00fccudunu terk etti\\u011fi yer.\\\"\\n\\nGenel olarak, on bir yerde de\\u011fi\\u015ftirerek akci\\u011ferler dersi i\\u00e7in ki\\u015fiselle\\u015ftirilmi\\u015f bir senaryo olu\\u015fturdular. \\u00dc\\u00e7 deneyde, bu olduk\\u00e7a k\\u00fc\\u00e7\\u00fck de\\u011fi\\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\\u015ftirmelerle sonu\\u00e7land\\u0131.\\n\\nBu sonu\\u00e7lar, ki\\u015fiselle\\u015ftirmenin her zaman yararl\\u0131 bir fikir oldu\\u011fu anlam\\u0131na gelmemelidir. Ki\\u015fiselle\\u015ftirmenin abart\\u0131ld\\u0131\\u011f\\u0131 durumlar vard\\u0131r. \\u00d6rne\\u011fin, \\\"Vay can\\u0131na, merhaba dostum, sana her \\u015feyi \\u00f6\\u011fretmek i\\u00e7in buraday\\u0131m..., o y\\u00fczden \\u015fapkan\\u0131 s\\u0131k\\u0131 tut ve i\\u015fte ba\\u015fl\\u0131yoruz!\\\" gibi \\u00e7ok fazla ki\\u015fisel malzeme ekledi\\u011finizde ne olaca\\u011f\\u0131n\\u0131 d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nSonu\\u00e7, ki\\u015fiselle\\u015ftirmenin avantajlar\\u0131n\\u0131n, \\u00f6\\u011frencinin dikkatini da\\u011f\\u0131tma ve \\u00f6\\u011frenme i\\u00e7in uygun olmayan bir ton olu\\u015fturma dezavantajlar\\u0131yla dengelenmesi olabilir.\\n\\nBu nedenle, ki\\u015fiselle\\u015ftirme ilkesini uygularken, yeterli kay\\u0131t d\\u0131\\u015f\\u0131l\\u0131kla yazmak istedi\\u011finiz senaryonun izleyicilerini ve bili\\u015fsel sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6z \\u00f6n\\u00fcnde bulundurmak her zaman yararl\\u0131d\\u0131r; dikkati da\\u011f\\u0131lm\\u0131\\u015f veya malzemenin alt\\u0131 oyulmu\\u015f.\\n\\nAsl\\u0131nda, ki\\u015fiselle\\u015ftirme ilkesini uygulamak, derste yaln\\u0131zca ince bir de\\u011fi\\u015fiklik yaratmal\\u0131d\\u0131r; Birka\\u00e7 birinci ve ikinci \\u015fah\\u0131s zamiri kullan\\u0131larak \\u00e7ok \\u015fey ba\\u015far\\u0131labilir.\\n\\nD\\u00fc\\u015f\\u00fcnerek konu\\u015fma Teknikleri\\nKonu\\u015fma becerisini GEL\\u0130\\u015eT\\u0130RME yollar\\u0131\\nEtkili konu\\u015fma maddeleri\\nG\\u00fczel konu\\u015fma Kurallar\\u0131\\nKibar konu\\u015fma teknikleri\\nNazik konu\\u015fma kelimeleri\\nHaz\\u0131rl\\u0131k gerektiren bir konu\\u015fma yapacaksak nelere dikkat Etmeliyiz\\nAk\\u0131c\\u0131 konu\\u015fma teknikleri\\n\\nSes Kalitesi Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\n\\u00d6zetlenen son ara\\u015ft\\u0131rma, do\\u011fru ko\\u015fullar alt\\u0131nda insanlar\\u0131n \\\"bilgisayarlara ger\\u00e7ek insanlar gibi davrand\\u0131\\u011f\\u0131n\\u0131\\\" g\\u00f6steriyor. Bilgisayarlara ger\\u00e7ek insanlarm\\u0131\\u015f gibi davranman\\u0131n bir par\\u00e7as\\u0131 da onlar\\u0131n ileti\\u015fimlerini anlamak i\\u00e7in daha fazla \\u00e7aba sarf etmektir.\\n\\nBu g\\u00f6r\\u00fc\\u015fle tutarl\\u0131 olarak, konu\\u015fmac\\u0131n\\u0131n sesi .79'luk bir etki boyutuyla makine sim\\u00fclasyonu yerine insan sesi oldu\\u011funda, insanlar\\u0131n \\u015fim\\u015fek olu\\u015fumuyla ilgili anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frendi\\u011fini buldu. Daha yak\\u0131n zamanlarda, muhabbet ku\\u015fu Peedy adl\\u0131 bir ekran arac\\u0131s\\u0131n\\u0131n \\u00e7e\\u015fitli problemleri \\u00e7\\u00f6zme ad\\u0131mlar\\u0131n\\u0131 a\\u00e7\\u0131klad\\u0131\\u011f\\u0131 \\u00e7evrimi\\u00e7i matematik dersleri sunuldu.\\n\\nPeedy bir makine sesi yerine bir insan sesiyle konu\\u015ftu\\u011funda, iki deneyde \\u00f6\\u011frenciler bir sonraki transfer testinde daha iyi performans g\\u00f6sterdiler ve .69 ve .78'lik etki b\\u00fcy\\u00fckl\\u00fckleri sa\\u011flad\\u0131lar. Bu bulgular\\u0131 ses ilkesi olarak adland\\u0131rabiliriz: \\u0130nsanlar, makine sesli anlat\\u0131mdansa insan sesiyle anlat\\u0131mdan daha iyi \\u00f6\\u011frenirler.\\n\\nKonu\\u015fmac\\u0131n\\u0131n sesinin \\u00f6zelliklerinin, insanlar\\u0131n bilgisayar tabanl\\u0131 ileti\\u015fimlere nas\\u0131l tepki verdi\\u011fi \\u00fczerinde g\\u00fc\\u00e7l\\u00fc bir etkisi olabilece\\u011fini g\\u00f6steren ek ara\\u015ft\\u0131rmalar sa\\u011flad\\u0131k.\\n\\n\\u0130nsanlar\\u0131n yabanc\\u0131 bir aksan yerine standart aksanl\\u0131 bir insan sesinden daha iyi \\u00f6\\u011frendi\\u011fine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r, ancak bu \\u00e7al\\u0131\\u015fma sadece k\\u0131sa bir sunumda kullan\\u0131lan bir Rus aksan\\u0131na odaklanmakla s\\u0131n\\u0131rl\\u0131d\\u0131r.