مریم طایفه محمودی

Content interpretation is a cognitive ability which is mostly concerned with understanding the intention of the person who has created or narrated the content.  Narrator is also important since his/ her specific intention, which is inevitable in media like a social network, may change the reality of a created content. Here, the focal point is a sort of transformation with the aim of yielding the class of a message behind the content. In this paper, we propose a rule-based framework for interpreting contents in a social network that has the ability to perform such a transformation through using some generic rules with propositions at high abstraction level. The reason for selecting abstract propositions is their ability in covering wide range of facts occurring in the real world situation. Our suggested framework is in reality able to determine the class of a message indicating the possible intention of either a content’s creator or its narrator, such as whether a narrator is seeking honesty/justice toward the others, is after respect for the people, cares for compassion/ mercy, emphasizes a significance of knowing/ thinking in life, or is after self-upgradation to conduct a healthy life. These classes of message are determined according to both philosophical and psychological aspects which do exist behind the cognitive, emotional and ethical faculties in human being. Results of some experiments show that the generic rules proposed in this paper, which are structured on the ground of abstract propositions, have enough ability to respond successfully to the issue of interpretation in a social network with the characteristics already mentioned. Also, these results approve the fact that such an abstraction is able enough to handle the possible facts hidden in the contents showing up in social network.

Multimedia content due to its inherent audio-visual capabilities plays a significant role in transferring complex/ mystical concepts into the learners. Its effectiveness, is mostly concerned with goal-oriented narration of the story from one side and the level of engagement and understanding of concept by learners from the other side. In this respect, presenting a framework to organize an e-book to facilitate the effective transmission of complex /mystical concept is the focal concern of this article. Furthermore, the proposed framework incorporates rigorous user experience (UEQ) methodology, employing established metrics and qualitative feedback mechanisms to evaluate learners' satisfaction across a comprehensive range of UEQ scales, including attractiveness, hedonic and pragmatic quality in general. Empirical results, derived from experimental studies utilizing this framework, demonstrate a statistically significant and practically noteworthy impact on the learners' ability to grasp and articulate the core meaning embedded within complex and mystical concepts, thereby validating the efficacy of this innovative approach in promoting accessible and meaningful learning experiences. In this regard, the correlation between UEQ scales with learners' learning style model based on Felder-Silverman was investigated. The assessment of the results concerning the relationship between the UEQ scales and the Felder-Silverman learning style dimensions reveals that the multimedia e-book was evaluated as more engaging and innovative by learners whose learning styles, as classified by Felder-Silverman, were characterized as intuitive and visual. This confirms that the e-book's design resonates particularly well with these learning preferences. Moreover, the User Experience Questionnaire (UEQ) results for the presented e-book, when compared to benchmark data from other products assessed using the same standardized UEQ, indicate a positive multimedia potential. Specifically, the e-book demonstrates favorable scores across dimensions such as Attractiveness, Efficiency, Stimulation, and Novelty as well, which well express the potential of proposed multimedia e-book in transferring complex/mystical concept.