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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the quickly changing field of instructional technology, intelligent educational systems are now essential for individualized and effective instruction. To forecast and understand learners' actions in intelligent educational settings, this research suggests an analytical framework that makes use of deep learning techniques. By offering real-time information on user activities, the goal is to improve these platforms' reactivity and flexibility. Using state-of-the-art deep learning designs, our technique examines large datasets that include interactions between users, interest trends, and efficiency measures. The proposed method classifies the e-learning based behaviour classification and then the e-learning performance prediction using CNN-LSTM. The suggested framework incorporates the temporal relationships and sequential patterns present in learners' actions on the platform by fusing convolutional neural networks (CNNs) and long short-term memory networks (LSTMs). Furthermore, using multimedia information like simulations that are interactive and video lectures, convolutional neural networks (CNNs) are used to gather spatial data. The present study advances smart learning technology by providing a stable and expandable structure for behavior analysis and prediction in students. Through proactive customization of learning events, instructors, content producers, and platform developers can create a setting that is both enjoyable and effective for students. This is made possible by the knowledge gained from this approach. [ABSTRACT FROM AUTHOR]

Many instructional videos in mathematics education target knowledge of procedures and algorithms. To design instructional videos that support students in a non-algorithmic domain, such as mathematical modeling, we developed a framework based on research on heuristic worked examples and instructional videos. Because students' perceptions play an important role in whether they will engage with a learning resource, our research questions focus on the advantages and challenges students perceive when they work with an instructional video on mathematical modeling and solve a subsequent related modeling problem. Using a video based on the developed framework, we conducted an interview study with 14 pairs of upper-secondary students. The results of the qualitative text analysis showed that the perceived advantages and challenges were related to certain design features and to the processes of self-regulated learning with the video. The students experienced challenges regarding the video's duration, the transfer to a subsequent related modeling problem, the absence of a teacher, and self-discipline. Hence, further learner support is necessary to guide the transition from working with a video to autonomous modeling, such as combining the video with strategic instruments and teacher support. In addition, interactive video features may be essential, as the students enjoyed how those features involved them in the process of watching the video. Overall, the results indicate that instructional videos are promising for providing heuristic worked examples, offering an innovative approach for teaching and learning mathematical modeling. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The bullet-screen function is frequently used by individuals when watching online videos. It can enhance the viewers' sense of belonging to the bullet screen group and reduce their feelings of loneliness while watching online videos. However, the deindividuation phenomenon often occurs on the network platform with user interaction functions. As a popular interactive video technology, it is unclear whether the bullet-screen engagement in videos will affect the viewers' deindividualized online behavior. Based on the theory of computer-mediated communication and the social identity model of deindividuation effects, this study explored the relationship between bullet-screen engagement and deindividualized online behavior, and the role of sense of belonging and loneliness between them. A total of 511 college students in China (M = 21.53, SD = 2.02, 45.4% males) were investigated with The Bullet-screen Engagement Questionnaire, The Sense of Belonging Instrument, The Loneliness Scale, and The Bullet-screen Environment Deindividualized Online Behavior Questionnaire. Sequential chain mediation model was built by the macro program PROCESS in SPSS. The model showed that (1) bullet-screen engagement positively predicted deindividualized online behavior; (2) The sense of belonging and loneliness mediated the relationship between bullet-screen engagement and deindividualized online behavior respectively; (3) The sequential chain mediation showed an indirect path (bullet-screen engagement – sense of belonging – loneliness – deindividualized online behavior). Bullet-screen engagement in videos can enhance viewers' sense of belonging and reduce loneliness, by which can also lead to deindividualized online behavior. Therefore, it is also crucial to pay attention to the negative effects of bullet-screen engagement in video. [ABSTRACT FROM AUTHOR]

Purpose: Perioperative decision making for large (> 2 cm) rectal polyps with ambiguous features is complex. The most common intraprocedural assessment is clinician judgement alone while radiological and endoscopic biopsy can provide periprocedural detail. Fluorescence-augmented machine learning (FA-ML) methods may optimise local treatment strategy. Methods: Surgeons of varying grades, all performing colonoscopies independently, were asked to visually judge endoscopic videos of large benign and early-stage malignant (potentially suitable for local excision) rectal lesions on an interactive video platform (Mindstamp) with results compared with and between final pathology, radiology and a novel FA-ML classifier. Statistical analyses of data used Fleiss Multi-rater Kappa scoring, Spearman Coefficient and Frequency tables. Results: Thirty-two surgeons judged 14 ambiguous polyp videos (7 benign, 7 malignant). In all cancers, initial endoscopic biopsy had yielded false-negative results. Five of each lesion type had had a pre-excision MRI with a 60% false-positive malignancy prediction in benign lesions and a 60% over-staging and 40% equivocal rate in cancers. Average clinical visual cancer judgement accuracy was 49% (with only 'fair' inter-rater agreement), many reporting uncertainty and higher reported decision confidence did not correspond to higher accuracy. This compared to 86% ML accuracy. Size was misjudged visually by a mean of 20% with polyp size underestimated in 4/6 and overestimated in 2/6. Subjective narratives regarding decision-making requested for 7/14 lesions revealed wide rationale variation between participants. Conclusion: Current available clinical means of ambiguous rectal lesion assessment is suboptimal with wide inter-observer variation. Fluorescence based AI augmentation may advance this field via objective, explainable ML methods. [ABSTRACT FROM AUTHOR]

