The first challenge to achieve in this is to objectively measure the quality of the adapted video, while considering the multiple aspects of the QoE. Indeed, for each entity to be adapted, the ADTE must decide on the adequate adaptation operator that satisfies the user's preferences while maximizing his/her quality of experience. The task of the ADTE is challenging as many adaptation operations can satisfy the same semantic constraint, and thus arising in several feasible adaptation plans. In video adaptation frameworks, the Adaptation Decision Taking Engine (ADTE), is responsible for achieving this goal. This QoE depends at the same time on the level of the user's satisfaction in perceiving the adapted content, the amount of knowledge assimilated by them, and the adaptation execution time. The overall goal of this adaptation process is to provide users with adapted content that maximizes their Quality of Experience (QoE). User preferences can be translated into several types of constraints that must be considered by the adaptation process, including semantic constraints directly related to the content of the video. Personalization of videos, which adapts their content according to user preferences, is a vital aspect of achieving the UME vision. Universal Multimedia Experience (UME) is the notion that a user should receive informative adapted content anytime and anywhere. The results emphasize the potential of IT for university teaching and provide transferable insights for practical use in other learning scenarios. With the implementation, large-scale lecture related limitations can be overcome and the results help lecturers to face the according challenges. The authors rely on insights from interaction theory as well as requirements gathered from lecturers and students in a focus group workshop. For designing the application, the authors follow a design science research approach. This paper presents the design, use and evaluation of a mobile-learning application aiming to increase the interaction in large-scale lectures and the success of learners. The use of IT can help in overcoming this challenge by increasing the interaction in large-scale lectures without massively increasing the workload of lecturers. Universities face increasing numbers of students leading to increasingly large lectures, and decreasing interaction and feedback, which are important factors for individual learning success and satisfaction. KeywordsSemantic adaptation–UMA–Universal multimedia experiences–Cinematography–Drama production While optimally fulfilling the filmmaker’s dramatic intentions with respect to the original narrative and obeying various As such, high definition imagery can be intelligently adapted to smaller resolutions That is exploited by the adaptation process. Of production metadata obtained from various steps in the production process provides a valuable context of narrative semantics Producers, directors and other creative staff instruct the semantic adaptation system using common cinematographic terminologyĪnd vocabulary, thereby seamlessly extending the drama production process into the realm of content adaptation. This paper introducesĪ semantic video adaptation system that incorporates the media adaptation process in the center of the drama production process. Usage environments, but also conveys the semantics and cinematography behind the narrative in an optimal way. High definition displays to mobile media players, must receive a product that is not only adapted to their capabilities and In order to provide audiences with a proper universal multimedia experience, all classes of media consumption devices, from
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