\\n\\nHem erkeklerin hem de kad\\u0131nlar\\u0131n, insan ili\\u015fkileri gibi kad\\u0131n kli\\u015fele\\u015fmi\\u015f konularda kad\\u0131n seslerinden, teknoloji gibi erkek kli\\u015fele\\u015fmi\\u015f konularda erkek seslerinden \\u00f6\\u011frenmeyi tercih ettiklerine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r. Ancak, sesin cinsiyetinin \\u00f6\\u011frenme \\u00e7\\u0131kt\\u0131lar\\u0131n\\u0131 etkileyip etkilemedi\\u011fini belirlemek i\\u00e7in daha fazla \\u00e7al\\u0131\\u015fmaya ihtiya\\u00e7 vard\\u0131r.\\n\\nKibar Konu\\u015fma Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\nKi\\u015fiselle\\u015ftirme ilkesinin ilgili bir anlam\\u0131, ekrandaki temsilcilerin kibar olmas\\u0131 gerekti\\u011fidir. \\u00d6rne\\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\\u011fi e\\u011fitici bir oyunu d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nTemsilcinin geri bildirimi koyman\\u0131n do\\u011frudan bir yolu, \\\"ENTER tu\\u015funa t\\u0131klay\\u0131n\\\" ve daha kibar bir ifadeyle, \\\"ENTER tu\\u015funa basmak isteyebilirsiniz\\\" veya \\\"ENTER tu\\u015funa t\\u0131klamak ister misiniz? \\u201d veya \\u201cENTER tu\\u015funa basal\\u0131m.\\u201d\\n\\nDo\\u011frudan bir ifade, \\\"\\u015eimdi bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullan\\u0131n\\\" ve daha kibar bir versiyonu, \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmaya ne dersiniz?\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanabilirsiniz\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmal\\u0131y\\u0131z.\\\"\\n\\nNezaket teorisine g\\u00f6re, bu alternatif ifadeler, \\u00f6\\u011frencinin bir miktar hareket \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcne sahip olmas\\u0131na izin vererek veya \\u00f6\\u011frencinin vekil ile i\\u015fbirli\\u011fi i\\u00e7inde \\u00e7al\\u0131\\u015fmas\\u0131na izin vererek itibar\\u0131n\\u0131 kurtarmaya yard\\u0131mc\\u0131 olur.\\n\\n\\u00d6\\u011frencilerin, yeniden ifade edilen ifadeleri do\\u011frudan ifadelerden daha kibar olarak de\\u011ferlendirdikleri, bu da insanlar\\u0131n geri bildirim ifadelerinin kibarl\\u0131k tonuna kar\\u015f\\u0131 duyarl\\u0131 olduklar\\u0131n\\u0131 g\\u00f6sterdi. Bilgisayarlarla \\u00e7al\\u0131\\u015fma konusunda daha az deneyime sahip olan \\u00f6\\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \\u00fcslubuna kar\\u015f\\u0131 \\u00e7ok duyarl\\u0131yd\\u0131.\\n\\nKibar ekran temsilcileri, do\\u011frudan temsilcilerden daha derin \\u00f6\\u011frenmeyi te\\u015fvik ediyor mu? Bir \\u00f6n \\u00e7al\\u0131\\u015fma, cevab\\u0131n evet oldu\\u011funu g\\u00f6steriyor. \\u00d6\\u011frenciler, Sanal Fabrika adl\\u0131 e\\u011fitici bir oyun oynayarak end\\u00fcstri m\\u00fchendisli\\u011fi hakk\\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\\u015fim kurdular.\\n\\nSonraki bir problem \\u00e7\\u00f6zme transfer testinde, nazik bir yard\\u0131mc\\u0131 ile \\u00f6\\u011frenen \\u00f6\\u011frenciler, do\\u011frudan bir temsilci ile \\u00f6\\u011frenenlerden daha iyi performans g\\u00f6sterdi ve .70'lik bir etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fc sa\\u011flad\\u0131. Genel olarak, \\u00f6\\u011frencilerin \\u00f6\\u011frenmesinin yaln\\u0131zca ekrandaki temsilcilerin s\\u00f6ylediklerinden de\\u011fil, ayn\\u0131 zamanda nas\\u0131l s\\u00f6ylediklerinden de etkilendi\\u011fine dair kan\\u0131tlar vard\\u0131r.\\n\\nBu sonu\\u00e7lar\\u0131n sanal s\\u0131n\\u0131f kolayla\\u015ft\\u0131r\\u0131c\\u0131lar\\u0131 i\\u00e7in \\u00f6nemli etkileri vard\\u0131r. Bir\\u00e7ok sanal s\\u0131n\\u0131fta sadece e\\u011fitmenin sesi iletilir. Sanal s\\u0131n\\u0131f e\\u011fitmeni, sosyal varl\\u0131\\u011f\\u0131n \\u00f6\\u011frenme \\u00fczerindeki faydalar\\u0131n\\u0131 en \\u00fcst d\\u00fczeye \\u00e7\\u0131karmak i\\u00e7in kibar konu\\u015fma dilini bir ara\\u00e7 olarak kullanarak bu y\\u00f6nergeleri uygulayabilir.\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\"},\"datePublished\":\"2023-02-14T15:36:24+03:00\",\"dateModified\":\"2023-02-14T15:36:24+03:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"inLanguage\":\"tr-TR\",\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH<\/title>\n\n","aioseo_head_json":{"title":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n","canonical_url":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","robots":"max-image-preview:large","keywords":"","webmasterTools":{"google-site-verification":"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs","miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BlogPosting","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#blogposting","name":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","headline":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/11\/pr.jpeg","width":1024,"height":683,"caption":"Konu\u015fma Stilini Kullanma\n\nE-\u00f6\u011frenmeye uyguland\u0131\u011f\u0131 \u015fekliyle bu teknik hen\u00fcz incelenmeye ba\u015flansa da, e-\u00f6\u011frenme derslerinde konu\u015fma stilinin kullan\u0131m\u0131na ili\u015fkin \u00f6n kan\u0131tlar zaten var. Botanik \u00fczerine bilgisayar tabanl\u0131 bir e\u011fitici oyunu i\u00e7eren be\u015f deneysel \u00e7al\u0131\u015fmadan olu\u015fan bir sette, kelimelerin resmi tarzda oldu\u011fu versiyonlarla, kelimelerin sohbet tarz\u0131nda oldu\u011fu versiyonlarla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131.