Objective To evaluate the impact of atypical sensory response patterns on the development of initiating joint attention (IJA) abilities in toddlers, further exploring the early developmental mechanisms of autism spectrum disorder (ASD). Methods Forty infants at 12 months of age were followed up and divided into three groups at 24 months of age: ASD, developmental differences (D/D), and typical development (TD) groups. The Toddler Sensory Profile Second Edition (TSP-2) was used to assess the degree of atypical sensory response patterns. Interactive videos were coded to evaluate IJA abilities. Linear regression analysis was employed to assess the relationship between sensory responsiveness and IJA abilities. Results The sensory seeking and registration scores at 12 months of age and the sensory seeking score at 24 months of age in ASD toddlers were negatively correlated with IJA frequency ( r_{s} = - 0.735, P = 0.015 ; r_{i} = - 0.635 P = 0.048 ; r_{s} = - 0.68 P = 0.03 ) while the sensory sensitivity and avoiding scores at 12 months were positively correlated with the development of IJA frequency ( r_{p} = 0.674 P = 0.047 ; r_{p} = 0.818, P = 0.007 ) . Conclusions Higher levels of sensory seeking and registration in ASD toddlers will affect their current IJA abilities. However, higher levels of sensory sensitivity and avoiding predict a better developmental trend in IJA abilities. [ABSTRACT FROM AUTHOR]

During the COVID-19 pandemic, there was an increase in the use of online courses, which required improvements in their effectiveness. To address this, the online flipped model was suggested as a solution, and this study aimed to assess the efficacy of using interactive instructional videos within an online flipped course design. The study employed a quasi-experimental method and involved fifty-five voluntary students. The experimental group watched interactive educational videos with pop-up questions for six weeks before live courses; meanwhile, the control group watched linear instructional versions of the same videos. The same online learning activities were carried out in both groups during the online live classes for each week. Independent sample t-tests were performed to assess whether there were any differences in the learning performance, lecture engagement, sustained attention, mental effort, positive emotions, and satisfaction scores between the interactive group and the control group. The results indicated that the use of interactive videos in the online flipped model improved learning performance and reduced cognitive load, but did not significantly affect lecture engagement, sustained attention, positive emotion, and satisfaction. [ABSTRACT FROM AUTHOR]

In the dynamic visual cabinet, the occurrence of motion blur when consumers take out commodities will reduce the accuracy of commodity detection. Recently, although Transformer-based video deblurring networks have achieved results compared to Convolutional Neural Networks in some blurring scenarios, they are still challenging for the non-uniform blurring problem that occurs when consumers pick up the commodities, such as the problem of difficult alignment of blurred video frames of small commodities and the problem of underutilizing the effective information between the video frames of commodities. Therefore, an improved Transformer video deblurring network is proposed. Firstly, a multi-scale Transformer feature extraction method is utilized for non-uniform blurring. Secondly, for the problem of difficult alignment of small-item-blurred video frames, a temporal interactive attention mechanism is designed for video frame alignment. Finally, a feature recurrent fusion mechanism is introduced to supplement the effective information of commodity features. The experimental results show that the proposed method has practical significance in improving the accuracy of commodity detection. Moreover, compared with the recent Transformer deblurring algorithm Video Restoration Transformer, the Peak Signal-to-Noise Ratio of this paper's algorithm is higher than that of the Deep Video Deblurring dataset and the Fuzzy Commodity Dataset by 0.23 dB and 0.81 dB, respectively. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology and the growing demand for ICT skills have necessitated innovative educational approaches to improve student achievement. Traditional classroom-based teaching often struggles to keep pace with the dynamic and evolving nature of ICT education. The variability in student learning styles and the increasing requirement for digital skills necessitate a flexible and scalable educational model. This study focuses on developing an effective online learning model tailored to enhance student performance in the field of Design of Information and Communication Technology (ICT). The study employed a mixed-methods approach, combining quantitative and qualitative data. Participants included undergraduate students enrolled in an ICT Design course. They were given access to an online learning platform offering interactive video lectures, multimedia resources, assessments, and collaborative projects. Data collection included pre- and post-tests to measure academic performance, surveys to gauge student satisfaction, and focus group discussions to gather qualitative insights into their learning experience. The findings indicated a significant improvement in student achievement, with post-test scores consistently higher than pre-test scores across all participants. The model's flexibility allowed students to learn at their own pace, leading to a deeper understanding of key concepts. Interactive resources and collaborative projects enhanced engagement and fostered critical thinking. Moreover, the majority of students expressed high satisfaction with the online learning experience, citing the variety of resources, self-paced learning opportunities, and collaborative forums as significant contributors. [ABSTRACT FROM AUTHOR]

This research aims to investigate the impact of using interactive simulation videos on enhancing digital empathy skills. The study involved 300 high school students from three schools in Bangkok, Thailand. The participants were chosen using the multistage sampling method. The research instruments included: (1) an interactive simulation video; (2) a digital empathy skills test; (3) a satisfaction assessment; and (4) an interview form. The data were analyzed using a dependent t-test, mean, standard deviation, percentage, and qualitative data analysis. The research found that (1) participants' digital empathy skills scores improved significantly at the 0.05 level, (2) participants' overall satisfaction was high (x = 4.48), and (3) all participants agreed that the interactive simulation video was appropriate, helped them improve their digital empathy skills, and was suitable for use as teaching material. An interactive simulative video contains various elements that enhance students' digital empathy skills, including embedded questions, overlays, and hotspots. [ABSTRACT FROM AUTHOR]

Digital tools and online presence have become a cornerstone in public engagement and involvement strategy and delivery. We here describe the coproduction process behind launching a new multilingual resource for schools in the United Kingdom and beyond, jointly between university scientists, engagement professionals, primary and secondary teachers, and web designers. The 'Superbugs' website aims at raising awareness and increasing the public understanding of the microbial world in, on, and around us--with a focus on infection, hygiene, and antimicrobial resistance--and attracted >19,000 online visitors, >33,500 page views, and > 775,000 Twitter impressions over the past 24 months. Superbugs.online is available in English, Welsh, Irish, and Scottish Gaelic, thus making it accessible to everyone in the United Kingdom and Ireland, regardless of the language in which they receive and deliver their science education. The website is easy to navigate and features background information, quizzes, animations, videos, illustrated stories, interactive timelines, games, and protocols for home experiments. All materials are presented in a non-prescriptive way, aimed at allowing flexibility for the materials to be adapted to the individual needs of teachers and pupils alike. Our study has led to a demonstrable impact on the co-production team and on pupils and teachers as key stakeholders, based on a comprehensive evaluation of the co-production process itself, the impact of the end product, and the creation of lasting relationships with stakeholders and co-producers, for the mutual benefit of everyone involved. [ABSTRACT FROM AUTHOR]

This research aimed to investigate the effect of interactive video on students' listening skills of the seventh grade at SMPN 1 Gedung Surian and to know where the better media used interactive or Powerpoint media in teaching listening skills. The research employed a quasi-experimental design with a pre-test post-test control group. The sample of this research consisted of 60 seventh-grade students who were cluster random sampling selected and divided into two groups: experimental group and control group. The experimental group was taught using interactive video, while the control group was taught using conventional methods. Data were collected through a listening test before and after the treatment. The data were analyzed using independent samples t-test. The results showed that the experimental group's mean score (73.67) was significantly higher than the control group's mean score (47.23) with a p-value of 0.000. The findings indicated that the use of interactive video had a positive effect on students' listening skills, and as the result of the mean score of both classes the interactive video was more significant than PowerPoint media. Therefore, it is recommended that English teachers use interactive videos as a teaching method to improve students' listening skills. [ABSTRACT FROM AUTHOR]

Introduction: Electromyography (EMG) assessments have been conducted virtually more frequently in recent years, leading researchers to explore the barriers to EMG assessments in a telehealth setting and how to overcome them. Methods: A scoping review was conducted according to the methodology described by Arksey and O'Malley. A comprehensive search using controlled vocabulary and keywords for two concepts, EMG and telehealth, was conducted using Medline and EMBASE on February 7, 2022. Two independent reviewers screened titles, abstracts, and full-text articles. Two reviewers also extracted the data and described the findings in a descriptive analysis. Results: A total of 248 articles were screened during the abstract and title review, of which 64 full texts were screened for eligibility. Of these, 15 publications met the inclusion criteria. Most articles were published in 2018 or later (66.7%). The most frequently mentioned barrier to conducting a virtual EMG assessment was poor data and signal transmission (53.3%). Another frequently mentioned barrier was poor patient usability (33.3%). Solutions most frequently reported related to patient usability (33.3%). These included interactive instructions and video chat to monitor and provide the patient with technical support. Conclusion: The last 4 years have seen an increase in articles published on EMGs' use in telehealth to monitor or diagnose patients. Further research is required to determine if the proposed solutions have improved clinical outcomes for the patient. [ABSTRACT FROM AUTHOR]