\n\n\u00d6rne\u011fin, bilgisayar tabanl\u0131 botanik oyununda konu\u015fulan giri\u015f yaz\u0131s\u0131n\u0131 verir; \u00fcst k\u0131s\u0131m resmi versiyonu ve alt k\u0131s\u0131m ki\u015fiselle\u015ftirilmi\u015f versiyonu g\u00f6sterir. G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi, her iki s\u00fcr\u00fcm de ayn\u0131 temel bilgileri sunuyor, ancak ki\u015fiselle\u015ftirilmi\u015f s\u00fcr\u00fcmde bilgisayar do\u011frudan \u00f6\u011frenciyle konu\u015fuyor.\n\nBe\u015f \u00e7al\u0131\u015fman\u0131n be\u015finde, ki\u015fiselle\u015ftirilmi\u015f metinle \u00f6\u011frenen \u00f6\u011frenciler sonraki transfer testlerinde resmi metinle \u00f6\u011frenen \u00f6\u011frencilere g\u00f6re daha iyi performans g\u00f6sterdi. Genel olarak, ki\u015fiselle\u015ftirilmi\u015f gruptaki kat\u0131l\u0131mc\u0131lar, transfer sorunlar\u0131na resmi gruba g\u00f6re y\u00fczde 20 ila 46 daha fazla \u00e7\u00f6z\u00fcm \u00fcretti ve etki b\u00fcy\u00fckl\u00fckleri 1'in \u00fczerindeydi.\n\n\u0130yile\u015fmenin y\u00fczde 46 oldu\u011fu ve etki b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fcn 1,55 oldu\u011fu ve bunun b\u00fcy\u00fck oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen bir \u00e7al\u0131\u015fman\u0131n sonu\u00e7lar\u0131n\u0131 g\u00f6sterir.\u00a0Konu\u015fma resmi tarzdan ziyade konu\u015fma tarz\u0131nda oldu\u011funda, insanlar \u015fim\u015fek olu\u015fumu hakk\u0131nda anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frenebilirler.\n\n\u00d6rne\u011fin, y\u0131ld\u0131r\u0131m dersindeki son c\u00fcmleyi ele alal\u0131m: \"\u0130nsanlar\u0131n \u015fim\u015fek \u00e7akmas\u0131 olarak alg\u0131lad\u0131klar\u0131 parlak \u0131\u015f\u0131\u011f\u0131 \u00fcretir.\" Ki\u015fiselle\u015ftirmek i\u00e7in \"insanlar\u0131\" basit\u00e7e \"siz\" olarak de\u011fi\u015ftirebiliriz.\n\nBunun gibi de\u011fi\u015fikliklere ek olarak, \u00f6\u011frenciye \"Art\u0131k bulutunuz doldu\u011funa g\u00f6re, size hikayenin geri kalan\u0131n\u0131 anlatay\u0131m\" gibi do\u011frudan yorumlar eklendi. Y\u0131ld\u0131r\u0131m dersinin ki\u015fiselle\u015ftirilmi\u015f versiyonunu alan \u00f6\u011frenciler, iki farkl\u0131 deneyde 1'den b\u00fcy\u00fck etki boyutlar\u0131 vererek, bir transfer testinde almayanlara g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde daha iyi performans g\u00f6sterdi.\n\nBu sonu\u00e7lar ayn\u0131 zamanda insan akci\u011ferlerinin nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 i\u00e7eren anlat\u0131ml\u0131 animasyonlardan \u00f6\u011frenme i\u00e7in de ge\u00e7erlidir. \u00d6rne\u011fin, akci\u011ferler dersinin son c\u00fcmlesini ele alal\u0131m: \u201cNefes verme s\u0131ras\u0131nda diyafram yukar\u0131 do\u011fru hareket ederek akci\u011ferlere daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerden ve bo\u011fazdan ge\u00e7erek burun ve a\u011fza gider ve burada v\u00fccuttan ayr\u0131l\u0131r. \u201d\n\nBu c\u00fcmleyi be\u015f yerde de\u011fi\u015ftirerek \u015fu hale getirerek ki\u015fiselle\u015ftirin: \"Nefes verirken diyafram\u0131n\u0131z yukar\u0131 do\u011fru hareket ederek ci\u011ferlerinize daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerinizden ve bo\u011faz\u0131n\u0131zdan burnunuza do\u011fru hareket eder ve a\u011f\u0131z, v\u00fccudunu terk etti\u011fi yer.\"\n\nGenel olarak, on bir yerde de\u011fi\u015ftirerek akci\u011ferler dersi i\u00e7in ki\u015fiselle\u015ftirilmi\u015f bir senaryo olu\u015fturdular. \u00dc\u00e7 deneyde, bu olduk\u00e7a k\u00fc\u00e7\u00fck de\u011fi\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\u015ftirmelerle sonu\u00e7land\u0131.\n\nBu sonu\u00e7lar, ki\u015fiselle\u015ftirmenin her zaman yararl\u0131 bir fikir oldu\u011fu anlam\u0131na gelmemelidir. Ki\u015fiselle\u015ftirmenin abart\u0131ld\u0131\u011f\u0131 durumlar vard\u0131r. \u00d6rne\u011fin, \"Vay can\u0131na, merhaba dostum, sana her \u015feyi \u00f6\u011fretmek i\u00e7in buraday\u0131m..., o y\u00fczden \u015fapkan\u0131 s\u0131k\u0131 tut ve i\u015fte ba\u015fl\u0131yoruz!