Many nonregulatory interventions targeting children and youth have been implemented at three levels: directed at the individual (e.g., interactive video games), delivered to students at school (e.g., campus bans), and launched in the community (e.g., mass media campaigns). This systematic review aims to synthesize the evidence on the effectiveness of interventions aimed at preventing e-cigarette initiation among children and youth. MEDLINE, CINAHL, Embase, APA PsycINFO, and Web of Science Core Collection were searched for papers published between January 1, 2004 and September 1, 2022 that reported more than one outcome on vaping prevention among individuals aged less than 21-years-old: vaping prevalence/incidence, initiation intentions, knowledge/attitudes, and other tobacco product use prevalence/initiation intentions. Interventions were at the individual, school, or community level. The risk of bias was assessed using ROBINS-I and RoB 1. Thirty-nine publications met the eligibility criteria. Fourteen individually-based (4 parental monitoring, 3 video games, 2 text messages, 3 graphic message themes, 2 healthcare), 19 school-based (14 educational and skill interventions, 5 vape-free policies/bans), and 6 community-based (3 social media, 3 mass media campaigns) interventions were reported. E-cigarette initiation prevention was observed with high perceived parental monitoring; however, the cross-sectional study designs precluded causal claims. There was promising but limited evidence that social-emotional skills curricula and peer leader programming prevented vaping initiation. Some individual- and school-based interventions showed promise for preventing e-cigarette initiation among children and youth. [ABSTRACT FROM AUTHOR]

This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives. [ABSTRACT FROM AUTHOR]

The hypervideo is a selective, user-to-document, and externalexploratory interactive artefact characterised by a video backbone and clickable areas within that allow access to the desired information. Its use in education has been widely studied but there is hardly any research about advertising applications. We have addressed this gap by carrying out a content analysis on a corpus of 148 hypervideos in order to find out what brands and product types are using this tool, the structures employed, the commercial motives that they might fulfil and the appeals dimensions that are present. Our results indicate that highinvolvement products with positive motives are the most frequent. Although a third of the sample can be labelled as shoppable, the majority satisfy the motive of information-seeking by explaining the product characteristics or uses. Sometimes, this information helps to decide which product fits the user’s necessities, as well as fostering the purchase. They present interactive structures described in literature, such as the vector and the tree, but we also identified others. Soft-sell type appeals, particularly humour and storytelling, are more abundant than hard-sell strategies. All in all, this research adds to a growing body of literature on interactive advertising and provides a starting point for further research on these types of videos. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The conventional support method in clinical Dohsa-hou involves therapists supporting clients' movement face-to-face and using direct body contact. However, due to the COVID-19 pandemic, non-face-to-face and non-contact support have been required for teaching and practicing clinical Dohsa-hou. This study compared the psychological effects of the interactive online method and the non-interactive video-viewing method of Health Dohsa-hou for healthy individuals. We conducted a two-factor analysis of variance with mixed factors. The independent variables were the interactive and non-interactive methods and timing of intervention (pre- and post-intervention), and the dependent variables were the sense of harmony between body and mind and the locus of control. The results showed that the sense of relaxation, the sense of harmony, and the locus of control were significantly enhanced in both the interactive and the non-interactive method; however, the interactive online method achieved further enhancement of the sense of relaxation and the sense of harmony between body and mind. The interactive online Dohsa-hou method would make participants more actively engage in Dohsa-hou, thereby enabling a more realistic Dohsa-hou experience. [ABSTRACT FROM AUTHOR]

Danmaku, a real-time comment function covering the top of the video, appears from the right of the video like a bullet and slides out horizontally from the left, which is gaining popularity in Asia. In recent years, the research on the analysis of massive danmaku data has mushroomed. The danmaku data contains a host of valuable information, such as the emotional expressions, attitudes, and opinions of the people watching the video, which helps people quickly get the content and effect of the video. The information is more representative and comprehensive with the ever-increasing amount of danmaku data over time. However, extracting valuable danmaku from huge amounts of data is a challenging task. Therefore, in this paper, we introduce VisDmk, an interactive visual analysis system, to help to analyze video content and effect. VisDmk incorporates five views: the projection view to exhibit emotion distribution, the detail view to analyze specific danmaku information, the individual view to illustrate the difference between viewers, the theme-aware view to identify themes in different periods, and the video view to ascertain some inference within a video. Case studies and user observation were conducted to evaluate this system. [ABSTRACT FROM AUTHOR]

This paper presents findings of the eleventh Video Browser Showdown competition, where sixteen teams competed in known-item and ad-hoc search tasks. Many of the teams utilized state-of-the-art video retrieval approaches that demonstrated high effectiveness in challenging search scenarios. In this paper, a broad survey of all utilized approaches is presented in connection with an analysis of the performance of participating teams. Specifically, both high-level performance indicators are presented with overall statistics as well as in-depth analysis of the performance of selected tools implementing result set logging. The analysis reveals evidence that the CLIP model represents a versatile tool for cross-modal video retrieval when combined with interactive search capabilities. Furthermore, the analysis investigates the effect of different users and text query properties on the performance in search tasks. Last but not least, lessons learned from search task preparation are presented, and a new direction for ad-hoc search based tasks at Video Browser Showdown is introduced. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The congestion problem has driven many researchers to address it, among other networking issues. In a packet-switched network, congestion is essential; it leads to a high response time to deliver packets due to heavy traffic, which eventually causes packet loss. Hence, congestion control mechanisms are utilized to prevent such cases. Several interesting algorithms are proposed to focus on this dilemma, such as the Self-Clocked Rate Adaptation for Multimedia (SCReAM) designed for interactive real-time video streaming applications. One of the main issues of SCReAM is the high design complexity due to the large size of its documentation and coding. Furthermore, there is a considerable number of parameters that can be adjusted to accomplish the desired performance. This study proposes a guided parameters' tuning approach to assess and optimize the SCReAM algorithm in an emulated 5G environment through a detailed exploration of its parameters. The proposed approach consists of three phases, namely, the initialization phase, the standalone experimentation phase, and the hybrid experimentation phase. In the first phase, we illustrate the method of initializing and implementing the environment, followed by specifying the investigated parameters' settings, testing, and validation. The second phase aims to investigate SCReAM parameters in isolation to identify the effect on the performance in relation to network queue delay, smoothed Round Trip Time (sRTT), and throughput. The final phase discusses the possibility of achieving the optimum performance by combining various sets to provide researchers with clear and explicit guidelines to establish an adequate SCReAM behavior for the desired application. To the best of our knowledge, this is the first study that proposes a preliminary and comprehensive analysis of the SCReAM algorithm. Based on the proposed approach, when L4S/ECN is disabled, we reduced the network queue delay by 63.36% and increased the network throughput by 48.6% as compared to the results generated by the original design. In L4S/ECN-enabled mode, the network queue delay is reduced by 16.17% while the network throughput increased by 93%. [ABSTRACT FROM AUTHOR]

Introduction: Cooperation and competition are common in social interactions. It is not clear how individual differences in personality may predict performance strategies under these two contexts. We evaluated whether instructions to play cooperatively and competitively would differentially affect dyads playing a Pong video game. We hypothesized that instructions to play cooperatively would result in lower overall points scored and differences in paddle control kinematics relative to when participants were instructed to play competitively. We also predicted that higher scores in prosociality and Sportspersonship would be related to better performance during cooperative than competitive conditions. Methods: Pairs of participants played a Pong video game under cooperative and competitive instructions. During competitive trials, participants were instructed to score more points against one another to win the game. During the cooperative trials, participants were instructed to work together to score as few points against one another as possible. After game play, each participant completed surveys so we could measure their trait prosociality and Sportspersonship. Results: Condition was a significant predictor of where along the paddle participants hit the ball, which controlled ball exit angles. Specifically, during cooperation participants concentrated ball contacts on the paddle towards the center to produce more consistent rebound angles. We found a significant correlation of Sex and the average points scored by participants during cooperative games, competitive games, and across all trials. Sex was also significantly correlated with paddle kinematics during cooperative games. The overall scores on the prosociality and Sportspersonship surveys were not significantly correlated with the performance outcomes in cooperative and competitive games. The dimension of prosociality assessing empathic concern was significantly correlated with performance outcomes during cooperative video game play. Discussion: No Sportspersonship survey score was able to predict cooperative or competitive game performance, suggesting that Sportspersonship personality assessments are not reliable predictors of cooperative or competitive behaviors translated to a virtual game setting. Survey items and dimensions probing broader empathic concern may be more effective predictors of cooperative and competitive performance during interactive video game play. Further testing is encouraged to assess the efficacy of prosocial personality traits as predictors of cooperative and competitive video game behavior. [ABSTRACT FROM AUTHOR]

• Using an experimental approach, this study explored if video-based coaching improves preservice teachers' interactional skills and how the prior level of preservice teachers' beliefs about children, effective teaching knowledge, ability of identifying effective teaching behavior, and interactional practices predict the change in interactional skills. • Fifty-six preservice teachers from a Chinese university participated in this study during their internship. • After one semester of coaching, preservice teachers improved in the Emotional Support domain of teacher-child interactions. • Preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. Based on the Teaching Through Interaction (TTI; Hamre et al., 2013) framework and the observational tool Classroom Assessment Scoring System (CLASS; Pianta, La Paro, et al., 2008), some professional development (PD) programs combined with video-based coaching had been developed. Previous studies have well-documented the effects of these PD programs on in-service teachers' mastery of interactional skills; however, little research has been done on the effects for preservice teachers. In the current study, we aimed to explore: (1) if video-based coaching improves preservice teachers' interactional skills, and (2) how the personal characteristics of teachers (whether they attend coaching or not) predict the change of interactional skills during their practicum. Using an experimental approach, the study recruited 56 preservice teachers from a Chinese university to participate in the assessment and intervention. Results showed that preservice teachers in the coaching group who received one semester of sustained and individualized coaching support demonstrated a greater improvement in teacher-child interaction skills in the Emotional Support domain than those in the control group. Further, preservice teachers' higher levels of child-centered beliefs and initially lower levels of knowledge of effective teaching, ability of identifying effective teaching behavior, and teacher-child interactional skills related to a greater increase in interactional skills during the internship. These findings shed light on how to design effective preparation programs for preservice teachers during their practicum. [ABSTRACT FROM AUTHOR]