\" gibi \u00e7ok fazla ki\u015fisel malzeme ekledi\u011finizde ne olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcn.\n\nSonu\u00e7, ki\u015fiselle\u015ftirmenin avantajlar\u0131n\u0131n, \u00f6\u011frencinin dikkatini da\u011f\u0131tma ve \u00f6\u011frenme i\u00e7in uygun olmayan bir ton olu\u015fturma dezavantajlar\u0131yla dengelenmesi olabilir.\n\nBu nedenle, ki\u015fiselle\u015ftirme ilkesini uygularken, yeterli kay\u0131t d\u0131\u015f\u0131l\u0131kla yazmak istedi\u011finiz senaryonun izleyicilerini ve bili\u015fsel sonu\u00e7lar\u0131n\u0131 g\u00f6z \u00f6n\u00fcnde bulundurmak her zaman yararl\u0131d\u0131r; dikkati da\u011f\u0131lm\u0131\u015f veya malzemenin alt\u0131 oyulmu\u015f.\n\nAsl\u0131nda, ki\u015fiselle\u015ftirme ilkesini uygulamak, derste yaln\u0131zca ince bir de\u011fi\u015fiklik yaratmal\u0131d\u0131r; Birka\u00e7 birinci ve ikinci \u015fah\u0131s zamiri kullan\u0131larak \u00e7ok \u015fey ba\u015far\u0131labilir.\n\nD\u00fc\u015f\u00fcnerek konu\u015fma Teknikleri\nKonu\u015fma becerisini GEL\u0130\u015eT\u0130RME yollar\u0131\nEtkili konu\u015fma maddeleri\nG\u00fczel konu\u015fma Kurallar\u0131\nKibar konu\u015fma teknikleri\nNazik konu\u015fma kelimeleri\nHaz\u0131rl\u0131k gerektiren bir konu\u015fma yapacaksak nelere dikkat Etmeliyiz\nAk\u0131c\u0131 konu\u015fma teknikleri\n\nSes Kalitesi Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\n\u00d6zetlenen son ara\u015ft\u0131rma, do\u011fru ko\u015fullar alt\u0131nda insanlar\u0131n \"bilgisayarlara ger\u00e7ek insanlar gibi davrand\u0131\u011f\u0131n\u0131\" g\u00f6steriyor. Bilgisayarlara ger\u00e7ek insanlarm\u0131\u015f gibi davranman\u0131n bir par\u00e7as\u0131 da onlar\u0131n ileti\u015fimlerini anlamak i\u00e7in daha fazla \u00e7aba sarf etmektir.\n\nBu g\u00f6r\u00fc\u015fle tutarl\u0131 olarak, konu\u015fmac\u0131n\u0131n sesi .79'luk bir etki boyutuyla makine sim\u00fclasyonu yerine insan sesi oldu\u011funda, insanlar\u0131n \u015fim\u015fek olu\u015fumuyla ilgili anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frendi\u011fini buldu. Daha yak\u0131n zamanlarda, muhabbet ku\u015fu Peedy adl\u0131 bir ekran arac\u0131s\u0131n\u0131n \u00e7e\u015fitli problemleri \u00e7\u00f6zme ad\u0131mlar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 \u00e7evrimi\u00e7i matematik dersleri sunuldu.\n\nPeedy bir makine sesi yerine bir insan sesiyle konu\u015ftu\u011funda, iki deneyde \u00f6\u011frenciler bir sonraki transfer testinde daha iyi performans g\u00f6sterdiler ve .69 ve .78'lik etki b\u00fcy\u00fckl\u00fckleri sa\u011flad\u0131lar. Bu bulgular\u0131 ses ilkesi olarak adland\u0131rabiliriz: \u0130nsanlar, makine sesli anlat\u0131mdansa insan sesiyle anlat\u0131mdan daha iyi \u00f6\u011frenirler.\n\nKonu\u015fmac\u0131n\u0131n sesinin \u00f6zelliklerinin, insanlar\u0131n bilgisayar tabanl\u0131 ileti\u015fimlere nas\u0131l tepki verdi\u011fi \u00fczerinde g\u00fc\u00e7l\u00fc bir etkisi olabilece\u011fini g\u00f6steren ek ara\u015ft\u0131rmalar sa\u011flad\u0131k.\n\n\u0130nsanlar\u0131n yabanc\u0131 bir aksan yerine standart aksanl\u0131 bir insan sesinden daha iyi \u00f6\u011frendi\u011fine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r, ancak bu \u00e7al\u0131\u015fma sadece k\u0131sa bir sunumda kullan\u0131lan bir Rus aksan\u0131na odaklanmakla s\u0131n\u0131rl\u0131d\u0131r.\n\nHem erkeklerin hem de kad\u0131nlar\u0131n, insan ili\u015fkileri gibi kad\u0131n kli\u015fele\u015fmi\u015f konularda kad\u0131n seslerinden, teknoloji gibi erkek kli\u015fele\u015fmi\u015f konularda erkek seslerinden \u00f6\u011frenmeyi tercih ettiklerine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r. Ancak, sesin cinsiyetinin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 etkileyip etkilemedi\u011fini belirlemek i\u00e7in daha fazla \u00e7al\u0131\u015fmaya ihtiya\u00e7 vard\u0131r.\n\nKibar Konu\u015fma Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\nKi\u015fiselle\u015ftirme ilkesinin ilgili bir anlam\u0131, ekrandaki temsilcilerin kibar olmas\u0131 gerekti\u011fidir. \u00d6rne\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\u011fi e\u011fitici bir oyunu d\u00fc\u015f\u00fcn\u00fcn.\n\nTemsilcinin geri bildirimi koyman\u0131n do\u011frudan bir yolu, \"ENTER tu\u015funa t\u0131klay\u0131n\" ve daha kibar bir ifadeyle, \"ENTER tu\u015funa basmak isteyebilirsiniz\" veya \"ENTER tu\u015funa t\u0131klamak ister misiniz? \u201d veya \u201cENTER tu\u015funa basal\u0131m.