Objective: To study the utility of simulation videos with embedded quiz items compared and in combination with live hands‐on demonstrations of dental procedures. Methods: Thirty‐three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017–2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands‐on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. Results: Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017–2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy‐nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. Conclusions: Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Quality Assurance in Higher Education is the property of University of Science & Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Learning history is one of the most difficult lessons because of the distance in space and time, so it is necessary to present interactive learning media that make historical values more understandable. The development of Edpuzle interactive video learning media in history learning aims to develop learning media and to determine the effectiveness of the product developed. The research process applies the 4D development research method with the stages of Define, Design, Develop and Deseminate. The research instruments are in the form of expert validation sheets, lift sheets and test questions. The results of the media validation show "very good" worthy of being used as a learning medium with an average score of 4.35. Based on table 2, it shows that the results of the validation of material experts average score of 4.33 in the "very good" category. The results of the one to one evaluation show that the average total score is 3.98 in the "good" category. And the results of the small group evaluation show that the total average score is 4.58 in the "very good" category. the results of the effectiveness test using Mann Whitney U on SPSS, obtained the results of a sig (2-tailed) value of 0.011

This article examines two notebooks belonging to the scientific filmmaker F Percy Smith, labelled 'Data A' and 'Data B', which are held at the National Science and Media Museum (NSMM) in Bradford. These notebooks offer valuable insights into Smith's working process in the last two decades of his life -- between 1925 and 1945 -- and they detail the wide array of materials, tools and equipment that he used to produce his films. The article suggests some of Smith's uses for the notebooks, such as noting down locations for collecting specimens or describing how to construct tanks and troughs for filming individual organisms. Using a wide range of supplementary sources, including images, videos and an interactive map, I argue that Smith's work amounted to a form of scientific 'craft', which blended across his experimentation with photographic media and scientific observation. Dismantling the long-held belief that F Percy Smith worked entirely alone, the article uses the notebooks as an opportunity to highlight for the first time the role that two women played in Smith's studio-laboratory: his wife, Kate Smith, and his assistant, Phyllis Bolté. The notebooks are a key source for understanding the production of natural history films of the interwar period, including the popular Secrets of Nature (1922-1933) series. The article reflects on what media scholars can learn from taking a closer look at the materials and methods used for making films of this kind. [ABSTRACT FROM AUTHOR]

With the rapid spread of mobile devices and the Internet, mobile interactive video advertising has become an increasingly popular means of accessing advertising information for a large number of users. Interactive narratives are advertisements that require collaboration between consumers and designers to complete the story. Interactive narratives influence marketing impact and the advertising experience. Building on previous research, this study delves deeper into the design methods of interactive narratives for mobile video advertisements. We developed various interactive narrative samples by controlling video quality parameters, content, and product involvement, and then measured consumer perceptions of these samples in a laboratory environment. The results indicate that six design methods for interactive narratives foster positive perceptions, immersion, and satisfaction in advertisements with low product involvement. For ads with a high degree of product involvement, two design methods can achieve positive consumer perceptions of interactive narratives. This study offers insights for businesses and interaction designers aiming to advance the commercial use of mobile interactive video advertising. At the same time, we propose a design method for mobile interactive video advertising that can also serve as an entry point for theoretical research on interactive narratives. [ABSTRACT FROM AUTHOR]

Numerous learners watch knowledgeable videos with comments or annotations anchored to the video timeline. These comments are learners' discussions with abundant informational and social content along with video timelines, but the content is usually fragmented and scattered. To extract, organize, and highlight useful information from the discussion, we adopted text mining approaches and designed an interactive visualization tool in the lecture interface for learners, including the following components along with the video timeline: (1) the relevance of comments to the lecture, (2) the comment topics throughout the lecture, and (3) the difficulty level perceived by learners. We conducted a lab experiment with 24 students to examine the effects of the visualization tool on the learning process and outcomes. We found that learners perceived a significantly higher social presence and performed better in open‐book quizzes, searching tasks, and summarizing lectures using the visualization tool. This suggests that the visualization of timeline‐anchored commenting potentially facilitates learners' participation in discussions and contributions to the learning community. [ABSTRACT FROM AUTHOR]

Humans are remarkably sensitive to the alignment of visual events with other stimuli, which makes synchronization one of the hardest tasks in video editing. A key observation of our work is that most of the alignment we do involves salient localizable events that occur sparsely in time. By learning how to recognize these events, we can greatly reduce the space of possible synchronizations that an editor or algorithm has to consider. Furthermore, by learning descriptors of these events that capture additional properties of visible motion, we can build active tools that adapt their notion of eventfulness to a given task as they are being used. Rather than learning an automatic solution to one specific problem, our goal is to make a much broader class of interactive alignment tasks significantly easier and less time-consuming. We show that a suitable visual event descriptor can be learned entirely from stochastically-generated synthetic video. We then demonstrate the usefulness of learned and adaptive eventfulness by integrating it in novel interactive tools for applications including audio-driven time warping of video and the extraction and application of sound effects across different videos. [ABSTRACT FROM AUTHOR]