\u201d\n\nDo\u011frudan bir ifade, \"\u015eimdi bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullan\u0131n\" ve daha kibar bir versiyonu, \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmaya ne dersiniz?\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanabilirsiniz\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmal\u0131y\u0131z.\"\n\nNezaket teorisine g\u00f6re, bu alternatif ifadeler, \u00f6\u011frencinin bir miktar hareket \u00f6zg\u00fcrl\u00fc\u011f\u00fcne sahip olmas\u0131na izin vererek veya \u00f6\u011frencinin vekil ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015fmas\u0131na izin vererek itibar\u0131n\u0131 kurtarmaya yard\u0131mc\u0131 olur.\n\n\u00d6\u011frencilerin, yeniden ifade edilen ifadeleri do\u011frudan ifadelerden daha kibar olarak de\u011ferlendirdikleri, bu da insanlar\u0131n geri bildirim ifadelerinin kibarl\u0131k tonuna kar\u015f\u0131 duyarl\u0131 olduklar\u0131n\u0131 g\u00f6sterdi. Bilgisayarlarla \u00e7al\u0131\u015fma konusunda daha az deneyime sahip olan \u00f6\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \u00fcslubuna kar\u015f\u0131 \u00e7ok duyarl\u0131yd\u0131.\n\nKibar ekran temsilcileri, do\u011frudan temsilcilerden daha derin \u00f6\u011frenmeyi te\u015fvik ediyor mu? Bir \u00f6n \u00e7al\u0131\u015fma, cevab\u0131n evet oldu\u011funu g\u00f6steriyor. \u00d6\u011frenciler, Sanal Fabrika adl\u0131 e\u011fitici bir oyun oynayarak end\u00fcstri m\u00fchendisli\u011fi hakk\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\u015fim kurdular.\n\nSonraki bir problem \u00e7\u00f6zme transfer testinde, nazik bir yard\u0131mc\u0131 ile \u00f6\u011frenen \u00f6\u011frenciler, do\u011frudan bir temsilci ile \u00f6\u011frenenlerden daha iyi performans g\u00f6sterdi ve .70'lik bir etki b\u00fcy\u00fckl\u00fc\u011f\u00fc sa\u011flad\u0131. Genel olarak, \u00f6\u011frencilerin \u00f6\u011frenmesinin yaln\u0131zca ekrandaki temsilcilerin s\u00f6ylediklerinden de\u011fil, ayn\u0131 zamanda nas\u0131l s\u00f6ylediklerinden de etkilendi\u011fine dair kan\u0131tlar vard\u0131r.\n\nBu sonu\u00e7lar\u0131n sanal s\u0131n\u0131f kolayla\u015ft\u0131r\u0131c\u0131lar\u0131 i\u00e7in \u00f6nemli etkileri vard\u0131r. Bir\u00e7ok sanal s\u0131n\u0131fta sadece e\u011fitmenin sesi iletilir. Sanal s\u0131n\u0131f e\u011fitmeni, sosyal varl\u0131\u011f\u0131n \u00f6\u011frenme \u00fczerindeki faydalar\u0131n\u0131 en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in kibar konu\u015fma dilini bir ara\u00e7 olarak kullanarak bu y\u00f6nergeleri uygulayabilir."},"datePublished":"2023-02-14T15:36:24+03:00","dateModified":"2023-02-14T15:36:24+03:00","inLanguage":"tr-TR","mainEntityOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"articleSection":"Ara\u00e7larda multimedya nedir, Multimedya mesaj\u0131 nedir, Multimedya \u00f6rnekleri, Ara\u00e7larda multimedya nedir, Multimedya ara\u00e7lar\u0131 Nelerdir, Multimedya mesaj\u0131 nedir, Multimedya ne Demek TDK, Multimedya ne i\u015fe yarar, Multimedya Nedir Anlam\u0131, Multimedya nedir \u00f6\u011feleri nelerdir, Multimedya \u00f6rnekleri"},{"@type":"BreadcrumbList","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","position":1,"name":"Ev","item":"https:\/\/legendhomework.com\/tr","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/araclarda-multimedya-nedir\/#listItem","name":"Ara\u00e7larda multimedya nedir"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/araclarda-multimedya-nedir\/#listItem","position":2,"name":"Ara\u00e7larda multimedya nedir","item":"https:\/\/legendhomework.com\/tr\/category\/araclarda-multimedya-nedir\/","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","name":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","name":"Ev"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","position":3,"name":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/araclarda-multimedya-nedir\/#listItem","name":"Ara\u00e7larda multimedya nedir"}}]},{"@type":"Organization","@id":"https:\/\/legendhomework.com\/tr\/#organization","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","url":"https:\/\/legendhomework.com\/tr\/","telephone":"+905423712952","logo":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo","width":304,"height":166,"caption":"Rapor Nas\u0131l Yaz\u0131l\u0131r ?\u00a0 \u2013 Rapor Nas\u0131l Haz\u0131rlan\u0131r? \u2013 Rapor \u00d6devi Nedir? \u2013 Rapor Haz\u0131rlatma -Rapor \u00dccretleri \u2013 Rapor Haz\u0131rlatma \u00dccretleri"},"image":{"@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo"}},{"@type":"Person","@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author","url":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/","name":"Makale Deniz","image":{"@type":"ImageObject","url":"https:\/\/secure.gravatar.com\/avatar\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g"}},{"@type":"WebPage","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage","url":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","name":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. Bir par\u00e7a, otomatik bilgi sunumu \u00fczerindeki \u00e7al\u0131\u015fmay\u0131 takip etti ve ba\u015fka bir iz, ili\u015fkisel bilgi g\u00f6sterimleri i\u00e7in alg\u0131sal ve temsili \u00f6l\u00e7ekleri analiz etti. \u00dc\u00e7\u00fcnc\u00fc bir yol, veritabanlar\u0131 i\u00e7in g\u00f6r\u00fcnt\u00fclerin indekslenmesi ve videolar\u0131n","inLanguage":"tr-TR","isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/#website"},"breadcrumb":{"@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist"},"author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"creator":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/11\/pr.jpeg","@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage","width":1024,"height":683,"caption":"Konu\u015fma Stilini Kullanma\n\nE-\u00f6\u011frenmeye uyguland\u0131\u011f\u0131 \u015fekliyle bu teknik hen\u00fcz incelenmeye ba\u015flansa da, e-\u00f6\u011frenme derslerinde konu\u015fma stilinin kullan\u0131m\u0131na ili\u015fkin \u00f6n kan\u0131tlar zaten var. Botanik \u00fczerine bilgisayar tabanl\u0131 bir e\u011fitici oyunu i\u00e7eren be\u015f deneysel \u00e7al\u0131\u015fmadan olu\u015fan bir sette, kelimelerin resmi tarzda oldu\u011fu versiyonlarla, kelimelerin sohbet tarz\u0131nda oldu\u011fu versiyonlarla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131.\n\n\u00d6rne\u011fin, bilgisayar tabanl\u0131 botanik oyununda konu\u015fulan giri\u015f yaz\u0131s\u0131n\u0131 verir; \u00fcst k\u0131s\u0131m resmi versiyonu ve alt k\u0131s\u0131m ki\u015fiselle\u015ftirilmi\u015f versiyonu g\u00f6sterir. G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi, her iki s\u00fcr\u00fcm de ayn\u0131 temel bilgileri sunuyor, ancak ki\u015fiselle\u015ftirilmi\u015f s\u00fcr\u00fcmde bilgisayar do\u011frudan \u00f6\u011frenciyle konu\u015fuyor.\n\nBe\u015f \u00e7al\u0131\u015fman\u0131n be\u015finde, ki\u015fiselle\u015ftirilmi\u015f metinle \u00f6\u011frenen \u00f6\u011frenciler sonraki transfer testlerinde resmi metinle \u00f6\u011frenen \u00f6\u011frencilere g\u00f6re daha iyi performans g\u00f6sterdi. Genel olarak, ki\u015fiselle\u015ftirilmi\u015f gruptaki kat\u0131l\u0131mc\u0131lar, transfer sorunlar\u0131na resmi gruba g\u00f6re y\u00fczde 20 ila 46 daha fazla \u00e7\u00f6z\u00fcm \u00fcretti ve etki b\u00fcy\u00fckl\u00fckleri 1'in \u00fczerindeydi.\n\n\u0130yile\u015fmenin y\u00fczde 46 oldu\u011fu ve etki b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fcn 1,55 oldu\u011fu ve bunun b\u00fcy\u00fck oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen bir \u00e7al\u0131\u015fman\u0131n sonu\u00e7lar\u0131n\u0131 g\u00f6sterir.\u00a0Konu\u015fma resmi tarzdan ziyade konu\u015fma tarz\u0131nda oldu\u011funda, insanlar \u015fim\u015fek olu\u015fumu hakk\u0131nda anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frenebilirler.\n\n\u00d6rne\u011fin, y\u0131ld\u0131r\u0131m dersindeki son c\u00fcmleyi ele alal\u0131m: \"\u0130nsanlar\u0131n \u015fim\u015fek \u00e7akmas\u0131 olarak alg\u0131lad\u0131klar\u0131 parlak \u0131\u015f\u0131\u011f\u0131 \u00fcretir.\" Ki\u015fiselle\u015ftirmek i\u00e7in \"insanlar\u0131\" basit\u00e7e \"siz\" olarak de\u011fi\u015ftirebiliriz.\n\nBunun gibi de\u011fi\u015fikliklere ek olarak, \u00f6\u011frenciye \"Art\u0131k bulutunuz doldu\u011funa g\u00f6re, size hikayenin geri kalan\u0131n\u0131 anlatay\u0131m\" gibi do\u011frudan yorumlar eklendi. Y\u0131ld\u0131r\u0131m dersinin ki\u015fiselle\u015ftirilmi\u015f versiyonunu alan \u00f6\u011frenciler, iki farkl\u0131 deneyde 1'den b\u00fcy\u00fck etki boyutlar\u0131 vererek, bir transfer testinde almayanlara g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde daha iyi performans g\u00f6sterdi.\n\nBu sonu\u00e7lar ayn\u0131 zamanda insan akci\u011ferlerinin nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 i\u00e7eren anlat\u0131ml\u0131 animasyonlardan \u00f6\u011frenme i\u00e7in de ge\u00e7erlidir. \u00d6rne\u011fin, akci\u011ferler dersinin son c\u00fcmlesini ele alal\u0131m: \u201cNefes verme s\u0131ras\u0131nda diyafram yukar\u0131 do\u011fru hareket ederek akci\u011ferlere daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerden ve bo\u011fazdan ge\u00e7erek burun ve a\u011fza gider ve burada v\u00fccuttan ayr\u0131l\u0131r. \u201d\n\nBu c\u00fcmleyi be\u015f yerde de\u011fi\u015ftirerek \u015fu hale getirerek ki\u015fiselle\u015ftirin: \"Nefes verirken diyafram\u0131n\u0131z yukar\u0131 do\u011fru hareket ederek ci\u011ferlerinize daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerinizden ve bo\u011faz\u0131n\u0131zdan burnunuza do\u011fru hareket eder ve a\u011f\u0131z, v\u00fccudunu terk etti\u011fi yer.