This work provides the design of a multifocal display that can create a dense stack of focal planes in a single shot. We achieve this using a novel computational lens that provides spatial selectivity in its focal length, i.e, the lens appears to have different focal lengths across points on a display behind it. This enables a multifocal display via an appropriate selection of the spatially-varying focal length, thereby avoiding time multiplexing techniques that are associated with traditional focus tunable lenses. The idea central to this design is a modification of a Lohmann lens, a focus tunable lens created with two cubic phase plates that translate relative to each other. Using optical relays and a phase spatial light modulator, we replace the physical translation of the cubic plates with an optical one, while simultaneously allowing for different pixels on the display to undergo different amounts of translations and, consequently, different focal lengths. We refer to this design as a Split-Lohmann multifocal display. Split-Lohmann displays provide a large étendue as well as high spatial and depth resolutions; the absence of time multiplexing and the extremely light computational footprint for content processing makes it suitable for video and interactive experiences. Using a lab prototype, we show results over a wide range of static, dynamic, and interactive 3D scenes, showcasing high visual quality over a large working range. [ABSTRACT FROM AUTHOR]

Image stylization has seen significant advancement and widespread interest over the years, leading to the development of a multitude of techniques. Extending these stylization techniques, such as Neural Style Transfer (NST), to videos is often achieved by applying them on a per‐frame basis. However, per‐frame stylization usually lacks temporal consistency, expressed by undesirable flickering artifacts. Most of the existing approaches for enforcing temporal consistency suffer from one or more of the following drawbacks: They (1) are only suitable for a limited range of techniques, (2) do not support online processing as they require the complete video as input, (3) cannot provide consistency for the task of stylization, or (4) do not provide interactive consistency control. Domain‐agnostic techniques for temporal consistency aim to eradicate flickering completely but typically disregard aesthetic aspects. For stylization tasks, however, consistency control is an essential requirement as a certain amount of flickering adds to the artistic look and feel. Moreover, making this control interactive is paramount from a usability perspective. To achieve the above requirements, we propose an approach that stylizes video streams in real‐time at full HD resolutions while providing interactive consistency control. We develop a lite optical‐flow network that operates at 80 Frames per second (FPS) on desktop systems with sufficient accuracy. Further, we employ an adaptive combination of local and global consistency features and enable interactive selection between them. Objective and subjective evaluations demonstrate that our method is superior to state‐of‐the‐art video consistency approaches. maxreimann.github.io/stream‐consistency [ABSTRACT FROM AUTHOR]

The paper presents Guided video object segmentation by tracking (gVOST) method for a human-in-the-loop video object segmentation which significantly reduces the manual annotation effort. The method is designed for an interactive object segmentation in a wide range of videos with a minimal user input. User to iteratively selects and annotates a small set of anchor frames by just a few clicks on the object border. The segmentation then is propagated to intermediate frames. Experiments show that gVOST performs well on diverse and challenging videos used in visual object tracking (VOT2020 dataset) where it achieves an IoU of 73% at only 5% of the user annotated frames. This shortens the annotation time by 98% compared to the brute force approach. gVOST outperforms the state-of-the-art interactive video object segmentation methods on the VOT2020 dataset and performs comparably on a less diverse DAVIS video object segmentation dataset. [ABSTRACT FROM AUTHOR]

Purpose Few studies have clarified the connection between educational technologies and psychological theories and how they relate to each other to provide students with the highest educational experience. Further studies are needed to understand the types of connections required to achieve high educational input. Methodology This study conducted in Saudi Arabia employed the cognitive theory dimension using interactive videos with female bachelor's degree students as participants. An experiment involving 102 participants was conducted based on a study approach. Data analyses included descriptive statistics, normality tests, associated tests, and multinomial logistics regression model analyses. Findings The results showed that the student's cognitive achievement was related to the skills and sub-skills imparted through videos and clear/conversational language. Moreover, the logistics regression model shows almost associated with task completion and scores regarding using interactive video, scores of cognitive theory skills related to the video subject, and scores about students' ideas about interactive video tools. Implications The study findings can benefit all individuals who work and train in the education field and tool designers who provide interactive digital video-based learning and training. [ABSTRACT FROM AUTHOR]

This paper describes a practical case study on the benefits and feasibility of a virtual laboratory as a part of chemistry laboratory exercises. Three different objectives that must fit together to create an efficient Virtual Reality (VR) learning experience were found: relevant information content, learning design, and technical feasibility. To achieve these multidisciplinary goals, a simple framework for designing VR learning materials was created. A 360-VR version of a chemistry laboratory exercise was designed and created following this framework. Data on its effectiveness was collected on a laboratory course with over 150 first-year chemical engineering students. The students completed the same laboratory exercise both as a virtual laboratory and in a real student laboratory. In the student feedback, students clearly stated that virtual laboratories cannot replace the experience in a real laboratory, and that the virtual laboratory exercises did not directly increase student motivation. Nevertheless, students showed a very positive attitude towards virtual learning materials and suggested including even more activating materials such as quizzes and interactive videos in the learning materials. Only a few students reported any downsides related to the virtual laboratory exercise. Overall, it was shown that our design principles work in practice as the students reported several real benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. These benefits included learning the correct way that the laboratory exercise proceeds and how to perform certain tasks correctly. • Web-based 360° virtual environment was designed for a chemistry laboratory course in chemical engineering curriculum. • Students reported several benefits when they completed a virtual laboratory exercise before the real-life laboratory exercise. • Students clearly stated that virtual laboratories cannot replace the experience in a real laboratory. • The virtual laboratory exercises did not directly increase student motivation. [ABSTRACT FROM AUTHOR]