\"\n\nGenel olarak, on bir yerde de\u011fi\u015ftirerek akci\u011ferler dersi i\u00e7in ki\u015fiselle\u015ftirilmi\u015f bir senaryo olu\u015fturdular. \u00dc\u00e7 deneyde, bu olduk\u00e7a k\u00fc\u00e7\u00fck de\u011fi\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\u015ftirmelerle sonu\u00e7land\u0131.\n\nBu sonu\u00e7lar, ki\u015fiselle\u015ftirmenin her zaman yararl\u0131 bir fikir oldu\u011fu anlam\u0131na gelmemelidir. Ki\u015fiselle\u015ftirmenin abart\u0131ld\u0131\u011f\u0131 durumlar vard\u0131r. \u00d6rne\u011fin, \"Vay can\u0131na, merhaba dostum, sana her \u015feyi \u00f6\u011fretmek i\u00e7in buraday\u0131m..., o y\u00fczden \u015fapkan\u0131 s\u0131k\u0131 tut ve i\u015fte ba\u015fl\u0131yoruz!\" gibi \u00e7ok fazla ki\u015fisel malzeme ekledi\u011finizde ne olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcn.\n\nSonu\u00e7, ki\u015fiselle\u015ftirmenin avantajlar\u0131n\u0131n, \u00f6\u011frencinin dikkatini da\u011f\u0131tma ve \u00f6\u011frenme i\u00e7in uygun olmayan bir ton olu\u015fturma dezavantajlar\u0131yla dengelenmesi olabilir.\n\nBu nedenle, ki\u015fiselle\u015ftirme ilkesini uygularken, yeterli kay\u0131t d\u0131\u015f\u0131l\u0131kla yazmak istedi\u011finiz senaryonun izleyicilerini ve bili\u015fsel sonu\u00e7lar\u0131n\u0131 g\u00f6z \u00f6n\u00fcnde bulundurmak her zaman yararl\u0131d\u0131r; dikkati da\u011f\u0131lm\u0131\u015f veya malzemenin alt\u0131 oyulmu\u015f.\n\nAsl\u0131nda, ki\u015fiselle\u015ftirme ilkesini uygulamak, derste yaln\u0131zca ince bir de\u011fi\u015fiklik yaratmal\u0131d\u0131r; Birka\u00e7 birinci ve ikinci \u015fah\u0131s zamiri kullan\u0131larak \u00e7ok \u015fey ba\u015far\u0131labilir.\n\nD\u00fc\u015f\u00fcnerek konu\u015fma Teknikleri\nKonu\u015fma becerisini GEL\u0130\u015eT\u0130RME yollar\u0131\nEtkili konu\u015fma maddeleri\nG\u00fczel konu\u015fma Kurallar\u0131\nKibar konu\u015fma teknikleri\nNazik konu\u015fma kelimeleri\nHaz\u0131rl\u0131k gerektiren bir konu\u015fma yapacaksak nelere dikkat Etmeliyiz\nAk\u0131c\u0131 konu\u015fma teknikleri\n\nSes Kalitesi Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\n\u00d6zetlenen son ara\u015ft\u0131rma, do\u011fru ko\u015fullar alt\u0131nda insanlar\u0131n \"bilgisayarlara ger\u00e7ek insanlar gibi davrand\u0131\u011f\u0131n\u0131\" g\u00f6steriyor. Bilgisayarlara ger\u00e7ek insanlarm\u0131\u015f gibi davranman\u0131n bir par\u00e7as\u0131 da onlar\u0131n ileti\u015fimlerini anlamak i\u00e7in daha fazla \u00e7aba sarf etmektir.\n\nBu g\u00f6r\u00fc\u015fle tutarl\u0131 olarak, konu\u015fmac\u0131n\u0131n sesi .79'luk bir etki boyutuyla makine sim\u00fclasyonu yerine insan sesi oldu\u011funda, insanlar\u0131n \u015fim\u015fek olu\u015fumuyla ilgili anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frendi\u011fini buldu. Daha yak\u0131n zamanlarda, muhabbet ku\u015fu Peedy adl\u0131 bir ekran arac\u0131s\u0131n\u0131n \u00e7e\u015fitli problemleri \u00e7\u00f6zme ad\u0131mlar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 \u00e7evrimi\u00e7i matematik dersleri sunuldu.\n\nPeedy bir makine sesi yerine bir insan sesiyle konu\u015ftu\u011funda, iki deneyde \u00f6\u011frenciler bir sonraki transfer testinde daha iyi performans g\u00f6sterdiler ve .69 ve .78'lik etki b\u00fcy\u00fckl\u00fckleri sa\u011flad\u0131lar. Bu bulgular\u0131 ses ilkesi olarak adland\u0131rabiliriz: \u0130nsanlar, makine sesli anlat\u0131mdansa insan sesiyle anlat\u0131mdan daha iyi \u00f6\u011frenirler.\n\nKonu\u015fmac\u0131n\u0131n sesinin \u00f6zelliklerinin, insanlar\u0131n bilgisayar tabanl\u0131 ileti\u015fimlere nas\u0131l tepki verdi\u011fi \u00fczerinde g\u00fc\u00e7l\u00fc bir etkisi olabilece\u011fini g\u00f6steren ek ara\u015ft\u0131rmalar sa\u011flad\u0131k.\n\n\u0130nsanlar\u0131n yabanc\u0131 bir aksan yerine standart aksanl\u0131 bir insan sesinden daha iyi \u00f6\u011frendi\u011fine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r, ancak bu \u00e7al\u0131\u015fma sadece k\u0131sa bir sunumda kullan\u0131lan bir Rus aksan\u0131na odaklanmakla s\u0131n\u0131rl\u0131d\u0131r.