Although interactive video retrieval systems often boost search effectiveness, their smart design and optimal usage remains a true challenge. Since verification of design choices or search strategies with real users is tedious and unwieldy task, research efforts in interactive video search area focus also on options for automatic evaluations. This paper contributes to the area with an analysis of artificial user models for relevance feedback based video retrieval systems. Using a state-of-the-art system SOMHunter utilizing the W2VV++ text-image search model, several studies were performed. First, a study without search guidelines was organized with 34 users trying to solve known-item search tasks in a simplified version of SOMHunter. The results of the study were thoroughly analyzed and its data were used to train several artificial user models simulating relevance feedback. The models were evaluated with respect to a second study, where 50 displays of images were annotated by real users. The most promising artificial user model wPCU was selected for simulations analyzing performance of relevance feedback based browsing with different strategies. In a third study, 17 real users achieved on average 70% success rate for a new set of challenging known-item search tasks, strictly following the recommended search strategy. Furthermore, a similar performance for the same set of tasks was predicted by the wPCU model trained with data from the first study. The results and future challenges are thoroughly discussed. [ABSTRACT FROM AUTHOR]

This study proposes a recommendation system for online video resources in interactive networks to enhance reliable recommendations of tourist educational resources. The video resource recommendation algorithm uses the interactive network hardware to support the platform layer. This layer provides the network communication environment for tourism teaching by realizing information transmission. The data layer uniformly manages the online video resources and user data of tourism teaching. The network tool layer provides various tool units. The application layer invokes various tool units from the network tool layer to develop the recommendation unit of online video resources. Furthermore, an improved mixed latent factor model is designed to recommend high-quality video resources to users by combining video resources and user data in the data layer in this paper. Then, the recommendation result of video resources is presented in the form of a personalized interactive interface. Experimental results show that the proposed algorithm can effectively recommend video resources to users. Meanwhile, the popularity of video resource recommendations is low, which means the novelty degree of recommendation is high. Finally, the experimental results shows that the proposed algorithm has a better interactive performance of video resource recommendation. [ABSTRACT FROM AUTHOR]

A specific feature of the organization of education during wartime is the creation of a modern educational environment for the harmonious development of students in conditions of war. The substantiation of ways of developing qualities, values and competences of primary school students is important for solving a number of contradictions between the quality training of students to be competitive in the process of building labour relations at age stages, and the insufficient level of their real preparation for productive activities. There is also a contradiction between a significant volume of promising information in the conditions of rapidly changing technologies and unadjusted educational environment to innovative changes in terms of its analysis and use. The aim of the study was to determine the impact of the Moodle platform on the academic performance of primary schoolers under martial law. The aim was achieved through the use of the following methods: questionnaire survey, testing, methods of statistical analysis. It was found that the introduction of the modernized curriculum in the Moodle platform had a positive effect on the academic performance of the students of the experimental group (EG) compared to the students who used the traditional platform. The crosswords, interactive assignments, as well as animated videos in case of correct completion of tests were also added to encourage students to complete additional assignments after the lesson. This also affected the positive result of the final stage of testing. A promising direction for further research may be the development of interactive tasks for primary schoolers to better assimilate the material they have learned. [ABSTRACT FROM AUTHOR]

Over the course of seven years during ten events, the author explored real-time interactive audiovisual projections, using ad hoc and portable projections and audio systems. This was done in the specific location of Cockatoo Island in the waters of a part of Sydney Harbour, Australia. The island offers a unique combination of the remnants of a shipyard industrial precinct, other buildings, and increasingly restored natural environment. The project explored real-time audiovisual responses through projected overlays reminiscing the rich history and past events, interactively resonating with the current landscape and built environment. This included the maritime industrial history, as well as other historical layers such as convict barracks, school, and the significance of the location for Australia's original inhabitants before colonisation by the British started in 1788. But most prominently, the recent use of the island for large scale art projects (such as the Outpost street art festival in 2011, and over a decade of use as part of the Sydney Biennale of Art, and the use of the island for film sets). This was a rich source of image material collected by the author and used to extend and reflect on current realities. By using the projections, overlaying and extending the present reality with historical data in the form of sounds and video, dialogues were facilitated and a conflation of past and present explored. The main activity were the VideoWalks, where the author, using a custom built portable audiovisual projection system and a bank of audiovisual material was able to re-place sound and video of previous events in the present context, in some instances whilst delivering a performative lecture on the way. The explorations are part of the author's Traces project, exploring traces and remnants of past events and how these can inform design approaches. The project over the years also developed an element of recursion, by using footage of an earlier projection into the current, the footage of which was then used in the next event, and so on—up to five layers of extended reality. [ABSTRACT FROM AUTHOR]