\n\nHem erkeklerin hem de kad\u0131nlar\u0131n, insan ili\u015fkileri gibi kad\u0131n kli\u015fele\u015fmi\u015f konularda kad\u0131n seslerinden, teknoloji gibi erkek kli\u015fele\u015fmi\u015f konularda erkek seslerinden \u00f6\u011frenmeyi tercih ettiklerine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r. Ancak, sesin cinsiyetinin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 etkileyip etkilemedi\u011fini belirlemek i\u00e7in daha fazla \u00e7al\u0131\u015fmaya ihtiya\u00e7 vard\u0131r.\n\nKibar Konu\u015fma Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\nKi\u015fiselle\u015ftirme ilkesinin ilgili bir anlam\u0131, ekrandaki temsilcilerin kibar olmas\u0131 gerekti\u011fidir. \u00d6rne\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\u011fi e\u011fitici bir oyunu d\u00fc\u015f\u00fcn\u00fcn.\n\nTemsilcinin geri bildirimi koyman\u0131n do\u011frudan bir yolu, \"ENTER tu\u015funa t\u0131klay\u0131n\" ve daha kibar bir ifadeyle, \"ENTER tu\u015funa basmak isteyebilirsiniz\" veya \"ENTER tu\u015funa t\u0131klamak ister misiniz? \u201d veya \u201cENTER tu\u015funa basal\u0131m.\u201d\n\nDo\u011frudan bir ifade, \"\u015eimdi bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullan\u0131n\" ve daha kibar bir versiyonu, \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmaya ne dersiniz?\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanabilirsiniz\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmal\u0131y\u0131z.\"\n\nNezaket teorisine g\u00f6re, bu alternatif ifadeler, \u00f6\u011frencinin bir miktar hareket \u00f6zg\u00fcrl\u00fc\u011f\u00fcne sahip olmas\u0131na izin vererek veya \u00f6\u011frencinin vekil ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015fmas\u0131na izin vererek itibar\u0131n\u0131 kurtarmaya yard\u0131mc\u0131 olur.\n\n\u00d6\u011frencilerin, yeniden ifade edilen ifadeleri do\u011frudan ifadelerden daha kibar olarak de\u011ferlendirdikleri, bu da insanlar\u0131n geri bildirim ifadelerinin kibarl\u0131k tonuna kar\u015f\u0131 duyarl\u0131 olduklar\u0131n\u0131 g\u00f6sterdi. Bilgisayarlarla \u00e7al\u0131\u015fma konusunda daha az deneyime sahip olan \u00f6\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \u00fcslubuna kar\u015f\u0131 \u00e7ok duyarl\u0131yd\u0131.\n\nKibar ekran temsilcileri, do\u011frudan temsilcilerden daha derin \u00f6\u011frenmeyi te\u015fvik ediyor mu? Bir \u00f6n \u00e7al\u0131\u015fma, cevab\u0131n evet oldu\u011funu g\u00f6steriyor. \u00d6\u011frenciler, Sanal Fabrika adl\u0131 e\u011fitici bir oyun oynayarak end\u00fcstri m\u00fchendisli\u011fi hakk\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\u015fim kurdular.\n\nSonraki bir problem \u00e7\u00f6zme transfer testinde, nazik bir yard\u0131mc\u0131 ile \u00f6\u011frenen \u00f6\u011frenciler, do\u011frudan bir temsilci ile \u00f6\u011frenenlerden daha iyi performans g\u00f6sterdi ve .70'lik bir etki b\u00fcy\u00fckl\u00fc\u011f\u00fc sa\u011flad\u0131. Genel olarak, \u00f6\u011frencilerin \u00f6\u011frenmesinin yaln\u0131zca ekrandaki temsilcilerin s\u00f6ylediklerinden de\u011fil, ayn\u0131 zamanda nas\u0131l s\u00f6ylediklerinden de etkilendi\u011fine dair kan\u0131tlar vard\u0131r.\n\nBu sonu\u00e7lar\u0131n sanal s\u0131n\u0131f kolayla\u015ft\u0131r\u0131c\u0131lar\u0131 i\u00e7in \u00f6nemli etkileri vard\u0131r. Bir\u00e7ok sanal s\u0131n\u0131fta sadece e\u011fitmenin sesi iletilir. Sanal s\u0131n\u0131f e\u011fitmeni, sosyal varl\u0131\u011f\u0131n \u00f6\u011frenme \u00fczerindeki faydalar\u0131n\u0131 en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in kibar konu\u015fma dilini bir ara\u00e7 olarak kullanarak bu y\u00f6nergeleri uygulayabilir."},"primaryImageOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/multimedya-semantigi-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage"},"datePublished":"2023-02-14T15:36:24+03:00","dateModified":"2023-02-14T15:36:24+03:00"},{"@type":"WebSite","@id":"https:\/\/legendhomework.com\/tr\/#website","url":"https:\/\/legendhomework.com\/tr\/","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","inLanguage":"tr-TR","publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"}}]},"og:locale":"tr_TR","og:site_name":"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","og:type":"article","og:title":"Multimedya Semanti\u011fi \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","og:description":"Multimedya Semanti\u011fine \u0130li\u015fkin Yakla\u015f\u0131mlar \u00d6zellik tabanl\u0131 yakla\u015f\u0131mlar\u0131n \u00e7oklu ortam semanti\u011fine geni\u015fletilmesi, grafiksel nesnelerin \u00f6zelliklerini belirlemeye y\u00f6nelik ilk giri\u015fimlerden bu yana farkl\u0131 yollar izlemi\u015ftir. 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